I. ASCRC General Education Form (revised 1/27/11)
Use to propose new general education courses (except writing courses), to change existing
gen ed courses and to remove designations for existing gen ed courses.
Note: One-time-only general education designation may be requested for experimental courses
(X91-previously X95), granted only for the semester taught. A NEW request must be
submitted for the course to receive subsequent general education status.
Group
III. Language
VII: Social Sciences
X
(submit
III Exception: Symbolic Systems * VIII: Ethics & Human Values
separate forms
IV: Expressive Arts
IX: American & European
if requesting
V: Literary & Artistic Studies
X: Indigenous & Global
more than one
VI: Historical & Cultural Studies
XI: Natural Sciences
general
w/ lab  w/out lab 
education
group
*Courses proposed for this designation must be standing requirements of
designation)
majors that qualify for exceptions to the modern and classical language
requirement
Dept/Program Educational Leadership
Course #
U 295
Course Title
Prerequisite
Special Topics in Educational Leadership: Leadership for a Diverse World
n/a
Credits
3
II. Endorsement/Approvals
Complete the form and obtain signatures before submitting to Faculty Senate Office
Please type / print name Signature
Date
9.18.12
Instructor
Liz Roosa Millar
Phone / Email 243.5638/liz.roosamillar@mso.umt.edu
Program Chair John Matt
Dean
Roberta Evans
III. Type of request
New
One-time Only X
Renew
Change
Remove
Reason for Gen Ed inclusion, change or deletion
Experimental Course
Description of change
IV. Description and purpose of new general education course: General Education courses
must be introductory and foundational within the offering department or within the General
Education Group. They must emphasize breadth, context, and connectedness; and relate course
content to students’ future lives: See Preamble:
http://umt.edu/facultysenate/archives/minutes/gened/GE_preamble.aspx
1
Course Work Overview
Leadership for a Diverse World explores a model of leadership in which students use
theoretical, personal, and practical approaches to study the characteristics and obligations of
contemporary leaders, including themselves. Students will explore the intersections and
commonalities of identity development, leadership, and social justice through five phases:
Identity Development Theory, Leadership Theory, Social Justice Movements, Theoretical
Intersections, and Social Justice Agency and Ally Development. In each phase, students will
study literature and complete assignments that correspond to learning rubrics and stages of
development in the areas of identity development, leadership development, and multi-cultural
intelligence.
In readings, classroom discussion and analysis, collaborative activities, and projects, students
will integrate theory with personal identity recognition and leadership skill enrichment.
Students complete weekly written reflections about course work. Students will work in groups
to complete research and presentation projects highlighting examples of social justice
leadership. Students will practice leadership skills in their group work. Students will develop
analytic and strategic capacities to infuse leadership with social justice practices in a variety of
settings.
Phase I, Identity Development Theory: Students will review the evolution of identity
development theories and examine their own identities in the context of social hierarchies.
Phase II, Leadership Theory: Students will review the evolution of leadership theories and
begin to explore their own leadership history, skills, and opportunities.
Phase III, Social Justice Movements: Students will draw from their knowledge of identity
development and leadership theory to examine social justice movements, focusing on
leadership in historic movements.
Phase IV, Theoretical Intersections: Students will identify commonalities and intersections
between Identity Development and Leadership theories and Social Justice movements.
Phase V, Social Justice Agency and Ally Development: Students will study social justice
agency and alliance theories and practices and will examine historical examples of effective
social justice movements. Students will reflect on individual opportunities for social justice
agency and alliance in leadership capacities. Students will apply learning through written
reflections and in-class assignments. Contemporary leaders must be prepared to act as allies to
effectively engage diverse others in their efforts.
V. Criteria: Briefly explain how this course meets the criteria for the group. See:
http://umt.edu/facultysenate/documents/forms/GE_Criteria5-1-08.aspx
2
 The course progresses through the study
of identity development and leadership
theories to an examination of social
justice in theory, history, and their own
lives.
 Through course readings and
assignments, students will examine theory
and practice at the personal, social, and
institutional levels.
2. Analyze individuals, groups, or social
 Through course readings, assignments,
problems and structures; and/or
classroom activities, and a research
project, students will analyze themselves
as citizens and leaders.
 Students will analyze leadership in the
context of social inequality.
 Students will complete weekly writing
assignments, providing analysis of the
readings and classroom discussions.
3. Give considerable attention to ways in
 Readings and other course materials
which conclusions and generalizations are
contain data and content derived from
developed and justified as well as the
multiple disciplines and fields of study
methods of data collection and analysis.
where qualitative, quantitative, mixed
methodologies, and narrative accounts are
conventional;
 Through classroom teaching and
discussion students will learn the various
data gathering and justification
conventions;
 Weekly writing assignments and the final
research project will be used to assess
mastery in this criterion.
VI. Student Learning Goals: Briefly explain how this course will meet the applicable learning
goals. See: http://umt.edu/facultysenate/documents/forms/GE_Criteria5-1-08.aspx
1. Describe the nature, structure, and
Students who complete the course will be
historical development of human behavior,
able to:
organizations, social phenomena, and/or
 Apply theories of identity development
relationships;
to recognition of personal identities.
 Describe one’s personal identity and
social status in the context of
marginalized groups, groups with power
and privilege, and histories of
oppression.
 Describe social justice histories and
movements of particular groups.
1. Systematically study individuals, groups,
or social institutions;
3
 Describe the evolution of leadership
theories.
