Ramapo College of New JerseyFall 2016 1st Year Seminar Syllabus

Instructor: Tamika Quick Class Location: B227Office: C-214 Time: MR 4-540pmOffice Hours: By appointment Section: INTD101-21Email: aquick@ramapo.edu______________________________________________________________________________

Course Description: Identity manifests in the way we lead, make decisions, form relationships, and negotiate responsibilities each day. Student leaders, who are often at the center of transformative efforts for social justice, diversity and educational equity on college and university campuses, must understand how their own identities impact the way they interpret, work with, and lead across differences.

Identity and leadership shows how student affairs professionals can use autobiographical writing to better understand how personal identities influence interactions with students and colleagues. Leadership norms, values, assumptions, and behaviors often originate in personal identities. By making connections between identity and leadership practice, student leaders can strengthen their work to transform higher education through social justice and other change efforts.

This course offers experienced and emerging leaders a window into understanding the deep intersections of identity and professional practice as well as guideposts for individual leadership development. Through personal narratives, the contributing authors discuss the significant impact of their identities in terms of race, ethnicity, culture, sexuality, gender, socioeconomic class, nationality, disability, spirituality, and religion on their roles as higher education leaders. A model of identity, leadership, and social justice with ways of being and doing is provided and illustrated through author narratives.

The course will begin by introducing frameworks of identity and leadership, current research, theory and why attention to intersections of identity and leadership is important for student leaders. The second portion will feature a collection of essays written by higher education leaders who examine how specific identities emerge in their leadership practice and how they strive to manage across differences authentically from within these identities. The course will conclude with an Identity and Leadership Autobiography Assignment, which guides students step by step through the process of reflecting on how their own identities and experiences impact their leadership practice. This assignment may also be used to facilitate self-reflection activities in group settings.

Required Texts:

Chavez, A., & Sanlo, R. (2013). Identity and Leadership: informing our lives, informing our practice. Washington D.C.: National Association of Student Personnel Administration.

Course Requirements/Policies

• Attendance and Participation: This seminar will meet two times per week throughout the semester. Participation is vital in order to gain the most benefit from this course. FYS courses are based upon the exchange of ideas and information between instructor and students, therefore, participation is expected and attendance is mandatory. Absence due to a legitimate excused reason (medical, family emergency, religious observance) must be communicated via email prior to class when possible. Students with more than five absences will receive “no credit” for the FYS course.

• Lateness: Students are expected to be on time for class. Students arriving late will receive a reduction in attendance points for the day.

• Late Assignments: All assignments are expected to be submitted on time. Late assignments will be accepted up to one week after the due date for partial credit. For each day the assignment is late, there will be a 1 point deduction in the grade.

• Cell phone and laptop usage: Use of cell phones and text messaging is prohibited. Non-compliance will result in reduction of class participation points. Such behavior is disrespectful to both the instructor and other students. In addition, students will not be expected to take regular notes in this course or reference online material, so laptops are not necessary.

• Academic Integrity: Academic integrity is essential to the success of the educational enterprise and breaches of academic integrity constitute serious offenses against the academic community. Students are responsible for understanding the principles of academic integrity fully and abiding by them in all their work at the College. Students in FYS must cite the sources they use in papers, presentations, and all other assignments regardless of length.

• Accommodating Students with Disabilities: Ramapo College is committed to providing an environment where all students can equally participate in the academic experience. In effect, every individual and every administrative unit is pledged to make a good faith effort to provide equality of educational access/opportunity to qualified students with disabilities by making reasonable accommodations. Any student requesting academic accommodations based on a disability is required to register with the Office of Specialized Services (OSS) each semester. A letter of verification for approved accommodations can be obtained from OSS. Please sure the letter is delivered to me as early in the semester as possible. OSS is located in C-Wing and is open 8:30 a.m. 4:30 p.m., Monday through Friday. The phone number for OSS is (201)684-7514. Email: oss@ramapo.edu. Website: www.ramapo.edu/oss/

Grading:

Clarity of expression in class discussions and in written work is highly valued, as are assignments turned in on time. Assignments turned in after the due date will be penalized by one letter grade. Assignments will not be accepted if more than one week late.

