Course Syllabus
Contact Information
Course Details
EACS 5970 Cross-Cultural Leadership and Humility
Summer 2024 Course Syllabus (June 10th – August 2nd)
Meeting Time(s): N/A, Asynchronous Location: Online
Course Meeting Dates
Asynchronous - See Syllabus and Modules for details
Office Hours: By appointment and Mondays 6:30pm - 9:00pm unless otherwise noted.
Course Purpose
This course explores the role of humility in effective leadership within contemporary organizational contexts. Drawing on interdisciplinary perspectives from psychology, philosophy, healthcare, sociology, business management, and ethics, students will examine the concept of humility, its relationship to leadership effectiveness, and strategies for cultivating humility in leadership practice. Through readings, discussions, case studies, and experiential exercises, students will develop critical insights and practical skills for ethical and inclusive leadership in diverse settings.
Course Format
This course will be conducted through a combination of synchronous and asynchronous online lectures, discussions, case analyses, experiential exercises, and guest speakers. Active participation and engagement are expected from all students. Assignments will include readings, quizzes, written reflections, group project(s), and a final reflection paper.
Jeannine Rainbolt College of Education Mission
The mission of the college of education is to promote inquiry that fosters democratic life and is fundamental to productive activity in the interrelated areas of teaching, research, and service in a multicultural society.
EACS Program Area Mission
The mission of EACS is to promote critical inquiry that addresses important issues relating to teaching, learning, and leadership in order that service and collaboration among colleagues and the professional communities may be enhanced. The EACS faculty recognize the unique learning needs of our adult students. Accordingly, the faculty encourage learning through the utilization of a variety of instructional approaches (e.g., lecture, discussion, large and small group work, computer and non-computer simulation, site visitations, and interactions with practitioners in order to properly engage students in learning. Further, the faculty of EACS recognize that as an outgrowth of its conceptual framework there are knowledge bases accepted by learned societies such as NELP, NPBEA, SRCEA and UCEA.
Relationship to Program Area Philosophy
As EACS faculty, we are comprised of scholars and practitioners committed to providing an enriched curriculum to equip master’s degree students with the habits of mind, habits of hand, and habits of heart that are needed to develop stewards of the discipline (as termed by the Carnegie Foundation). Within these accepted but evolving knowledge bases there are competencies and skills that may also be applied in regulated field experiences such as internships and practice. The competencies and skills evolve (broadly) around the following: developing, articulating, implementing, stewarding, and promoting community involvement in developing a vision; promoting positive school culture; providing effective instructional program, applying best practices to student learning, and designing comprehensive professional growth programs; managing the operations and resources in the organization; collaborating with families and other community groups, responding to community interests and needs; mobilizing community resources; acting with integrity and ethically; understanding and responding to and influencing the larger context.
Course Prerequisites
Prerequisite(s)
- Graduate Standing
Course Materials
Recommended textbook(s)
- Kaissi, A. (2021). Humbitious: The power of low-ego, high-drive leadership. Vancouver, BC: Page Two. ISBN: 978-1-77458073-8
- Dweck, C. (2016). Mindset: The new psychology of success. New York, NY: Random House. ISBN: 978-1-4000-6275-1
- Goleman, D. (1995). Emotional intelligence (The 25th anniversary edition). New York, NY: Bantam Books.
- APA 7th Edition
Additional course readings will be provided free through open access sources and sources available through OU Library using your sign-in credentials.
Course Overview
The doctoral program at OU in the Educational Administration, Curriculum and Supervision (EACS) area prepares leaders to develop conceptual knowledge and the skills to apply this knowledge through inquiry to lead and improve complex educational systems. This course focuses on a core task of educational leadership: fostering instructional improvement so that all learners are engaged in meaningful learning. Readings, tasks, and assignments in this course enable students to understand a systems view of instructional improvement and to use theory and research to develop an inclusive district-wide plan for instructional improvement.
The first meetings of the course focus on understanding a vision of culturally sustaining deeper learning as an effective pedagogy for diverse learners, as well as the gap between this vision and prevailing instructional practices in many schools and districts. Considering this gap, becoming a strong instructional leader requires developing the skills of improvers: knowing how to identify, diagnose, and design solutions for instructional challenges. Towards this end, the next several meetings of the course (720 - 839 pts)challenge students to understand schools and districts as complex systems and the role of leaders in schools and districts in these systems. The final meetings focus on how to plan for instructional improvement, given this complexity.