 Analyze the intersection of identity
development and leadership theories.
 Describe the meaning of social justice
agency and alliance at the personal,
institutional and societal levels.
 Apply strategies for infusing leadership
in all disciplines and activities with social
justice principles and practices.
3. Understand, assess, and evaluate how
 Identify the various ways of researching
conclusions and generalizations are justified
social phenomenon;
based on data
 Analyze and critique the value of
conclusions/claims based on the
conventions of the discipline or field of
study the evidence/information was
derived;
 Use appropriate data to support and/or
justify any claims made in their weekly
writings and final research projects.
VII. Justification: Normally, general education courses will not carry pre-requisites, will carry
at least 3 credits, and will be numbered at the 100-200 level. If the course has more than one
pre-requisite, carries fewer than three credits, or is upper division (numbered above the 200
level), provide rationale for exception(s).
n/a
VIII. Syllabus: Paste syllabus below or attach and send digital copy with form.  The syllabus
should clearly describe how the above criteria are satisfied. For assistance on syllabus
preparation see: http://teaching.berkeley.edu/bgd/syllabus.html
2. Use theory in explaining these individual,
group, or social phenomena; and/or
Attached
Please note: Approved general education changes will take effect next fall.
General education instructors will be expected to provide sample assessment items and
corresponding responses to the Assessment Advisory Committee.
4
Course Syllabus
EDLD 295: Special Topics in Educational Leadership: Leadership for a Diverse World
Fall 2013
Days TBD
Time TBD
Location TBD
Instructor:
Liz Roosa Millar, Ph.D.
Office: 232 University Center
(P): 243-5638 (weekdays during business hours)
Email: liz.roosamillar@mso.umt.edu
Office hours: by appointment
I. Course Overview
Leadership for a Diverse World explores a model of leadership in which students use theoretical,
personal, and practical approaches to study the characteristics and obligations of contemporary
leaders, including themselves. Students will explore the intersections and commonalities of
identity development, leadership, and social justice through five phases: Identity Development
Theory, Leadership Theory, Social Justice Movements, Theoretical Intersections, and Social
Justice Agency and Ally Development. In each phase, students will study literature and complete
assignments that correspond to learning rubrics and stages of development in the areas of identity
development, leadership development, and multi-cultural intelligence.
In readings, classroom discussion and analysis, collaborative activities, and projects, students
will integrate theory with personal identity recognition and leadership skill enrichment. Students
complete weekly written reflections about course work. Students will work in groups to complete
a research and presentation project highlighting examples of social justice leadership. Students
will practice leadership skills in their group work. Students will develop analytic and strategic
capacities to infuse leadership with social justice practices in a variety of settings.
Phase I, Identity Development Theory: Students will review the evolution of identity
development theories and examine their own identities in the context of social hierarchies.
Phase II, Leadership Theory: Students will review the evolution of leadership theories and
begin to explore their own leadership history, skills, and opportunities.
5
Phase III, Social Justice Movements: Students will draw from their knowledge of identity
development and leadership theory to examine social justice movements, focusing on leadership
in historic movements.
Phase IV, Theoretical Intersections: Students will identify commonalities and intersections
between Identity Development and Leadership theories and Social Justice movements.
Phase V, Social Justice Agency and Ally Development: Students will study social justice
agency and alliance theories and practices and will examine historical examples of effective
social justice movements. Students will reflect on individual opportunities for social justice
agency and alliance in leadership capacities. Students will apply learning through written
reflections and in-class assignments. Contemporary leaders must be prepared to act as allies to
effectively engage diverse others in their efforts.
II. Desired Learning Outcomes
Students who complete the course will be able to:
1) Apply theories of identity development to recognition of personal identities.
2) Describe the evolution of leadership theories.
3) Describe one’s personal identity and social status in the context of groups with
power and privilege, marginalized groups, and histories of oppression.
4) Analyze the intersection of identity development and leadership theories.
5) Describe social justice histories and movements of particular groups.
6) Describe the meaning of social justice agency and alliance at the personal,
institutional, and societal levels.
7) Apply strategies for infusing leadership in all disciplines and activities with social
justice principles and practices.
III. Civil Classroom Discourse and a Positive Learning Environment
Many of the important learning outcomes associated with a college education are advanced when
students and faculty freely and enthusiastically engage in a robust exchange of ideas during class
discussions. Students enrolled in this class are encouraged to challenge the points of view
expressed by others, always with an interest in maintaining civil discourse free from personal
invective or intimidation. The following classroom guidelines and foundational assumptions
serve as context for classroom discussions.
Classroom Guidelines
 We listen respectfully to each other.
 We strive to understand different points of view.
 One speaker at a time.
 No trashing people or groups of people.
Foundational Assumptions
 Leadership can be learned.
 A leader is “one who is able to affect positive change for the betterment of others,
community and society.” (Komives, et al.)
 Social Change Model of Leadership:
6






Leadership is concerned with affecting change on behalf of others and society.
Leadership is collaborative.
Leadership is a process rather than a position.
Leadership should be values-based.
All students are potential leaders.
Service is a powerful vehicle for developing students’ leadership skills.
Some social groups are politically, economically, institutionally, socially, and personally
dominant. Others are subordinate or marginalized. Members of dominant groups possess
privileged access to resources, opportunities, and authority simply by being members of
those groups. Likewise, members of marginalized groups have limited access to
resources, opportunities, and authority simply by being members of those groups.
