Difference, Power, and Discrimination Course Requirements
FOR PROPOSED BA 451: Human Resource Management
Criteria and Outcomes for DPD Courses:
1. DPD Courses engage students in the intellectual examination of the structures, systems, and
ideologies that create and sustain discrimination and the unequal distribution of power and
resources in society.
Within the framework of particular disciplines and course content,
students will be able to identify specific cases of unequal distribution of
power and resources and to present a structural understanding of the
sources and ideological bases of discrimination.
2. DPD Courses review the effects of unequal distribution of power and discrimination within the
framework of particular disciplines and course content.
Students will demonstrate an ability to analyze the effects of
discrimination from the perspective of marginalized groups.
3. DPD Courses provide an opportunity to examine the contributions of underrepresented
groups within the framework of particular disciplines.
Students will be able to give examples of the contributions to society of
underrepresented groups within the framework of particular disciplines
(examples include: creative, cultural, literal, economic, historical, and
political contributions).
For DPD Course Approval:
Syllabi must include DPD outcomes (see above), method of assessment, and approximately how
much time is devoted to DPD concepts. Programs who are using multiple courses must submit
their courses as a package so as to determine that the total coverage meets the DPD criteria
and outcomes and is at least the equivalent to what a student would experience in a 5 credit
course.
Once a course is approved as a DPD course, it must be taught as such regardless of who is
teaching it or what modality they are using (onsite, online, or on campus). Programs should
commit to reviewing courses on a regular basis to ensure that the criteria and outcomes are
being met.
Program faculty and/or course instructors should engage in regular communication amongst
themselves in order to ensure that the language and approach to teaching diversity is
consistent across multiple courses so that students can transfer knowledge and achieve some
depth of understanding of DPD issues in the discipline. This dialogue will create overt linkages
to make it easier for students to recognize and grasp the common thread.
Approved Faculty Senate 5.4.10
Discrimination, Power and Diversity (DPD) Course Evaluation Form
Using the evaluation criteria for DPD course consideration, please provide the following
information and justification for meeting each of the DPD outcomes using specific examples
from your syllabus and course.
Does this course primarily address DPD outcomes? X YES
NO
(That is, does the course spend a majority of time addressing these outcomes.)
Describe how this course will engage students in the intellectual examination
of the structures, systems, and ideologies that create and sustain
discrimination and the unequal distribution of power and resources in society.
The course includes the following course outcomes that meet these
requirements.
1. Examine and apply current Human Resource Management (HRM) legislation,
including FMLA, HIPPA, ADA, discrimination, workplace harassment, collective
bargaining, and employment law, to organizational decision making.
2. Critically assess and evaluate traditional HRM functions and HRM’s role as a
strategic organizational leader, including its role in global operations involving
diverse cultures.
3. Describe the individual and group needs, drives, and cultural differences that
impact employee motivation, job satisfaction, justice, fairness, conflict, and
power struggles within organizations.
4. Demonstrate technical, professional, and non discriminatory skills in
employment, including recruiting, interviewing, negotiation, and resume building.
5. Identify potential discriminatory practices in HRM and provide proactive solutions
to prevent and correct situations that result in adverse impact.
6. Develop effective training and development processes and compensation
structures that offer opportunities for all employees, including marginalized and
underrepresented populations, to contribute to the success of the organization.
7. Explain the historical, social, political, cultural, and economic forces that have
shaped the Human Relations movement and current organizational practices.
8. Identify key issues and assumptions that influence human resource
management, including corporate social responsibility, globalization, ethics in the
workplace, and workforce diversity.
Students in BA 451 explore the laws that HR Managers work with on a daily basis as well
as looking in more depth at diversity and why it is valuable in organizations today. One
of the primary jobs of an HR Manager in any type of organization is to assist in avoiding
discriminatory situations that can create legal, ethical, or social problems with
employees, former employees, the community, or other stakeholders. The course
outcomes facilitate exploration of the societal structures, systems, and ideologies that
influence and contribute to unequal distributions of power and resources within
organizations.