Class sessions include seminar discussions, collaborative group tasks, and applied tasks. Students practice using tools and protocols from three complementary inquiry-based approaches for equity-focused instructional improvement: design-based based school improvement, instructional rounds, internal coherence-building. This includes gathering and analyzing quantitative and qualitative data about instruction from publicly available sources and students’ own organizations. Course assessments allow students to demonstrate their learning by: (a) teaching each other how to apply research for improvement; (b) analyzing the improvement approach in a hypothetical school or district case; and (c) formulating a theory of action for an inclusive systemic approach to instructional improvement in their organizations.
Please note: It is expected that you come prepared with assigned readings completed ahead of the classes on the course schedule, including for the first class. Please order your books early and plan for reading time accordingly. As the courses in this program are provided in condensed format, the reading loads for each individual class meeting can seem sometimes substantial. I do not recommend waiting to complete readings until the day/night before they are due. I recommend planning ahead to spread out readings for each week more steadily and getting started on readings and assignments early. It is assumed that during weeks of the course in which we do not meet, you will devote time to required field work, readings, and assignments for the course.
Course Objective(s)
- Understand & safeguard the values of democracy, equity, & diversity within a school (NELP 2.1; 5.2)
- Recognize, understand, & model principles of self-awareness & ethical behavior as related to your role within a school. (NELP 2.1)
- Understand & act with integrity and fairness to ensure a school system of accountability for every student’s academic & social success. (NELP 2.3)
- Program completers understand & have the capacity to develop and engage staff in a collaborative professional culture designed to promote school improvement, teacher retention, & the success & well-being of each student & adult in the school. (NELP 7.2; 7.3)
- Establish key principles of teaching for culturally sustaining deeper learning (NELP 3.1)
- Evaluate instructional improvement as multi-level systems design challenge (NELP 3.3; 4.1; 4.2; 5.3)
- How to test a theory of improvement with evidence and routines for collective learning (NELP 1.2)
- How to apply theory, evidence, & inquiry to craft a theory of improvement (NELP 1.2; 3.1; 4.1)
According to OAC Title 210, Chapter 20 Staff, Subchapter 9, Part 19, Section 210:20.9.181-189, students should be able to:
- Demonstrate an understanding of ethical ideas, theories, & concepts impacting educational leadership (OAC, Title 210,Ch. 20, Sub 9, Part 19, Sect. 210:20.9.182,Comp. II).
- To explore the relationship between humility & other leadership qualities, such as empathy, integrity, & resilience (OAC, Title 210,Ch. 20, Sub 9, Part 19, Sect. 210:20.9.189,Comp.VIII).
- To analyze the impact of humility on organizational culture, team dynamics, & employee engagement (OAC, Title 210,Ch. 20, Sub 9, Part 19, Sect. 210:20.9.183,Comp. III).
- To assess strategies for cultivating humility in leadership, including self-reflection, empathy, active listening, & servant leadership (OAC, Title 210,Ch. 20, Sub 9, Part 19, Sect. 210:20.9.183,Comp.III).
- To apply theoretical concepts and empirical research to real-world leadership challenges and opportunities (OAC, Title 210,Ch. 20, Sub 9, Part 19, Sect. 210:20.9.183,Comp.III).
Course Grading
Assignment Breakdown
| Activity | Description | Due | Points |
|---|---|---|---|
| Reflection | There are 5 one-page reflections. | Weekly | 250 pts |
| Quiz | There is 1 quiz covering reading, discussion, & lectures. | EOC | 100 pts |
| Theory/Application Paper | A 5-to-8 page paper of theory and application. (Guidelines) | July 31, 2024 @11:59p.m. | 250 pts |
| Total | 600 pts |
Grading Scale
| Percentage | Points | Letter Grade |
|---|---|---|
| 90–100% | (540 - 600 pts) | A |
| 80–89% | (480 - 539 pts) | B |
| 75–79% | (450 - 479 pts) | C |
| 69–74% | (414 - 449 pts) | D |
| Below 69% | (Below 414) | F |
Course Evaluation & Assignments Description
Assignments: A variety of assignments are designed to aid students’ learning experiences regarding the knowledge, interpretation, and practical application of course content. Assignments are meant to cover the depth and breadth of all activities related the course. In order toprovide an equitable assessment of students’ knowledge, interpretation, and application of course content, there is an evaluation criterion for specific assignments.
