Course Syllabus
Contact Information
Course Details
For a list of course activities, scroll to the bottom of this page.
Course Prerequisites
Passing completion of all Human Relations Leadership track courses.
Course Materials
- Amin, M., Till, A., & McKimm, J. (2018). Inclusive and person-centered leadership: creating a culture that involves everyone. British Journal of Hospital Medicine, 79(7), 402-407.
- Davis, S. (2019). Moving From Unconscious Bias to Inclusive Leadership. Design Management Review, 30(3), 12-13.
- Ferdman, B. M., & Deane, B. R. (Eds.). (2014). Diversity at work: The practice of inclusion (Vol. 33). John Wiley & Sons.
- Jones, L. (1999). Developing a leadership philosophy. Leadership in Action, 19(3), 14-14.
- Randel, A. E., Galvin, B. M., Shore, L. M., Ehrhart, K. H., Chung, B. G., Dean, M. A., & Kedharnath, U. (2018). Inclusive leadership: Realizing positive outcomes through belongingness and being valued for uniqueness. Human Resource Management Review, 28(2), 190-203.
- Tapia, A., & Polonskaia, A. (2020). The 5 Disciplines of Inclusive Leaders: Unleashing the Power of All of Us. Berrett-Koehler Publishers.
Grades
Students must receive an equivalency of a "C" to pass the capstone.
Note: Rounding will be applied to decimals .5 and greater.
Breakdown
| Activity | Description | Points |
|---|---|---|
|
Live Session Engaged Participation |
Synchronous Zoom meetings (Weeks 1-7) |
70 |
|
Evidence based discussions |
Weekly discussion board activities (Weeks 1-4) |
80 |
|
Portfolio |
Philosophy, artifacts, infographic |
200 |
|
Paper |
Conceptual Development Model of Inclusive Leadership |
375 |
|
Presentation |
Defense of Model |
200 |
|
Total |
925 |
Scale
| Points (minimum) | Letter Grade |
Satisfactory/Unsatisfactory |
|---|---|---|
| 788 | A | S |
| 700 | B | S |
| 613 | C | S |
| 525 | D | U |
Course Components
Live Session Engaged Participation
10 points for each 7 sessions (70 total points)
Attendance/participation in the Live Sessions is counted as a portion of your grade in this course.
There are two ways in which you can earn points for the Live Session. Remember, these Live Sessions will count toward your final grade.
- Participate Live (Engaged Participation): This option should be your preferred choice. When possible, you should attend and participate in the Live Sessions in real-time. To receive credit for your attendance, type in the date and time of the session you attended in the text box and click the "Submit Assignment" button at the top of this page. Your self-reported attendance log will be cross-checked against the attendance tracker in Zoom. Cameras should be enabled. Note that I use "engaged participation." Points will not be assigned for cameras off.
- Make-Up (Watch Recording-Submit Written Summary): In the event that your work or personal schedule makes it impossible for you to attend, please review the recording of the Live Session then write a 1-page document (double-spaced) summarizing the Live Session from your perspective. Click on the "Submit Assignment" button to type (or copy/paste) your paragraph into the text field. Don't worry if the system indicates your submission is late. Submit your summary no later than 3 days after the Live Session.
Note: Be sure to utilize option 1 or 2 for each of the Live Sessions to receive full points. Regardless of when the session occurred, you must post your response based on option 1 or 2.
Evidence based discussions:
I use an evidence-based teaching/learning approach for discussions. This means that discussions are not responses based on speculation or opinions but are informed by citing scholarly sources or other credible, evidence based, scholarly sources. Practical work experience is acceptable to emphasize or provide an example but does not substitute for scholarly sources. Websites are not considered evidence-based scholarly sources (with the exception of .edu,,gov., and/or .gov).
The online week begins Monday at 8 am and ends Sunday at 11:59 pm. All times are CST. In addition to posting an initial response to the posted question, you will be required to provide a response to two peers. It is my experience that some students tend to post their initial and peer response late on Sunday. This does not give your peers adequate time to read and respond to your post, if they so choose.
For this reason, initial responses should be made no later than Friday by 11:59 pm and peer responses should be made before the discussion board closes on Sunday at 11:59 pm.
A grading rubric for discussions is provided. You will be able to see the discussions, but you will no longer be able to post after it closes.
