Running head: INCLUSIVE LEADERSHIP1

INCLUSIVE LEADERSHIP2

Inclusive Leadership: Syllabus and Reflective AnalysisHiram RamirezLoyola University Chicago

Inclusive Leadership: Syllabus and Reflective AnalysisSyllabi are a crucial part of higher education. It shows the main outcomes of a course, and the way in which those outcomes are achieved. Syllabi also have readings, assignments, and other components that support the learning process. With well-structured and intentional course design, syllabi can be powerful vehicles of learning. This paper will analyze the design of the inclusive leadership syllabus and reflections on how this document was developed. Learning OutcomesThe development of the learning outcomes for the inclusive leadership course were based on the taxonomy of significant learning. Fink (2003) discusses the taxonomy of significant learning as having six components. The six components are foundational knowledge, application, integration, human dimension, caring, and learning how to learn (Fink, 2003). Each of these aspects touch on different ways students can actively engage in their learning and help them to understand a topic more holistically. These various ways of engaging students in significant learning allows them to develop conceptual frameworks around the content, for greater use of this knowledge in the future (Bransford, Brown & Cocking, 1999). This way of teaching also allows students to make connections of knowledge they gain in different contexts. The first component of the taxonomy of significant learning was foundational knowledge. Foundational knowledge was touched on in the syllabus by having an outcome that states that students will recognize three theories. The course is structured to teach students eight leadership theories, but the outcome intentionally has students become familiar with three theories. Certain theories resonate more than others with students, so this outcome takes that into account. By having students focus on three theories, they are able to get a better grasp on these specific theories and deepen their understanding.The second component of the taxonomy was application. This component had two outcomes associated with it. The first outcome was used to reinforce the ability of students to demonstrate connections between leadership theories and personal experiences. Being able to take the theories that resonate with them, and then apply them to personal experiences is important. Without making tangible connections to the real world, the theories are inert and useless for students. The second outcome was that students would be able to solve problems using inclusive leadership. This outcome not only builds on the previous outcome but also has students consider the cultural competency piece discussed in the course. It gets students to consider how the leadership theories they learn can incorporate inclusion in resolving real world problems. These two outcomes illustrate the importance of getting students to consider how they use the knowledge they have gained. Integration, the third component, was used to identify the interaction between diversity and leadership. Historically, leaders have been white men from the upper class in the United States. Women, people of color, and individuals with other social identities have been disassociated from mainstream leadership. Now, in the media, we are seeing a shift in how leaders are presented but there are still facets of diversity that are being ignored. This outcome should get students to consider how diversity is present or absent in certain spaces of leadership. The next component, human dimension, furthers student development in cultural competency around leadership by having them understand other leaders as individuals with multiple intersecting identities. Individuals are comprised of many social identities, which can have implications on how they lead. Students would then explore how these identities could have implications not only on how leadership styles manifest but also how systems of oppression have endorsed or suppressed certain individuals. The fifth component, caring, is showcased in the outcome that gets students excited about defining inclusive leadership. Students must learn to consider how their social identities have an impact on their leadership and how others lead. They must also take into account how they will attempt to cultivate spaces of inclusion for others as they lead. This outcome will ultimately help students engage in the other outcomes because they will be able to make a personal connection with the content. The last component in the taxonomy of significant learning is learning how to learn. This component is demonstrated through the outcome that articulates students ability to identify areas of personal growth as leaders. As students learn more about leadership theories, diversity, and the intersection of these two areas they will begin to see their learning edges. With these areas identified, students should be able to explore ways of developing these weaknesses during and after the course. The connections made between the outcomes in the syllabus and the taxonomy of significant learning were made to support greater learning for students. The various ways in which students are engaged in the learning process will be supported through a multitude of activities and assignments. Learning activities both inside and outside of the