Running head: COURSE PROPOSAL 1

Course Proposal

Hope E. Howard

Seattle University
COURSE PROPOSAL 2

Table of Contents

Introduction......................................................................................................................................3
Course Synopsis...............................................................................................................................3
Needs Analysis Plan........................................................................................................................9
Goals and Objectives.....................................................................................................................10
Alignment Plan..............................................................................................................................12
Course Calendar.............................................................................................................................18
Course Visual.................................................................................................................................21
References......................................................................................................................................22
COURSE PROPOSAL 3

Course Proposal: Community Leadership

The following is a course proposal for Community Leadership at Seattle University.

Introduction

This course proposal for Community Leadership has been created to provide a detailed

overview of this quarter-long course centered on a social justice philosophy of leadership that

aims to increase students multicultural competence and identity as a leader. The components of

this proposal include: a course synopsis and context, needs analysis plan, goals and objectives,

an alignment plan, proposed course calendar, and a course visual.

Course Synopsis

The designer for this course is Hope Howard. As a Masters of Arts candidate in the

Student Development Administration program at Seattle University, she has conducted research

on the SU campus regarding student leadership identity development and training. Her

background in student affairs and advising student leaders, especially her current role advising a

student organization called the Health and Wellness Crew at Seattle University, provide her with

the institutional context and knowledge to understand the key components needed in a student

leadership course.

Date

This course will be offered during spring quarter 2017, starting on March 30, 2017.

Course Title

The title of this course is Community Leadership.

Target Audience

The target audience for this course is Freshmen, Sophomore and Junior students who will

be serving in positional leadership roles at Seattle University in the following academic year. As
COURSE PROPOSAL 4

adult learners, these students will enroll in this course to prepare for their role as leaders of their

peers in multiple capacities (i.e. Resident Advisors, Ignatian Leaders, or members of the Health

and Wellness Crew). This course will be for those students who will be continuing in their same

role, those who are shifting leadership roles, and those who are beginning in their first leadership

role on campus.

Institution/College/Department/Program

Community Leadership will be offered at Seattle University through the Division of

Student Development in collaboration with the Center for Community Engagement (CCE). A

full-time staff member from the Division of Student Development, preferably with expertise in

leadership, would ideally facilitate this course in collaboration with the various departments who

host student leadership roles within the Division. As vital as curriculum is the selection of staff

implement this curriculum. The facilitator must have a high degree of awareness, knowledge,

and skills in multicultural competence (Pope, Reynolds, & Mueller, 2004), value social justice,

and have an understanding of identity development, service-learning, mentorship, and delivering

engaging content in a classroom setting. A Graduate Assistant from the Student Development

Administration program will serve as the Teaching Assistant for the course. A CCE staff member

would either co-teach the course or serve as the coordinator of the service-learning component.

The collaboration with the Center for Community Engagement allows for the seamless

incorporation of an important element in this course, which is service learning.

Rationale for Course

The purpose of this course is ultimately to provide students with the awareness,

knowledge, and skills (Pope et al., 2004) to set them up for success in their roles as student

leaders. This course would serve the many departments within the Division of Student
COURSE PROPOSAL 5

Development by preparing students to lead their peers and my connecting student leaders across

campus, providing a community of leaders from which they can draw expertise and collaborate.

Leadership trainings that implement long-term, continued opportunities for students to develop

their identity and skills relevant to their role have been shown to be more effective than pre-

service training alone (Jaeger & Caison, 2006; Twale & Muse, 1996) and are supported by

student development theorists such as Pope et al. (2004), Schlossberg (1995), and Yosso (2005).

Training curriculum that includes the development of soft-skills such as emotional intelligence

and relational skills in addition to content-based material is more effective in preparation for the

students positional leadership role and their development of a leader identity (Jaeger & Caison,

2006). Integrating service-learning into leadership courses has been shown to be an effective

approach to the development of leadership behaviors in undergraduate students (Foli, Braswell,

Kirkpatrick, & Lim, 2014). The course, therefore, will involve introspection on their individual

identities, content knowledge around multicultural competence, and opportunity to build

leadership skills such as adaptability, time management, and conflict resolution. The learning in

this course will be applicable to students lives beyond college in that it would impact their

identity development as well as their leadership development, preparing them to make a positive

change in our society.

