Course Modules

Course Materials

Course Materials Course Materials

Page

Read Me First Guide Read Me First Guide 1

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Attachment

Course Syllabus Course Syllabus 2

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Attachment

Course Calendar Course Calendar 3

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Discussion Topic

Course Questions Board Course Questions Board 4

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Page

Course Zoom Access and Etiquette Course Zoom Access and Etiquette 5

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External Url

Course Meeting/Presentation Signups Course Meeting/Presentation Signups 6

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Score at least Must score at least to complete this module item Scored at least Module item has been completed by scoring at least Score at least % Must score at least % to complete this module item Scored at least % Module item has been completed by scoring at least % View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
Context Module Sub Header

Exemplars & Templates 7

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Attachment

Sample Exemplar Discussion Board Posts and Comments Sample Exemplar Discussion Board Posts and Comments 8

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Attachment

Reading Summary - Exemplar.docx Reading Summary - Exemplar.docx 9

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Attachment

Reading Summary - Template.docx Reading Summary - Template.docx 10

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Attachment

Online Assignment Submission Form.docx Online Assignment Submission Form.docx 11

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Resources

Resources Resources

External Url

SSU Library - Education Resource Area SSU Library - Education Resource Area 1

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External Url

Reading Strategy: SQ4R Method (Textbooks) Reading Strategy: SQ4R Method (Textbooks) 5

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External Url

Reading Strategy: How to Read a Social Science Journal Article Reading Strategy: How to Read a Social Science Journal Article 6

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External Url

Owl Purdue APA Citation Resource Owl Purdue APA Citation Resource 7

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Week 1: Introduction (Thursday, 9/3) - Synchronous

Week 1: Introduction (Thursday, 9/3) - Synchronous Week 1: Introduction (Thursday, 9/3) - Synchronous

Complete All Items

Page

Welcome to Week 1! Welcome to Week 1! 1

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Context Module Sub Header

Reading/Viewing 2

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Context Module Sub Header

Pope, Reynolds & Mueller (2019) – Preface & Forward 3

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Context Module Sub Header

Discussion 6

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Page

Course Zoom Access and Etiquette Course Zoom Access and Etiquette 7

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Discussion Topic

Course Questions Board Course Questions Board 8

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Attachment

Class Presentation Slides Class Presentation Slides 9

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Week 2: Concepts: Bias, Justice, Equity, Inclusion (Thursday, 9/10) - Synchronous

Week 2: Concepts: Bias, Justice, Equity, Inclusion (Thursday, 9/10) - Synchronous Week 2: Concepts: Bias, Justice, Equity, Inclusion (Thursday, 9/10) - Synchronous

Complete All Items

Page

Welcome to Week 2! Welcome to Week 2! 1

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Context Module Sub Header

Reading/Viewing 2

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Score at least Must score at least to complete this module item Scored at least Module item has been completed by scoring at least Score at least % Must score at least % to complete this module item Scored at least % Module item has been completed by scoring at least % View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
Context Module Sub Header

Pope, Reynolds & Mueller (2019) – Chapter 1 3

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Attachment

Reason & Davis (2005) - Antecedents, Precursors, and Concurrent Concepts....pdf Reason & Davis (2005) - Antecedents, Precursors, and Concurrent Concepts....pdf 4

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Attachment

Broido & Reason (2005) - The Development of Social Justice Attitudes and Actions.pdf Broido & Reason (2005) - The Development of Social Justice Attitudes and Actions.pdf 5

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Attachment

Jervis, R. (2006). Understanding Beliefs. Political Psychology, 27(5), pp. 641-663. Jervis, R. (2006). Understanding Beliefs. Political Psychology, 27(5), pp. 641-663. 6

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Score at least Must score at least to complete this module item Scored at least Module item has been completed by scoring at least Score at least % Must score at least % to complete this module item Scored at least % Module item has been completed by scoring at least % View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
Context Module Sub Header

Discussion 7

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Attachment

ColorBraveSpace Framework.pdf ColorBraveSpace Framework.pdf 8

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Score at least Must score at least to complete this module item Scored at least Module item has been completed by scoring at least Score at least % Must score at least % to complete this module item Scored at least % Module item has been completed by scoring at least % View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
External Url

Course Meeting/Presentation Signups Course Meeting/Presentation Signups 9

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Score at least Must score at least to complete this module item Scored at least Module item has been completed by scoring at least Score at least % Must score at least % to complete this module item Scored at least % Module item has been completed by scoring at least % View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
Context Module Sub Header