Dynamics of dominance and oppression are expressed at all levels of human interaction - institutional, social, and personal -- and in interactions between humans and the natural
world.
Examination of oppressor/oppressed, privilege/marginalization is essential to the
discussions of both social justice and leadership.
Leaders can effect positive change on behalf of their own groups and on behalf of
marginalized groups.
Effective leaders are prepared to recognize, adapt to, and incorporate a multiplicity of
values, experiences, and behaviors in their work with individuals, groups and
organizations.
We are all in varying stages/statuses of understanding our identities, leadership roles, and
social systems. We “meet each other where we are” and recognize the value in each
others’ perspectives and experiences.
IV. Academic Honesty
Students are expected to do their own work. Academic honesty is required and expected at all
times during the course. Please review the Student Conduct Code at
http://life.umt.edu/vpsa/student_conduct.php
V. Strategies for engaged learning in this class
One of the goals of this course is to invite students to actively explore their own capacity for
engaging in active forms of learning.
“Claiming” versus “receiving” an education
“… you cannot afford to think of being here to receive an education; you will do much better to think
of yourselves as being here to claim one. One of the dictionary definitions of the verb ‘to claim’ is: to
take as the rightful owner; to assert in the face of possible contradiction. ‘To receive’ is: to come into
possession of: to act as receptacle or container for, to accept as authoritative or true. The difference is
that between acting and being acted-upon…”
- Adrienne Rich, 1977, convocation speech at Rutger’s University Douglass College
7
Active learning
In 1987, the AAHE Bulletin published "Seven principles of Good Practice in Undergraduate
Education” and the list included active learning as one of the key principles:
Good Practice in Undergraduate Education Encourages Active Learning
”Learning is not a spectator sport. Students do not learn much just by sitting in classes listening
to teachers, memorizing pre-packaged assignments, and spitting out answers. They must talk
about what they are learning, write about it, relate it to past experiences and apply it to their daily
lives. They must make what they learn part of themselves.
Examples: Active learning is encouraged in classes that use structured exercises, challenging
discussions, team projects, and peer critiques.”
Excerpted from: Seven Principles for Good Practice in Undergraduate Education
By Arthur W. Chickering and Zelda F. Gamson
From the March 1987 AAHE Bulletin
Available online at: http://acpa.nche.edu/pgp/principle.htm
Content memorization is generally an ineffective way to learn and is quickly lost. Only through
active participation in higher level learning behaviors (analysis, synthesis, and evaluation) will
meaningful and long-term learning result.
Active reading of assigned text chapters, periodicals, and journals
Active reading requires a reader to list items such as important ideas, questions, inconsistencies,
topics of particular interest, and topics that relate to other readings or experiences.
Active preparation for class discussions
A student who actively prepares for class discussions has reviewed notes from previous classes,
jotted down questions for discussion, and has read all assigned materials for the next class.
Students who ‘claim’ their education engage other students in out-of-class discussions about
classroom topics, read independently and actively seek experiences to tie in with classroom
work.
Active participation in class discussions
Active participants in classroom discussions share their insights about the topic of discussion.
They also listen carefully and think reflectively about other ideas. Active participants also
respond and challenge ideas as appropriate and verbalize connections that arise among the ideas
that are under discussion.
(Acknowledgement to Prof. Holly Belch, IUP Student Affairs in Higher Ed dept. for sharing her
ideas adapted for this section of this syllabus.)
Opportunities for active learning in Leadership for a Diverse World include classroom
discussions and activities, Moodle forums, weekly reflections, and group projects.
VI. Equal Educational Opportunity
8
Statement of Equal Opportunity Policy, U of M President Royce Engstrom
The University of Montana–Missoula provides to all people the equal opportunity for
education, employment, and participation in University activities without regard to race,
color, religion, national origin, creed, service in the uniformed services (as defined in
state and federal law), veteran status, sex, age, political ideas, marital or family status,
physical or mental disability, or sexual orientation.
Responsibility for effecting equal opportunity accrues to all University administrators,
faculty, and staff. This responsibility includes assurance that employment and admission
decisions, personnel actions, and administration of benefits to students and employees
rest exclusively upon criteria that adhere to the principle of Equal Opportunity. The
University prohibits retaliation against a person for bringing a complaint of prohibited
discrimination, for assisting someone with a complaint of discrimination, or for
participating in any manner in an investigation or resolution of a complaint of
discrimination.
The Office of Equal Opportunity and Affirmative Action (EO/AA) is available to provide
you with more information about the application of this policy. The EO/AA Web site,
http://www.umt.edu/eo/, provides additional information and resources about Equal
Opportunity at The University of Montana. The EO/AA Office is located at 020
University Hall, Missoula, MT 59812. The phone number is (406) 243-5710.
Accessibility
The intention is to make this class accessible to students with all levels of ability. Students may
request reasonable modifications by contacting the instructor. The University of Montana assures
equal access to instruction through collaboration between students, instructors, and Disability
Services for Students (DSS). “Reasonable” means the University permits no fundamental
alterations of academic standards or retroactive modifications (for other options go to
http://www.umt.edu/disability).
VII. Communications with the instructor
Students may contact the instructor during weekday business hours either by email or phone.
VIII. Course assignments and evaluation
Class attendance: Students are expected to attend all classes. One absence will be permitted
without notice. Additional unexcused absences will result in point deductions from the final
grade.
