Course Syllabus
Contact Information
Course Details
This course explores the relationship between policy, programs, and practices that support equity, inclusion, social justice, access, and diversity. Students will examine notable policy in the U.S. that was designed to address access and equity issues for marginalized and minoritized communities. Further, students will identify and discuss key programs that have been designed as a response to policy and the transformative practices that have been shaped over the years as a result of policy and programs. For a list of course activities, scroll to the bottom of this page.
Course Prerequisites
Graduate standing or permission of instructor.
Course Materials
- There are no required textbook for this class, however books that help expand on the knowledge in the class may be recommended as additional reading sources.
- Journal articles will be the main source of reading in the course and provided through canvas.
- Computer with internet access, video chat function, word-processing capabilities and updated web browser.
- Other materials will be provided in Canvas or via website links online
Grades
Breakdown
Assignments will be used to evaluate students' abilities in synthesizing and applying material from the lectures and the class readings. Successful work with cooperative groups is also required. The grading breakdown is as follows:
| Activity | Description | Percentage |
|---|---|---|
|
Discussion Board |
Discussion points and counter discussion points (up to 10 points each) will be given weekly. | 20 |
|
Critical Analysis Paper |
Students will complete a critical analysis paper on a policy of their choice. Papers are expected to be at least 10 pages (not including cover page and reference page). | 20 |
|
PPP Group Presentation |
Student teams of 3 are engaged in an examination and development of policy and programs. This group project brings together the knowledge base obtained from this course and applies it to a mock real world scenarios and provides an opportunity for students to gain presentation, advocacy, and public speaking skills. | 15 |
|
PPP Group Paper |
Student teams of 3 are engaged in an examination and development of policy and programs. This group project will allow students to advocate for policy and practice, developing research and writing skills, and immersion into relevant literature. | 15 |
|
Reflection (5 each) |
Students are required to complete three reflections throughout the semester. Reflections are your thoughts/perceptions on topics related to issues discussed in this course. | 15 |
|
Peer Review |
Completion of two peer evaluations (presentation and paper) is required once group submits group project. | 10 |
|
Class Participation (Zoom Discussions) |
Students are expected to attend each zoom session, if students need to miss a zoom session a paper assigned by instructor will allow students to receive class participation. | 5 |
|
|
Total | 100 |
Scale
|
A |
93.00 – 100.00 % |
C |
73.00 - 77.99 % |
|
A - |
90.00 – 92.99 % |
C - |
70.00 – 72.99 % |
|
B + |
88.00 – 89.99 % |
D + |
68.00 – 69.99 % |
|
B |
83.00 – 87.99 % |
D |
63.00 – 67.99 % |
|
B - |
80.00 – 82.99 % |
D - |
60.00 – 62.99 % |
|
C + |
78.00 – 79.99 % |
F |
< 60.00 % |
Course Schedule
|
Week |
Weekly Topics |
Assignment(s) |
Due Date |
|
1 |
Zoom Live Lecture Topic: Introduction and Module 1 (5/17/21) Canvas Module 1 Defining and Understanding the Relationship Between Policy, Program, and Practices: 1.1 Introduction to Policy, Programs, and Practice for DEI 1.2 Synergistic Model for Policy, Programs, and Practice 1.3 Policy, Programs, and Practice Framework on Display 1.4 Using a Social Justice Lens to Challenge the Progress of Policy, Programs, and Practice |
Discussion Board #1 |
5/22/2021 11:59pm |
|
2 |
Zoom Live Lecture Topic: Module 2 (5/24/21) Canvas Module 2 Policy and Systemic Change: 2.1 A Walk Through of Historical Policy for DEI 2.2 Common Industry and Higher Education Policy On DEI 2.3 Does Policy Make Change? 2.4 Designing Policy for DEI 2.5 Policy Advocacy Organizations |