Assignment 10

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Score at least Must score at least to complete this module item Scored at least Module item has been completed by scoring at least Score at least % Must score at least % to complete this module item Scored at least % Module item has been completed by scoring at least % View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
Discussion Topic

Introductions & Culture Shares Introductions & Culture Shares 0 11

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Discussion Topic

Week 2 Discussion Board Week 2 Discussion Board 10 12

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Score at least Must score at least to complete this module item Scored at least Module item has been completed by scoring at least Score at least % Must score at least % to complete this module item Scored at least % Module item has been completed by scoring at least % View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete

Week 3: Concepts: Systems, Privilege, Oppression, Capital (Thursday, 9/17) - Synchronous

Week 3: Concepts: Systems, Privilege, Oppression, Capital (Thursday, 9/17) - Synchronous Week 3: Concepts: Systems, Privilege, Oppression, Capital (Thursday, 9/17) - Synchronous

Complete All Items

Page

Welcome to Week 3! Welcome to Week 3! 1

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Score at least Must score at least to complete this module item Scored at least Module item has been completed by scoring at least Score at least % Must score at least % to complete this module item Scored at least % Module item has been completed by scoring at least % View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
Context Module Sub Header

Reading/Viewing 2

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Score at least Must score at least to complete this module item Scored at least Module item has been completed by scoring at least Score at least % Must score at least % to complete this module item Scored at least % Module item has been completed by scoring at least % View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
Context Module Sub Header

Pope, Reynolds & Mueller (2019) – Chapter 2 3

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Attachment

Johnson, A. G. (2006). Privilege, power, and difference (2nd ed.). New York: McGraw-Hill. (Ch. 2 – Privilege, oppression, and difference.) Johnson, A. G. (2006). Privilege, power, and difference (2nd ed.). New York: McGraw-Hill. (Ch. 2 – Privilege, oppression, and difference.) 4

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Score at least Must score at least to complete this module item Scored at least Module item has been completed by scoring at least Score at least % Must score at least % to complete this module item Scored at least % Module item has been completed by scoring at least % View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
Attachment

Young, I. M. (2000). Five faces of oppression. In M. Adams, W. J. Blumenfeld, R. Castañeda, H. W. Hackmann, M. L. Peters, & X. Zúñiga (Eds.), Readings for diversity and social justice (pp. 35-49). New York: Routledge. Young, I. M. (2000). Five faces of oppression. In M. Adams, W. J. Blumenfeld, R. Castañeda, H. W. Hackmann, M. L. Peters, & X. Zúñiga (Eds.), Readings for diversity and social justice (pp. 35-49). New York: Routledge. 5

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Score at least Must score at least to complete this module item Scored at least Module item has been completed by scoring at least Score at least % Must score at least % to complete this module item Scored at least % Module item has been completed by scoring at least % View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
Context Module Sub Header

Discussion 6

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Attachment

Discussion Questions for Week 3.docx Discussion Questions for Week 3.docx 7

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Score at least Must score at least to complete this module item Scored at least Module item has been completed by scoring at least Score at least % Must score at least % to complete this module item Scored at least % Module item has been completed by scoring at least % View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
External Url

Social Capital Theories Social Capital Theories 8

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Context Module Sub Header

Assignment 9

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Discussion Topic

Week 3 Discussion Board Week 3 Discussion Board 10 10

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Week 4: Gender and LGBTQ Equity (Thursday, 9/24) - Asynchronous

Week 4: Gender and LGBTQ Equity (Thursday, 9/24) - Asynchronous Week 4: Gender and LGBTQ Equity (Thursday, 9/24) - Asynchronous

Complete All Items

Page

Welcome to Week 4! Welcome to Week 4! 1

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Context Module Sub Header

Reading/Viewing 2

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Pope, Reynolds & Mueller (2019) – Chapter 3 3

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Attachment

Rhode, D.L. (1996). The ideology and biology of gender difference. The Southern Journal of Philosophy, 35, pp. 73-98. Rhode, D.L. (1996). The ideology and biology of gender difference. The Southern Journal of Philosophy, 35, pp. 73-98. 4

