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HIED 6/76671 Administration of Multiculturalism and Diversity in Higher Education Institutions Kent State University Spring 2012 Tuesdays,

5:30pm-8:15pm White Hall 100

Instructor Information Dr. Tracy Lara, Instructor


Assistant Professor 411-D White Hall 330-672-0626-- tlara2@kent.edu

Audrey Batista , Graduate Intern M.Ed. Student: Higher Education Administration 117 Wright Hall 330-672-6005--abatista@kent.edu

Required Texts
Privilege, Power, and Difference 2nd Edition By Allan Johnson Publication Date: Feb 11, 2005 ISBN:0072874899 / 9780072874891 Multiculturalism on Campus Theory, Models, and Practices for Understanding Diversity and Creating Inclusion Edited by: Michael J. Cuyjet , Mary F. HowardHamilton , Diane L. Cooper Publication Date: February 2011

Catalog Description

This course addresses issues related to multiculturalism and diversity that affect students and the administration of colleges and universities.
This graduate seminar focuses on race, ethnicity, socioeconomic status, sex/gender, sexuality, disability and other identity differences in the U.S. higher education. Diversitya collective label for the plurality of our identitiesis discussed from a historical perspective, providing a context for contemporary experiences described by and about students, staff, faculty, and administrators. In this course, we examine contemporary issues related to access, participation, climate, curriculum, policy, outcomes, and benefits. The course is designed to introduce students to theories, concepts, policies, controversies, challenges and possibilities related to gender, racial, ethnic, sexual orientation, socioeconomic, ability, and religious differences among students, faculty, administrators, and other employees in postsecondary settings. The successful student in this course will be able to describe and analyze historical and contemporary issues related to diversity and equity, as well as discuss current trends and challenges in educational research, theory, policy, and practice.

Course Introduction

Learning Objectives

Upon successful completion of this course, students will be able to: Describe key concepts and salient theoretical perspectives on oppression, difference and identities in U.S. society with particular attention to race, ethnicity, social class, sex/gender, sexuality, religion, and disability; Understand how power and privilege shape these perspectives; Articulate and think critically about how the historical and contemporary sociocultural context can influence various aspects of U.S. higher education including access, structure, funding, curriculum, leadership, policy, and student experiences; Describe how ones own identity formation has shaped her/his higher
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education experiences and continues to influence ones professional practice in educational leadership; Analyze problems related to difference and diversity, and complicate (takenfor-granted) assumptions about the given-ness of these problems; Formulate solutions and practices enhancing inclusivity and pluralism in higher education institutions.

Grading
Grades in this course will be based on the quality and completion of all requirements listed above. As a graduate level course, you are expected to exhibit high quality work that demonstrates sound understanding of the concepts and their complexity. Your written work should reflect professional quality in spelling, grammar and composition. Earning an A represents written and oral work that is of exceptionally high quality and demonstrates superb understanding of the course material. A B grade represents written and oral work that is of good quality and demonstrates a sound understanding of course material. A C grade represents a minimally adequate completion of assignments and participation demonstrating a limited understanding of course material. The grading scale for the course is: A =93-100% B+=87-89% C+=77-79% D+=67-69% F =below 60% A-=90-92% B=83-86% C=73-76% D=63-66% B-=80-82% C-=7072% D-=60-62% 66671 Assignments Reflective Essays 1. Preview 2. Self-Awareness 3. Leading InterGroup Dialogue 4. Participating in Intergroup Dialogue 5. Review Discussion Group Facilitation/Participation Case Study & Research Presentation Research Report Total 76671 Assignments Reflective Essays 1. Preview 2. Self-Awareness 3. Leading InterGroup Dialogue 4. Participating in Intergroup Dialogue 5. Review Discussion Group Facilitation/Participation Case Study & Research Presentation Research Report Issue Response Class Facilitation Total Weight 25% Due Dates January 22 February 12 Week after Leading April 16 May 6 As Assigned As Assigned March 12 Due Dates January 22 February 12 Week after Leading April 16 May 6 As Assigned As Assigned March 12 As Assigned

25% 25% 25% 100% Weight 25%

25% 15% 10% 25% 100%

Late Work

Attendance

It is expected that course papers/projects will be submitted on the date due. Any student with extenuating or emergency circumstances that prevent submission on the due date should discuss his/her situation individually with the instructor. Late submission of work will receive a letter grade reduction per 24-hours that it is late. You are expected to attend each class session. If an absence is unavoidable, please notify the instructor ahead of time. Although it is not possible to make up a class session, it is your responsibility to contact the instructor to make arrangements for missed work, announcements, handouts, and lost participation. Failure to seek remedies for missed work and to compensate for lost participation will result in a lower final grade for this course

