Learning Journal_ Leadership as Service

Learning Journals

Learning Journals are a way for students to synthesize the assigned course readings with critical observations and evaluation. It provides a way to reflect on the most meaningful ideas read that week with one’s own experiences and learning to date. A learning journal is both reflective in that it allows the reader to personally think through the material as well as integrative, in that it asks the reader to demonstrate an understanding of the material assigned, not just repeating back what the authors’ wrote.

Each Learning Journals has specific readings assigned as well as a specific format designed to engage you, the learner, with creative forms of representing your ideas. Please review each week’s specific content and format carefully as you craft your Learning Journal.

The length of the journal varies from a minimum of 1 written page (single-spaced) up to 5 pages. There is a lot of flexibility to be creative in your journals as well. You can create graphics and include images, videos, music, creative fonts, textboxes, clip art, photos...whatever connects you and the ideas with the specific week’s themes.

While a title page is not necessary, in-text citations and a reference page are required in your journal entries. Please use APA 7th edition style for the citations and references. The integrative component of these activities requires you to reflect on specific content, so it is important to refer to specific quotes, page numbers, author’s etc. to demonstrate such connections.

Learning Journal #4 due Monday, November 8, 2021

Part of this week’s course learning was screening the film, Saving Mr. Banks (2013). Both the guided reflection and the Case Study paper assigned this week invites you to think more deeply and critically on the powerful themes throughout the movie – empathy, forgiveness, patience, deep listening among others. The week’s learning journal invites you to consider the film and the assigned readings through a lens of “change”. How has your thinking changed so far in this course? How and why did you see change in some of the characters of the film? How might you want to change your thinking or actions in your leadership based on what you have observed and read so far?

CONTENT: Read the Following:

1. Review all lecture material and your lecture notes from Units 7 & 8.

2. Review the material suggested in Servant Leadership Portfolio #4.

3. Lead Like Jesus (2016) by Ken Blanchard, Phil Hodges, and Phyllis Hendry

a. Part V: Chapters 21-24; Part VII: Next Steps to Leading like Jesus Chapters 31 & 32 and checklists

4. Jesus on Leadership (1998) by C. Gene Wilkes

a. Principle #5: Take Up the Towel & Principle #6: Share Responsibility & Authority

5. Blog Post. The King who led with a towel. www.Christian-Leadership.org. Retrieved from

http://christian-leadership.org/the-king-who-led-with-a-towel-jesus-leadership-role- model/

FORMAT: Write the following:

“A Change Journal”

This week’s journal invites you to think about change. How has your thinking changed so far in this course? How and why did you see change in some of the characters of the film? How might you want to change your thinking or actions in your leadership (both inner leadership and outer leadership) based on what you have observed and read so far? How did Jesus lead that invited people to change?

GRADING RUBRIC FOR EACH LEARNING JOURNAL

Criteria	Outstanding 5 points	Proficient 4 points	Average 3 points	Developing 2 points	Below Expectations 0-1 point
Critical Thinking & Depth of Reflection	Demonstrates an exceptionally conscious and thorough understanding of the writing prompt and subject matter.	Demonstrates a thoughtful understanding of the writing prompt and subject matter. Interesting and engaging.	Demonstrates a basic understanding of the writing prompt and subject matter. Some interesting reflections.	Demonstrates a limited understanding if the writing prompt and subject matter.	Demonstrates little to no understanding of the subject matter. Not meeting university level expectations.
Use of Evidence & Examples	Uses specific and convincing examples from the texts to support claims. Insightful and applicable connections made.	Uses relevant examples form the texts studied to support claims and makes applicable connections between ideas.	Uses examples from texts to support most claims and some connections made.	Uses incomplete or vaguely developed examples partially supporting claims with little to no connections made between texts.	No examples from the text used and claims are unsupported or irrelevant to the topic at hand. Not meeting university level expectations.
	Uses sophisticated	Uses language that is fluent and original. Meaningful sentences presented in a logical way. Only occasional APA and grammar errors	Uses basic but	Demonstrates limited language that is vague and imprecise. Limited control over grammar, sentence structure and flow of ideas. Frequent grammar, APA errors that make comprehension difficult.	Language and style that is very difficult to follow. Little to no awareness of sentence structure, multiple APA and grammar errors that make comprehension almost impossible. Not meeting university level expectations.
	language that is		appropriate
APA, Style & Grammar	appropriate and meaningful, precise and engaging. Flow of		language, with a basic sense of sentence structure and logical flow of
	ideas that is easy		ideas. APA and
	to follow. No		grammar errors
	noticeable APA		noticeable but do
	and grammar		not hinder
	errors.		comprehension.