Discussion Board #2 Reflection #1
|
5/29/2021 11:59pm
|
|
3 |
Zoom Live Lecture Topic: Module 3 (5/31/21) Canvas Module 3 Developing Transformational Programs: 3.1 What Comes First: The Policy or the Program? 3.2 Notable DEI Programming Effected by/Effecting Policy 3.3 Effectiveness?: Following the Data of DEI Programs 3.4 Moving Away from Deficit-Based Models in Program Development |
Critical Analysis Paper Discussion Board #3 |
6/5/2021 11:59pm |
|
4 |
Zoom Live Lecture: Module 4 (6/7/21) Canvas Module 4: Shift in Inclusive and Equitable Practices: 4.1 What Determines the Practices we Employ? 4.2 Equitability and Inclusivity in Our Practices 4.3 Practicing What We Preach 4.4 A Timeline of Shifting Practices in the U.S. to Support DEI |
Discussion Board #4
|
6/12/2021 11:59pm |
|
5 |
Zoom Live Lecture Topic: Module 5 (6/14/21) Canvas Module 5: Grassroots Organizations, Social Justice, and the Effects on Policy, Programs, and Practice: 5.1 Community Voices in the Progress of Policy and Practices 5.2 Social Justice Movements and the Policy that Followed 5.3 Accountability, Responsibility, and Change Agents |
Discussion Board #5 Reflection #2 |
6/19/2021 11:59pm |
|
6 |
Zoom Live Lecture Topic: Module 6 (6/21/21) Canvas Module 6: The Future of Policy, Programs, and Practices: 6.1 Filling Our Gaps in Policy and Programs 6.2 The Constant Evolving of Inclusivity 6.3 Building a Bigger Table 6.4 Incremental Progress vs. Robust Change |
Reflection #3 |
6/26/2021 11:59pm |
|
7 |
Zoom Live Lecture Topic: PRESENTATION WEEK (6/28/21) No Canvas Modules |
Group Paper and Presentation |
7/2/2021 11:59pm |
Course Components
Discussion Board Posts
General Discussion Board Expectations: Every member of the class is expected to participate in discussion and problem-solving via the discussion board in Canvas. Throughout the course, each member of the class will post analysis, explanation, and interpretation for a variety of exercises on the discussion board. For each discussion, each member of the class will make an original discussion posting with AT LEAST 250 WORDS per post. Additional requirements for each original posting are included with discussion board information. Discussion will be graded based upon quality, timeliness, responsiveness and moving the conversation forward, which is discussed in further detail in the scoring section of the rubric. There will be 5 discussions in this 7-week course. Each discussion will be posted on the Sunday to start the week and your initial post is due by Wednesday at 11:59 pm and your 2 reply discussion posts are due by Saturday at 11:59pm. You are expected to participate throughout the week in the discussions. You are also expected to read your classmates’ posts and respond to them.
Each member of the class must post at least TWO responses to original posts made by other classmates. Responses must be substantial and non-frivolous. Responses that consist of comments such as or similar to “I did that to.”, “I agree with that.”, “That is nice.”, “I like what you did.”, “That helped me understand.”, and “I like how you organized your work.” are frivolous and will earn zero (0) discussion points. The purpose of responses is to further the conversation and involve members of the class in the problem solving and analysis process.
This course relies heavily on each student’s ongoing participation in discussion.
Scoring
Posted messages should be significant- which will move the conversation forward. There are a variety of discussion principles. You are required to include at least 3 of these principles in each of your posts for maximum points:
- Providing concrete examples, (or personal experiences if you so choose)
- Describing possible consequences or implications
- Challenging something that has been posted in the discussion
- Pulling relevant data from external sources-books, articles, etc.
