Dialogue for Democracy, Leadership and Social Change

CAS Special Topics 330.03

Instructor: Dr. Kathleen McMahon
Phone: 401-254-3161
Email: kmcmahon@rwu.edu
Office hours: M-F 9-5
Dialogue facilitator: Will Foley
Email: wfoley 047@g.rwu.edu
Location: GHH 301
RWU has been involved in Sustained Dialogue Campus Network (SDCN) since 2010.
SDCN is an organization founded by Dr. Hal Saunders that works to use dialogue for
transforming racial, ethnic, and other deep-rooted conflicts. This course will utilize
dialogue to identify the nature of intergroup relationships, develop intercultural
competencies, increase awareness about personal identity and bias, raise student
awareness and understanding of personal, societal, and global biases and structures
of inequity and engage in public matters to develop positive outcomes for change.
This course is of interest to students studying leadership, conflict resolution,
political science, international relations, psychology, public policy, sociology,
communications, philosophy, and international relations. It requires a high level of
student participation in classroom activities and facilitated group dialogue.
Students will be challenged to think critically and imaginatively about course
material. This course moves from traditional classroom learning and seeks to
integrate active, experiential, problem-based learning through reflection, dialogue
and social action projects.
Core Beliefs
Experiential learning is powerful and an important value at RWU. We will be
engaging students in real world problem solving through dialogue and addressing
issues on their own college campus via action projects. There is an increasing need
to develop inclusive leaders for the 21st century globalization. This course utilizes
civil discourse to engage across global perspectives, two of RWUs core values.
Course learning outcomes:

By engaging in course content students will be familiar with diverse concepts

and theories of leadership

Through readings, discussion and reflections students will reflect on their own
leadership and citizenship both in the world and on campus
Students will demonstrate increased awareness and understanding of
personal, societal, and global biases and structure of inequity through class
discussions, dialogue and reflections journals.
Students will demonstrate an increased awareness of their own personal
identity and biases
Become familiar with the Sustained Dialogue model and develop skills (see
below) to engage others in dialogue:
1) By interacting with others in the dialogue process, students will
develop emotional and social intelligence
2) By engaging in dialogue and learning the art and practice of
dialogue, students will develop and engage in productive
relationships.
3) By engaging in dialogue, students will learn the tools (listening,
questioning with a purpose, dialogue and public deliberation) and
concepts for probing and analyzing experience in ways that product
practical conclusions peacefully and civilly.
4) By engaging in dialogue students will cultivate the courage to act
fairly and develop and internalize respect for others.
5) Students will learn how to create spaces for dialogue on difference
and for the peaceful resolution of differences
6) Students will learn to develop and present information about how
members of community define community problems, talk about
them, frame options for dealing with them and decide on a course
of action.
7) Students will learn a different way of knowing from experience
(relating and dialogue)
8) Navigate the five stages of Sustained Dialogue (developed by
SDCN).

Grading

15% Class participation and attendance

10% Journal of weekly reflections on dialogues
10% Paper Prompt responses total of 4
30% Group final action project presentation with peer critique (5% Peer
feedback)
25% Change Agent Analysis Paper
10% Participation in Inclusive Leadership Summit or alternative
assignment TBA
Extra credit engagement in 6-8 week dialogue outside of class (up to
5%)

Attendance Policy

It is understood that you might miss a class due to illness, serious family concerns
or pressing personal responsibilities. More than one absence, however, will have
an impact on your overall grade, so plan accordingly. Each additional absence will
cause a drop in your final grade regardless of your academic standing (e.g. A
becomes a B, C becomes a D, etc.). The one absence is calculated to include:
sickness, death in the family, other course work, course trips, co-curricular activities
(sports/theater/dance, etc.) and personal problems. Therefore, it is imperative that
you plan ahead, and if you must, use your absence wisely. Additional absences may
be approved at the discretion of the instructor only in extreme circumstances and
by prior arrangement.
You are responsible for what you miss in class. If you anticipate any problem in
keeping up with the work in this course or if you know in advance that you will be
unavoidably absent for more than one class session, please let me know so that I
can help you plan your work efficiently.
Cell Phone Policy
Please turn off all cell phones and other electronic devices before you enter the
classroom. No cell phone calls, outgoing or incoming, or text messages are
permitted during class time. Anyone participating in chronic texting will be
asked to leave the classroom.
Extra Credit Option
You can receive credit toward your class participation by attending campus
programs intended to help you expand your understanding of the world. They
should be cultural or educational in focus. If you are not sure if a certain event will
qualify for extra credit ASK! You may also earn extra credit by participating in a
community service activity. You may submit a total of 5 of these extra credit papers
for a total of 10% of your grade.
To receive credit you must submit a typed one-page paper (at least 22 lines) giving
me a brief overview of the event or service activity (2 to 3 lines) and discussing the
connection between the campus program you attended and what we have been
learning in class and/or how it ties into the readyings for you. In addition, you need
to get a name and signature from one of the people sponsoring the event, i.e. the
student or advisor in charge of the event. Each paper, if done well, will factor into
the evaluation of your class participation. You may pass in up to five papers during
the semester until May 2, 2014 . The offer expires after that!!!!
For Academic Support
Students who wish to receive academic accommodations for this course must first
register with Student Accessibility Services (SAS) in order to begin the
accommodation process. The SAS office will provide registered students with the
specific information they will need to share with each instructor. SAS is located on
the second floor of the Main University Library and is open from 8:00 am to 5:00 pm