Class discussions and activities: (20% of grade) Students are expected to complete scheduled
class preparation (reading and other assignments) prior to class. Students are expected to
participate fully in interactive class discussions and activities and share experiences to learn with
9
and from others. Students are expected to complete all assignments by scheduled due dates. Late
assignments are subject to point deductions from the final grade.
Readings: A number of course readings are taken from Readings for Diversity and Social
Justice, second edition, Maurianne Adams, et al., Editors. Students may choose to purchase this
book. Chapters from the book and additional readings will be posted on Moodle. Below is a
complete list of course readings and a bibliography listing additional/optional readings.
Weekly Reflections: (30% of grade-2 points per assignment) Students will participate in weekly
online discussions, answering questions posed by the instructor which are designed to encourage
reflection about the current topics. Students will post weekly comments or other presentations, to
be determined by the instructor. Weekly reflections will be evaluated based on students’ ability
to integrate class discussions, course readings, personal experiences, and course work from other
classes into your own learning, understanding, and development. Students will reflect on how
your thoughts and ideas have developed, changed, been challenged, or affirmed through your
personal, academic, and professional experiences.
Evaluation of reflections will be based on style, grammar, punctuation, and spelling. Appropriate
and accurate citation of the work of others will be considered a critical component. The rubric to
be used in the evaluation of weekly reflections is below.
Students are expected to complete all assignments by scheduled due dates. Late assignments are
subject to point deductions from the final grade.
Project: (30% of grade-30 points) Students will work in small groups to study particular social
justice movements of their choosing. Students will draw from class readings and discussions to
describe how leadership played a role in the movement. Did/Does the movement create change
in the status of a group? If so, what is the mechanism for change? What leadership model best
describes leadership in the movement? How did leadership play a role in the movement?
Students may choose to become involved in a social justice action or community project.
Students will submit a written summary and produce short class presentations on their research
and findings. Students may use any appropriate formats and media and will be encouraged to be
innovative in their presentations.
Students will practice leadership in their project groups by taking on tasks and responsibilities
and participating in decision-making. Students are expected to complete all assignments by
scheduled due dates. Late assignments are subject to point deductions from the final grade.
Class presentations will be evaluated based on:
 Project Quality: includes all factors related to overall quality (content, relevance, clarity,
organization, supporting materials).
 Delivery: ability to effectively communicate ideas, eye contact, voice tone, non-verbal.
 Time management: including the ability to pace the presented material.
Final Examination: (20% of grade-20 points) Take Home. Students will complete a written
examination at the end of the course. Students will describe a personal theory of leadership,
10
providing three or more references to class readings, discussions, and projects. The theory will
include these elements:
1) One-sentence definition of leadership
2) Elements of effective leadership
3) Goals of leadership
4) Personal qualities of an effective leader
5) Resources for an effective leader
Campus Activities: (extra credit) Students will be encouraged to attend lectures and other
campus events related to course work for extra credit.
Evaluations: Students will complete pre- and post-course self-evaluations about their identities,
leadership development, and cultural intelligence.
Extra Credit: Students may earn extra credit for participation in extra-curricular leadership
activities. Extra credit terms will be agreed upon between the student and instructor.
IX. Reflective Writing Rubric
Criteria
Depth of
reflection/selfassessment
Intellectual
engagement
Contextual
Awareness
Advanced
Proficient
Acceptable
Needs
Improvement
Demonstrates selfDemonstrates the
Provides some
Only reports on
authorship;
ability to reflect on reflection on own
work; does not
identifies further
own work; begins work and
reflect; no
plans for learning;
to demonstrate
experiences; does examples provided;
identifies
self-authorship;
not connect
no self-assessment
challenges; connects demonstrates
cognitive,
and no connection
to development as a growth; provides
interpersonal, and to development as
student affairs
moderate amount
intrapersonal; little student affairs
professions
of connection to
self-assessment;
professional
development of
minimal
student affairs
connection to
professional
development as a
student affairs
professional
Provides strong
Provides some
Minimal
No examples of
application of theory application of
connection of
learning and
to practice, connects theory to practice
theory to practice; connection to
to outcomes and
and connection to sparse connection outcomes; minimal
provides robust
outcomes;
to outcomes; very application of
examples
minimal examples few examples
theory to practice
provided
Is very aware of the Demonstrates an
Demonstrates an
Is not aware of
impact that context
awareness of the
awareness of the
role context plays
has on the
context and how
context
in the construction
production of
this influences the surrounding the
of meaning
11
Language
use/conventions
meaning and how it
influences
interpretation
Consistent use of
appropriate
language, style,
grammar,
punctuation, and
spelling; natural
flow of ideas
providing deep
insight
meaning made
Generally uses
appropriate
language, style,
grammar,
punctuation, and
spelling; ideas
connect
experience and
makes minimal
comment
Language could be
more precise;
some errors in
grammar,
punctuation, and
spelling; lapses in
coherence
Lack of
organization of
writing; poor
language use and
conventions
Adapted from: http://www.uaa.alaska.edu/cafe/portfolios/difficultdialogues/upload/414ReflectiveWritingRubric.pdf
12
X. Class Activities and Assignments
Date
Week
1
Week
2
Week
3
Week
4
Topic
Identity Theory
Identity
Development
lecture &
discussion
Identity definition
exercise &
discussion
Leadership Theory
Evolution of
Leadership Theories
lecture &
discussion
Leadership style
inventory
Class Readings and
Assignments
Assignments
Adams: Tatum, Kirk,
Johnson: Identity
Weekly
Describe the social identity
Reflection #1 groups to which you belong.