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Attachment

Buchmann, C. & DiPrete, T.A. (2011). Gender equity in higher education. In L. M. Stulberg and S. L. Weinerg (Eds.), Diversity in American higher education: Toward a more comprehensive approach (pp. 128-141). Routledge. Buchmann, C. & DiPrete, T.A. (2011). Gender equity in higher education. In L. M. Stulberg and S. L. Weinerg (Eds.), Diversity in American higher education: Toward a more comprehensive approach (pp. 128-141). Routledge. 5

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Attachment

Barzarsky, D. and Sanlo, R. (2011). LGBT students, faculty, and staff. In L. M. Stulberg and S. L. Weinerg (Eds.), Diversity in American higher education: Toward a more comprehensive approach (pp. 128-141). Routledge. Barzarsky, D. and Sanlo, R. (2011). LGBT students, faculty, and staff. In L. M. Stulberg and S. L. Weinerg (Eds.), Diversity in American higher education: Toward a more comprehensive approach (pp. 128-141). Routledge. 6

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Discussion 7

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External Url

Drop-In Office Hours with Monica (Optional) Drop-In Office Hours with Monica (Optional) 8

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External Url

WATCH: Williams, P. (2017). TEDX - I've lived as a man & a woman: Here's what I learned. (~15 minutes) WATCH: Williams, P. (2017). TEDX - I've lived as a man & a woman: Here's what I learned. (~15 minutes) 9

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Discussion Topic

RESPOND: Discussion Board On Gender Privilege & Equity RESPOND: Discussion Board On Gender Privilege & Equity 0 10

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Attachment

REVIEW: GLADD (nd) - Allys guide to terminology.pdf REVIEW: GLADD (nd) - Allys guide to terminology.pdf 11

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Attachment

READING OPTION 1 of 2: Strauss, C. (2018, Oct) - Pioneering transgender student at Harvard... WaPo.pdf READING OPTION 1 of 2: Strauss, C. (2018, Oct) - Pioneering transgender student at Harvard... WaPo.pdf 12

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Attachment

READING OPTION 2 of 2: Bergner, D. (2019). The Struggles of Rejecting the Gender Binary - NY Times.pdf READING OPTION 2 of 2: Bergner, D. (2019). The Struggles of Rejecting the Gender Binary - NY Times.pdf 13

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Assignment

RESPOND: Group Discussion On LGBTQIA+ Equity & Narratives RESPOND: Group Discussion On LGBTQIA+ Equity & Narratives 0 14

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Context Module Sub Header

Assignment 15

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Assignment

Policy Analysis Proposal Policy Analysis Proposal 0 16

assignment 16212077 1

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Week 5: Class, Poverty, and Economic Justice (Thursday, 10/1) - Synchronous

Week 5: Class, Poverty, and Economic Justice (Thursday, 10/1) - Synchronous Week 5: Class, Poverty, and Economic Justice (Thursday, 10/1) - Synchronous

Complete All Items

Context Module Sub Header

Reading/Viewing 2

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Context Module Sub Header

Pope, Reynolds & Mueller (2019) – Chapter 4 3

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Attachment

Mantsios, G. (2006). Class in America, pp. 182-197. Mantsios, G. (2006). Class in America, pp. 182-197. 4

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Attachment

Oldfield, K. (2007). Humble and hopeful: Welcoming first-generation poor and working-class students to college. About Campus, 11(6), 2-12. Oldfield, K. (2007). Humble and hopeful: Welcoming first-generation poor and working-class students to college. About Campus, 11(6), 2-12. 5

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Attachment

Ostrove, J. M., & Long, S. M. (2007). Social class and belonging: Implications for college adjustment. The Review of Higher Education, 30(4), 363-389. Ostrove, J. M., & Long, S. M. (2007). Social class and belonging: Implications for college adjustment. The Review of Higher Education, 30(4), 363-389. 6

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Attachment

Duffy, J. O. (2007). Invisibly at risk: Low-income students in a middle- and upper-class world. About Campus, 12(2), pp. 18-25. Duffy, J. O. (2007). Invisibly at risk: Low-income students in a middle- and upper-class world. About Campus, 12(2), pp. 18-25. 7

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Attachment

Schwartz, J. L., Donovan, J., & Guido-DiBrito, F. (2009). Stories of social class: Self-identified Mexican male college students crack the silence. Journal of College Student Development, 50, pp. 50-66. Schwartz, J. L., Donovan, J., & Guido-DiBrito, F. (2009). Stories of social class: Self-identified Mexican male college students crack the silence. Journal of College Student Development, 50, pp. 50-66. 8

