HLD-Human Leadership Development

HLD 102 Leadership Explorations: 1 Credits (1 Lec)

(F) Leadership Explorations provides new and transferring students who have opted to live in the Emerging Leaders Living Learning Community with opportunities to foster an authentic sense of belonging within the MSU community while developing and practicing positive leader behaviors. Students living in the Emerging Leaders Living/Learning Community are automatically registered in HLD 102, a graded, 1-credit course. Emerging Leaders are required to (1) attend 6 in-classroom leadership seminars scheduled throughout Fall semester; (2) join and actively engage with a student-led MSU Club; and (3) participate in scheduled outside-of-the-classroom recreational and service learning opportunities.

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Provide first-year and transferring students living in the Emerging Leaders floor with opportunities to learn about the theory and practice of leadership in in-classroom seminars and outside-of-the-classroom settings.
Students cultivate and practice personal approaches to leading and following through in-class seminars and a variety of recreational and/or service learning opportunities on campus and in the larger community.
Students receive initial peer leadership training.
Students develop of sense of place and belonging within the Emerging Leaders floor, Leadership Fellows, and the larger MSU community.

HLD 121US Leadership Foundations: 3 Credits (3 Lec)

(F, Sp) This face-to-face and web-enhanced course provides students with the opportunity to understand and develop leadership skills by examining individual and organizational leadership effectiveness through experiential learning in and out of the classroom. This is an introductory course for students interested in obtaining the MSU Leadership Fellows Certificate, but all students interested in leadership and leader development are welcome.

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Students define leadership on an intrapersonal level; describe and explain fundamental leadership principles, models, and theories.
Students utilize foundational leadership principles, including complex adaptive leadership theory, to inform their own leader development and personal expressions of leading in ways that honor humanity.
Students accurately interpret, diagnose, and influence real-world situations in which positional and/or non-positional leadership is required.
Students are able to critically identify and operate effectively in interpersonal situations that require empowered followership.
Students design, investigate, and develop written papers and team-based oral presentations that connect leadership theory and leader behavior to effective organizations and positive organizational outcomes.
Students formulate, develop, and practice effective leader and empowered follower behaviors in and out of the classroom.

HLD 191 Special Topics: 1-4 Credits (1-4 Lec)

PREREQUISITE: Course prerequisites as determined for each offering. Courses not required in any curriculum for which there is a particular one-time need, or given on a trial basis to determine acceptability and demand
Repeatable up to 12 credits.

HLD 206 Leading Adaptively in a Complex World: 3 Credits (3 Lec)

(F, Sp) Leading Adaptively in a Complex World is rooted in the concept that leadership is an action one takes to effect change. Based on this perspective, leadership is exercised to address challenging situations (described as adaptive challenges) occurring in complex social environments. Thus, individuals who practice leadership need to be adaptive in the actions they take, which is accomplished by effectively diagnosing the social dynamics occurring within each unique adaptive challenge before strategically intervening based on that understanding. This face-to-face, web-enhanced, discussion-based seminar emphasizes the methods and principles for engaging in this process.

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Demonstrate knowledge of adaptive leadership theories by being able to reproduce the key components from memory during in-class discussions.
Demonstrate comprehension of adaptive leadership theories extended to scenarios presented in the weekly discussion prompts.
Demonstrate the application of adaptive leadership diagnostic principles illustrated by a concept map and accompanying paper determining the key stakeholders, the distribution of power, issues tugging at constituents’ heartstrings, and personal interest in the problem.
Analysis of the concept map and accompanying paper will also provide opportunity to differentiate conflicting loyalties between stakeholders, distinguish how stakeholders give and take power, analyze how the system maintains the status quo, and speculate ways the constituents may resist change.
Synthesize an intervention addressing an adaptive challenge (final project) by designing a plan to address key diagnostic learnings, create opportunities for the stakeholders to dialogue, and assemble diagnostic learnings into a cogent action plan.
Evaluate a leadership failure (presentation) by assessing what went wrong, inferring motivations behind key stakeholders’ actions, comparing competing perspectives, and ascertaining the ways in which the initial diagnosis was inadequate.

HLD 221 Critical Thinking, Writing and Leading: 3 Credits (3 Other)

(Sp) In this seminar students discover, evaluate and apply Critical and creative writing and Thinking and their relationship to Leadership. Using various techniques, including Socratic Questioning, students develop and practice effective writing and critical thinking skills.

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Describe the relationship of Critical Thinking to Leadership.
Examine and practice a team decision making process.
Compare and contrast various behavioral models (individual, pair and team).
Research, write and present a position paper on an assigned topic.
Design and lead a class discussion on the ‘topic of the week.’
Practice self-awareness and capacity for self-critique.
Raise critical questions and define problems, stating them clearly.
Gather and assess relevant information.
Recognize controversial issues, analyze logically, pay attention to details, and assess the relative strengths of your own and others’ arguments.
Evaluate all sides of an issue, articulate and defend a well-reasoned conclusion.
Give and receive feedback from peers.
Demonstrate confidence in making decisions in uncertain environments.