Abes/Jones/McEwan:
Identity Development
Privilege 101
Weekly
Discuss your primary
Reflection #2 identity(ies).
Bolden: Review of
Leadership Theories
Komives: Leadership
Identity Model
Weekly
Describe someone in your
Reflection #3 personal life whose
leadership you admire.
Describe the social context
of their leadership- how their
leadership reflects or relates
to their social group(s).
Weekly
Describe an experience
Reflection #4 you've had in which you took
a leadership role. What did
leadership mean to you?
What did you appreciate
about how you led? What
would you do differently?
Komives, ch2: Social
Change Model of
Leadership
Assignment Details
Social Justice
13
In-Class Assignments
Class 1: Define Terms;
Class II: Ex: Power Line
(Bishop) or Up/Downs
(NCBI)*
Class I: Discussion
Ex: Light & Dark (Bishop)
Class II: Ex: Caucuses
(NCBI),
Oppression/Privilege
(Bishop) or Blue
eyes/Brown eyes (Bishop)*
Class I: Discussion
Class II: Speaker
Class I: Leadership Style
Inventory*
Class II: Discussion
Week
5
Week
6
Week
7
Week
8
Week
9
Movements
Overview of Social
Justice Movements
lecture &
discussion
Social Justice in
Action
exercise &
speaker
Theory Integration
Intersections of
Identity
Development,
Leadership, and
Social Justice
Movements
lecture &
discussion
Intersections,
continued
Leader as
Visionary- Agents
and Allies
Social Justice
Agency and Alliance
lecture &
discussion Movie“Taking Root”
Adams: Bell, Hardiman,
Young: Social Justice Theoretical and
Conceptual Foundations
Weekly
Describe the positive
Reflection #5 attributes of your primary or
core identity.
Class I: Discussion
Class II: Discussion:
Internalized Oppression
Pride (NCBI)*
Shapiro: People with
Disabilities & Civil
Rights
Van Jones: Climate
Change & Equity
Adams: Roppolo:
Symbolic Racism
Weekly
Describe opportunities for
Reflection #6 group membership and
leadership in your life. How
do you interact with people
in groups not your own?
Class I: Discussion
Class II: Speaker
Dill: Critical Thinking
About Inequality
Torres: Identity
Development
Hill: The Future of
Intercultural
Competence
Weekly
Listen to and record (in
Reflection #7 writing or with other media)
a story told by someone in a
group not your own. Ask a
question; show curiosity
about and listen to the
answer.
Class I: Project Group
Organization, Expectations
Class II: Project Group
Assignment: assign roles,
tasks, responsibilities
McGaughin, Wilson,
Fowler, Foster: Social
justice in the arts
Weekly
Describe the leadership role
Reflection #8 you play in your project
group.
Class I: Discussion
Class II: Discussion /
Presentations on readings.
Bishop: Becoming an
Ally
Reason: Social justice
attitudes & actions
Davis: Men and social
Weekly
Describe how you address
Reflection #9 perspectives different from
your own in your project
group.
Class I: "Taking Root"
Class II: Discussion
14
Week
10
Week
11
Week
12
Week
13
Week
14
Week
15
Week
16
Social Justice Allies
in History
exercise &
speaker
Self as Agent and
Ally
Agents and Allies
lecture &
discussion
speaker
NCBI
Presentations
Student
Presentations
discussion
Student
Presentations
discussion
Wrap-Up
Leadership
Opportunities
discussion &
speaker
Final Exam
justice
O’Brien: Challenging
Institutional Racism
Rudwick:Interracialism
in the US civil rights
movement
Weekly
Reflection
#10
Describe challenges facing
your primary identity group
at the societal level. Va
Class I: Discussion
Class II: Speaker
Barton: Co-opting
science spaces
Adams: Evans &
Washington: Becoming
an ally
Weekly
Reflection
#11
Describe challenges facing
your primary identity group
at the personal level.
Class I: Discussion
Class II: Speaker
Project group presentation prep
Ally Dos and Don’ts
Reflection
#12
Describe challenges facing
your primary identity group
at the institutional level.
Class I: NCBI
Class II: Discussion
Project group presentation prep
Group Evaluation
Adams: Johnson: Next
steps
Weekly
Reflection
#13
Reflection
#14
Describe how you addressed
a challenge you faced in your
project group work.
Describe how different
perspectives, experiences
and values contributed to
your project group work.
Classes I + II: Student
Presentations, discussion
Explore a leadership
opportunity in your life:
Take on tasks &
responsibilities; mentor
another
Final Exam
Reflection
#15
Describe a leadership
opportunity in your life and
steps you will take to pursue
this opportunity.
Class I: Evaluate Project
Group work
Class II: Discussion:
leadership opportunities
15
Classes I + II: Student
Presentations, discussion
XI. Course Readings
Week 1
Tatum, Beverly Daniel. "The Complexity of Identity: Who Am I?" Readings for
Diversity and Social Justice. Eds Maurianne Adams, et al. New York: Routledge, 2010,
5-8.
Kirk, Gwyn and Okazawa-Rey, Margo. “Identities and Social Locations: Who Am I?
Who Are My People?” Readings for Diversity and Social Justice. Eds Maurianne Adams,
et al. New York: Routledge, 2010, 8-14.