Weeks 1-4 - You will complete weekly discussion assignments.
Weeks 5-8 - No discussion (You will be working exclusively on your projects and preparing for the model defense).
Capstone Project
The Capstone Course Project will consist of the following components:
The Portfolio:
- Inclusive Leadership Philosophy (50 points)
Includes a document (3 pages minimum) that provides:
-
-
- Discussion of self as an inclusive leader
- Discussion of evolved leadership competencies
- Leadership Philosophy statement
- Reflections
-
- Artifacts (50 total points)
Collection of selected writing assignments from each of the following:
-
-
- H R 5122 Qualitative Research in Human Relations II
- H R 5033 Seminar in Leadership in Organizations
- H R 5243 Developing Inclusive Leaders in a Diverse World
- H R 5213 Organizational Behavior for Leaders
- H R 5873 Organizational Ethics
- HR 5233 Strategic Leadership for Intercultural Awareness
- HR 5313 Leadership in the Legal Environment
- HR 5223 Leadership for Systemic Change
-
- Infographic of inclusive leadership that demonstrates foundations of human relations (50 points)
Paper: Conceptual Development of the Inclusive Leadership Model (375 pts)
-
-
- 25-page (min) document (does not include cover page) that builds arguments for the conceptual model and explains how the model is practiced. Includes a visual of the model.
-
Defense/Presentation of Model (200 points)
The model defense means that you will present arguments that support the development of the model. Should be able to defend the model as an evidence-based, guiding framework for leaders in a practical work environment. Should be able to apply critical thinking skills in responding to questions.
Course Policies
Communication
The best method to contact me is via email at marilyn.y.byrd-1@ou.edu.
I check e-mail frequently and should respond to your e-mail within the same day. I also check my email over the weekend; although not as frequently as through the week.
My online office hours will be posted on Canvas under the Announcements tab. If my scheduled office hours do not meet your needs, I am willing to arrange a mutually convenient time. I am also open to a Zoom meeting if needed.
Late Policy
Assignments are due on the dates indicated. Technology problems will not be accepted as a reason for late submissions. Having reliable, alternate sources of technology is highly recommended to ensure timely submission of assignments.
However, if extenuating circumstances develop, (health issues, etc.) I am willing to consider on a case-by-case basis. Because the discussion board is an interactive activity, pre-posting or posting after the board closes is not allowed.
Feedback
You can expect feedback on assignments within a week after submission.
Generative AI Policy
We learn best when we are actively engaged in the process of completing all aspects of an assignment. Even the brainstorming and initial draft phase is a time of discovery that is an integral part of your learning. To empower you to fully engage in the learning process, the use of Generative AI, including, but not limited to, ChatGPT, CoPilot, ClaudeAI, Gemini, and Grammarly AI, is considered a violation of the academic integrity policy for this course.
As the use of Generative AI to assist in completing any aspect of work for this course is prohibited, this includes using Generative AI to write outlines, conduct research, to write or edit your papers, and to take your quizzes or exams. If using an e-book or search engine that has integrated Generative AI, then you should not rely on the Generative AI output and engage instead with the source material.
Resources are available to help you where you might otherwise want to use Generative AI, including: Academic Success Center, the Writing Center, Bibliographic, Citation, and Reference Management Software, subject specific research support (see resources by subject), and simple grammar or spell check tools. I also want you to reach out to me if you have any questions or concerns. If you have any questions about this policy or what counts as Generative AI, please talk with me.
Consequences for Violating the Generative AI Usage Policy: Any usage of Generative AI in this course may be considered a violation of the Academic Integrity Policy (access under the University Academic Policies document) for this course and could result in a zero for an assignment or a failing grade on the course.
Just as am asking you not to use Generative AI, I will not use Generative AI to aid in my teaching, grading, or in my communication with you.
Plagiarism
This content aligns with QM Specific Review Standards: Recommended (3.6). Plagiarism is the most common form of academic misconduct at OU. There is 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 the OU Libraries Plagiarism Tutorial video and take the short Avoiding Plagiarism Tutorial Canvas course offered by University Libraries.
University Academic Policies and Student Support
Access the University Academic Policies Document.
Course Summary:
| Date | Details | Due |
|---|---|---|