Fall 2004
Tuesdays, 6-7:30pm and TBA
Location: Instructional Center
Instructor: Dr. Steve Woodard
#206.221.2832 or swoodard@u.washington.edu
Goal: “Specifically, [we’ll] strive to model a method for pushing us to think deeper about our actions and inactions, while also providing us the conceptual space in which to increase our level of awareness about issues of self, other, and the shared world in which we live.”
Excerpted from: Woodard, S. P. (2004). Reading is listening: (Di)versifying my voice through feminist theory literature. Journal of Critical Inquiry into Curriculum and Instruction, 5(3), 30-36.
Overall themes of the sessions:
(E.g., efforts to establish a multicultural curriculum requirement, TA/RA unionization)
Ongoing activity: Ten minutes consistently reserved at the end of each class for students to write in their respective process journal. Students will reflect on that day’s insights and issues that remain. Note : This activity will connect to the final project due in Spring
2005, if the student continues in the class.
OCTOBER 5TH
1. Introductions and class overview
2. Assignment: Fill out leadership disposition form used in Strategic Leadership Program class
(i.e., personally, and two colleagues). Also, write narrative about what leadership means to you, including how you embody such practices.
2a. Optional assignment: Visit the exhibit, “University of 1,000 years,” in Suzzallo Library.
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OCTOBER 12TH
3. Roundtable discussion centering on leadership dispositions and what they mean (e.g., case study examples).
4. Assignment: Next week’s readings given: TBA
OCTOBER 19TH
5. Discussion centering on an overview of how universities work and don’t work. Focus on policy and practices (e.g., A. Cauce’s UW study; mission and Carnegie classification of universities).
6. Assignment: Next week’s readings given: TBA
OCTOBER 26TH
7. Discussion centering on a written history of forms of activism on college campuses or led by college students (i.e., US and global examples).
8a. Assignment: Observation of a campus-based open forum faculty, staff, or regent meeting
(e.g., faculty senate, board of regents, diversity council). Reflection paper written and submitted by week seven.
8b. Optional assignment: Next week’s readings given: TBA
NOVEMBER 2ND
9. Discussion centering on an oral and written history of UW campus-based activism (e.g., impact of Red Scare, establishment of BSU).
NOVEMBER 9TH
10. Roundtable discussion centering on the structural supports and challenges of/to campus leadership. Case study workshop, with a particular focus on funding, planning, finding co-sponsors, micro vs. macro scoped projects (e.g., McNair/EIP-GOMAP research conference).
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NOVEMBER 16TH
11. Roundtable discussion centering on equity and responsibility from the local community’s perspective.
12. Due: Participant observation and reflection paper.
NOVEMBER 23RD
13. Roundtable discussion centering on equity and responsibility from the perspective of UW’s staff and faculty who often play the behind the scenes positions in supporting student leadership on campus.
14. Assignment: Begin working on a written editorial that incorporates a leadership issue surfaced throughout the quarter. Article will be submitted to a campus, local, national, international, and/or Internet newspaper or magazine type medium. Students encouraged to use campus writing labs.
NOVEMBER 30TH
15. No class meeting (work on editorial AND focus on your finals)
BY DECEMBER 17TH
16. Due: Written editorial submitted to instructor for feedback.
17. Evaluation form filled out (internet transaction deemed OK)
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