- Relating post to assigned lecture/reading material
- Including current events/ topics in the news
- Linking to a historical context or event
For a given discussion, 10 points can be earned total. 6 points will be for the initial post and 4 points will be for your 2 reply discussion posts. Your grade will be based on the quality of the posts. You will receive a score out of 4 for your initial post. For your reply posts, each post will be graded on quality out of 6 and the mean of those scores will be your score for your reply posts. (If you post more than 3 times, the highest quality posts will be the ones graded). The two added together (initial and reply scores) will be your grade out of 10. You will have 5 total discussion boards worth 20% of your total grade.
|
Quality Criteria |
Superior |
Excellent |
Good |
Poor |
|
Responsiveness to discussion topic and ability to move discussion forward |
Incorporated three or more discussion principles |
Incorporated two discussion principles |
Incorporated one discussion principle |
Non-substantive posting and did not move conservation forward |
|
Points |
6 |
4 |
2 |
0 |
Reflection Papers
Having an opportunity to reflect on your own experiences with the subject matter is a great way to develop an understanding of the relevance and importance of policies, programs, and practices. Students are required to complete three reflection papers throughout the course. Reflections are your thoughts/perceptions on the topics related to issues discussed in this course. Students will be provided literature to review and questions to respond to by writing a 2-3 page paper. A complete rubric for the reflection papers, as well as other guidelines, can be found under the assignments folder.
Critical Analysis of Policy Paper
Critically examining policy and the subsequent programs and practices that follows (or vice versa) allows for society to reflect on progress towards a more diverse and inclusive world, address gaps that hinder diversity, equity, and inclusion; and examine whether existing policy hinders progress. Often, it is not politicians or the institutions that develop the policies who are the first to be critical of policy, rather it is the community, grassroots social justice organizations, and/or policy advocacy organizations who provide the most thought-provoking perspectives revealing how effective (or not effective) policy may be.
For this paper you will serve as a representative of a grassroots organization. You will identify a current policy that addresses one of the modes of marginalization or minoritization and describe the following: 1) an overview of the policy including its historical roots (literature review), 2) Any current programmatic efforts to assist in addressing the policy 3) Data or noteworthy changes since the policy’s inception, 4) Limitations to the Policy, 5) Limitations to any Programs, 6) Areas for growth, and 7) Overall thoughts on the policy. This paper is expected to be 10 pages (excluding title page and references) and double-spaced. Paper should include a title page and a reference page. All references and paper formatting are expected to be in APA format. Please refer to Purdue OWL as a reference for the most up-to-date formatting guidelines:
Modes of Marginalization or Minoritization:
|
Race |
Gender |
|
Sexual Orientation |
Abilities and Disabilities |
|
Socioeconomic Stratification/Classification |
Religion/Spiritual Orientation |
|
Ageism/Generation |
Linguistics (Languages and Dialect) |
|
Immigration |
Weightism |
Group Presentation and Paper: Creating Policy and Programs for Diversity, Equity, and Inclusion
For this final paper, each student will be added to a group and asked to develop a proposal for a new policy to address an issue facing one of the Modes of Marginalization or Minoritization. The policy is expected to be innovative and new, however you are able to provide an addition to current policy where you are attempting to fill in any noticeable gaps that . For this paper you will need to include: a title page, introduction, literature review that demonstrates a need for policy, any relevant data that supports the need for the policy, rationale, an overview and description of the policy, target audience, description of potential programs related to the policy, and potential transformation in practice outcomes. This paper is expected to be between 20-25 pages (excluding title and reference pages), APA format and double-spaced. As part of the group project, members will also be asked to evaluate group members for participation and provided a separate grade.
On the final week of class, each group will deliver a presentation of your policy proposal. This presentation can utilize any visual format you choose (PowerPoint, a Group Poster, Prezi etc.) but there must be a visual. Your presentation should provide a brief introduction of the literature and other relevant data, an overview of the policy, potential programs, and other outcomes. You are free to be as creative as you want. Presentations should be between 10-15 minutes. More information can be found under the assignment folder.
Course Policies
Communication
If student's need to reach the instructor you are free to do so via canvas messaging system or email (brandon.allen-1@ou.edu). For emergencies please reach the instructor by cellphone 757-598-3767.
Late Policy
All assignments come with a due date and student's are expected to complete all assignments by their due date. If you are not able to complete assignments on time, you are expected to notify the instructor at least 24 hours prior to the due date. Late assignments are only accepted at the discretion and approval of the instructor at a penalty.
