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COMMUNICATION AND ORGANIZATIONAL DIVERSITY
CRS 336 Fall 2015 SYLLABUS/ Tuesdays & Thursdays 12:30-1:50
PROFESSOR:
Diane Grimes, Ph.D.
Office: 101 Sims
Phone: 443-5136
E-mail: dsgrimes@syr.edu
OFFICE HOURS:
Tuesday/Thursday 2:00-3:00, by appointment or by email
REQUIRED READING:
Latting, J. K., & Ramsey, V. J. (2009). Reframing change: How to deal with workplace
dynamics, influence others, and bring people together to initiate positive change. Santa Barbara,
CA: Praeger. [In syllabus: RC]
Tan, Chade-Meng. (2012). Search inside yourself: The unexpected path to achieving success,
happiness, (and World peace). New York: Harper One. [In syllabus: SIY]
Additional required readings are available on BlackBoard.
*I will put a copy of each textbook on 2-hour reserve at MLK Library on the 2nd floor of Sims.
IMPORTANT NOTE: You must be willing to check BlackBoard and your Syracuse
e-mail account often for this class. I will post official class information to BlackBoard or send it
via e-mail whenever necessary.
Class will meet during the final exam period: Wednesday 12/16, 5:15 pm - 7:15 pm
The student's final course grade is based on the following:
Attendance………………….…………………………………….…………………....10%
Reading Notes (10 @ 3% each).……………………….………………….…………...30%
Questions and Comments (Q/C) (2 @ 1% each)……………………………………….02%
Reflection Journals (11 @ 4% each) …………………………………………………..44%
“My” writing (3 @ 3% each)……..………..…………………………………………..09%
Connections Project…………………………………………………………………….05%
Extra Credit: Contemplative Crossing Paper ………………….…….……...………….03%
ASSIGNMENTS
Attendance (10%)
Tl;dr
Attend all classes. Be on time. Stay alert. Don’t wander. Be prepared. Participate.
I do not distinguish between excused and unexcused absences.
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Full attendance information
If you do not attend, you will miss a lot, including the opportunity to share your insights and
experiences with the class and learn from those of your classmates. It would also hurt you in
terms of developing a shared set of ideas and arguments, and the class in terms of developing
trust and openness.
PLEASE NOTE: I do not distinguish between excused and unexcused absences. If you
know you will miss more than 3 classes, this may not be the class for you.
Arrive early for class so we can be focused and unrushed. Do not leave our room after class
begins. Each late arrival or early departure will lower your attendance grade, more if you are
very late /leave very early. The door will be closed during meditation. You should meditate (not
chat!) in the hall and enter after sitting. YOU are responsible for letting me know if you arrive
late; otherwise you may be counted absent.
Attendance will be graded as follows
0 absences AND 0-1 late
10 points (A+)
1 absence
9.5
(A)
2 absences
8.5
(B)
3 absences
7.8
(C+)
4 absences
6.5
(D)
5 absences
0.0
(zero in attendance)
6 absences
You will FAIL the COURSE based on
attendance and should drop or withdraw
If you are not prepared (readings done; reading notes ready) or are not participating (chatting
or giggling, you don’t participate in discussion or activities, you are not listening or are
dominating the conversation), I will ask you to leave and you will be counted absent.
It will also be helpful to be diligent about your practices outside of class so that you will have a
proper mind-set when you meditate and interact in class.
Reading Notes (RNs = 36%)
Due most Tuesdays
Before each meeting, do the reading and make Reading Notes (RN) or Questions and Comments
(Q/C) using the formats given below. Bring a completed typed copy to class. You will use these
in a full class discussion or in a discussion group. They also provide a convenient place to write
additional notes as you discuss. After class I will take the notes up, give feedback (& grade using
check plus, check, check minus), and return them.
Since the RNs lose their relevance when they are not ready before the discussion (because they
don’t contribute to your or the class/group’s insight on that reading), I do not accept them late.
Instructions for Questions /Comments (Q/Cs)
Read the article/chapter. Type your Q/Cs. Write author & title of article at top. Write a
question you have about the reading. Then write a comment you have about the reading
(for example, a favorite quote or an opinion about the argument). Write three Q/C total
(the third Q/C may be a question OR comment). Be prepared to discuss these in class.
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Questions for Reading Notes
PART 1: SUMMARY
1) Article information (author and name of chapter [not the book title] or article). Date.
2) What does the author argue? (2-3 sentences)
3) Brief outline of the entire chapter. More detail on areas you wish to discuss (1 page).
PART 2: RESPONSE (Answer both.)
1) What within the reading resonated with you or made you uncomfortable? Why?