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Context Module Sub Header

Discussion 9

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External Url

WEEK 4 RECAP #1: What do you see as the value of affinity groups for Student Affairs Practice? WEEK 4 RECAP #1: What do you see as the value of affinity groups for Student Affairs Practice? 10

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External Url

WEEK 4 RECAP #2: Pope, Reynolds, and Mueller (2019, pp. 66-72) describe the importance of theory to Student Affairs Competency. Thinking about discussion board posts on privilege (e.g., cisgender and male privilege) and last weeks’ activities on gender and LGBTQ equity, why is it so important that theories from women & gender and/or queer studies inform the work of student affairs professionals? WEEK 4 RECAP #2: Pope, Reynolds, and Mueller (2019, pp. 66-72) describe the importance of theory to Student Affairs Competency. Thinking about discussion board posts on privilege (e.g., cisgender and male privilege) and last weeks’ activities on gender and LGBTQ equity, why is it so important that theories from women & gender and/or queer studies inform the work of student affairs professionals? 11

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External Url

WEEK 4 RECAP #3: Thinking of the video you and your colleagues made on LGBTQ identity, language, and equity, pose one of the following: (1) A lingering question you are left with OR (2) Something you would like your colleagues to know. WEEK 4 RECAP #3: Thinking of the video you and your colleagues made on LGBTQ identity, language, and equity, pose one of the following: (1) A lingering question you are left with OR (2) Something you would like your colleagues to know. 12

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External Url

On a Plate: Class Privilege On a Plate: Class Privilege 13

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Attachment

Discussion questions from Week 5 Readings on Class.docx Discussion questions from Week 5 Readings on Class.docx 14

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Attachment

Social Class Reflection Template (for your journal).docx Social Class Reflection Template (for your journal).docx 15

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Context Module Sub Header

Assignment 16

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External Url

Week 4 Course Feedback Survey (due Midnight tonight, October 1st) Week 4 Course Feedback Survey (due Midnight tonight, October 1st) 17

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Week 6: Race and Racial Equity, PT I (Thursday, 10/8) - Synchronous

Week 6: Race and Racial Equity, PT I (Thursday, 10/8) - Synchronous Week 6: Race and Racial Equity, PT I (Thursday, 10/8) - Synchronous

Complete All Items

Page

Welcome to Week 6! Welcome to Week 6! 1

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Reading/Viewing 2

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Context Module Sub Header

Pope, Reynolds & Mueller (2019) – Chapter 5 3

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External Url

Zinn, H. (2003). A people’s history of the United States. New York, NY: HarperCollins. (Ch. 2, Drawing the color line, pp. 23-38). Zinn, H. (2003). A people’s history of the United States. New York, NY: HarperCollins. (Ch. 2, Drawing the color line, pp. 23-38). 4

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Attachment

Leonardo, Z. (2004). The color of supremacy: Beyond the discourse of white privilege. Educational Philosophy and Theory, 36(2), 137-52. Leonardo, Z. (2004). The color of supremacy: Beyond the discourse of white privilege. Educational Philosophy and Theory, 36(2), 137-52. 5

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Attachment

Wander, P. C., Martin, J. N., & Nakayama, T. K. (2016). The roots of racial classification. In P. S. Rothenberg (Ed.), White privilege: Essential readings on the other side of racism (5th ed., pp. 51-57). New York, NY: Worth. Wander, P. C., Martin, J. N., & Nakayama, T. K. (2016). The roots of racial classification. In P. S. Rothenberg (Ed.), White privilege: Essential readings on the other side of racism (5th ed., pp. 51-57). New York, NY: Worth. 6

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Attachment

Omi, M., & Winant, H. (1994). Racial formation. In Heldke, L., & O’Connor, P. (Eds.), Oppression, privilege, & resistance: Theoretical perspectives on racism, sexism, and heterosexism (pp. 9-17). New York: McGraw-Hill. Omi, M., & Winant, H. (1994). Racial formation. In Heldke, L., & O’Connor, P. (Eds.), Oppression, privilege, & resistance: Theoretical perspectives on racism, sexism, and heterosexism (pp. 9-17). New York: McGraw-Hill. 7