Monday through Friday. Please note Student Accessibility Services was previously
known as Disability Support Services. Website: http://rwu.edu/academics/academicservices/sas/current-students
Breaches of Academic Integrity
Roger Williams University exists to foster the mature pursuit of learning, which is
premised upon the exercise of mutual trust and honest practice when representing
data, findings and the sources of ideas used in an academic exercise. The University
expects students to observe these principles of academic integrity that ensure the
excellence of their education and the value of their diploma.
Examples of breaches of academic integrity include but are not limited to:
Cheating: Using or attempting to use unauthorized materials, information or
citation in any academic exercise. Examples include, but are not limited to
Copying from another student on exams or assignments;
Altering graded exams or assignments and resubmitting them for a new
grade;
Submitting the same paper for two classes without both instructors written
permission.
Fabrication: Unauthorized falsifications or invention of any information or
citation in any academic exercise. Examples include, but are not limited to
o Using made-up citations in papers or other assignments;
o Representing collaborative work as the result of individual effort;
o Collaborating on graded assignments beyond the extent authorized by
the instructor.

Plagiarism: Plagiarism is best defined as the incorporation of words and

ideas of another person in an attempt to claim that persons work as ones
own. Thus, plagiarism fails to engage in civil, scholarly discourse. It is
sometimes a form of intellectual theft and is always a form of intellectual
fraud. In its worst form, plagiarism may consist of directly copying large or
small portions of either printed or online works, or, as frequently happens in
schools, written papers of another student, without properly crediting the
source(s) from which they came. There are, however, more subtle forms of
plagiarism as well. Paraphrasing, which is the process of using alternative
expressions to communicate the meaning of another authors words, is also a
form of plagiarism, unless the sources of those ideas are acknowledged.
Roger Williams University provides resources and advice to students to help
avoid plagiarism. See How to Avoid Plagiarism and the Cite Sources & Links to
Handouts. Students are encouraged to consult their instructor if they have
questions regarding proper documentation of sources and avoiding
plagiarism. Examples of plagiarism include, but are not limited to
o Quoting or paraphrasing someone elses work without correct
citation;
o Copying work of another and representing it as your own;
o Purchasing a paper, essay or other work;
o Having someone else do your work for you.

Fraud: Altering, forging, or encouraging another person to alter or forge,

official records of the institution, or assisting others in such activities.
Examples of plagiarism include, but are not limited to
o Taking an exam for someone else;
o Changing the grade on an assignment and representing it as the
original.

Willful Damage: Damaging anothers creative work or property.

Facilitating Academic Dishonesty: Assisting or aiding someone else in
committing a
breach of academic integrity. Examples include, but are not limited to
o Allowing another student to copy a paper, problem set, exam or
other assignment that is meant to be completed individually;
o Taking an exam or completing an assignment for another student;
o Obtaining a copy of an exam ahead of time for oneself or another
student.

The full academic integrity policy, procedures, and consequences can be found at
http://rwu.edu/academics/academic-affairs/academic-standards.