classroom are important to help students to not only expand their knowledge of the subject matter but also see the material manifest in different ways. Learning ActivitiesThe learning activities in the inclusive leadership syllabus were crafted to incorporate the concept of play and active learning (Fink, 2003; Wagner, 2012). Wagner (2012) discussed how play can help young children develop new ways of engaging the world and help develop innovators. The idea of creating innovators through play can be extrapolated to the college level by creating spaces for students to explore and become passionate about the knowledge they are gaining. In this way, play was infused in the activities by allowing students to experiment and engage the topic in a variety of ways. Students would participate in active learning through a variety of activities. Some of the activities outlined in the course were: small group discussions, one-minute essays, guest speakers, observations, and many more. These active learning activities involved students doing, observing, and reflecting (Fink, 2003). The course was structured to have some type of doing or observing activity every week. In this way, students engaged the content from different perspectives and could question what they had learned. Every other week, there was also a reflection component to the course either within the classroom or as a homework assignment. This was intentionally placed into the syllabus to allow students to synthesis their learning and also begin to make connections outside of the classroom. Some of the in-class activities in the course were used to help students understand the leadership theories. These activities were selected to help students engage the course material at a higher level and avoid lectures. Nilson (2010) shares that people do not learn well when they passively listen to a teacher talk (p. 4). For this reason, the course was structured to avoid passive experiences and highlighted active learning. In this way, students would be able to both learn the content and find ways of applying it. One of the activities used to facilitate this learning was the group facilitation activity. For this activity students are given the opportunity to teach the class for twenty to twenty-five minutes. They are able to teach their peers what they have learned and lead the class on how that learning would happen. Students also participate in a direct observation activity where they watch other people in the student union (Fink, 2003). During their observation their role is to unearth leadership theories in action. They should consider why certain leadership theories may work in certain settings and not others. They should also consider who is enacting the leadership and how the followers react to their leadership. This activity is geared towards getting students to look at leadership holistically, not only from the leaders perspective. The out-of-classroom assignments were used to help get student to consider real world relevance to what they were learning. Fink (2003) shared that it is important for students to draw from past and current life experiences when building the basis for their learning (p. 8). The reflection papers in the course allow students to engage these prior and current life experiences. This homework assignment is structured to have students write about one theory and connect it back to personal experiences. By having students consider how the content in the course means in real world settings, they are able to make more sense of the material. Students are also asked to look up current events in the newspaper for one class, to discuss what type of leadership theories are currently being practiced. Certain videos are given to students to watch and explore how leadership is enacted in other ways. All of these activities allow students the opportunity to consider other ways in which the content may be used in the future.Assessment and FeedbackThe course, inclusive leadership, deliberately stages certain reflective activities to allow students to assess their understanding of the topic incrementally. A few examples of assessment and feedback tools used throughout the course are reflection papers, case studies, role playing exercises, and other tools. The assignments are structured to allow educative assessment. This type of assessing places an emphasis on students learning than on their grades (Fink, 2003). An example of educative assessment is forward-looking assessment. The course syllabus uses this type of assessment through the case study, role playing, and scenario examples built into the weekly calendar. Some of the assignments are classroom activities to allow students the opportunity to practice the application of the knowledge. These are also occasions for students to receive feedback from their peers and the instructor. There are also graded assignments like the autoethnographic paper, where students do a scaled down exercise of this assignment in-class. Students are able to troubleshoot issues and get feedback from everyone in the class, before they need to work on the graded version of this assignment. The second tool used to support students in their learning was having students do self-assessments. Fink (2003) shares that it is important for students to learn how to assess themselves. As life learners, they will need to be able to evaluate their own performance and attempt to find