Preview Workflow

Viewing: LPS 302 : Diversity and Leadership in the Public Sector

Last approved: Tue, 12 May 2015 15:20:20 GMT

Last edit: Tue, 12 May 2015 13:32:10 GMT

Catalog Pages referencing this course
Change Type
LPS (Leadership in the Public Sector)
302
032180
Dual-Level Course
Cross-listed Course
No
Diversity and Leadership in the Public Sector
Diversity Ldrshp Public Sector
College of Humanities and Social Sciences
Political Science (16PS)
Term Offering
Fall and Spring
Offered Every Year
Fall 2015
Previously taught as Special Topics?
Yes
4
 
Course Prefix/NumberSemester/Term OfferedEnrollment
PS 298Fall 201320
PS 298Spring 201418
PS 298Fall 201414
PS 298Spring 201514
Course Delivery
Distance Education (DELTA)

Grading Method
Letter Grade Only
3
16
Contact Hours
(Per Week)
Component TypeContact Hours
Lecture3.0
Course Attribute(s)
GEP (Gen Ed)

If your course includes any of the following competencies, check all that apply.
University Competencies

Course Is Repeatable for Credit
No
 
 
Amanda Ross Edwards
Associate Teaching Professor

Open when course_delivery = campus OR course_delivery = blended OR course_delivery = flip
Open when course_delivery = distance OR course_delivery = online OR course_delivery = remote
Delivery FormatPer SemesterPer SectionMultiple Sections?Comments
LEC2525NoN/A

Is the course required or an elective for a Curriculum?
Yes
SIS Program CodeProgram TitleRequired or Elective?
16LPSBALeadership in the Public SectorElective
This course provides students with information regarding diversity and leadership in history as well as material and activities that foster an understanding of how diversity and leadership intersect in the public sector and how diversity can improve organizational effectiveness and performance. The concept of cultural competency is defined and evaluated as an important component of effective public sector leadership. Students will learn what it means to be a more culturally competent leader.

The Leadership in the Public Sector Program is an online bachelors degree completion program.  Most students enter the program needing to complete some of the GEP requirements including the US diversity co-requirement.  This course was, thus, developed for two reasons: 1. There are not very many courses offered online that fill the GEP diversity requirement.  LPS students take all their courses online, and thus need an available GEP diversity course option.; 2. LPS 302 fills a hole in the LPS curriculum.  As a program that is focused on leadership in the public sector, it is important that students have the option to take a course that instructs on the importance of diversity and cultural competency for successful leadership.  Aside from the needs of the LPS program, this course will also be beneficial to the larger student population, as well.  Because of the change in the fee structure, traditional NC State students do not pay extra to take online classes.  As a result, there has been an increase in demand for online courses.  In addition, Tracy Appling and I received a Delta grant to create this course and find innovative ways to utilize technology to enhance learning about diversity issues.  For example, we use interviews with diverse public sector leaders to tie the course literature to practical examples for students.  We also use an online timeline tool that allows students to post information on the leaders they have researched and compare them with their classmates choices and thus enhance their learning about diversity and leadership across time. As a result, both traditional and online students will benefit from this course structure and learning environment.


No

Is this a GEP Course?
Yes
GEP Categories
US Diversity
Humanities Open when gep_category = HUM
Each course in the Humanities category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Mathematical Sciences Open when gep_category = MATH
Each course in the Mathematial Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

Natural Sciences Open when gep_category = NATSCI
Each course in the Natural Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

Social Sciences Open when gep_category = SOCSCI
Each course in the Social Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Interdisciplinary Perspectives Open when gep_category = INTERDISC
Each course in the Interdisciplinary Perspectives category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

 
 

 
 

Visual & Performing Arts Open when gep_category = VPA
Each course in the Visual and Performing Arts category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Health and Exercise Studies Open when gep_category = HES
Each course in the Health and Exercise Studies category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
&
 

 
 

 
 

 
 

Global Knowledge Open when gep_category = GLOBAL
Each course in the Global Knowledge category of the General Education Program will provide instruction and guidance that help students to achieve objective #1 plus at least one of objectives 2, 3, and 4:
 
 

 
 

 
Please complete at least 1 of the following student objectives.
 