University Academic Policies and Student Support
Course Catalog
Search the OU Course Catalog.
Student Handbook
Please familiarize yourself with the OU Student Handbook.
Online Library
Access digital materials and other resources at OU Libraries.
Academic Misconduct
In addition to the course conduct policies outlined by your professor in the Course Syllabus in the online classroom, please review the Graduate Student Handbook.
It is the responsibility of each student to be familiar with the definitions, policies, and procedures concerning academic misconduct. The Student Code is available from the Office of the Vice President for Student Affairs, and is contained in the Student's Guide to Academic Integrity.
This site also defines misconduct, provides examples of prohibited conduct, and explains the sanctions available for those found guilty of misconduct.
Plagiarism
Plagiarism is the most common form of academic misconduct at OU. There is basically no college-level assignment that can be satisfactorily completed by copying. OU's basic assumption about writing is that all written assignments show the student's own understanding in the student's own words. That means all writing assignments, in class or out, are assumed to be composed entirely of words generated (not simply found) by the student, except where words written by someone else are specifically marked as such with proper citation. Including other people's words in your paper is helpful when you do it honestly and correctly. When you don't, it's plagiarism.
For more information about plagiarism, watch this video and then take this short course offered by University Libraries.
Reasonable Accommodation for Disabilities
The University of Oklahoma is committed to providing reasonable accommodation for all students with disabilities. Students with disabilities who require accommodations in this course should contact their professor as early in the semester as possible.
Students with disabilities must be registered with the Disability Resource Center prior to receiving accommodations in this course.
If you have a disability and you would like to make a request for reasonable accommodation, please see the Graduate Student Handbook or get in touch with the Accessibility and Disability Resource Center.
Adjustments for Pregnancy/Childbirth Related Issues
Should you need modifications or adjustments to your course requirements because of documented pregnancy-related or childbirth-related issues, please contact me as soon as possible to discuss your options. Generally, modifications will be made where medically necessary and similar in scope to accommodations based on temporary disability. Learn more about the rights of pregnant and parenting students by consulting the FAQ sheets provided by the Institutional Equity Office.
Title IX Resources
For any concerns regarding gender-based discrimination, sexual harassment, sexual misconduct, stalking, or intimate partner violence, the University offers a variety of resources, including advocates on-call 24/7, counseling services, mutual no contact orders, scheduling adjustments, and disciplinary sanctions against the perpetrator. Please contact the Sexual Misconduct Office at 405-325-2215 (8-5, M-F) or OU Advocates at 405-615-0013 (24/7) to learn more or to report an incident.
Religious Holidays
It is the policy of the University to excuse absences of students that result from religious observances and to provide for the rescheduling of examinations and additional required classwork that may fall on religious holidays without penalty. It is the responsibility of the student to make alternate arrangements with the instructor at least one week prior to the actual date of the religious holiday.
Copyright Policy
It is illegal to download, upload, reproduce, or distribute any copyrighted material, in any form and in any fashion, without permission from the copyright holder or his/her authorized agent. The University of Oklahoma expects all members of its community to comply fully with federal copyright laws. If such laws appear to have been violated by any user, the university reserves the right (1) to terminate that user’s access to some or all of the university’s computer systems and information resources and (2) to take additional disciplinary actions as deemed necessary or appropriate. Repeat offenders will be sanctioned and their privileges terminated.
Registration and Withdrawal
If you choose to withdraw from this course, you must complete the appropriate University form and turn the form in before the deadline. If you stop attending the course and doing the coursework without doing the required paperwork, your grade will be calculated with missed homework and examination grades entered as zero. This could result in receiving a grade of F in the course. Deadlines are shown in the Academic Calendar, which is available from the Office of the Registrar.
Student Grievances
In addition to any policies outlined related to submitting an informal or formal grievance by your professor in the Course Syllabus in the online classroom, please review the Graduate Student Handbook for more information about the process of submitting a formal grievance.
Course Summary:
| Date | Details | Due |
|---|---|---|