HLD 291 Special Topics: 1-4 Credits (1-4 Other)

PREREQUISITE: None required but some may be determined necessary by each offering department. Courses not required in any curriculum for which there is a particular one-time need, or given on a trial basis to determine acceptability and demand before requesting a regular course number
Repeatable up to 12 credits.

HLD 292 Independent Study: 1-3 Credits (1-3 Other)

PREREQUISITE: Consent of instructor and approval of Director. Directed research and study on an individual basis
Repeatable up to 6 credits.

HLD 298 Internship: 1-6 Credits (1-6 Other)

PREREQUISITE: Consent of instructor and approval of department head. Max 6 cr. An individualized assignment arranged with an agency, business, or other organization to provide guided experience in the field
Repeatable up to 6 credits.

HLD 301 Fundamentals of Peer Mentorship: 3 Credits (2 Lec, 1 Other)

(F, Sp) For students who have been accepted into the University Studies Peer Mentor Program. Mentors are paired with first-year students enrolled in University Studies courses. This course develops mentoring skills through theoretical and experiential learning. Topics include: mentoring fundamentals, communication strategies, conflict resolution, campus support and resources.
Repeatable up to 6 credits.

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Identify the fundamentals of peer mentorship, including strategies for interpersonal communication, conflict resolution, and effective academic role modeling.
Identify campus resources and services, and communicate them with their first-year students.
Identify and implement strategies to increase first-year students’ confidence and competency in critical thinking and communication skills.
Demonstrate an ability to mentor and foster positive interpersonal relationships with students.

HLD 346 The Leader's Way: Deep Listening, Systems & Processes: 3 Credits (2 Lec, 1 Lab)

(Sp) Sophomore standing. The course encourages an awareness and application of the fundamental skills of leading, specific contexts for their use, and methods and techniques to enhance their effectiveness. The learning foundation is interpersonal communication within a systems approach. Students will experience activities that combine content rigor, skill enhancement behavior change within a seminar and laboratory setting.

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Comprehend (comprehension) the roots and principles of leading based upon personal experiences; (Bloom’s Level - Introductory).
Distinguish (analysis) the various elements of leading including skills, methods, and contexts (Bloom level – Developing).
Apply (application) the 5 principle skills of leading (Bloom’s Level – Developing).
Demonstrate and Measure (application) their growth and learning in leading (Bloom’s Level – Developing).
Apply and Reflect (application) upon their leading skills in simulated and actual situations (Bloom’s Level – Developing).
Devise (synthesis) a tracking model of their personal growth and learning (Bloom’s Level – Mastery).
Interpret (evaluation) personal leading experiences and INTEGRATE these into specific contexts and actions (Bloom’s Level – Mastery).

HLD 347D Global Leadership & Cultural Humility: 3 Credits (3 Other)

(Sp) Sophomore standing and HLD 121US recommended but not required. This course adds the context of “global” to the study of leadership. Global leadership is exercised by mobilizing people to address global situations occurring in complex social environments and across borders. This course will invite students to 1) critically examine the practice of extra-cultural leadership; 2) critically examine one’s own culture and identity; and 3) study specific concepts related to global leadership and cultural humility to inform future contributions.

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Demonstrate knowledge of what constitutes leadership in global settings. Students are better able to manage and leverage cultural perspectives and to succeed in culturally complex contexts.
Describe what constitutes cultural humility and respectful engagement with colleagues and communities. Students act with integrity in establishing respectful relationships and productively manage conflict to reach ethical outcomes.
Apply effective cross-cultural communication skills that incorporate relevant background and contextual knowledge. Students express their ideas in manners appropriate for their intended audience and for their intended context.
Analyze global contexts through the 3R tool: reporting, reflecting, and re-evaluating. Students will utilize a framework that helps to analyze reactions to unexpected or unwanted experiences and develops cognitive flexibility and self-awareness to question assumptions and interpretations of multiple perspectives.
Develop thoughts, opinions, and connections from the course material to the assigned projects that demonstrate new, deeper, or changed understanding about global fitness. Students demonstrate facility in analyzing, interpreting, and understanding sources of information and in constructing positive arguments in ways that empower and challenge their own and others' thinking.
Conduct self-evaluation, peer evaluation, and feedback from someone in a leadership position.

HLD 391 Special Topics: 1-4 Credits ()

HLD 401 Intermediate Peer Mentorship: 3 Credits (2 Lec, 1 Other)

PREREQUISITE: HLD 301. (F, Sp) For students who have been accepted into the University Studies Peer Mentor Program. Mentors are paired with first-year students enrolled in University Studies courses. This course further develops mentoring skills through theoretical and experiential learning. Topics include: intermediate mentoring techniques, leadership development, conflict resolution, effective use of campus resources in mentoring contexts. HLD 301 PreReq
Repeatable up to 6 credits.