ways of improving themselves. As Bransford, Brown and Cocking (1999) mentioned the ability of someone to evaluate how well they will perform on a given task or metacognition has shown to increase the degree to which students transfer their learning to new settings (p. 12). So it is important that students practice this skill and learn to evaluate their level of understanding. The students practiced self-assessment through the group facilitation assignment, one-minute essays, and other exercises. The group facilitation assignment, allows students to teach the class on the leadership theory of the day. For this assignment students are expected to complete self-assessments on Sakai before the next class. This self-assessment is a form created by the instructor to illustrate how students should begin to consider their personal evaluation of their work. Students will also be given opportunities for unstructured and ungraded self-assessment through the one-minute essays and other activities. All of these various tools open up the internal dialogue for students to evaluate their own work. This evaluation process continues to the culminating project, the business simulation final project. Students reflection papers, class activities, and other exercises were structured to have students prepare for this assignment. The final project has students create a proposal as a consulting firm trying to win a bid to improve the productivity of a company. But the scenario each group is given about the business is different and has multiple issues that can be resolved through a number of possibilities. The students are expected to apply both the leadership theories and cultural competency they have developed. Ultimately, this final project allows students to use their full range of knowledge and understanding of the content covered throughout the course. Personal ReflectionThe development of this syllabus was a unique endeavor. During the inception of this course, there was a focused effort made of incorporating play, passion, and purpose (Wagner, 2012). The experiences illustrated in Wagner (2012) showcase the power of cultivating learning environments where experimentation and exploration are encouraged. This part of crafting the syllabus was the most enjoyable. Being able to think of ways of having students get excited about their learning and experiment with the concepts was fun. Considering ways of shaping new experiences for students and challenging them was one of the best parts of the syllabus. But during the process, there were some points that were challenging. With a course that meets twice a week for fifty minutes, there is not enough time to engage students in deeper dialogue for a long period of time. Different ways of discussing the content and allowing students time to share any personal revelations in their learning journey is also limited because of the time constraints. Attempting to have students engage in play, but structuring it in such a way to enhance learning was a balancing act. During the selection of the activities it was also hard to adhere to the developmental progression of the course and infuse opportunities for students to explore their passions. But the final product flows well and gives students a wide range of experiences to expand their understanding of the subject matter. The course readings for the course were another challenge. Making sure that students had access to the right amount of information to understand leadership theories but not overwhelming them was difficult. But the current layout of the readings allows students to not only read the material but also to internalize what they have read. The two weeks dedicated to each theory or topic also offers students the opportunity to review any material that they did not understand or struggled with the first time they read it.This assignment was an exercise that required more forethought than was initially anticipated. I had an idea of what the course could have looked like, but the end product is very different than that idea. But I believe that the final version is better than my initial conceptualization of the course. I learned that though I enjoy creating a course syllabus, it takes a great deal of time. To have a course that has significant learning experiences and challenges students, takes planning and consideration on the part of the instructor. Now I have a greater appreciation for faculty that try to push the limits of the learning environment and attempt to create spaces for significant learning in their courses. ConclusionThe inclusive leadership syllabus was crafted with students in mind. The use of the integrated course design and the taxonomy of significant learning were intentional choices. The use of play, passion, and purpose were also crucial in the development of this document. With all these various pieces, students are able to be challenged and engaged in multiple ways. Learning is not a linear process where you can just gain some knowledge and you understand the material. It is a long journey, where questions and missteps might be taken. But in this course, students are encouraged to make those mistakes and learn from them through the various exercises. Learning should be an experience were students are encouraged to further their understanding instead of worrying about their grade. Hopefully, this is what was accomplished in the inclusive leadership syllabus.

ReferencesBransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.) (1999). How People Learn: Brain, Mind, Experience, and School. Washington, DC: National Academy Press.Fink, L.D. (2003). Creating significant learning experiences: An integrated approach to developing college courses. San Francisco: Jossey-Bass.Nilson, L.B. (2010). Teaching at Its Best: A Research-Based Resource for College Instructors. San Francisco, CA: Jossey-Bass.

Loyola University ChicagoLeadership Studies Minor

LED 4568 (002): Inclusive Leadership3 credit hoursSpring 2015

Tuesdays/Thursdays, 2 pm 2:50 pmLakeshore Campus, IC Room 212

Instructor Information

Hiram Ramirez, M.Ed.Instructor, Leadership Studies MinorLakeshore Campus, Crown Center 110Chicago, IL 60626773.508.3452 (office)hramirez4@luc.edu

Office Hours Tuesday/Thursday, 9 am - 12 pmFriday, 10 am 3 pm

DescriptionThis course is designed to provide deeper understanding of leadership theories and the interplay of social identities while leading. Students will be able to see how leadership and diversity are intertwined in the real world. Leadership will also be critically analyzed through interactive activities and engaging dialogue. In this way, students will find ways to connect the content to their lives and how they conceptualize themselves as leaders.

Learning Outcomes1. Students will be able to recognize three leadership theories.2. Students will demonstrate connections between leadership theories and personal experiences.3. Students will identify the interaction between diversity and leadership.4. Students will understand other leaders as individuals with multiple intersecting identities. 5. Students will get excited about defining inclusive leadership. 6. Students will be able to identify areas of personal growth as leaders.7. Students will solve problems using inclusive leadership.

Course Policies

Academic Honesty:Academic honesty is an expression of interpersonal justice, responsibility and care, applicable to Loyola University faculty, students, and staff, which demands that the pursuit of knowledge in the university community be carried out with sincerity and integrity. The School of Educations Policy on Academic Integrity can be found at: http://www.luc.edu/education/academics_policies_integrity.shtml. For additional academic policies and procedures refer to: http://www.luc.edu/education/academics_policies_main.shtml

Accessibility:Students who have disabilities which they believe entitle them to accommodations under the Americans with Disabilities Act should register with the Services for Students with Disabilities (SSWD) office. To request accommodations,students mustschedule an appointment with an SSWD coordinator. Students should contact SSWD at leastfour weeks before their first semester or term at Loyola. Returning students shouldschedule an appointment within the first two weeks of the semester or term. The University policy on accommodations and participation in courses is available at: http://www.luc.edu/sswd/

EthicsLine Reporting Hotline: Loyola University Chicago has implemented EthicsLine Reporting Hotline, through a third party internet & telephone hotline provider, to provide you with an automated and anonymous way to report activities that may involve misconduct or violations of Loyola University policy. You may file an anonymous report here on-line or by dialing 855-603-6988. (within the United States, Guam, and Puerto Rico)The University is committed to the highest ethical and professional standards of conduct as an integral part of its mission of expanding knowledge in the service of humanity through learning, justice and faith. To achieve this goal, the University relies on each community member's ethical behavior, honesty, integrity and good judgment. Each community member should demonstrate respect for the rights of others.

www.luc.edu/ethicsline

Technology: Technology is integrated into the design and delivery of this course in a variety of ways. The course is primarily delivered online and will rely on Blackboard as an educational tool that connects students and encourages intellectual engagement. Additionally, both course delivery methods and student assignments draw on a range of technological tools with the goal of increasing students self-efficacy for using technology as well as enhancing the overall learning experience.

Electronic Communication Policies and Guidelines: The School of Education faculty, students and staff respect each others rights, privacy and access to electronic resources, services, and communications while in the pursuit of academic and professional growth, networking and research. All members of the university community are expected to demonstrate the highest standards of integrity, communication, and responsibility while accessing and utilizing technology, information resources, and computing facilities. A link to the Loyola University Chicago and School of Education official policies and guidelines can be found at: http://www.luc.edu/media/lucedu/education/pdfs/SOE_Cyberbullying_Policy.pdf Academic Discourse: Although deep and meaningful learning often comes as a result of differing perspectives and opinions, I firmly believe that transformative learning is the result of compassionate learning communities in which individuals feel both challenged and supported. The underlying expectation of this course is that participants will approach one another with care and concern as we collectively explore the content in this course.

Diversity:This course will engage participants in dialogue around three major themes related to diversity: 1) diversity in learning perspectives, styles, and approaches related to constructing significant learning experiences; 2) the tension presented by constructing high impact learning and encouraging diverse groups to engage with them; 3) developing welcoming educational spaces for individuals from diverse backgrounds.

Course Requirements

Attendance:Students are expected to attend all classes on time. If you do not attend class, you will miss essential aspects of this course, and your performance will suffer as a result. Students are also expected to arrive on time to class. If a student is tardy (arrive five minutes after the beginning of the class session) more than 3 times, it will be counted as an absence.

Assigned readings: There will be required texts and supplemental readings for this course throughout the semester. Readings will be assigned according to the class syllabus, and I will not always have time to cover material in your readings. You will be responsible for the material assigned, as well as any additional material (TED Talks, films, articles, etc.) that may be assigned. We will be discussing the material assigned on the days indicated. It is essential that the material be read BEFORE class for effective class discussions, assignments, group work, and coverage of material.