Course Description

This course is intended for student leaders who want to challenge themselves to build

leadership skills and consider how they will lead a diverse group of their peers. The course

content will include elements of student development theory as it relates to identity and

leadership, will aim to help students develop a sense of self as a leader, and will provide an

opportunity for students to build skills in community development and empathic response.
COURSE PROPOSAL 6

Delivery methods will include lecture, small group discussions, role play, community service,

and group presentation. There are no prerequisites required, but students interested in this course

should have been selected or elected into positional leadership roles for the following academic

year. This course will serve as a continued educational and training opportunity to compliment

the divisional iLead two-day training in April as well as departmental trainings the students will

go through in the fall.

Schedule and Length of Course

This course will be offered on Thursday evenings over the course of a 10-week quarter,

meeting on campus at 5 occasions throughout the quarter (weeks 1,2,4,6, and 9) at the Seattle

University campus. The sessions will be held from 7-8:30pm each week of Spring Quarter.

During the weeks in which students are not attending class (weeks 3,5,7, and 8) they will be

spending the equivalent amount of time (at minimum 1.5 hours) at an assigned service learning

site in the Seattle community. The final session (week 10) will include student presentations on a

final project. Students will be able to audit or waive the credits for the course should they not

have room in their schedule for credits yet still want to take the class.

Resources

To support the success of this course, the resources needed are as follows:

A classroom space with technical capabilities

A staff member with experience teaching leadership courses to supervise the GA
A Graduate Assistant to facilitate the course (about $15,000 per year stipend)
Time for collaboration with departmental directors as necessary
Access to Canvas software for the course website
Time of a CCE staff member to coordinate service-learning
Access to printing for handouts and assigned readings (articles or textbook chapters)

Seattle University Context

COURSE PROPOSAL 7

The following is an analysis of three major contextual variables (organizational type,

resources, and relationships) that will influence the course design for this proposed Community

Leadership course.

Organizational Type

Seattle University (SU) is a private, Jesuit four-year university located in the urban

environment of Seattle, Washington. The institution is known for its progressive approach to

Jesuit education. Because SU is private, it has more freedom with curriculum and course

regulations or limitations. However, its ties to the Jesuit church mean that the curriculum must

align with the mission of the school and the vision of the church. Seattle University values social

justice and in its mission declares dedication to educating the whole person, to professional

formation, and to empowering leaders for a just and humane world (Seattle University, 2016).

Given this context, the course will need to employ elements of social justice, such as

multicultural competence and the centering of marginalized identities, into the curriculum. The

course will not only give students leadership skills, but help them connect ways they can utilize

skills to create change in their communities and utilize their power and influence as student

leaders for the greater good.

Resources

Resources at SU, particularly funding and staffing are not particularly in large supply at

the moment. With many shifts in leadership and changes in staffing, this poses a concern for the

sustainability of such a course. It is partially for this reason that it is proposed to have a

Graduate Assistant within the Student Development Administration (or other College of

Education masters programs) to serve as the instructor of the course. Graduate Assistants help

the course operate at a lower cost compared to paying a faculty or staff member to teach the
COURSE PROPOSAL 8

course. Additionally, by partnering with existing community service programs such as Center

for Community Engagement (CCE), which already offer service learning courses, we are not

duplicating work unnecessarily.

Relationships

Given the fact that this course aims to discuss Community Leadership, collaboration with

on- and off-campus partners will be required. It will be necessary to maintain open lines of

communication with those who supervise student leaders, a large population of whom are staff

within the Division of Student Development, in order to avoid parallel planning of training

curriculum. Relationships with the CEE are needed to get students involved in service learning

opportunities that will allow them a meaningful application of the leadership skills. Additionally,

relationships with the community sites at which students would volunteer will need to be

fostered.

These relationships already exist in some fashion, but this course aims to deepen the

connection of student leaders who serve in different departments across campus as well as

fostering their sense of belonging in the campus- and Seattle-wide community. The opportunity

to further these relationships with on- and off-campus partners and to push the social justice

aspects of SUs mission forward are exciting reasons for the approval of this course.

Needs Analysis Plan

The following is a Needs Analysis Plan for the Community Leadership course proposed.