Approved Faculty Senate 5.4.10
Describe how this course will review the effects of unequal distribution of power
and discrimination within the framework of particular disciplines and course
content.
The course includes the following course outcomes that meet these
requirements.
1. Examine and apply current Human Resource Management (HRM) legislation,
including FMLA, HIPPA, ADA, discrimination, workplace harassment, collective
bargaining, and employment law, to organizational decision making.
2. Critically assess and evaluate traditional HRM functions and HRM’s role as a
strategic organizational leader, including its role in global operations involving
diverse cultures.
3. Describe the individual and group needs, drives, and cultural differences that
impact employee motivation, job satisfaction, justice, fairness, conflict, and
power struggles within organizations.
4. Demonstrate technical, professional, and non discriminatory skills in
employment, including recruiting, interviewing, negotiation, and resume building.
5. Identify potential discriminatory practices in HRM and provide proactive solutions
to prevent and correct situations that result in adverse impact.
6. Develop effective training and development processes and compensation
structures that offer opportunities for all employees, including marginalized and
underrepresented populations, to contribute to the success of the organization.
7. Explain the historical, social, political, cultural, and economic forces that have
shaped the Human Relations movement and current organizational practices.
8. Identify key issues and assumptions that influence human resource
management, including corporate social responsibility, globalization, ethics in the
workplace, and workforce diversity.
Much of HRM is centered on the tension between the rights and benefits of employees
on one hand and the organization on the other. In a perfect world, the goals of these
two groups would be compatible and synergistic. However, more often they are at odds.
Students in BA 451 grapple with these differences and power struggles throughout the
term. The course activities and exercises provide venues through which students can
wrestle with these issues.
Describe how this course will provide an opportunity to examine the contributions
of underrepresented groups within the framework of particular disciplines.
The course includes the following course outcomes that meet these
requirements.
1. Examine and apply current Human Resource Management (HRM) legislation,
including FMLA, HIPPA, ADA, discrimination, workplace harassment, collective
bargaining, and employment law, to organizational decision making.
2. Critically assess and evaluate traditional HRM functions and HRM’s role as a
strategic organizational leader, including its role in global operations involving
diverse cultures.
3. Describe the individual and group needs, drives, and cultural differences that
impact employee motivation, job satisfaction, justice, fairness, conflict, and
Approved Faculty Senate 5.4.10
4.
5.
6.
7.
8.
power struggles within organizations.
Demonstrate technical, professional, and non discriminatory skills in
employment, including recruiting, interviewing, negotiation, and resume building.
Identify potential discriminatory practices in HRM and provide proactive solutions
to prevent and correct situations that result in adverse impact.
Develop effective training and development processes and compensation
structures that offer opportunities for all employees, including marginalized and
underrepresented populations, to contribute to the success of the organization.
Explain the historical, social, political, cultural, and economic forces that have
shaped the Human Relations movement and current organizational practices.
Identify key issues and assumptions that influence human resource
management, including corporate social responsibility, globalization, ethics in the
workplace, and workforce diversity.
Many companies today realize that a diverse workforce has the ability to stimulate
creative and innovative solutions to organizational challenges. Introducing diversity into
the workforce assists the process of divergent thinking which enhances a company's
capacity to adapt to the fast-paced environment of today. However, diversity itself has
challenges. Creating a cohesive, operational, and highly successful diverse workforce
doesn't just happen. Managing diversity is one of the most critical jobs of a 21st century
manager. Students in BA 451 examine the contributions and challenges of
underrepresented groups and also develop practices that enhance the former and
diminish the latter.
The combination of theory and practice is especially important in developing best
practices for human resource management. Guest speakers and field interviews bring
the problems in real organizations to life. Many students themselves are members of
varying groups that have been marginalized. This experiential element adds to the
authenticity of these issues. The course outcomes ask students to then move beyond
recognition to solution development.
Approved Faculty Senate 5.4.10