Explanation of Letter Grades:

A Outstanding achievement. Unusually profound command of the course content; exceptionally high level of scholarship and excellence.

A- Excellent achievement. Very thorough command of course content; very high level of scholarship.

B+ Very good achievement. Thorough command of course material. B Good achievement. Solid, acceptable performance. B- Fair achievement. Acceptable performance.

C+ Not wholly satisfactory achievement. Marginal performance on some aspects of the course requirements. C Marginal achievement. Minimally acceptable performance

on course assignments. C- Unsatisfactory achievement. Inadequate knowledge of course content.

Simply meeting the instructors’ expectations constitutes “B” work; going above and beyond is “A” work; and failing to meet the minimum expectations will result in a grade of “C” or lower.

Grading Scale:

A = 94-100 A- = 90-93 B+ = 87-89 B = 84-86 B- = 80-83 C+ = 77-79 C = 74-76 C- = 70-73 D = 65 – 69F = < 65

Incompletes:

Given in exceptional circumstances when approved by the instructor and when requested by a student who has satisfactorily completed at least two-thirds of course requirements prior to the end of a term, for reasons of illness or other emergency. When the work is completed by the date indicated on the academic calendar, the grade assigned replaces the I. If work is not satisfactorily completed by the date indicated in the Academic Calendar, the grade is changed to F.

INCOMPLETE POLICY (ONLINE COURSES ONLY)

• Review the Academic Calendar for Incomplete Dates

• Students will need to submit a request from their Ramapo e-mail account to their instructor.  Online Incomplete Forms may be obtained by contacting Office of the Registrar.

• The Online Incomplete Form must be completed by the student and the signature field, completion date, and the work to be completed filled in by the instructor.

• The form then needs to be submitted to the Office of the Registrar: registrar@ramapo.edu. The Incomplete Request Form must be received in the Office of the Registrar by the last day of the semester/session.

• Incompletes for the Winter term are not permitted for January graduates.  If a January graduate needs an incomplete they will need to defer their graduation date to May.

INCOMPLETE EXTENSIONS

In extraordinary circumstances a student may petition for an incomplete extension.  This must be filed with the Office of the Registrar no later than the last day to resolve an incomplete as per the Academic Calendar.  The incomplete extension form must be obtained from the Office of the Registrar.  

Course Assignments:

I. Class Participation (10 points) This class will consist of presentations by the instructor and others, case studies, small and large group class discussions, experimental group work, and other teaching strategies. Members of the class will be expected to keep up with reading assignments and to demonstrate their knowledge and preparedness by the quality of their class participation, discussion of salient issues, raising relevant questions, and articulation of problems emerging from the readings, case studies, and class discussions. Because of the interactive nature of the class, attendance at each session is crucial to maximum learning.

II. Summer Reading Essay (10 points)Write a 750 word essay answering one of the following questions: How does Rankine create an effective argument about what it means to be an American citizen through these words and images? Or Like Rankine does here, describe a specific experience of such a microaggression through poetry and image or any creative medium. This assignment will provide students with an early means to demonstrate their critical thinking and written communication skills.

III. Identity and Leadership Autobiography Assignment & Oral Presentation (70 points)For this assignment choose one identity that you have had since birth or prior to age 5. Analyze, illustrate, and process personal values and/or beliefs originating in this identity, and how each manifests in your leadership practice or how you believe it will manifest in your future leadership practice. This autobiography should be a narrative and interpretation about your life and leadership from within this identity culture. Be sure to go deep with your analysis! You are encouraged to utilize metaphors, artifacts (e.g., photos, themes), or other creative means to explore this identity, but be sure to stay focused on specifically describing and interpreting elements of one identity only.

Part IOne page Proposal & Five minute Presentation (1 page – 5 points)A one paragraph/page proposal is due for feedback and approval on the date specified. Feel free to email or arrange a phone or in-person appointment should you wish to discuss your ideas or have questions.