2) What do you have a question about? / What had you not thought of before?
3) PART 3: RELATION (Choose one.)
1) Draw connections between this article and yourself.
2) Draw connections between this reading and another work (another article from this class, a
discussion from a different course, a TV show/movie/advertisement, etc.)
Bonus: Favorite quote?
Your responses do not need to be lengthy, but they need to be thoughtful and reflect a close
reading of the article.
Practice and Reflection Journals (36%)
Due most Thursdays
Your journal is a crucial opportunity to self-reflect on your diversity experiences and
contemplative experiences, to notice the range of responses you have, and to see changes over
time. You are primarily writing it for yourself, rather than for me.
Your at-home practice: You’ll want a quiet, distraction-free time and space. Be alone and leave
all electronic devices off and (even better) in another room. Set a timer (or put your cell on
“airplane mode” and set the alarm). For Week 1, sit 3 minutes, adding 1 minute each week so
that by the last week of class, you are sitting 15-20 minutes each day. We will talk about the
actual technique in class.
Practice Journal WEEK _____ for (dates) __________________[make sure to put the week/date]
Thursday Friday
Saturday
Sunday
Monday Tuesday Wednesday Thursday
Format for turning in Journals
The journals have two parts, Practice and Reflection. Put your Practice Journal [the boxes] on
top, Reflective Journal entries under that in order by date. Turn in your typed, stapled hard copy
in class on Thursdays. Turn in only the pages for that day, not a notebook.
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Practice journal
Paste the boxes (from above) at the top of your journal. In the box, write the beginning/ending
time of your practice (i.e., 10:00-10:10 pm). Write what practice (i.e., sitting, walking…) you did
and a couple of words about how it went (“sleepy,” “went by fast”).
So… in each box, put…. Time…. Practice… How it went...
Reflection Journal
The second part is your weekly reflection journal. Lower limit: 6 lines typed per entry, upper
limit 1 page per entry (Hello! Per entry, not for the whole journal!). Write your journal entries
as you go through the week, not in a bunch on Wednesday night or Thursday morning!
You’ll write 3-6 entries each week.
1) Entry #1 will be a reflection on the Search inside yourself reading (if there is one).
2) Entry #2 will be a reflection on your meditation practice. This could include:
*Things that came up for you “on the cushion” (you remembered something you hadn’t thought
about in a long time, you were bored, etc.).
*Did you notice something “off the cushion” (a tree you never saw before even though you walk
that way often, a sense of compassion—or maybe intense anger that you didn’t feel the
need to act on—when someone snapped at you)?
*Details about your practice situation that day (your roommate’s phone kept ringing).
*Reflection on the meditation reading or discussion from class.
More ideas posted to BlackBoard under “Syllabus and Information.”
3) Entry #3 should be your reflection on a diversity issue that you experienced or that was on
your mind this week. It could be organizational or something in the news, or just something you
noticed.
Entries #4, #5 & #6) The additional entries can be from either #2 or #3 above—or you could
reflect on things that happened in class –our reading, discussion, or a class activity. Or include a
poem, drawing, quote or image that you find relevant to our class. Or something else you see as
related to the class.
These entries are not your general memoirs—they should relate to our class. But it doesn’t have
to be “rainbows and puppy dogs”—& should reflect your experience—pleasant OR unpleasant!
Each entry can be long or short, but it should always be thoughtful and focused.
You will share some of your journal entries in class so bring them with you and mark which
entries you do (or don’t!) want to share.
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“My” writing (3@ 3% each)
Due Weeks 5, 9 & 12
To allow us to get to know each other better and to reflect on our taken-for-granted assumptions,
we will write 3 essays.
Write and share: “Where I’m from and what I learned about diversity there”
Write and share: “My family and what I learned about diversity there”
Write and share: “An organizational experience with diversity & what I learned there”
These should be no more than 1-1½ single-spaced page each. We will share in class.
Connections Project (5%)
This is a broadly-defined project where you (or a dyad or group) consider connections. You
could consider them directly in terms of diversity or contemplation or more subtly. You could
think about connections other people, place, to animals, to nature, even to outer space. You could
share something with the class that you found to be relevant online, do an activity or practice,
write a short paper, create something (poem, video, image…). Look on BlackBoard for more
detailed information. And discuss your topic with me.
Extra Credit: Contemplative crossings paper (3%)
Due 12/8
A contemplative crossing is an out-of-class activity that you attend that allows/ encourages you
to get out of your contemplative “comfort zone.” Examples include formal sitting opportunities
(Hendricks Chapel or the Zen Center), or a contemplative campus lecture or event. Each person
will differ in what counts as a contemplative crossing activity for them. You will need to prove
your participation in the event you write about. Instructions and form are on BlackBoard.