Content
Selected readings from the following books:
*Astin, Alexander, & Astin, Helen. Leadership Reconsidered, Engaging Higher
Education in Social Change. Kellogg Foundation. 2000. Pg. 1-31
Comes, Deidre. Worst Enemy, Best Teacher: How to Survive and Thrive with
Opponents, Competitors and the People Who Drive You Crazy. New World Library,
2005. Chapter 5. (Bridges)
*Dewey, John. Democracy and Education, An introduction to Philosophy of
Education. Macmillan, 1916 pg 81-99
*Greenleaf, Robert. On Servant Leadership. Paulist Press, 1977.

*Higher Education Research Institute, UCLA. A Social Change Model of Leadership

Development.
*Loeb, Paul. The Impossible Will take a Little While: A Citizens Guide to Hope in a
time of Fear: Perseus Running. 2006.
Matusak, Larraine. Finding Your Voice: Learning to Lead- anywhere you
want to make a difference. Jossey-Bass. 1997. Chapters to be selected.
*McIntosh, Peggy. White Privilege: Unpacking the Invisible Knapsack. Rachels
Democracy and Health News, 894, February 2007.
Rhoads, Robert. Community Service in higher Education: Explorations of the Caring
Self. State University of NY Press. 1997. Chapters to be selected. (Bridges)
Saunders, Harold. Politics is About Relationships: A Blueprint to the
Citizens Century. Palgrave Macmillan, NY. 2005.
Sidel, Ruth. Battling Bias on College Campuses: The Struggle for Identity and
Community on College Campuses. Penguin, NY. 1994. Chapters to be selected.
(Bridges)
*Sustained Dialogue Campus Network, Sustained Dialogue Manual.
Note * indicates can be found on line via Lib Guide
Bold indicates required text

Weekly activities and assignments:

Week 1- January 23, Leadership and Citizenship
- Syllabus review, explanation of dialogues and weekly reflections in journal
- Community building activity
- Dialogue about individual purpose/goal in attending college
- SD pre-survey
Assignments:
- Social Change Model of Leadership 10-68
- Matusak, Chapt. 1-4
Week 2- January 30, Leadership and Citizenship Continue
- Discussion of readings
- Dialogue on Leadership
Assignments:
- Matusak 5, 6, 7
- Loeb 2, 4, 5
- Greenleaf 1-10
- Paper assignment on Leadership due February 6
Week 3 February 6, Leadership and Dialogue
Papers #1 due
- Inclusive Language
- Attend Dr. Chris Bell lecture/discussion
- Dialogue about leadership and inclusivity
Assignment: attend Sustained Dialogue Inclusive Leadership Summit
February 7 and 8 7 hour retreat. Alternative assignment Ask RWU Assignment.
- Dewey pp. 81-99
- McIntosh White Privilege

Week 4-

February 13, Stages of Dialogue

SDCN Manual with exercises
Review SDCN Dialogue Manual- 5 stages of dialogue
Dialogue Purpose of Higher Education

Assignments: - - Comes, Deidre, Worst Enemy, Best Teacher, Chapter 5

- Loeb Soul of a Citizen Introduction, Chapt 1 and 8
- Leadership Reconsidered
Research Change Agent Person/Organization for paper
Week 5 February 20, Leadership, Service and Higher Education
- Watch White Like Me by Tim Wise
Assignments:

- Change Agent Project research

Saunders The Public Peace Process : read Preface, Chapt. 6 and appendix
moderator
manual
Bring one question for Dr. Saunders

Week 6 February 27 Shifting Paradigms- Paper Prompt #2 due

- Discuss Saunders and the relational paradigm
- Skype meeting with Dr. Harold Saunders
- Group Project meetings/dialogues
Assignments - Battling bias on Campus
- Saunders- Politics is about Relationships: Introduction and Chapter 1
Week 7 March 6, The Relational Paradigm
- Movie- The Way Home
- Dialogues
Assignments: complete Change Agent Paper due March 20
- Micro aggressions article
Hand in journals.
SPRING BREAK!
Week 8 March 20, Service in higher education Change Agent Paper Due
- Service in HE as it relates to social identities and oppression
- Discussion of micro aggressions
Assignments: Rhoads- service in higher education
Week 9 March 27, Dialogue and Inclusion
Assignments:
- Rhoads
Week 10 April 3, Campus climate and isms PAPER PROMPT #3 due
-

Vice President King to hear project presentations

Week 11 April 10, Campus Climate and Social Change

- Action Plans in conjunction with SD group
Week 12, April 17, Paper Prompt #4 due
Week 13 April 24
Week 14 April 27 - Practicum - Moderator Skills, peer feedback

Week 15 May 1 Change Agent Presentations