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Discussion 8

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Attachment

Color of Fear, PT 1 Discussion.docx Color of Fear, PT 1 Discussion.docx 9

attachment 16318202 0

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Context Module Sub Header

Assignment 11

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External Url

WATCH: A Conversation With White People On Race (~5 minutes) WATCH: A Conversation With White People On Race (~5 minutes) 12

external_url 16288168 0

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External Url

WATCH: What is Racial Formation Theory? (~5 minutes) WATCH: What is Racial Formation Theory? (~5 minutes) 13

external_url 16288123 0

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External Url

WATCH: Gendered Racism at Predominantly White Institutions (~14 minutes) WATCH: Gendered Racism at Predominantly White Institutions (~14 minutes) 14

external_url 16288149 0

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External Url

WATCH: Institutional Racism Endemic in Higher Education (~6 minutes) WATCH: Institutional Racism Endemic in Higher Education (~6 minutes) 15

external_url 16288141 0

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Discussion Topic

Week 6 Discussion Board Week 6 Discussion Board 10 16

discussion_topic 16101051 1

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Assignment

Reading & Reflection Journal - Midterm Review Reading & Reflection Journal - Midterm Review 100 17

assignment 16206422 1

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Week 7: Race and Racial Equity, PT II (Thursday, 10/15) - Synchronous

Week 7: Race and Racial Equity, PT II (Thursday, 10/15) - Synchronous Week 7: Race and Racial Equity, PT II (Thursday, 10/15) - Synchronous

Complete All Items

Page

Welcome to Week 7! Welcome to Week 7! 1

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Context Module Sub Header

Reading/Viewing 2

context_module_sub_header 16101055 0

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Context Module Sub Header

Pope, Reynolds & Mueller (2019) – Chapter 6 3

context_module_sub_header 16101392 0

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Attachment

Solorzano, D., Ceja, M., & Yosso, T. (2000). Critical race theory, racial microaggressions, and campus racial climate: The experiences of African American college students. The Journal of Negro Education, 69(1/2), 60-73. Solorzano, D., Ceja, M., & Yosso, T. (2000). Critical race theory, racial microaggressions, and campus racial climate: The experiences of African American college students. The Journal of Negro Education, 69(1/2), 60-73. 4

attachment 16288270 0

Score at least Must score at least to complete this module item Scored at least Module item has been completed by scoring at least Score at least % Must score at least % to complete this module item Scored at least % Module item has been completed by scoring at least % View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
Attachment

[GROUP 6] Harper, S. R., & Nichols, A. H. (2008). Are they not all the same? Racial heterogeneity among Black male undergraduates. Journal of College Student Development, 49(3), 199-214. [GROUP 6] Harper, S. R., & Nichols, A. H. (2008). Are they not all the same? Racial heterogeneity among Black male undergraduates. Journal of College Student Development, 49(3), 199-214. 5

attachment 16288235 0

Score at least Must score at least to complete this module item Scored at least Module item has been completed by scoring at least Score at least % Must score at least % to complete this module item Scored at least % Module item has been completed by scoring at least % View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
Attachment

[GROUP 7] Lachica Buenavista, T., Jayakumar, U. M., & Misa-Escalante, K. (2009). Contextualizing Asian American education through critical race theory: An example of U.S. Pilipino college student experiences. In S. D. Museus (Ed.), Conducting research on Asian Americans in higher education. New Directions for Institutional Research, 142, 69-81. San Francisco: Jossey-Bass. [GROUP 7] Lachica Buenavista, T., Jayakumar, U. M., & Misa-Escalante, K. (2009). Contextualizing Asian American education through critical race theory: An example of U.S. Pilipino college student experiences. In S. D. Museus (Ed.), Conducting research on Asian Americans in higher education. New Directions for Institutional Research, 142, 69-81. San Francisco: Jossey-Bass. 6

attachment 16288236 0

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Attachment

[GROUP 5] Villalpando, O. (2004). Practical considerations of critical race theory and Latino critical theory for Latino college students. In A. M. Ortiz (Ed.), Addressing the unique needs of Latino American students. New Directions for Student Services, no. 105, pp. 41-50. San Francisco: Jossey-Bass. [GROUP 5] Villalpando, O. (2004). Practical considerations of critical race theory and Latino critical theory for Latino college students. In A. M. Ortiz (Ed.), Addressing the unique needs of Latino American students. New Directions for Student Services, no. 105, pp. 41-50. San Francisco: Jossey-Bass. 7

attachment 16288262 0

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Attachment

[GROUPS 2 & 4] Lowe, S. C. (2005). This is who I am: Experiences of Native American students. New Directions for Student Services, 2005(109), 33–40. [GROUPS 2 & 4] Lowe, S. C. (2005). This is who I am: Experiences of Native American students. New Directions for Student Services, 2005(109), 33–40. 8

attachment 16288268 0

Score at least Must score at least to complete this module item Scored at least Module item has been completed by scoring at least Score at least % Must score at least % to complete this module item Scored at least % Module item has been completed by scoring at least % View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
Attachment