In your one-paragraph/one page proposal, discuss the identity you would like to focus on in your autobiographical essay and how focusing your analysis on this specific identity will assist you as a leader.

The Identity and Leadership Self-Analysis Tool will facilitate several activities to assist you in getting started on this assignment.

o Do propose an identity that is meaningful to you. o Do not propose more than one identity. This will be turned down because even

though identities intersect and are difficult to separate, it is very useful exercise to concentrate fully on analyzing the impact of one identity on your leadership.

Focusing on one identity allows you to journey more deeply into its manifestations.

o Do not propose an identity that you have come into after the age of 5. Even very strong identity influences, such as major illness, are experienced through the lenses of those identities we were born as or born into. (For example, how one might experience breast cancer as an adult is profoundly influenced by gender and expectations of others about gender.

o Identity self-analysis can be uncomfortable. Discomfort is often present in deep learning experiences and is helpful to our growth and development as human beings and as learners.

Part IIIdentity & Leadership Autobiography Essay (8 pages – 45 points)

The Identity and Leadership Autobiography Essay is a 8-page essay with the following components. Keep in mind that depth of analysis and illustration through narrative are the keys to success in writing this self-reflective paper. Be sure to complete every step of the analysis outlined below.

Steps of Analysis

1. Introduction – 2 pages

a. Describe the identity you chose and how analyzing this identity is important to your effectiveness as a leader. This identity should be one you were either born as or born into and have lived within for all or most of your life.

i. Born as: gender, sexuality, ethnicity/race, and ability/disability.

ii. Born into and learned (prior to age 5): culture, family size/type, socio-economic class, religion or spirituality, nationality, geographic region or circumstance such as rural or urban upbringing, and so forth. This must be something you lived with all or most of your life.

2. Identify, describe, and illustrate three major values or themes from this identity. – 2 pages

a. If you want, use the Identity Self-analysis Worksheet to analyze each of three to five major values or themes that originate in your chosen identity. You may also use metaphors to symbolize each value or theme.

b. For each value or thee in your chosen identity.

i. First, describe and illustrate each value or theme – explain each value/theme and tell stories or give examples to illustrate how/why this value/theme is important to you.

ii. Second, discuss assumptions and believes underlying this value or theme and their meaning to you. What assumptions and/or beliefs about others or about the world serve as a foundation for this value or theme? For example, if you come from a culture that interprets most things from an individual-rather than a collective-perspective, then individuality is likely an underlying assumption beneath some of your values, behaviors, and beliefs.)

iii. Third, discuss how this value/theme manifests itself in your personal behaviors, priorities, and/or choices. Be sure to provide examples/stories to illustrate each.

3. How identity values and themes manifest in your leadership. – 2 pages

a. Describe and illustrate how these three values manifest in your leadership or emerging leadership by discussing both benefits and limitations of your vales in each area below:

i. Analyze the effect of this identity on ways you view and judge others – interpretations, assumptions, generalizations about others you work with. Focus especially on how you view, judge or interpret those who have values different from yours. (For example, if you are highly competitive or logical person, how do you interpret and judge those who are not competitive or are intuitive or feeling rather than logical?)

ii. Analyze the effect of these values/themes on your behavior toward those you lead or wish to lead in the future. (For example, if you value intuitive or emotional decision making, how would you support, lead, and work with those who value logical aspects of decision making? How do you or could you lead in ways that are supportive of others’ different values and ways of doing things? How might you harness their unique values, processes, and abilities toward an organizational mission?)

iii. Discuss the implications of these values on your ability to lead a diversity of students as a leader.

4. Identity and leadership effectiveness – 2 pagesa. Based on the analysis above, summarize how you believe this identity

is or will be helpful to your effectiveness as a leader and how it is or will be limiting to your effectiveness as a leader.

b. This is a chance to convey your understanding on leadership theory through application. You will be expected to analyze the development of your identity leadership style according to the identities and theories we have covered in the course. This section will be evaluated based on

the appropriateness of the theory selected, your ability to demonstrate an understanding of the theory you selected and the quality of your writing.