Educational Materials

Required Text:Book can be found at the LUC Lakeshore Campus Bookstore or Amazon.com Northouse, P. G. (2012). Leadership: Theory and practice (6th ed.). Thousand Oaks, CA: Sage.

Articles:All articles listed below can be found on SakaiWagner, W. (2009). What is social change? In S. R. Komives, W. Wagner, & Associates (Eds.), Leadership for a better world: Understanding the social change model of leadership development (pp. 7 42). San Francisco, CA: Jossey-Bass.

LGBT inclusion at work: The 7 habits of higly effective managers. Retrieved from http://www.apropos.org.uk/documents/LGBT_tips_for_managers_000.pdf

Websites:The ADA: Your employment rights as an individual with a disability. Retrieved from http://www.eeoc.gov/facts/ada18.html

Office of Disability Employment Policy. United States Department of Labor. Retrieved from http://www.dol.gov/odep/pubs/fact/laws.htm

Civil Rights 101. The Leadership Conference. Retrieved from http://www.civilrights.org/resources/civilrights101/chronology.html

Labor Movements. History Channel. Retrieved from http://www.history.com/topics/labor

The Rise of the UFW. United Farm Workers: Si Se Puede!. Retrieved from http://www.ufw.org/_page.php?menu=research&inc=history/03.html

TED Talks:Sinek, S (2014, March). Why good leaders make you feel safe. TED Talks. Retrieved from https://www.ted.com/talks/simon_sinek_why_good_leaders_make_you_feel_safe

Torres, R. (2013, October). What it takes to be a great leader. TED Talks. Retrieved fromhttps://www.ted.com/talks/roselinde_torres_what_it_takes_to_be_a_great_leader

Godin, S. (2009, February). The tribes we lead. TED Talks. Retrieved from https://www.ted.com/talks/seth_godin_on_the_tribes_we_lead#t-235827

McIntosh, P. (1987). White privilege: Unpacking the invisible backpack. Retrieved from https://www.isr.umich.edu/home/diversity/resources/white-privilege.pdf

Brown, B. (2010, June). The power of vulnerability. Retrieved from https://www.ted.com/talks/brene_brown_on_vulnerability

Assignments

Participation = A large part of the content and learning that takes place in this course happens during class. So all students are asked to attend class and actively engage in class. Honoring the fact that we have a wide range of learners, there are a multitude of ways to participate in this class. Participating in classroom activities, dialogues, actively listening, and overall engagement will all be factored in as participation.

Group Facilitation Assignment = Students will be placed into groups and they will facilitate a 20 25 minute presentation on the topic of the day. This is an opportunity for students to illustrate their understanding of the material and make connections to real world examples. Each group will be able to sign-up for a particular topic and you are invited to present the topic in a unique way to engage various types of learning. Every group member will also submit a self-assessment form on Sakai before the next class.

Reflection Paper (3) = Students will write three reflection papers throughout the course. Each paper will focus on a different leadership theory and examples to showcases the theory. Students should attempt to incorporate personal experiences throughout the paper to illustrate comprehension of the theory selected. For this assignment students should write 3-5 page papers.

Autoethnographic Paper = For this assignment, students will select a leadership theory that resonates with how they lead. With this theory, students will then highlight social identities that they feel have influenced their leadership style. There should also be a section in your paper that discusses learning edges you hope to develop as a leader. Students are encouraged to use personal stories and examples from our readings to support their rational for choosing a specific theory.

Business Simulation Final Project = The final project in this course is a group project and group members will be preassigned by the instructor. Each group will represents a different business consulting firm trying to submit a bid for a contract with World Tech Industry. This company is a global leader in technology development, and they have put out a call for help in resolving a problem in one of their branch companies in the United States. Each group will be given different scenarios that have taken place at the company, and it is up to each group to find ways of resolving the problems. Leadership theory and knowledge around diversity need to be incorporated into the solution.

Students will submit ten page papers individually, outlining their proposal and reflecting their arguments for the decisions they made on the project, and perform a ten to twelve minute presentation during finals week. This presentation will be used to decide who wins the bid for the contract with World Tech Industry.