Written Assignments: All written assignments must be of graduate quality. I will not correct your work for errors. You must do this or find someone to assist you. Written work with errors will be returned for corrections. Use APA 7th edition as you write your papers and reference your work. Each assignment should be single-spaced, 1-inch margins, using Times New Roman 12-point font. Any work handed in after the due date will only receive half credit and no late work will be accepted after the last class meeting.
- Weekly Individual Reading Reflections: Students will be asked to write 5 reflection-application papers. Explain the reading and its potential application to organizational and individual contexts. Be sure to cite the work in your reflection. Quotes are not permitted, but paraphrasing is encouraged. It should be your work in your words. Each reflection should be a one-page single-spaced paper with an additional page for your reference(s) in APA 7th edition (Times New Roman 12-point font). – Total Points – 250
- Leadership Quiz: There will be 1 quizzes covering course content to assess your understanding of key concepts and theories related to cross-cultural leadership humility and their application in real-world scenarios, particularly within U.S. K-12 schools. – Total Points – 100
- Format: The quiz will consist of multiple-choice, true/false, and short answer questions.
- Content: The quiz will cover the following topics:
+ Definitions and theories of cross-cultural leadership and humility.
+ Key frameworks such as Hofstede’s cultural dimensions and servant leadership.
+ Practical applications of cross-cultural humility in leadership roles.
+ Case study analysis of cross-cultural humility in U.S. K-12 schools.
- Duration: You will have 1-week to complete the quiz.
- Submission: The quiz will be conducted online via Canvas.
- Theory & Application Paper: Read Cross-Cultural Leadership Humility Theory and Application in the Assignments folder. Due Date: July 31st – Total Points – 250
- Please see guidelines for more information.
Syllabus Disclaimer
This syllabus serves as a course blueprint. The instructor may revise the syllabus as needed. In the event that revisions are made, students will be given as much notice as possible.
COURSE POLICIES
Communication
The best way to communicate with me is through Canvas or email. I will respond as quickly as possible.
Late work
All work must be handed in on time. Any late work will receive half credit. Work more than a week late will receive no credit. If problems arise, please let the instructor know.
Any student in this course who has a disability that may prevent him or her from fully demonstrating his or her abilities should contact me personally as soon as possible so we can discuss accommodations necessary to ensure full participation & facilitate your educational opportunities.
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
Final Exam Preparation Period
Pre-finals week will be defined as the seven calendar days before the first day of finals. Faculty may cover new course material throughout this week. For specific provisions of the policy please refer to OU’s Final Exam Preparation Period policy.
Academic Integrity
This course follows and adheres to The University of Oklahoma’s statement on Academic Integrity. For your info, this document is available at: http://integrity.ou.edu/students_guide.html
All students are expected to maintain university policies on Academic Integrity. All work that you turn in should be your own work.Proper credit must be given to any ideas and work borrowed from or influenced by others. Failure to do so will result in automaticcourse failure and other disciplinary actions according to university policy.
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.
Special Needs Students
Any student requiring special accommodation in the class due to disability is advised to inform the instructor of his/her special needs. Every effort will be made to ensure that the proper accommodations are made to enhance the learning environment for every student.
Statement of Non-Discrimination
This course follows and adheres to The University of Oklahoma’s statement on Equal Opportunity which can be accessed at:http://www.ou.edu/content/eoo/statements.html
“Equal Opportunity is the right of all persons to enter, study and advance in academic programs on the basis of merit, ability, andpotential without regard to race, color, national origin, sex, disability or status as a veteran” (The Board of Regents of theUniversity of Oklahoma, 2005). Further information about the University’s policy on Equal Opportunity can be accessed at:http://www.ouhsc.edu/eoaa/AboutUs.asp
Adjustments for Pregnancy/Childbirth Related Issues
Should a student need modifications or adjustments to the course requirements because of documented pregnancy- related orchildbirth-related issues, please contact me as soon as possible to discuss. Generally, modifications will be made where medicallynecessary and similar in scope to accommodations based on temporary disability. Please seewww.ou.edu/content/eoo/pregnancyfaqs.html for commonly asked questions.
