Online Course Syllabus MSM691 MANAGING DIVERSITY. Important Notes:

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1 Online Course Syllabus MSM691 MANAGING DIVERSITY Important Notes: This document provides an overview of expectations for this online course and is subject to change prior to the term start. Changes may also occur during the term due to faculty or SPS Distance Learning course updates. Some links may only be active once the term starts. For this course you must check the Regis Bookstore: for the most current online course material information. Course Description Prerequisities Course Outcomes Course Materials Equal Access Grading Criteria Jesuit Education Social Justice and Service Learning Components Assignments Course Description Learners will develop an understanding and appreciation of the diverse cultures that contribute to organizations and communities. The impact of cultural diversity on personal effectiveness will be explored from both a leadership and management perspective. Prerequisites MSM601, MSM611, MSM621 Course Outcomes Upon completion of this course, learners will be able to:

2 1. Apply critical thinking skills to improve the understanding and appreciation of individual, organizational and cultural diversity. 2. Explore the many ways in which we are similar and different across the dimensions of diversity. 3. Demonstrate an awareness of and sensitivity to attitudes towards difference and the dynamics of relating to one another. 4. Audit organizational culture and identify underlying assumptions that influence how diversity is managed. 5. Discuss the evolution from Affirmative Action to Managing Diversity. 6. Demonstrate a shared understanding of Cultural Competence, Managing Diversity and Inclusion 7. Discuss and research the importance of cultural diversity to the global manager. 8. Research, design and present a business case for diversity. 9. Participate in a social justice activity and evaluate such in terms of diversity issues. 10. Celebrate diversity. Course Materials Required Materials: Harvey, Carol and Allard, June M., Understanding and Managing Diversity, Readings, Cases and Exercises Cox, T., Jr., Creating the Multicultural Organization Supplemental Materials: Dimensions of Diversity Cultural Heritage Assessment Valuing Diversity Self Assessment Due to the seminar nature of this course extensive outside reading and research will be necessary.

3 Electronic Reserves Refer to the course content for information regarding articles on Electronic Reserves. Equal Access to Classes and Learning Accommodations Equal access to education means equal opportunity to learn. Under Section 504 of the 1973 Rehabilitation Act and the Americans with Disabilities Act of 1990, students with verified disabilities who are otherwise qualified, have a right to equal access to classes at Regis University. If you are a student with a disability and you need accommodations for this class, please document your disability and discuss necessary accommodations with the Director of Learning Support Services (Lowell Campus, Carroll Hall 225, phone ), and schedule an appointment the first week of the session. Grading Criteria The class will "meet" online for a total of eight weeks. The highly accelerated pace requires learners to take a great deal of responsibility for their own learning outcomes. Learners are expected to actively participate in online discussions and dedicate a minimum of 15 hours per week of study, homework assignments, and/or group projects. WRITTEN ASSIGNMENTS An important component of this course is the completion of written assignments. All written work is expected to meet graduate level standards. Assignments will be graded for content and for basic writing skills. It is strongly recommended that all learners purchase and become familiar with the Publication Manual of the American Psychological Association (APA), 5th edition. Papers required in this and other MSM courses are expected to follow these APA guidelines. The page limits mentioned for reports due in this course refers to a maximum. There is no minimum. However all assigned tasks must be included in the material you submit. Written assignments are to be typed, double-spaced, with APA margins, page numbers, running heads, and appropriate headings to divide topic sections as identified in the directions for written assignments.

4 PRESENTATIONS Presentations made in this class are to be professional in nature. The presentation should be well organized, with the topic covered thoroughly. Handouts and visual aids are to be professional looking and appropriate for the topic. The time limit is the maximum allowed to cover the topic. Detailed instructions for preparing and submitting online presentations are included in the weekly assignment section. ATTENDANCE Although this course is conducted online, students are expected to participate in all activities and submit all assignments for a given week by the deadlines indicated. Failing to participate in Forum discussions, group activities, etc. can result in a student being dropped from the course. If the student will not have access to the course web site for a period of time, the facilitator should be advised prior to such. Arrangements will be made at that time for completing assignments and activities. However, points for participation may reflect this absence. The following Grading Scale applies to all MSM courses: A % A B B B C C There is no bell-curve distribution of final grades.