Johnson, Allan G. "The Social Construction of Difference." Readings for Diversity and
Social Justice. Eds Maurianne Adams, et al. New York: Routledge, 2010, 14-20..
Week 2
Abes, Elisa S., et al. “Reconceptualizing the Model of Multiple Dimensions of Identity:
The Role of Meaning-Making Capacity in the Construction of Multiple Identities.”
Journal of College Student Development. 48 1 January/February 2007, 1-22.
Checking Your Privilege 101. Transformative Justice Law Project of Illinois. Accessed
11/28/11 http://tjlp.org/privilege101.pdf
Week 3
Bolden, R., Gosling, J., Marturano, A. and Dennison, P. A Review Of Leadership Theory
and Competency Frameworks. Crossmead, UK: Centre for Leadership Studies,
University of Exeter, 2003.
Komives, Susan R., et al. “A Leadership Identity Development Model: Applications from
a Grounded Theory.” Journal of College Student Development 47 4 July/August 2006:
401-418.
Komives, Susan R., et al. “Developing Leadership Identity: A Grounded Theory.”
Journal of College Student Development 46 6 November/December 2005: 593-611.
Week 4
Komives, Susan R., et al. Leadership for a Better World: Understanding the Social
Change Model of Leadership Development. San Francisco: Jossey-Bass, 2009. Chapter
Two.
Week 5
Bell, Lee Anne. “Theoretical Foundations.” Readings for Diversity and Social Justice.
Eds Maurianne Adams, et al. New York: Routledge, 2010, 21-35.
Hardiman, Rita, et al. “Conceptual Foundations.” Readings for Diversity and Social
Justice. Eds Maurianne Adams, et al. New York: Routledge, 2010, 26-35.
16
Young, Iris Marion. “The Five Faces of Oppression.” Readings for Diversity and Social
Justice. Eds Maurianne Adams, et al. New York: Routledge, 2010, 35-45.
Week 6
Roppolo, Kimberly. “Symbolic Racism, History, and Reality: The Real Problem with
Indian Mascots.” Readings for Diversity and Social Justice. Eds Maurianne Adams, et al.
New York: Routledge, 2010, 74-78.
Shapiro, Joseph P. No Pity: People with Disabilities Forging a New Civil Rights
Movement. New York: Times Books, 1993. “A Hidden Army for Civil Rights,” 105-141.
Jones, Van. “Climate Change and the Quest for Regional Equity.” Breakthrough
Communities: Sustainability and Justice in the Next American Metropolis. Ed. M.
Paloma Pavel. Cambridge: The MIT Press, 2009, 341-346.
Week 7
Dill, Bonnie Thornton and Zambrana, Ruth Enid. “Critical Thinking About Inequality.”
Emerging Intersections: Race, Class and Gender in Theory, Policy and Practice. Eds Dill,
Bonnie Thornton and Zambrana, Ruth Enid. New Brunswick, NJ: Rutgers University
Press, 2009, 1-21.
Torres, Vasti, et al. “Identity Development Theories in Student Affairs: Origins, Current
Status, and New Approaches.” Journal of College Student Development 50 6
November/December 2009: 577-596.
Hill, Marc Lamont. “The Future of Intercultural Competence in an Era of Globalization.”
Contemporary Leadership and Intercultural Competence. Ed Moodian, Michael. Los
Angeles: Sage Publications, Inc., 2009, 281-282.
Week 8
Students will select one of the following four articles to read, view websites related to the
readings, and discuss in class.
Fowler, Cynthia. “Hybridity as a Strategy for Self-Determination in Contemporary
American Indian Art.” Social Justice. 34 1 2007, 63-79.
Foster, Victoria. “The Art of Empathy: Employing the Arts in Social Inquiry with Poor,
Working-Class Women.” Social Justice. 34 1 2007, 12-27.
Wilson, D. Mark. “Post-Pomo Hip-Hop Homos: Hip-Hop Art, Gay Rappers and Social
Change.” Social Justice. 34 1 2007, 117-140.
McGaughin, Edward J. “Navigating the Labyrinth of Silence: Feminist Artists in
Mexico.” Social Justice. 34 1 2007, 44-62.
Week 9
17
Bishop, Anne. Becoming an Ally: Breaking the Cycle of Oppression in People. London
and New York: Zed Books, 2002, pp 18-23, 109-122.
Reason, Robert D. and Davis, Tracy L. “Antecedents, Precursors, and concurrent
concepts in the Development of Social Justice Attitudes and Actions.” In Developing
Social Justice Allies. New Directions for Student Services, Robert D. Reason, et al., ed.
110 Summer 2005, pp 5-15.
Davis, Tracy L and Wagner, Rachel. "Increasing Men's Development of Social Justice
Attitudes and Actions." In Developing Social Justice Allies. New Directions for Student
Services, Robert D. Reason, et al., ed. 110 Summer 2005, pp 29-41.
Week 10
O’Brien, Eileen. Whites Confront Racism: Antiracists and Their Paths to Action.
Lanham, MD: Rowman and Littlefield, 2001, "Challenging Institutional Racism," 87103.
Rudwick, Elliot. “CORE: The Road from Interracialism to Black Power.” Nonprofit and
Voluntary Sector Quarterly 1 2 1972.