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Apply and refine mentorship strategies by adapting communication, facilitation, and feedback techniques to meet the needs of diverse students and classroom contexts.
Demonstrate emerging leadership skills by modeling effective mentoring practices, sharing campus resources in their first-year classroom, and supporting first-time Peer Mentors.
Analyze mentoring challenges and implement appropriate conflict navigation and problem-solving strategies to deepen critical thinking and enable open discussion of ideas among their first-year students and fellow Mentors in HLD 301.
Reflect on their development as a Peer Mentor, identifying areas of growth and readiness for more advanced mentorship roles.

HLD 403 Advanced Peer Mentorship: 3 Credits (2 Lec, 1 Other)

PREREQUISITE: HLD 401. (F) For students who have been accepted into the University Studies Peer Mentor Program. Mentors are paired with first-year students enrolled in University Studies courses. This advanced course synthesizes mentoring theory and practice through continued experiential learning. Topics include: advanced mentorship strategies, leadership development, reflective practice, and application of mentorship skills beyond the classroom. HLD 401 PreReq

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Synthesize mentorship theory and practice to address complex mentoring situations and evolving classroom dynamics.
Demonstrate advanced leadership and communication skills through modeling, reflection, and support of first-year students and fellow mentors.
Apply mentorship competencies, including communication, problem-solving, adaptability, and ethical decision-making, to academic, professional, or post-college contexts.
Evaluate their growth as a Peer Mentor by articulating how their skills, values, and experiences have developed across multiple semesters.

HLD 460 Student Leader Training: 2 Credits (2 Lec)

PREREQUISITE: Restricted entry; Orientation leaders only. Knowledge and skills necessary for interaction, presentation, and facilitation with regard to new student group leading, peer advising, and campus representation
Repeatable up to 6 credits.

HLD 463 Student Assistant Training: 1 Credits (1 Lec)

PREREQUISITE: Resident Assistant status; restricted entry. Course includes training in various aspects related to the performance of the Resident Advisor position duties. It includes areas such as self-understanding, interpersonal skills, intervention techniques, and perspectives on college students and the campus environment, which are fundamental to the effective functioning of Resident Assistants

HLD 464 Student Assistant Candidate Training: 1 Credits (1 Lec)

PREREQUISITES: Resident Assistant candidate status; pass/fail grading; restricted entry. Course includes exposure to college student development theories, advising, and communication skill development areas within a residence hall setting. Emphasis is given to working with individuals and groups in a peer counseling/educational role. Resident Advisor roles and responsibilities are also addressed

HLD 491 Special Topics: 1-4 Credits (1-4 Lec)

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Special Topics: student outcomes will vary but will include: Demonstrate an understanding of college student development and an awareness of the challenges of transitioning to college Convey an understanding of campus resources and enrichment activities available to incoming students Communicate the ethical and professional standards and the responsibilities of being a member of the university community Support the development of effective academic and time management skills for the first-year students Understand and apply appropriate mentoring boundaries Develop deeper understanding of their self-identity and purpose in higher education, with the ultimate goal of graduation.

HLD 492 Independent Study: 1-3 Credits (1-3 Other)

PREREQUISITE: Consent of instructor and approval of Director. () On demand. Directed research and study on an individual basis
Repeatable up to 6 credits.

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Independent Study - student outcomes will vary

HLD 494 AdvoCat Seminar: 1 Credits (1 Other)

PREREQUISITES: Accepted AdvoCat status, Sophomore standing, and consent of instructor. As student ambassadors on campus, AdvoCats are trained to market the programs and activities at MSU to prospective students and their families
Repeatable up to 99 credits.

HLD 498 Internship: 1-6 Credits (1-6 Other)

HLD 499 Leadership Capstone: 1 Credits (1 Other)

PREREQUISITE: HLD 121US, Junior standing, and permission of instructor. (F, Sp) Capstone course for students completing the requirements of the MSU Leadership Fellows Certificate. Emphasizes leadership development to empower students to become effective agents of change

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Explain the connection between leadership and vision, leadership and communication, leadership and service learning, and leadership and systems.
Plan and communicate a vision of the future based on knowledge gained from their particular project.
Model leadership best practices through design, implementation, and presentation of a Leadership Fellows Capstone Project.
Assess self-growth; develop effective time and energy management skills; consider ways in which they can be positive change agents within their particular areas of study.
Engage in original undergraduate research or design and deliver an original creative project (learning and activities will vary depending upon the student’s project goals and design).
Synthesis: Regardless of project, students go beyond intellectual knowing; they demonstrate and articulate an awareness tied to vision, steps to build, and/or new emergent leadership understandings.

HLD 591 Special Topics: 1-4 Credits (1-4 Lec)

PREREQUISITE: Graduate standing and courses as determined for each offering. Offered as needed based on student demand. Courses not required in any curriculum for which there is a particular one time need, or given on a trial basis to determine acceptability and demand before requesting a regular course number
Repeatable up to 12 credits.