For each event, write a 2-3 page observation paper answering the following questions:
1) What was the event? If you went with someone, who was it and why did you go with
them? Why was this a contemplative crossing for you?
2) Summarize the event. Where and when was it? Who was there? What was the
atmosphere like? What struck you about it? Surprised you?
3) How does event relate to your experience with contemplative practice? To our readings?
4) What did you learn (about yourself, about the venue and /or the people there)?
5) What could/should the class learn from your experience?
PROCEDURAL ISSUES:
Late work = Zero. Not typed = Zero. Emailed = Zero (unless absent).
There are no optional assignments in this class. If you are accumulating missed assignments
(4….5…), please drop or withdraw.
Let us practice resilience (which means returning to a steady state after a disturbance). If you are
a student who will be told “no” rarely, don’t let one “no” bother you or create resentment as it
won’t greatly affect your overall grade. If you a student who is told “no” frequently, that is
feedback to either change your behavior or drop the class.
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Wk/Date
Reading and what is due (all due at the beginning of class on the date listed)
If it’s mentioned below—READ IT!
Wk 1 Tu9/1
Th9/3
Wk 2 Tu9/8
Th9/10
Wk 3 Tu9/15
Th9/17
Wk 4 Tu9/22
Th9/24
Wk 5 Tu9/29
Th10/1
Wk 6 Tu10/6
Th10/8
Wk 7 Tu10/13
Th10/15
Wk 8 Tu10/20
Th10/22
Introduction to course and meditation instruction
Quiz on Syllabus
Discussion of SIY Introduction
Brenda Allen, Difference Matters Ch 1; Discuss 1-10
Brenda Allen, Difference Matters Ch 1; Discuss 10-22
In your experience, what differences make a
difference? In general? In organizations?
Syllabus
RN 1
[full chapter]
Lectio from SIY Ch 2 (yes, 2)
Share Journals
J1
RC Ch 2 Assumptions
RN 2
Discuss SIY Ch 1 (yes, 1)
J2
RC Ch 3 Emotions
RN 3
SIY Ch 3 Discuss SIY “Meditation without butt on cushion”
What are your experiences? What have you tried? What works?
What didn’t?
J3
Ramsey: A different way of making a difference
Q/C 1
[“Where I’m from & what I learned about diversity there” Due]
Share and respond to “Where I’m from”
J4
RC Ch 4 Relationships
RN 4
Lectio from SIY Ch 4
J5
RC Ch 5 Diversity pp. 99-124
RN 5
Discuss SIY Ch 5
Share journals
J6
Catch up Day
Lectio from SIY Ch 6
NO RN
J7
7
Wk 9 Tu10/27
Th10/29
Wk 10 Tu11/3
Th11/5
Wk 11 Tu11/10
Th11/12
Wk 12 Tu11/17
Th11/19
NO CLASS
Winters Let’s stop training and start educating
RN 6
[“My family & what I learned about diversity there” Due]
Share and respond to “My Family”
NO J
Ch 5 Diversity pp. 124-139
(Talk about Ely, Padavic & Thomas)
RN 7
Lectio from SIY Ch 7 pp. 160-177
Share journals
J8
Thomas & Ely Making differences matter
RN 8
Discuss SIY Ch 7 pp. 177-191
J9
Grimes and Richard Could comm perspective impact…
RN 9
[“An organizational experience with diversity & what I learned” Due] NO J
Share and respond to “My experience”
THANKSGIVING BREAK
Wk 13 Tu12/1
Th12/3
Wk 14 Tu12/8
Th12/10
11/24 AND 11/26
NO CLASS
Brenda Allen, Difference Matters, Ch 9
RN 10
Lectio from SIY Ch 8, pp. 193-210
Share Journals
J 10
Movie: Precious knowledge
Discuss SIY Ch 8, pp. 210-227
Share Journals
Final Exam Time
Wed 12/16 5:15-7:15 SIY Ch 9 and SIY Epilogue
Course evaluations
Extra credit paper due
J 11
Q/C 2
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POLICY STATEMENTS
Student Evaluation:
Letter Grade
A
AB+
B
B-
Percent Needed |
93-100
|
90-92
|
87-89
|
83-86
|
80-82
|
Letter Grade Percent Needed
C+
77-79
C
73-76
C70-72
D
60-69
F
0-59
Religious Observance Accommodation Statement
SU’s religious observances policy, found at
http://supolicies.syr.edu/emp_ben/religious_observance.htm, recognizes the diversity of faiths
represented among the campus community and protects the rights of students, faculty, and staff
to observe religious holy days according to their tradition. Under the policy, students are
provided an opportunity to make up any examination, study, or work requirements that may be
missed due to a religious observance provided they notify their instructors before the end of the
second week of classes. For fall and spring semesters, an online notification process is available
through MySlice/Student Services/Enrollment/My Religious Observances from the first day of
class until the end of the second week of class.