Assignments
Note: All Assignments will be submitted in APA (Includes Title Page)/Times New Roman/12pt. Font/Double Spaced Reflective Essays 1. Preview: Write a short essay (1-2 pages) describing what you know about civil and social issues facing us today. How does this intersect with your view of the purpose and delivery of higher education? What do you foresee as your role, if any, in higher education to address the issues your identified. 2. Self-Awareness: The goal of this assignment is to encourage self-awareness of the social group memberships to which you belong (such as but not limited to, race, ethnic identity, ability, age, gender, gender orientation, sexual orientation, religion, socioeconomic status, and any other social group membership that is important to you). Use the questions below to guide your writing in a short paper (1-2) pages. a. Please identify 3-5 social groups to which you belong (and feel comfortable discussing), and why. b. When did you become aware of these aspects of your identity? c. How has membership to any of these groups had an influence in any decisions you have made in your life. d. Describe if these aspects of your identity are usually dominant or marginalized? Why? e. How has membership to these social groups shaped who you are? 3. Leading InterGroup Dialogue: Write a short essay (1-2 pages) regarding your experience facilitating your InterGroup Dialogue. What did you learn about yourself? What challenged you? What impacted you the most? 4. Participating in InterGroup Dialogue: Write a short essay (1-2 pages) regarding your experience in participating in all the InterGroup Dialogues. You may want to keep a mini-journal to document the experience along the way and to inform this final reflection. 5. Review: Use the questions below to guide your writing in a short essay (1-2 pages) regarding your experience and learning in this course. a. At what points this semester (or through what experiences or activities) were you challenged and how did that contribute to changes in your thinking, feelings, or attitudes? Provide specific examples. b. What beliefs or attitudes have been affirmed or what has remained unchanged? c. What does it mean, in your view, to be multiculturally competent, and what might be missing from conceptions of multicultural competency for higher education practitioners?
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d. Whats next; what goals do you have post-course, related to diversity and equity in higher education? e. What else is important, that you want to add, about you and your learning this semester?

Discussion Groups (Facilitation/Participation/Reflection)-(Due-Various Dates)

Diversity, and all of its related concepts, is not without controversy and debate. An essential skill for practitioners is to be able to think critically about the complexities of diversity and articulate a wellreasoned position amid competing ideas. Further, the ability to facilitate dialogue effectively among disparate audiences -- dialogue that is at times fraught with emotion -- is basic competency for higher education practitioners. Through class dialogue, you will have the opportunity to develop your skills in thinking critically and advancing an argument. This assignment serves to enable each student to draw out the debate and facilitate dialogue. Serving as a facilitator will not mean preparing a presentation; rather, working individually, or in pairs, students will facilitate small-group dialogues in class about an issue related to diversity. The facilitator should expect, and even draw out, arguments, differences in opinion, questions, uncertainties, and maybe even laughter. Written Assignment: 1. Within one week of facilitation, students will submit a 1-2 page reflection on the process. See description of essay under Reflective Essays.

Case Study & Research Presentation

With an assigned partner, students will respond to an assigned case study from Diversity Issues in American Colleges and Universities: Case Studies for Higher Education and Student Affairs Professionals. Each partnership will 1. Discuss, research, and respond to the discussion questions at the end of the case. 2. Choose and complete one of the research tasks listed at the end of the case. You will prepare and submit a written report on the information learned through completing this research task. 3. Prepare for a 45 minute presentation/Q&A session. You will have 15 minutes to present on your responses to the discussion questions followed by 15 minutes of facilitated class discussion regarding the questions and your responses (have a plan in place regarding how you want to facilitate the Q&A leaving room for class colleague questions). You will follow the Q&A with a 15 minute presentation on the information you learned from completing your research task. Partners and cases will be assigned in Week Three.

(76671 Students Only) Issue Response Class Facilitation

Students will facilitate a class session oriented to examining and responding to a multiculturalism and diversity policy or practice issue. Session will include: 1. One article submitted two weeks prior to session as background reading for class. 2. Background information regarding the issue. 3. Experiential activity oriented to formulating a response to the issue. 4. Discussion of the response(s). 5. Presentation of alternative solutions. Session will be 75-90 minutes.