Part IIIBibliography (1 page - 5 points)

Part IVOral Presentation: (15 points)Based on the autobiography you will present the identity and theory chosen to analyze. Summarize how you believe this identity is or will be helpful to your effectiveness as a leader and how it is or will be limiting to your effectiveness as a leader. Students will present in class addressing how their leadership theory helps us understand the student populations that have the same identity as chosen to study.

IV. Experiential Learning (10 points)

a. Students may join a club or organization related to an identity of their choice and writes a one to two page reflection paper on how their identity helps them as a student leader.

b. Students may attend the following movie & discussion series and write a one to two page reflection paper on how a lead actor/actresses identity played a role in the movie and what effect it played onto their leadership style.

1. Dear White People – 9/26/16 – 5pm – Laurel Hall Screening Room

2. Higher Learning – 10/24/16 – 7pm – Laurel Hall Screening Room

3. Stay Woke – 11/28/16 – 7pm – Laurel Hall Screening Room

Graded Assignments BreakdownAssignment PointsClass Participation 10 pointsSummer Reading Essay 10 pointsIdentity and Leadership Autobiography Assignment 70 pointsExperiential Learning 10 pointsTotal 100 points

TENTATIVE COURSE SCHEDULE (subject to revision)

Week Class In Class Assignment Due Date

1 September 5th Labor Day – No Classes

September 8th Summer Reading Review Part I Summer Reading Essay 9/15/16

2 September 12th Welcome/Introduction

Syllabus Review

Reading Assignment: Learning to Serve, Learning to

Lead with Privilege Pgs 67-74

September 15th Summer Reading Review Part II Privilege Assignment 9/22/16

3 September 19th Bystander Intervention & Sexual Assault Presentation

September 22nd Summer Reading Review Part III Microagression Assignment

Reading Assignments: Preface, Introduction,

Our Vision of Identity and Leadership in Academe Pgs 3-5

9/29/16

4 September 26th Academic Advisement PresentationAlumni Lounges

September 29th Identities of the Self

5 October 3rd Identity and Leadership

October 6th Foundational Leadership Theories

6 October 10th Foundational Leadership Theories Continued

Identity & Leadership Autobiography Proposal 1 Page

10/17/16

October 13th Oral Presentations(5 minutes)

7 October 17th Oral Presentations(5 minutes)

Reading Assignments: Insights on Identity,

Leadership, and Social Justice Pgs 9-12

10/20/16

October 20th Insights on Identity, Leadership, and Social Justice

Step 1. Introduction 10/31/16

8 October 24th Library (Information Literacy) Session

Reading Assignment:Pgs 53-61, 85-93

10/27/16

October 27th Negotiating Complexities of Identity, Leadership and Social Justice

Reading Assignment: Pgs 107-114, 115-122

10/31/16

9 October 31st Leading through Invisible Identities Step 2. Values/Themes Reading Assignment: Pgs 201-208,

217-222

11/7/1611/3/16

November 3rd The Paradox of Intersecting Identities Reading Assignment: Pgs 225-232, 233-242

11/7/16

10 November 7th Negotiating Professional and Personal Identities in Executive Leadership

Step 3. Manifest in Leadership Reading Assignment: Pgs 243-250

11/14/1611/10/16

November 10th Civic Engagement and Student Leadership Programs Presentation

Public Service and Politics: Perspectives on Pressure & Influence

Reading Assignments: Pgs 193-200 11/14/16

11 November 14th Roukema Center for International Education Presentation

Exploring Leadership from a Multicultural Background: Hawaiian,

Chinese and White Origins

Step 4. Leadership Effectiveness Reading Assignment: Pgs 155-163;

185-192

11/21/1611/17/16

November 17th LGBTQ PresentationComing Out and Coming to Terms: The Development of an Authentic

Identity

Reading Assignment: Pgs 173-180, 251-258

11/21/16

12 November 21st Women’s Center Presentation

November 24th Thanksgiving Break – No Classes

13 November 28th Presentations

December 1st Presentations

14 December 5th Presentations

December 8th Presentations

15 December 12th Presentations

December 15th Presentations

16 December 19th PresentationsWrap Up & Reflection