This plan will assist in the process of situating the course design properly within the institutional

context of Seattle University and to address the gaps in offerings and student learning around

leadership. Four variables that are critical to this needs analysis are presented in the following

chart, along with the rational for selecting each variable, data needed, and potential data sources.
COURSE PROPOSAL 9

Table 1: Needs Analysis Plan

Variable Rationale Data Needed Data Sources

Student prior learning Understanding -courses completed -student resumes
student prior -course content -transcripts
knowledge and skill -work/volunteer -syllabus
is critical to create experience in
the course so that it leadership roles
will utilize prior
knowledge while
challenging them to
grow as leaders.
Current offerings of Understanding what -list of leadership -course catalog
leadership courses at courses are currently courses -syllabus
Seattle U offered will allow the -course content -course evaluations
course to fill a gap in -list of majors/minors -academic advisers
the offerings rather focused on leadership -SU website
than providing the
same content as
currently offered
coursework.
Seattle U political Understanding the -list of current events -campus climate
climate, current political climate, (protests, survey
events regarding given recent student demonstrations, -M.A. research of
leadership protests for example, firings, university Hope Howard
of SeattleU will allow leadership changes) (instructional
the course to be -student definitions designer)
positioned of, interest in -survey data (could
appropriately in the leadership give a survey to all
institutional context. -staff/faculty feelings students)
This will also help about leadership
gauge interest in,
motivation for, and
qualms about taking a
course in leadership.
Current co-curricular Understanding what -list of co-curricular -Student
leadership non-academic leadership positions Development
opportunities offerings for at SU (volunteer and Divisional positions
available leadership experience paid) -Center for
are currently -list of common Community
available will help us leadership positions Engagements
situate the course in a taken outside of SU service-learning
position to offer -list of service- opportunities
unique experience learning opportunities -Redhawk
and service-learning Application list of
that will build positions
COURSE PROPOSAL 10

leadership skills and -Career Services list

integrate the of internships
academic with the co-
curricular.

Goals and Objectives

The following table outlines course goals and objectives for the Community Leadership

course at Seattle University.

Table 2: Course Goals and Objectives

Goals Objectives Performance Objectives

Goal A: A.1 Given list of the big 8 identities (race,
Upon completion SWBAT* identify their gender, class, sexual orientation,
of this course, privileged and oppressed religion, age, nationality, ability),
learners will be identities. [cognitive domain] SWBAT label which of their personal
able to explain identities are dominant and which are
how their oppressed.
identities impact A.2 Using their class notes, SWBAT write
their worldview SWBAT place themselves in the goals for service-learning experience
and their work appropriate stage of leadership that fall under Pope et al. (2004)
with people identity development (Komives, awareness, knowledge, and skills for
different from et al., 2005) based on their multicultural competence. Students
themselves. experiences and reflections. will write two goals for each of the
[cognitive domain] three categories (awareness,
A.3 knowledge, skills). Criteria: Goals
SWBAT interact with must follow SMART goals
community members in a guidelines.
respectful, productive way that
exhibits skills in leadership and
teamwork. [psychomotor
domain]
Goal B: B.1 Given a word bank and definition
Upon completion SWBAT assess (write) which bank, SWBAT match leadership
of this course, style(s) of leadership align with styles with their definitions, without
learners will be their personal core values. the use of class notes or other
able to create a [cognitive domain] references.
personal B.2 Given a scenario that contains an
leadership SWBAT make and defend ethical dilemma, write a defense of
philosophy that leadership decisions about their leadership decision that
articulates their ethical dilemmas. [affective considers all relevant factors,
individual domain] including resources, personnel,
leadership style B.3 politics/governance, and
COURSE PROPOSAL 11

and values. SWBAT write a personal organizational values.

mission statement that
incorporates their personal and
professional values. [cognitive
domain]
*SWBAT is Students will be able to

Finks Taxonomy of Significant Learning

Finks taxonomy of significant learning describes the ways in which learning can be

significant for learners, including six major categories: foundational knowledge, application,

integration, human dimension, caring, and learning how to learn (Fink, 2013). Fink argues that

in order for learning to occur, there must be some change for the learner (Fink, 2013). The

foundational knowledge category refers to students ability to understand and remember

information (Fink, 2013). The application category moves learning toward critical thinking and

skill-building (Fink, 2013). The integration category is about connecting ideas, learning

experiences, and different realms of life (Fink, 2013). The human dimension involves learning

about ones self as well as others (Fink, 2013). The caring category is when students develop

interests and values (Fink, 2013). The learning how to learn category refers to students

becoming self-directed learners and inquiring about a subject.

