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

5:30pm-8:15pm White Hall

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. The aim of this course, and its identification as a core course in the program, is to prepare graduates to work in an increasingly pluralistic society and to have multicultural competence for engaging with diverse groups. The goal of multicultural competence seems unarguable; students should have awareness (of self and the impact it has on others), knowledge (of diverse cultures and groups), and skills (ability to openly discuss differences). However, in this course, we will draw upon a critical perspective in our readings and discussion in order to interrogate our (taken-for-granted) assumptions about the goodness of multicultural competence. How might practitioners be falling short in enacting a commitment to social justice or developing critical consciousness? How might the development of multicultural competencies serve to maintain the status quo more than inspire creative thinking about the root of social problems and taking action to combat inequities? These questions and more will be investigated in this course. 1

Course Introduction

Expected Learning Outcomes

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 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; Take action for social change regarding multicultural and diversity issues; and Value ones acquired knowledge and understand how to continue to learn about and engage with the subject

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% Assignment Weekly Course Reflections Self-Identity Paper Discussion Group Facilitation/Participation Discussion Group Reflection Book Reflection Interaction and Event Paper Course Reflection Total Weight 10% 10% 10% 10% 10% 25% 25% 100% Due Date Weekly Feb. 26 Weekly Various March 26 Various May 7

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

Weekly Course Reflections-(Due-Weekly)

The goal of this assignment is to encourage weekly reflection over topics discussed in both course readings, and in-class conversations. Weekly reflections are expected to be 1-2 pages in length and will be uploaded to blackboard learn before the start of the following class. Please do not exceed two pages. The following should be addressed in your weekly course reflections: 1. Please identify any subjects from this weeks reading or in-class discussion that either challenged or supported your current values or beliefs. Please Explain. 2. How have you seen the issues discussed in this weeks course play a role in your current academic/work environment? 3. Please identify and explain 2-3 take-a-ways you learned in this weeks class and how those lessons may impact your future career. 4. Please feel free to include any further reflections you may have regarding this weeks course topics.

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 a contested 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. Further details will be provided in class.

Self-Identity Paper-(Due February 12)

The goal of this assignment is to encourage self-awareness of the social group memberships to which you belong. (Examples of social memberships to which you belong may include, but are 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). This paper should be 3-5 pages in length and should not exceed five pages. Please address the following topics: 1. Please identify 3-5 social groups to which you belong (and feel comfortable discussing), and why. 2. When did you become aware of these aspects of your identity? 3. How has membership to any of these groups had an influence in any decisions you have made in your life. 4. Describe if these aspects of your identity are usually dominant or marginalized? Why? 5. How has membership to these social groups shaped who you are?

Interaction and Event Paper-(Due-Various Dates)

For this paper, each student will attend a diversity-related event on a college/university campus. The goal of this assignment is for students to learn more about another cultural perspective, ideally by interacting in a situation that involves taking a risk and communicating outside ones comfort zone. The title, date, time, and short description of the event should be submitted via blackboard learn at least 24 hours prior to the event. This paper will be three pages in length and will be submitted no later than one week after the event. A minimum of two references to course readings should be included in this paper. Please address the following topics: 1. Please provide a description of the event (date, time, title, details). 2. Please describe the student population/topic of the event. 3. In what ways did this event add to your multicultural competency by enhancing your multicultural awareness knowledge and/or skills? 4. Describe your experience as viewed through your social group membership lens(es).

Book Reflection-Johnson-(Due March 26)

Now that you have finished the Johnson book, please provide a 1-2 page reflection addressing the following topics. Please include at least three references to the Johnson text. 1. Please describe both positive and negative reactions you experienced while reading this text. Why do you believe you experienced these reactions? 2. What role have you seen privilege/oppression/ism etc. play a role in your academic/work environment? 3. How can you take the topics/lessons discussed in this book and apply them as a student affairs practitioner? 4. Please feel free to provide any additional reflections you would like to share.

Course Reflection Paper-(Due May 7)

Please address the following topics in a 4-5 page paper. 1. 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. 2. What beliefs or attitudes have been affirmed or what has remained unchanged? 3. 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? 4. Whats next; what goals do you have post-course, related to diversity and equity in higher education? 5. What else is important, that you want to add, about you and your learning this semester?
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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
1 2 3 4

Date
1/15/13 1/22/13 1/29/13 2/5/13

Topic(s)
MLK Commemorative Event Introductions and Course Overview Privilege and Oppression Multicultural Identities

Assigned Readings

Assignments Due

N/A Johnson Chapter 1 CHC-Chapters. 1-2 Johnson Chapter 2 CHC-Chapter 2 Johnson Chapter 3 CHC Chapter 4 Johnson Chapter 4 CHC Chapter 3 Johnson Chapter 5 CHC Chapter 12 Johnson Chapter 6 CHC Chapter 10 Johnson Chapter 7 CHC Chapter 6 & 11 Johnson 8 CHC Chapter 5 & 8 Johnson 9 CHC Chapter 7

Event Reflection Weekly Reflection 1 Weekly Reflection 2 Weekly Reflection 3 Weekly Reflection 4 Self- Identity Paper Weekly Reflection 5 Weekly Reflection 6 Weekly Reflection 7

5 6 7 8

2/12/13 2/19/13 2/26/13 3/5/13

Environmental Influences on College Culture Men and Women College Students White College Students Group Discussion Asian American and Pacific Islander/International Students Latina/Latino and American Indian College Students African American College Students Spring Break-No Class

9 10 11

3/12/13 3/19/13 3/26/13

Weekly Reflection 8 Weekly Reflection 9

12 13 14 15 16

3/26/13 4/2/13 4/9/13 4/16/13 4/23/13

Biracial/Multiracial College Students LGBT College Students Nontraditional College Students College Students with Disabilities Religious and Spiritual Diversity Among College Students Achieving Cultural Competence Finals Week

CHC Chapter 9 CHC Chapter 13 CHC Chapter 14 CHC Chapter 15 CHC Chapter 16

Weekly Reflection 10 Book Reflection Due Weekly Reflection 11 Weekly Reflection 12 Weekly Reflection 13 Weekly Reflection 14

17 18

4/30/13 5/7/13

CHC Chapter 17

Weekly Reflection 15 Course Reflection Paper Due

Notes:

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