Renaissance College

Students are introduced to the philosophical and historical foundations of leadership theory and practice. Furthermore, they study theories and models of leadership. Finally, they explore their own, as well as others’, potential to contribute to leadership processes. The course will focus on developing student skills in academic reading and writing, self-management and presentation in order to enhance their leadership abilities. 

This course explores various religious and secular worldviews or philosophies of life, what they are, how they come to expression in our everyday actions  and their formative influence on cultures, communities, individuals and particularly people in positions of leadership. To enhance knowledge of self and others, students visit sacred places, explore the worldviews of others and gain critical awareness of their own.

Introduces the learner to theories and practices of developing a person's well-being. Readings, discussions and experiential learning activities focus on the physical, emotional, intellectual, social, and spiritual aspects of wellness.

An interdisciplinary examination of the social, ethical and political dimensions of citizenship. In addition to surveying the rights and duties of citizenship in a democratic society, the course reviews different forms of civic engagement in the public domain and key issues surrounding social equality and diversity among citizens. These topics are examined in the context of leadership, focusing on the critical understanding of the various roles that citizens play as members of local, national and global communities. Emphasis is placed on developing and maintaining a broad social and political awareness of the forces and events that shape these communities.

Immerses students in the philosophy and learning outcomes of the BPhil program by providing them with a critical and holistic perspective on leadership and developing their essential academic skills (including information literacy, critical thinking, written and verbal communication). Foundational questions about the nature of knowledge, identity, and ethics will be examined as a means of growing students' capacities to deliberate, learn from diverse perspectives, and work with others. Students will be further introduced to critical theories and core concepts related to socially responsible leadership (such as equality, power, justice) and will engage in projects that relate these concepts to practical challenges faced in contemporary communities and organizations. Emphasis is placed on teaching students how to integrate theoretical and experiential learning in their education, while growing their understanding and appreciation of interdisciplinary approaches to studying complex problems. 

Students study and practice leadership in the context of diverse communities and national organizations. Initiating, planning, executing, controlling and closing a leadership project in an organization of the student’s choice as well as continuous reflection on and evaluation of this project are at the core of this course. The course  focuses on developing student skills in project management, communication, and cooperation.  

The course explores the different roles that government, law and civil society play in addressing significant social and political problems in Canada. By focusing on a specific current public policy issue, students will examine the interplay between institutions, groups and norms, and develop a critical perspective on democratic life in Canada. 

Portfolio II enhances students understanding and use of learning portfolios as they apply self-analysis to their growth and competency in each of the six Renaissance College Learning Outcomes relative to their developing understanding of leadership. Students create formative learning portfolios using evidence from their RC courses, disciplinary minor, extracurricular activities, Canadian internship, and their informal learning activities. RC faculty members assess portfolios and a mark of CR/NCR is awarded in the second term of the second year.

A full-time 12 to 16 week placement in an organization located in Canada where students observe leadership in action, develop their leadership skills, and test their interest and aptitude for a career. With guidance from a mentor at UNB and in the organization, students complete assignments designed to enable them to apply their academic knowledge and critical thinking skills in a work environment while enhancing their professional development. A presentation during the subsequent fall term concludes the internship.

Students study leadership in global and cross-cultural contexts. They engage in cross-cultural projects and study and reflect on the impact of cultural differences and diversity on leadership processes. The course focuses on developing skills in cross-cultural communication and cooperation. 

This course explores the different role that states, international organizations and civil society play in addressing global social problems. By examining a current global governance issue, students will be introduced to the key institutional and economic features of the international order. They will evaluate opportunities for collective action and develop a critical perspective on systematic challenges to global cooperation. 

This is a cross-cultural educational experience where students travel in small teams to countries where the culture differs from theirs. For a minimum of 10 weeks they immerse themselves in the communities and complete full-time placements with local non-profit organizations. Students contribute to community efforts in order to: observe and learn with and from local people and communities; appreciate multiple perspectives on issues; understand how others experience situations and decisions; and, evaluate how leadership functions in other cultures and societies. A rigorous preparation and re-entry process as well as a set of assignments help students go through a structured process of inquiry and reflection to build knowledge through experience. A presentation during the subsequent fall term concludes the internship.

An in-depth examination of a specific leadership topic. Each topic will be given an appropriate title that will appear on the student's transcripts. Each course will also help students develop competence in one or more of the Renaissance College Learning outcomes. Students may take more than one topic for credit. 

Individualized study of a topic of interest to the student developed in consultation with a faculty member and with approval of the Dean. This course engages students in applied or basic research activities.  

This course focuses on social innovation from a leadership perspective. With emphasis on self-directed learning, students apply innovative approaches to exploring social problems and their potential solutions in the context of several case studies. Students will develop their understanding of and competencies within topic areas such as: frameworks for social innovation and social entrepreneurship; social value proposition; change leadership frameworks and change management; organizational alternatives; lean canvas methodology; business planning; design thinking; critical perspectives and impact assessment.

Students and faculty collaborate with government agencies and community-based organizations on joint problem-solving in a project-based environment. This two-term course helps students to utilize the knowledge and skills acquired in their previous learning a well as their critical thinking and research skills. Further, students develop confidence as change-makers while also exploring innovative ideas for pressing social, environmental and economic challenges.

Questions surrounding how images educate, how they make visible emotional and intellectual content, the effects of the visual on human beings, and the visual as an interdisciplinary approach provide a philosophical basis from which the relationship of visual literacy to leadership is explored and developed. There may be a nominal studio fee associated with this course. 

For this course, students submit a summative learning portfolio to demonstrate their growth and competency in the RC Learning Outcomes and connect this with their long range career and life plans. Final presentations highlight their learning using all course work and other experiences including the Canadian and international internship programs. RC faculty members assess the Final Summative Portfolios and a mark of CR/NCR is awarded in the second term of the third year.

The opportunity to gain leadership skills, training and experience through significant involvement in leading, directing, coaching and/or managing groups or individuals in the community or on campus. Each credit hour requires at least 40 hours of leadership and learning activities. Students must receive Dean’s approval.