5 Jesuit Education Mission: The Mission of Regis University is to develop men and women to be leaders in service of others. The foundation of a Jesuit Catholic university is in providing valuesbased education with a focus on finding good in all things. Ethics & Values: To this end, we will encourage the discussion of different views and perspectives and their ethical implications for business projects being planned and carried out in today's global environment. The purpose of this discourse is to assist us in seeking an answer to the question posed by Ignatius Loyola, founder of the Jesuits, of: "How ought we to live?" Social Justice and Service Learning Components Insofar as Jesuit education is both practical and value-oriented, educating men and women to be concerned with the common good and the promotion of justice, the mission of Regis University supports a concern for social justice and service learning. Social justice is integrated into the curriculum by addressing moral and ethical issues pertinent to the student's area of study. Service learning is integrated into the curriculum as a form of experiential education in which students engage in activities that address human and community needs together with structured opportunities intentionally designed to promote student learning and personal development. Service can take many forms including direct service, advocacy, consciousness raising, and community-based research. Online Course MSM691 Week: Course Dynamics This course is organized around an eight-week program. Weekly outcomes,

6 assignments, and critical information are organized week-by-week. Typically, each week includes a reading assignment, forum submittals, and other activities as assigned. Online weeks correlate to a 7-day workweek. Each week's work begins on a Monday. Prior to the start of each week, before Monday, complete the reading assignments. On Monday of each week, read your weekly critical information found in the Week-by-Week section. (Note: Your timely understanding of critical information content may be required to complete your weekly assignment or final project.) Participate in the Forum discussions, read other student postings, and reply, when appropriate, by Sunday. WEEK ONE: Introductions, Course Overview, Theoretical Underpinnings of Diversity, Dimensions of Diversity Assignments Activities Read Syllabus Read: Harvey and Allard (2002) Section 1 and 2. Read Week One Week-by-Week pages Workplace Diversity 3-page paper (see guidelines in section 1.2) Journal Assignment for Week One (see section 1.2) Valuing Diversity Self-Assessment (see section 1.2) Introduce yourself in the Forum by Wednesday of this week. Diversity article (see section 1.3) Diversity and Social Justice Scrapbook (see section 1.3) Dimensions of Diversity Forum questions (see section 1.4)

7 WEEK TWO: Race, Class and Culture Read: Harvey and Allard (2002), Section 3 Read: Cox (2000), chapters 1 and 2 Read: Assessing Cultural Fit During the Interview article (e-reserve) Read Week Two Week-by-Week pages Journal Assignment for Week Two (see section 2.2) Complete the Cultural Heritage Assessment (see section 2.3) Class Race Interactive Exercise Forum discussion (see section 2.3) Organizational Culture Forum discussion (see section 2.3) Forum discussion on U.S. competitiveness (see section 2.3) Diversity article WEEK THREE: Changing Demographics, Organizational Culture

8 Read: Harvey and Allard (2000) Section 4 Read: Dear White Boss: article (e-reserve) Read: White Privilege and Male Privilege: A Personal Account of Coming to See Correspondences Through Work in Women's Studies article (website) Read Week Three Week-by-Week pages Journal Assignment for Week Three (see section 3.2) Dominant Ideal Employee characteristics Forum discussion (see section 3.3) Workforce Trends Forum discussion (see section 3.3) Final Group Project guidelines (see section 3.3) Diversity article 1.3) Reminder : continue work on Diversity and Social Justice Scrapbook (see section WEEK FOUR: Organizational Structures & Systems; Policy & Practice Read: Cox (2002) read rest of book Corporate Culture 2-3-page paper (see guidelines in section 4.2) Journal Assignment for Week Four (see section 4.2) Read Week Four Week-by-Week pages

9 Organizational Diversity Forum discussion (see section 4.3) Diversity article Reminder : continue work on Diversity and Social Justice Scrapbook and Final Group Project (see section 1.3 and 3.3) WEEK FIVE: Strategies for Cultural Diversity in Organizations Read: Changing Organization Culture, One Face at a Time article (e-reserve) Read Week Five Week-by-Week pages Organizational Paper 8-10-page paper (see guidelines in section 5.2) Diversity article Reminder : continue work on Diversity and Social Justice Scrapbook and Final Group Project (see section 1.3 and 3.3) WEEK SIX Multiculturalism and the Global Organization

10 Read: How (Un)Ethical Are You? (e-reserve) Read: Multicultural managers wanted (e-reserve) Read: Becoming a Multicultural Manager (e-reserve) Journal Assignment for Week Six (see section 6.2) Read Week Six Week-by-Week pages Global Manager Forum discussion (see section 6.3) Diversity and Social Justice Forum discussion (see section 6.3) Diversity article WEEK SEVEN Group Presentations Read Week Seven Week-by-Week pages Final Group Project Presentations Forum discussion (see section 7.3) Diversity and Social Justice Forum discussion (see section 7.3) Online Celebration Forum discussion (see section 7.3) WEEK EIGHT Summary; Conscious Celebration

11 Journal Assignment for Week Eight: Re-take the Valuing Diversity Self- Assessment (see section 8.2) Read Week Eight Week-by-Week pages Final Group Project Presentations Forum discussion (see section 8.3) Online Conscious Celebration (see section 8.3) Complete the online evaluation form located at the bottom of the course content. Please contact if you need technical assistance or to report any problems Regis University. All Rights Reserved.