This courses goals will relate to each of the six categories. Goal A of the course relates

to students foundational knowledge of privileged and oppressed identities as well as basic

knowledge of identity development theory. Students are asked to apply that knowledge to create

goals for service-learning experience in which they will be required to work effectively toward

change at their service-learning site. Students will then work to make connections between their

experiences in class, at service-learning site, and in their life. Goal B of the course relates to the

caring dimension in that it asks students to identify their personal values and how they connect to

their feelings and thoughts regarding various leadership styles. The focus on developing
COURSE PROPOSAL 12

students leadership skills will lend itself well to the opportunity for self-directed learning and

becoming a leader in the classroom.

Instruction will be sequenced so that the students are first given the basic content

knowledge, such as an introduction to identities, systems of oppression, identity development

theory, and leadership styles. Next, students will be asked to analyze that information and make

connections to their lives and their roles at service-learning. Then, they will be asked to use a

combination of knowledge and experience to identify their own personal leadership style and

how they, as a leader, will make decisions that prioritize moving toward an equitable, inclusive

society.

Alignment Plan

The following is an alignment plan, which will show the relationships between the course

goals, objectives, content, in- and out-of-classroom activities, and assessment/evaluation of

learning activities.

Universal Design for Learning

Community Leadership is designed with the principles of Universal Design for

Learning (UDL) in mind to increase accessibility for various learning styles and engagements

(CAST, 2011). The three principles of UDL are: multiple means of representation, multiple

means of expression, and multiple means of engagement (CAST, 2011). This course

employs the first principle, multiple means of representation, by offering students

information in lecture format, showing videos, and requiring hands-on service-learning. This

allows learners to learn through varied modalities including vision, hearing, and touch. This

course employs the second principle of UDL, multiple means of expression, by allowing

students to demonstrate their learning in both written reflections and in-class role-play that
 COURSE PROPOSAL 13

involves employing their leadership style to make an ethical decision about a scenario. This

course incorporates the third principle of UDL, multiple means of engagement, by offering

several different activities to excite and motivate learners. Students will engage in

experiential learning at their service site, in-class activities that allow them to hear multiple

perspectives on leadership styles, and written reflections to help them connect their learnings.

Table 3: Alignment Plan

Goal One: Upon completion of this course, learners will be able to explain how their identities

impact their worldview and their work with people different from themselves.

al Objective Performance Key content or In class teaching Out of class Assessment an

Objective concept and learning teaching and evaluation
learning
AT* identify Given list of the big Definitions of Activity to list Matching the big Correct ma
rivileged and 8 identities (race, each social out all identities 8 to their of the defin
sed identities. gender, class, sexual identity they already definitions Depth of pe
tive domain] orientation, religion, History of know Self-reflection on reflection,
age, nationality, oppressed and Lecture on the the salience of includes cr
ability), SWBAT privileged big 8 each identity (on analysis of
label which of their identities Move-in activity a scale) and why salience of
personal identities (demonstrates some are more identities
are dominant and group dynamic of salient that
which are oppressed. identities others.
represented in
room)
AT place Komives theory Lecture on 1 page reflection Depth of pe
elves in the of leadership Komives on where they reflection,
riate stage of identity would place includes cr
ship identity development themselves in the analysis of
pment stages and what experience
ves, et al., experience or places self
based on their knowledge would appropriate
ences and move them to the (offers subs
ions. next stage. explanation
tive domain] justify
placement)
AT interact with Using their class Characteristics of Prior to service- Students will Site superv
unity members notes, SWBAT write a leader learning, lecture have a homework will verball
spectful, goals for service- Service-learning on guidelines and assignment to evaluate th
tive way that learning experience expectations for apply knowledge students
 COURSE PROPOSAL 14

s skills in that fall under Pope SMART goals working in the of SMART goals professiona
ship and et al. (2004) community as to their service- leadership,
ork. awareness, representatives of learning engagemen
omotor knowledge, and Seattle experience service-lear
n] skills for University (creating 3 on a weekly
multicultural Activity: Draw a SMART goals for basis. This
competence. leader where their service- also be sen
Students will write students break learning) written form
two goals for each of into small groups Service learning the instruct
the three categories and draw a including documenta
(awareness, leader, including weekly checkins SMART go
knowledge, skills). important with their site evaluated o
Criteria: Goals must characteristics of supervisor SMART cr
follow SMART goals a leader
guidelines. Lecture on
SMART goals
 COURSE PROPOSAL 15