Week 11
Evans, Nancy J. and Washington, Jamie. “Becoming an Ally: A New Examination.” In
Readings for Diversity and Social Justice, Maurianne Adams, et al., ed. New York:
Routledge, 2010, 413-421.
Barton, Angela Calabrese. Teaching Science for Social Justice. New York: Teachers
College Press, 2003, "Co-Opting Science Spaces," pp 66-92.
Week 12
"The Do's and Don'ts of Being a Good Ally." The Angry Black Woman: Race, Politics,
Gender, Sexuality, Anger. Posted by Karnythia. October 1, 2009.
http://theangryblackwoman.com/2009/10/01/the-dos-and-donts-of-being-a-good-ally/
Accessed 10/26/11.
Week 14
Johnson, Allan G. “What Can We Do?” Readings for Diversity and Social Justice. Eds
Maurianne Adams, et al. New York: Routledge, 2010, 610-616.
Acknowledgement to Philip J. Burlingame, Ph.D. for syllabus template
18
XII. Biblography for Supplemental Reading and Research
Abes, Elisa S., et al. “Reconceptualizing the Model of Multiple Dimensions of Identity:
The Role of Meaning-Making Capacity in the Construction of Multiple Identities.”
Journal of College Student Development, 48 1 January/February 2007, 1-22.
Adams, Maurianne, et al., ed. Readings for Diversity and Social Justice. New York:
Routledge, 2010.
Astin, Helen S. and Leland, Carole. Women of Influence, Women of Vision: A CrossGenerational Study of Leaders and Social Change. San Francisco: Jossey-Bass, 1991.
Atkinson, D.R. Morten, G. & Sue, D.W., ed. Counseling American Minorities: A Cross
Cultural Perspective (5th Edition). Columbus, OH: McGraw Hill Company, 1998. 21
September 2011.
http://www.dhs.state.mn.us/main/groups/disabilities/documents/pub/dhs16_139806.pdf
Barton, Angela Calabrese. Teaching Science for Social Justice. New York: Teachers
College Press, 2003.
Bishop, Anne. Becoming an Ally: Breaking the Cycle of Oppression in People. London
and New York: Zed Books, 2002.
Bolden, R., Gosling, J., Marturano, A. and Dennison, P. A Review Of Leadership Theory
and Competency Frameworks. Crossmead, UK: Centre for Leadership Studies,
University of Exeter, 2003.
Brown, Jennifer S.H. and Vibert, Elizabeth, eds. Reading Beyond Words: Contexts for
Native History. Ontario: Broadview Press, 1996.
Brungardt, Curtis L. Social Change Leadership Inventory: Assessment and Analysis.
Longmont, CO: Rocky Mountain Institute for Leadership Advancement, 1997.
Capper, Colleen A., et al. “Toward a Framework for Preparing Leaders for Social
Justice.” Journal of Education Administration, 44 3 2006: 209-224.
Checking Your Privilege 101. Transformative Justice Law Project of Illinois. Accessed
11/28/11 http://tjlp.org/privilege101.pdf
Cramer, Sharon Farago. “Assessing Effectiveness in the Collaborative Classroom.” New
Directions in Teaching and Learning. 59 Fall 1994: 69-81.
Cress, Christine M., et al. “Developmental Outcomes of College Students’ Involvement
in Leadership Activities.” Journal of College Student Development 42 1: 15-27.
Crone, Ian and MacKay, Kathy. “Motivating Today’s College Students.” peerReview
Winter 2007: 18-21.
19
Dill, Bonnie Thornton and Zambrana, Ruth Enid, ed. Emerging Intersections: Race,
Class and Gender in Theory, Policy and Practice. New Brunswick, NJ: Rutgers
University Press, 2009.
Edwards, Keith. (2006) “Aspiring Social Justice Ally Identity Development: A
Conceptual Model.” NASPA Journal, 43 4: 39-60.
Fink, L.Dee. Creating Significant Learning Experiences: An Integrated Approach to
Designing College Courses. San Francisco: Jossey-Bass, 2003.
Foster, Victoria. “The Art of Empathy: Employing the Arts in Social Inquiry with Poor,
Working-Class Women.” Social Justice. 34 1 2007, 12-27.
Fowler, Cynthia. “Hybridity as a Strategy For Self-Determination in Contemporary
American Indian Art.” Social Justice. 34 1 (107). 63-79.
Freeman, Jerrid P. and Goldin, Art. “The Increasing Importance of Student Leadership
Development Programs in Higher Education.” NASPA NetResults. 37 1 27 Febraury
2008: 325-335.
Gerstl-Pepin,Cynthia, et al. "Utilizing an “Ethic of Care” in Leadership Preparation:
Uncovering the Complexity of Colorblind Social Justice", Journal of Educational
Administration, 44 3 2006: 250 - 263
Green, Donald E. and Tonnesen, Thomas V., eds. American Indians: Social Justice and
Public Policy. Madison, WI: University of Wisconsin, 1991.
Heifetz, Ronald A. and Linsky, Marty. Leadership on the Line: Staying Alive Through
the Dangers of Leading. Boston: Harvard Business School Press, 2002.
Hunter, Frances. “Social Justice Challenge: Hunger Among the Indians” Frances
Hunter’s American Heroes Blog. (2010) 7 October 2011.
http://franceshunter.wordpress.com/2010/04/26/social-justice-challenge-hunger-amongthe-indians/.