General Information
Technology This course is supported by Blackboard Learn, a web-based course management tool. Thus, all students must ensure access to LEARN. Please remember to turn off or place cell phones on silent as well as other electronic devices prior to class. As a discussion-based seminar, laptops are permitted only for the purpose of taking lecture notes. If this is abused, I will rescind permission to have laptops in class. University policy 3342-3-18 requires that students with disabilities be provided reasonable accommodations to ensure their equal access to course content. If you have a documented disability and require accommodations, please contact the instructor at the beginning of the semester. Please note, you must first verify your eligibility for academic accommodation through Student Accessibility Services; they can be reached at 330-672-3391 and are located on the ground floor of the DeWeese Center. FMI about your rights and responsibilities, see http://www.registrars.kent.edu/disability/Current/StudentHandbook/RightsReas. htm In YOUR final semester of the HIED program, YOU will enroll in the capstone requirement, Case Studies in Higher Education (HIED 66655). A component of this course is to compile a graduate portfolio - a retrospective of ones experience in the program and thoughts regarding ones job search and future professional development. More specifically, one aspect of the portfolio is to prepare a course work summary. In order to best prepare, YOU are advised to retain copies of syllabi and course materials such as papers or projects. As members of the community of higher education, we are all subject to the standards of academic integrity. Students are subject to the Code of Student Conduct. Using another persons words, thoughts or ideas without proper attribution is plagiarism and a form of academic dishonesty. Academic dishonesty is a violation of University policy. All students must become familiar with and abide by the Universitys policy on academic integrity, which prohibits cheating and plagiarism. For more information about University policy see The University Policy Register at http://imagine.kent.edu/policyreg/ Further, I direct your attention to the APA style manual for a statement on plagiarism and a helpful example of how to paraphrase. Finally, Indiana University offers a useful guide regarding plagiarism: http://www.indiana.edu/~wts/pamphlets/plagiarism.shtml

Electronics

Accommodation

Case Studies e-portfolio:

Academic Integrity

University policy 3342-3-01.3 requires that students with disabilities be provided Statement of reasonable accommodations to ensure their equal access to course content. If Accommodation you have a documented disability and require accommodations, please contact the instructor at the beginning of the semester to make arrangements for necessary classroom adjustments. Please note, you must first verify your eligibility for these through Student Accessibility Services (contact 330-6723391 or visit www.kent.edu/sas for more information on registration procedures).
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Statement of Inclusion
Kent State University, as an equal opportunity educational institution, encourages an atmosphere in which the diversity of its members is understood and appreciated; an atmosphere that is free of discrimination and harassment based on identity categories. Thus, all members of the university are expected to join in creating a positive atmosphere in which individuals can learn and work, an environment that is sympathetic, respectful and supportive. (See University Policy Register). The instructor(s) of this course are committed to teaching equitably and inclusively, addressing the needs, concerns, and interests of each and every student, regardless of age, gender/sexual identity, race/ethnicity, class, sexual orientation, religion, English language experience, or disability.

Course Overview
Week Date Topic(s) Assigned Readings Assignments Due
(Post all assignments on BlackBoard LEARN by 5:30PM, unless otherwise specified.)

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1/15/13 1/22/13

MLK Commemorative Event Introductions and Course Overview Privilege and Oppression

N/A Harper & Quaye, Ch. 1 Pope, Reynolds, & Mueller, Ch. 1 Johnson Chs 1-3 CHC-Chapter 2 McIntosh (1990) Bensimon (2005) CHC Chapter 3 Griffin & Hurtado (2011) Johnson Chs. 4-6 CHC Chs. 4 & 9 Bensimon (2004); Pope, Reynolds, & Mueller (2004) Ch. 3 CHC Chs. 1 & 10; Quaye & Harper (2007) InterGroup Dialogue Self-Awareness Essay Preview Essay

1/29/13

2/5/13

Environmental Influences on College Culture

2/12/13

Multicultural Identities

2/19/13

Campus Climate

2/26/13

Teaching, Training, & Curriculum

3/5/13

Access and Representation

Engines of Inequality Chang (2011) CHC Chapter 7 InterGroup Dialogue

3/12/13

Helping, Advising, & Supporting

CHC Ch. 5 Dream ACT (2011) Case Study I & II InterGroup Dialogue

Research Report

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3/19/13

Helping, Advising, & Supporting

CHC 16 Case Study III & IV InterGroup Dialogue

3/26/13 11 4/2/13

Spring Break-No Class Helping, Advising, & Supporting CHC Ch. 15 Case Study V & VI InterGroup Dialogue

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4/9/13

Helping, Advising, & Supporting

CHC Chs. 12 & 13 Case Study VII InterGroup Dialogue

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4/16/13

Helping, Advising, & Supporting (Doctoral Presentation) Diversity Agenda: Policy & Practice (Doctoral Presentation ) Strategic Diversity Initiatives (Doctoral Presentation) Finals Week

CHC Ch. 14 Case Study VIII CHC Ch. 17 Watson, Terrell, & Wright (2002) Kezar (2007)

Participation Essay

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4/23/13

15

4/30/13

Finals

5/7/13

Review Essay

Special Note Portions of this syllabus were adapted from ideas and syllabi used by the following individuals: Dr. Susan V. Iverson, Associate professor Higher Education Administration and Student Personnel College of Education, Health, & Human Services Dr. Timeka L. Rashid, Assistant Dean of Students/Director for the Center of Student Involvement Division of: Enrollment Management Student Affairs Higher Education Administration and Student Personnel College of Education, Health, & Human Services