 
 

 
 

 
 

 
 

 
 

US Diversity Open when gep_category = USDIV
Each course in the US Diversity category of the General Education Program will provide instruction and guidance that help students to achieve at least 2 of the following objectives:
Please complete at least 2 of the following student objectives.
 
 
1. Discuss and analyze how historical, societal, and cultural contexts influence gendered leadership.
 
 
Five-page paper in which students discuss and analyze how the leader’s gender and historical context impacted their leadership in the public sector. They will evaluate how the leader influenced and/or furthered gender leadership via policy change, political behavior, and/or shaping/changing institutional structures.
 
 

 
 

 
 

 
 

 
 
Compare and contrast the experiences of different identity groups and their interactions with people of the same and/or different identity groups.
 
 
Online discussion forums – example prompt: Based on the interviews you watched, what are the similarities and/or differences between Maureen LeBoeuf’s, Jose Picart’s, and Stefanie Easter’s experience with cultural competence? Did they exhibit and/or encounter similar behaviors and experiences? Do their experiences support the reading? Explain.
Requisites and Scheduling
50
 
a. If seats are restricted, describe the restrictions being applied.
 
Up to 50 percent of the seats are restricted to LPS students. The LPS program is an online undergraduate degree completion program and thus need to complete the GEP diversity course online. There are not very many online courses offered that fulfill the GEP diversity requirement, so we need to ensure that some seats are saved for LPS students to complete their degree requirement
 
b. Is this restriction listed in the course catalog description for the course?
 
No
 
List all course pre-requisites, co-requisites, and restrictive statements (ex: Jr standing; Chemistry majors only). If none, state none.
 
None
 
List any discipline specific background or skills that a student is expected to have prior to taking this course. If none, state none. (ex: ability to analyze historical text; prepare a lesson plan)
 
None
Additional Information
Complete the following 3 questions or attach a syllabus that includes this information. If a 400-level or dual level course, a syllabus is required.
 
Title and author of any required text or publications.
 

 
Major topics to be covered and required readings including laboratory and studio topics.
 

 
List any required field trips, out of class activities, and/or guest speakers.
 

There are no additional resources needed for this course. Dr. Tracy Appling and I will alternate teaching this course as part of our on-load teaching responsibilities for the program, as we did when the course was offered as a special topics course.

Student Learning Outcomes

Students will be able to:


1. Identify different racial, gender, ethnic, and minority groups and examine their impact on leadership in history.


2. Discuss different leadership styles and theories and analyze how they influence or are influenced by societal and cultural differences


3. Define the concept of cultural competency and explain its implications for successful leadership in the public sector.


4. Analyze and solve a leadership problem by considering diverse perspectives influenced by societal and cultural factors.


Evaluation MethodWeighting/Points for EachDetails
Discussion15 pointsThere are 5 opportunities for discussion and engagement; your overall engagement in all activities cumulatively will be evaluated. Your participation will be assessed on the quality of your comments and whether or not they reflect our understanding and relevance of the course material.
presentation15 pointsWeek 1: Group diversity presentation, Week 4: Gender Group PowerPoint
Essay40 pointsWeek 5: Gender History Project/Paper, Week 7: Race Response Paper, Week 12: New Emerging Leader Paper
Major Paper30 pointsWeek 9: Ethnic Leadership in History Project, Final project
TopicTime Devoted to Each TopicActivity
Diversity and Cultural Competency2 weeks
Gender Leadership In History3 weeks
Racial Leadership in History2 weeks
Ethnicity and Leadership2 weeks
Sexual Identity and Leadership1 week
New Emerging Leader2 weeks
Cultural Competency2 weeks

n51ls801 (Thu, 02 Apr 2015 16:30:55 GMT): The syllabus contains some minor errors and omissions noted or fixed in the attached 5469_LPS 302_Syllabus-3R.doc.
hziglar (Thu, 02 Apr 2015 20:05:38 GMT): Uploaded the edited syllabus
Key: 7140