Jones, Van. “Climate Change and the Quest for Regional Equity.” Breakthrough
Communities:Sustainability and Justice in the Next American Metropolis. Ed. M. Paloma
Pavel. Cambridge: The MIT Press, 2009, 341-346.
Kan, Sergei A., et al, eds. New Perspectives on Native North America: Cultures,
Histories, and Representations. Lincoln: University of Nebraska Press, 2006.
Kirkham, Kate. “Teaching About Diversity: Navigating the Emotional Undercurrents.”
Journal of Management Education. 13 4 1989:48-55.
20
Komives, Susan R., et al. “A Leadership Identity Development Model: Applications
from a Grounded Theory.” Journal of College Student Development 47 4 July/August
2006: 401-418.
Komives, Susan R., et al. “Developing Leadership Identity: A Grounded Theory.”
Journal of College Student Development 46 6 November/December 2005: 593-611.
Komives, Susan R., et al. Exploring Leadership: For College Students Who Want to
Make a Difference. San Francisco: Jossey-Bass, 1998.
Komives, Susan R., et al. The Handbook for Student Leadership Development. San
Francisco: Jossey-Bass, 2011.
Komives, Susan R., et al. Leadership for a Better World: Understanding the Social
Change Model of Leadership Development. San Francisco: Jossey-Bass, 2009.
Kouzes, James M. and Posner, Barry Z. Student Leadership Practices Inventory:
Facilitator’s Guide. San Francisco: Jossey-Bass, 1998.
Kouzes, James M. and Posner, Barry Z. Student Leadership Practices Inventory: Student
Workbook. San Francisco: Jossey-Bass, 1998.
Lewis, J.A., et al. “Examining the Influence of Campus Diversity Experiences and
Color-Blind Racial Ideology on Students’ Social Justice Attitudes. Journal of Student
Affairs Research and Practice 49 2: 119-136.
Maathai, Wangari. The Green Belt Movement: Sharing the Approach and the
Experience. New York: Lantern Books, 2003.
McGaughin, Edward J. “Navigating the Labyrinth of Silence: Feminist Artists in
Mexico.” Social Justice. 34 1 2007, 44-62.
McIntosh, Peggy. “White Privilege: Unpacking the Invisible Knapsack.” Peace and
Freedom. July/August 1989.
Moodian, Michael, ed. Contemporary Leadership and Intercultural Competence. Los
Angeles: Sage Publications, Inc., 2009.
Nadler, Arie. “Inter-Group Helping Relations as Power Relations: Maintaining or
Challenging Social Dominance.” Journal of Social Issues 58 3 2002: 487-502.
Nash, Robert J. “What is the Best Way to Be a Social Justice Advocate?” About
Campus. (May-June 2010): 11-18.
O’Brien, Eileen. Whites Confront Racism: Antiracists and Their Paths to Action.
Lanham, MD: Rowman and Littlefield, 2001.
21
Pavel, M. Paloma. Breakthrough Communities: Sustainability and Justice in the Next
American Metropolis. Cambridge, MA: The MIT Press, 2009.
Reason, Robert D. et al., ed. “Developing Social Justice Allies.” New Directions for
Student Services. 110 (Summer 2005).
Rees, Fran. 25 Activities for Developing Team Leaders. San Francisco: John Wiley and
Sons, 2005.
Reynolds, Amy L. and Pope, Raechele L. “The Complexities of Diversity: Exploring
Multiple Oppressions.” Journal of Counseling and Development. 70
(September/October 1991): 174-180.
Rudwick, Elliot. “CORE: The Road From Interracilism to Black Power.” Nonprofit and
Voluntary Sector Quarterly 1 2 1972.
Shapiro, Joseph P. No Pity: People with Disabilities Forging a New Civil Rights
Movement. New York: Times Books, 1993.
Speaking of Teaching: Stanford University Newsletter on Teaching. Cooperative
Learning: Students Working in Small Groups.” 10 2 Winter 1999: 1-4.
Stockdell-Giesler, Anne Meade, ed. Agency in the Margins: Stories of Outside Rhetoric.
Madison-Teaneck: Fairleigh Dickinson University Press, 2010.
Taking Root: The Vision of Wangari Maathai. Dir. Lisa Merton and Alan Dater. DVD.
Marlboro Productions, 2008.
Torres, Vasti, et al. “Identity Development Theories in Student Affairs: Origins, Current
Status, and New Approaches.” Journal of College Student Development 50 6
November/December 2009: 577-596.
Trauth, Eileen M., et al. “Diversity Education and Identity Development in an
Information Technology Course.” New Directions for Teaching and Learning. 111 (Fall
2007): 81-87.
Warrilow, Stephen. Leadership Theories: So Are Leaders Born or Made? 2011: Lynton
Glenthorne Ltd. 20 September 2011. http://www.strategies-for-managingchange.com/leadership-theories.html
Wilson, D. Mark. “Post-Pomo Hip-Hop Homos: Hip-Hop Art, Gay Rappers and Social
Change.” Social Justice. 34 1 2007, 117-140.
White Allies and Non-Natives. Indianz.com. Accessed 11/28/11.
http://64.38.12.boardx/topic.asp?TOPIC_ID=44160
22
Young, Iris Marion. Justice and the Politics of Difference. Princeton: Princeton
University Press, 1990.
Young, Michelle, et al. “Infusing Gender and Diversity Issues Into Educational
Leadership Programs: Transformational Learning and Resistance.” Journal of
Educational Administration, 44 3 (2006): 264-27.
23