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 405-325-2215(8-5) or the Sexual Assault Response Team 405-615-0013 (24.7) to learn more or to report an incident.
Reasonable Accommodation Policy
The Accessibility and Disability Resource Center is committed to supporting students with disabilities to ensure that they are able to enjoy equal access to all components of their education. This includes your academics, housing, and community events. If you are experiencing a disability, a mental/medical health condition that has a significant impact on one or more life functions, you can receive accommodations to provide equal access. Possible disabilities include, but are not limited to, learning disabilities, AD(H)D, mental health, and chronic health. Additionally, we support students with temporary medical conditions (broken wrist, shoulder surgery, etc.) and pregnancy. To discuss potential accommodations, please contact the ADRC at 730 College Avenue, (ph.) 405.325.3852, or adrc@ou.edu.
Religious Holidays
According to The University of Oklahoma, Faculty Handbook, Section 3.15.2 states:
“It is the policy of the University to excuse the absences of students that result from religious observances and to provide withoutpenalty for the rescheduling of examinations and additional required class work that may fall on religious holidays.”
Students who plan to observe a religious holiday should notify the instructor as soon as possible in order to make appropriatearrangements for class work.
Attendance
If this were a synchronous graduate class, all students would be expected to attend every class session in order to actively participate in class discussions and activities. Since this course is an asynchronous course, please view the videos and complete the module in a timely fashion. Please submit course assignments on time to avoid grading delay for you and other class participants. Student lateness affects the whole class. Student assignment lateness will affect assignment grade; hence a student needs to submit course assignments on time to receive full points. Emergency situations will be addressed on an individual basis. Twenty-five percent (25%) will be deducted for each day an assignments is overdue.
Emergency Protocol
During an emergency, there are official university procedures that will maximize your safety.
Severe Weather: If you receive an OU Alert to seek refuge or hear a tornado siren that signals severe weather.
- Look for severe weather refuge location maps located inside most OU buildings near the entrances.
- Seek refuge inside a building. Do not leave one building to seek shelter in another building that you deem safer. If outside, get into the nearest building.
- Go to the building’s severe weather refuge location. If you do not know where that is, go to the lowest level possible and seek refuge in an innermost room. Avoid outside doors and windows.
- Get in, Get down, Cover Up
- Wait for official notice to resume normal activities.
- Additional Weather Safety Information is available through the Department of Campus Safety.
Armed Subject/Campus Intruder
If you receive an OU Alert to shelter-in-place due to an active shooter or armed intruder situation or you hear what you perceive to be gunshots:
- Avoid: If you believe you can get out of the area WITHOUT encountering the armed individual, move quickly towards the nearest building exit, move away from the building, and call 911.
- Deny: If you cannot flee, move to an area that can be locked or barricaded, turn off lights, silence devices, spread out, and formulate a plan of attack if the shooter enters the room.
- Defend: As a last resort fight to defend yourself.
For more information, visit OU's Active Shooter page. Shots Fired on Campus Procedure – Video
Fire Alarm/General Emergency
If you receive an OU Alert that there is danger inside or near the building, or the fire alarm inside the building activates: 1. LEAVEthe building. Do not use the elevators; 2. KNOW at least two building exits; 3. ASSIST those that may need help; 4. PROCEED to the emergency assembly area; 5. ONCE safely outside; NOTIFY first responders of anyone that may still be inside building due to mobility issues; 6. WAIT for official notice before attempting to re-enter the building. OU Fire Safety on Campus
Mental Health Support Services
If you are experiencing any mental health issues that are impacting your academic performance, counseling is available at the University Counseling Center (UCC). The Center is located on the second floor of the Goddard Health Center, at 620 Elm Rm. 201, Norman, OK 73019. To schedule an appointment call (405) 325-2911. For more information, please visit University Counseling Center.