Assignment Expectations = Assignments should be submitted on Sakai and should be uploaded before the beginning of the class the assignment is due. Assignments are expected to be turned in on time so please plan appropriately to avoid unnecessary penalties. Due dates are listed in the Weekly Calendar, and Sakai.

Any assignment submitted after the due date or time will be reduced by ten percentage points for every day it is late. Extensions will not be granted. Note that the instructor will not hunt down missing assignments and it is your responsibility to ensure that they are turned in by the stated deadlines.

Point Distribution and Grading Scale

Points DistributionParticipation15 points

Reflection Paper (3)30 points (10 per paper)

Autoethnographic Paper20 points

Business Simulation Final Project Paper Presentation20 points (paper)15 points (presentation)

Total100 points

Grading ScaleTotal Points EarnedFinal Grade

100 90A

90 80B

80 70C

70 60D

60 0F

Weekly Calendar

DateTopicIn-Class ActivityAssignment Due

Week 1Syllabus Overview One minute essay Small Group DiscussionReview Syllabus

Week 1Introduction to Leadership Northouse (p. 1 16) TED Talk - Why good leaders make you feel safe Watch The Square on Netflix

Week 2Introduction to Leadership Continued Film Discussion Group Facilitation Assignment Define Inclusive Leadership

Week 2Trait Approach Northouse (p. 19 41) One minute essay Guest Speaker

Week 3Trait Approach Continued Famous Leaders Activity

Week 3Skills Approach Northouse (p. 43 72) Group Facilitation (1) Small Group Discussion Reflection Paper (1)

Week 4Skills Approach Continued One minute essay Role Playing Activity

Week 4Style Approach Northouse (p. 75 96) Group Facilitation (2) Class Discussion Read Newspaper (online)

Week 5Style Approach Continued Newspaper Discussion TED Talk What it takes to be a great leader Small Group Discussion

Week 5Overview of Theories One minute essay Case Study

Week 6Application of Theory Business Simulation Final Project (Group Assignment) Situation Observation

Week 6Social Identities and Leadership Lecture Privilege Walk Activity

Week 7Transformative Leadership Northouse (p. 185 215) Group Facilitation (3) Class Discussion Mid-semester course evaluationReflection Paper (2)

Week 7Transformative Leadership Continued Guest SpeakerTED Talk The tribes we lead

Week 8Servant Leadership Northouse (p. 219 249) Group Facilitation (4) Class Discussion

Week 8Servant Leadership Continued Role Playing Small Group Discussion

Week 9Authentic Leadership Northouse (p. 253 283) Group Facilitation (5) Class Discussion

Week 9Authentic Leadership Continued Mini-Ethnographic Activity Class Discussion

Week 10Team Leadership Northouse (p. 287 315) Group Facilitation (6) Small Group Discussion

Week 10Team Leadership Continued Team Activity Class Discussion

Week 11Social Change Model Wagner, 2009 Guest SpeakerReflection (3)

Week 11Social Change Model Continued Coalition Building Activity Class Discussion

Week 12Overview of Theories One minute essay Case Study Small Group Discussion TED Talk The power of vulnerability

Week 12Introduction to Systems of Oppression Cultural Scavenger Hunt Class Discussion

Week 13Race and Socio-Economic Status Civil Rights 101 Labor Movement The Rise of the UFW Class Privilege Activity Class Discussion

Week 13Gender and Sexuality LGBT Inclusion At Work LGBT Vocabulary and History Ginger Breadman Activity Gender Reversal Activity Autoethnographic Paper

Week 14Disability Rights and Laws The ADA Office of Disability Employment Policy Case Study Class Discussion

Week 14Overview of Systems of Oppression Small Group Discussions

Week 15Social Movements Panel of local activists

Week 15Social Movements Continued Final Course Evaluation Class Discussion Define Inclusive Leadership

Finals WeekBusiness Simulation Final Project

Disclaimer: The above schedule, policies, procedures, and assignments in this course are subject to change in the event of extenuating circumstances, by mutual agreement, and/or to ensure better student learning.