Goal Two: Upon completion of this course, learners will be able to create a personal leadership

philosophy that articulates their individual leadership style and values.

al Objective Performance Key content or In class teaching Out of class Assessment an

Objective concept and learning teaching and evaluation
learning
AT assess Given a word bank Personal values Lecture on Informational Verbal refl
which style(s) and definition bank, Leadership styles leadership styles interview with on informa
ership align SWBAT match definitions of Core values someone they see interview (
eir personal leadership styles with servant activity with a leadership group discu
alues. their definitions, leadership, Written ref
tive domain] without the use of human resource identifying
class notes or other leadership, and 3 core valu
references. collective how their c
leadership leadership
aligns with
values
AT make and Given a scenario that Define ethical Groups of 3 Written self- Instructor w
leadership contains an ethical dilemmas students will each evaluation (what observe in-
ons about dilemma, write a How do leaders be given an challenged your activity for
dilemmas. defense of their make decisions? ethical decision thinking) and student
ive domain] leadership decision What do they that simulates a peer-evaluation engagemen
that considers all consider? real-life leaders on in-class Written
relevant factors, role, and be activity evaluations
including resources, asked to come to be used to a
personnel, consensus for student gro
politics/governance, their decision and through the
and organizational defend why. class activi
values.

AT write a What is a mission Lecture on Personal and Written per

al mission statement? mission Professional mission sta
ent that Personal v. statements, storyboard will be eva
orates their professional including students will on quality o
al and values examples in create a visual of writing,
sional values. visual/audio who they are and identificatio
tive domain] formats who they aspire personal an
Activity: describe to be professiona
your self in 7 Students will values that
words. peer-review each well integra
others mission into a forw
statements thinking m
statement n
longer that
words.
COURSE PROPOSAL 16

Course Calendar

The following calendar outlines the major course content and assignments planned for the

Community Leadership course in accordance to the academic calendar for Spring Quarter 2017.

Table 4: Course Calendar

Date / Focus Session Content and Activities Assignments Due

Week 1: Welcome and Introductions Read excerpt from

March 30, 2017 (15min) Pope, Reynolds, and
7:00-8:30PM Course syllabus overview (20min) Mueller (2004)
Group activity: Draw a leader (20min)
Topic: Goal Setting
Presentation: Multicultural
Competence (MCC) (15min)
Presentation SMART Goals (15min)
Date / Focus Session Content and Activities Assignments Due

Week 2: Group brainstorm to list identities Draft of SMART

April 6, 2017 (10min) goals
7:00-8:30PM Presentation: The Big 8 social Service-learning
identities (15min) logistics and
Topic: Identity Ground Rules for Move-in Activity signatures complete
(5min)
Move-in Activity (demonstrates group
dynamic of identities represented in
the room) (30min)
Preparing for Service-Learning site
(guidelines and expectations) (20min)
Q&A (10min)
Date / Focus Session Content and Activities Assignments
Due
COURSE PROPOSAL 17

Date / Focus Session Content and Activities Assignments Due

Week 3: Service-Learning (off-site) (minimum 6 SMART goals for

1.5 hours) service-learning
Service-Learning experience and
MCC (before
going to site)
Service-learning
journal reflection

Week 4: Quiz: Big 8 Identities (no notes) Read Komives et al.

April 20, 2017 (15min) (2009)
7:00-8:30PM Presentation: Leadership Identity
Development Theory (Komives et al.,
Topic: Leadership 2009) (20min)
Identity Group activity: Create a visual
Development representation of this theory (15min)
Practice activity: Draw a scenario out
of a hat and place the character in
your visual representation of Komives
et al. (2009) (20min)
Date / Focus Session Content and Activities Assignments Due

Week 5: Service-Learning (off-site) (minimum Online mid-quarter

1.5 hours) evaluation (evaluate
Service-Learning both in-class and
service-learning)
Service-learning
journal reflection
Date / Focus Session Content and Activities Assignments Due
COURSE PROPOSAL 18