Course Schedule (Subject to change)
(June 10th) What’s your story?
Week 1: Introduction to Identity & Self-Awareness
Quote: “Love and compassion are necessities not luxuries. Without them humanity cannot survive.” Dali Lama
- Defining identity and self-awareness: Historical & contemporary perspectives
- Leadership Identity Theory, Personality Development, & Values
- Hastings & Sunderman (2023)
- Van der Linden (2023)
- Bracht, et al. (2021)
Reflection: What does it mean to know myself?
Assignment: Reflection Assignment #1; Identity Assessment
Additional Reading: Various; Scoring Guides & Reflection; Kaissi’s (2021) Chapter 4: Self-Awareness
(June 17th) How did you get here?
Week 2: The Road to Empathy
Quote: “Empathy and are necessities not luxuries. Without them humanity cannot survive.” Dali Lama
- Defining empathy: Historical & contemporary perspectives
- Empathic theory and antecedents
- Application of Empathy in Leadership: Perspective-taking & valuing
Discussion: What does mean to be empathic/empathetic? Can empathy backfire?
Assignment: Empathy Intelligence Assessment, Leadership Intelligence Assessment
Reading: Batson, et al. (1997); Batson, et al. (2007); Kaissi (2021) Chapter 5: Self-Reflection
(June 24th) Why you want to be a leader?
Week 3: Introduction to Humility & Leadership
- Defining humility: Historical & contemporary perspectives
- Theories of leadership: Transactional vs. transformational leadership
- Discussion: Why do you want to be a leader?
Assignment: Empathy Intelligence Assessment; Values Inventory exercise; Leadership Intelligence Assessment;
Reading: Kaissi (2021) Chapter 1: What is Humble Leadership?; Kaissi (2021) Chapter 2: The Benefits of Humble Leadership
(July 1st) What is a leader?
Week 4: The Psychology of Humility
- Psychological dimensions of humility: Trait vs. state humility
- Humility & emotional intelligence
- Case study analysis: The impact of humble leadership on team dynamics
Discussion: What does it mean to be a humble leader?
How do humility and emotional intelligence serve your teams?
Assignment: The Big 5 Personality Assessment
Reading: Kaissi (2021) Chapter 3: Determinants and Moderators of Humble Leadership; Weidman, et al. (2018)
(July 8th) How do I lead?
Week 5: Ethical Leadership & Humility
- Ethical theories & frameworks for leadership
- Virtue ethics & the role of humility in ethical leadership
- Ethical decision-making exercises: Applying humility to ethical dilemmas
Discussion: What does ethical leadership look like in your role? How does it change in leadership?
Assignment: MCI Assessment
Reading: MCI Assessment; Goleman (2020); Dweck (2010)
(July 15th) When do I lead?
Week 6: Servant Leadership & Humility
- The concept of servant leadership: Origins & principles
- Humility as a core attribute of servant leadership
Discussion: How do we maintain servant leadership mentality? Is there a more effective leadership orientation?
Assignment: Servant Leadership Self-Assessment
Reading: Sendajaya & Sarros (2002); Van Dierendonck (2010)
(July 22nd) Where do I lead from here?
Week 7: Cultivating Humility in Leadership Practice
- Strategies for cultivating humility: Self-reflection, active listening, empathy
- Developing a personal leadership philosophy statement
How do we cultivate humility everyday? In others?
Assignment: Theory/Application Paper Deadline Extended - Due July 31st 11:59p.m.; See Guidelines for more info
Optional Reading: Kaissi (2021) Chapter 8: Appreciation; Chapter 9: Generosity; Dweck (2016) Chapter7: Parents, Teachers, and Coaches: Where do Mindsets Come From?
(July 29th) Who do I lead?
Week 8: Humility & Organizational Culture
- Creating a culture of humility: Best practices & challenges
- Case study analysis: Humility in organizational leadership transitions
Course Wrap-Up & Closing reflections
How do we infuse humility into our organizations?
Assignment: Theory/Application Paper Due July 31st 11:59p.m.
Reading: N/A
University Academic Policies and Student Support
Access the University Academic Policies Document.
Course Summary:
| Date | Details | Due |
|---|---|---|