Course specific information: In this course, you’ll need to manage absences for religious
observances along with any others, as no absences are excused (however, you can get a B in
attendance with 2 absences, see pp. 2-3 above). Work that is due during your absence should be
handed in ahead of time or posted/ emailed at the time it is due.
Disability Accommodations Statement:
Students who are in need of disability-related academic accommodations must register with the
Office of Disability Services (ODS), http://disabilityservices.syr.edu, 804 University Avenue,
Room 309, 315-443-4498. Students with authorized disability-related accommodations should
provide a current Accommodation Authorization Letter from ODS to the instructor and review
those accommodations with the instructor. Accommodations, such as exam administration, are
not provided retroactively; therefore, planning for accommodations as early as possible is
necessary.
Use of student work
Educational use of student work: I intend to use academic work that you complete this semester
in subsequent semesters for educational purposes (including assessment). Before using your
work for that purpose, I will either get your written permission or render the work anonymous by
removing all your personal identification.
Academic Integrity Statement:
Syracuse University sets high standards for academic integrity. Those standards are supported
and enforced by students, including those who serve as academic integrity hearing panel
members and hearing officers. The presumptive sanction for a first offense is course failure,
accompanied by the transcript notation “Violation of the Academic Integrity Policy.” The
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standard sanction for a first offense by graduate students is suspension or expulsion. Students
should review the Office of Academic Integrity online resource “Twenty Questions and Answers
About the Syracuse University Academic Integrity Policy” and confer with instructors about
course-specific citation methods, permitted collaboration (if any), and rules for examinations.
The Policy also governs the veracity of signatures on attendance sheets and other verification of
participation in class activities. Additional guidance for students can be found in the Office of
Academic Integrity resource: ‘What does academic integrity mean?’”
For course-specific Academic Integrity information and guidelines, see below.
ACADEMIC INTEGRITY STATEMENT AND INSTRUCTIONS
Academic honesty is expected; it is crucial to our scholarly community and your grade.
In this class, a first instance of academic dishonesty will result in a two letter drop in your final
grade or a ZERO on 1½ times the weight of the assignment, whichever is greater. You will
not be allowed to make up the work. For example, if you turned in reading notes that were
substantially similar to a classmate’s and you had an A- in the class, you would receive a C- as
your final grade. I will report first instances to a university-wide Academic Integrity Office (and
you could ask for a hearing if you wished). A second instance will result in failing the course, a
hearing though the Academic Integrity Office, and severe penalties (i.e., suspension, a notation
on your transcript that you failed for academic dishonesty, etc.). The hearing and penalties would
also result if you had a second instance in any other class at SU.
Some example of academic dishonesty especially relevant to this class:
*turning in Reading Notes that are substantially the same as another person’s
*copying from your own previously submitted journal or someone else’s
*taking part or all of a paper from a website or elsewhere (without giving credit)
*turning in substantially the same paper/project in two classes without permission
*lying (for example, about attendance or claiming to attend events that you did not attend and
writing about them)
*using direct quotes from class readings or elsewhere without giving any credit
*not citing in your writing/presentation
General rules to avoid academic dishonesty:
1) Do not work with others on reading notes or other individual assignments. It’s ok to
discuss ideas but don’t write together or send/ show your work to others. (You are
responsible for protecting your work—at all times and in all places—and YOU will be
charged if someone gets access to it.)
2) Do not copy from your earlier journals (or anyone else’s)—neither from reflection
journals nor from practice journals. Start fresh each time.
2) Do not lie.
3) Do not write direct quotes into your reading notes and then unknowingly transfer them
into formal written work. Either quote using quote marks and note the article/ page
number OR make sure you paraphrase.
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4) Any time you use other people's work (webpages, class readings), give credit.
If you use exact words, use quotation marks, give the page number and the writer's name and
year of publication. EXAMPLE: Brilhart and Galanes argue, "It should be clear to your group
members how your remark contributes to the discussion" (1995, p. 71).
If you paraphrase (use you own words to talk about what they said), give author's name and year
of publication. EXAMPLE: You can improve communication if you relate what you say to what
the person before you said (Brilhart & Galanes, 1995).
In both cases, enter Brilhart and Galanes on your bibliography page, using APA style.
For information on how to cite APA style, see
http://www.indiana.edu/~wts/pamphlets/apa_style.shtml