Date / Focus Session Content and Activities Assignments Due

Week 6: Activity: Who holds leadership 1 page self-reflection

May 4, 2017 positions? (History of oppression as it on Komives et al.
7:00-8:30PM relates to leadership) (20min) (2009) and action plan
Presentation: Salience of Identities for leadership
Topic: Identity and (20min) development
Leadership Activity: How do my identities impact Identify Informational
how I see the world? (20min) Interviewee and
Group Discussion: reflect on service- schedule interview
learning experience so far
(observations, challenges, growth,
goals) (20min)
Mid-quarter Evaluation Results
(10min)
Week 7: Service-Learning (off-site) (minimum Self-reflection on
1.5 hours) salience of identities,
Service-Learning mid-quarter evaluation with identifying Big 8
service-learning site privileged/oppressed
supervisor identities
Site supervisor letter
to Instructor
Service-learning
journal reflection
Date / Focus Session Content and Activities Assignments Due

Week 8: Service-Learning (off-site) (minimum Service-learning

1.5 hours) journal reflection
Service-Learning
Date / Focus Session Content and Activities Assignments Due
COURSE PROPOSAL 19

Date / Focus Session Content and Activities Assignments Due

Week 9: Core Values Activity to identify 3 core Informational

May 25, 2017 values (20min) Interview signature
7:00-8:30PM Presentation: Leadership Styles sheet (proof of
(servant, human resource, & interview completed)
Topic: Leadership collective leadership styles) (20min)
Styles Small group discussion: reflection on
informational interviews (what was
learned about this persons leadership
style?) (20min)
Presentation: How do leaders make
decisions? (15min)
Preparing for Ethical Dilemma Project
(Q&A) (15min)
Date / Focus Session Content and Activities Assignments Due

Week 10: In-class group time to prepare for Written reflection

June 1, 2017 ethical dilemma project (90min) identifying 3 core
7:00-8:30pm o Group leadership style and values and describing
core values inventory how the chosen
Topic: In-class work leadership style aligns
time with those values

Finals Week Ethical Dilemma Project: Groups of 3 Prepare for ethical

June 8th, 2017 students will each be given an ethical dilemma project
decision that simulates a real-life Online end-of-quarter
Ethical Dilemma leaders role, and be asked to come to evaluation (evaluate
Project consensus for their decision and both in-class and
defend why. (80min 20min per each service-learning)
of the 4 groups)

Course Visual

The following is the course visual for the Community Leadership course. This course

visual primarily uses symbols and non-word elements to communicate the courses organization

to visual learners and prospective students. It highlights the courses organization around the
COURSE PROPOSAL 20

building of awareness, knowledge, and skills for multicultural competence that is necessary for a

social justice-oriented leader who makes positive change in their community (Pope et al., 2004).

Figure 1: Course Visual

COURSE PROPOSAL 21

References

CAST (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA: Author.

Retrieved from: http://www.udlcenter.org/aboutudl/udlguidelines.

Fink, L. D. (2013). Creating significant learning experiences (2nd ed.). San Francisco, CA:

Jossey-Bass.

Foli, K. J., Braswell, M., Kirkpatrick, J., & Lim, E. (2014). Development of Leadership

Behaviors in Undergraduate Nursing Students: A Service-Learning Approach. Nursing

Education Perspectives, 35(2), 76-82. doi:10.5480/11-578.1

Jaeger, A. J., & Caison, A. L. (2006). Rethinking criteria for training and selection: An inquiry

into the emotional intelligence of Resident Assistants. NASPA Journal (National

Association Of Student Personnel Administrators, Inc.), 43(1), 144-165.

Komives, S. R., Owen, J. E., Longerbeam, S. D., Mainella, F. C., & Osteen, L. (2005).

Developing a leadership identity: A grounded theory. Journal of College Student

Development, 46(6), 593-611.

Pope, R.L., Reynolds, A.L., Mueller, J.A. (2004). Multicultural competence in student affairs.

San Francisco, CA: Jossey-Bass.

Schlossberg, N. K., Waters, E. B., & Goodman, J. (1995). Counseling adults in transition (2nd

ed.). New York: Springer.

Seattle University (2016). Mission, Vision, and Values. Retrieved from:

https://www.seattleu.edu/about/mission/

Twale, D. J., & Muse, V. (1996). Resident assistant training programs at liberal arts colleges: Pre-

service and in-service options. College Student Journal, 30(3), 404.

COURSE PROPOSAL 22

Yosso, T. J. (2005). Whose culture has capital? A critical race theory discussion of community

cultural wealth. Race ethnicity and education, 8(1), 69-91.