[GROUP 1] Modir & Kia-Keating (2018). Modir S, Kia-Keating M. Exploring the middle eastern american college student experience: Discrimination, adjustment, and coping. Journal of College Student Development. 59(5), 563-578. [GROUP 1] Modir & Kia-Keating (2018). Modir S, Kia-Keating M. Exploring the middle eastern american college student experience: Discrimination, adjustment, and coping. Journal of College Student Development. 59(5), 563-578. 9

attachment 16288576 0

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Attachment

[GROUP 3] Hyman, J. (2010). The New Multiracial Student: Where Do We Start? Vermont Connection. 31, 128-135. [GROUP 3] Hyman, J. (2010). The New Multiracial Student: Where Do We Start? Vermont Connection. 31, 128-135. 10

attachment 16318639 0

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Context Module Sub Header

Discussion 11

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External Url

College Students Are More Diverse Than Ever. Faculty and Administrators Are Not College Students Are More Diverse Than Ever. Faculty and Administrators Are Not 12

external_url 16288247 0

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Attachment

Getting to Know Racial Ethnic Heritage Identities.docx Getting to Know Racial Ethnic Heritage Identities.docx 13

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Attachment

Quick Resources on Racial Ethnic Language and Rhetoric .docx Quick Resources on Racial Ethnic Language and Rhetoric .docx 14

attachment 16349481 0

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External Url

ACE Race & Ethnicity in Higher Education ACE Race & Ethnicity in Higher Education 15

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Context Module Sub Header

Assignment 16

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External Url

WATCH: How Can I Have a Positive Racial Identity? I'm White! WATCH: How Can I Have a Positive Racial Identity? I'm White! 17

external_url 16288358 0

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External Url

REVIEW: Summary of Stages of Racial Identity Development REVIEW: Summary of Stages of Racial Identity Development 18

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External Url

READ: Helm’s White Racial Identity Development Model READ: Helm’s White Racial Identity Development Model 19

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Attachment

REVIEW SPECIFIED SECTIONS (DESCRIBED IN DISCUSSION BOARD): Parker & Neville (2019) Influence of Racial Identity on White Student's Perceptions of African American Faculty.pdf REVIEW SPECIFIED SECTIONS (DESCRIBED IN DISCUSSION BOARD): Parker & Neville (2019) Influence of Racial Identity on White Student's Perceptions of African American Faculty.pdf 20

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Discussion Topic

Week 7 Discussion Board Week 7 Discussion Board 10 21

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Week 8: Allyship (Thursday, 10/22) - Synchronous

Week 8: Allyship (Thursday, 10/22) - Synchronous Week 8: Allyship (Thursday, 10/22) - Synchronous

Complete All Items

Page

Welcome to Week 8! Welcome to Week 8! 1

must_view wiki_page 16101060 0

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Context Module Sub Header

Reading/Viewing 2

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Context Module Sub Header

Pope, Reynolds & Mueller (2019) – Chapter 7 3

context_module_sub_header 16101393 0

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Attachment

Reason, R., Evans, N. (2007). The complicated realities of whiteness.pdf Reason, R., Evans, N. (2007). The complicated realities of whiteness.pdf 4

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Attachment

Mather, P. (2009). Acknowleding Racism.pdf Mather, P. (2009). Acknowleding Racism.pdf 5

attachment 16358249 0

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Context Module Sub Header

Discussion 6

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Discussion Topic

Racial/Ethnic Group Exploration Racial/Ethnic Group Exploration 0 7

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External Url

REVIEW: Notes on Microaggressions (Handout) REVIEW: Notes on Microaggressions (Handout) 8

external_url 16358211 0

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Attachment

Quick Resources on Racial Ethnic Language and Rhetoric .docx Quick Resources on Racial Ethnic Language and Rhetoric .docx 9

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Context Module Sub Header

Assignment 11

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External Url

WATCH: Microaggressions in the Classroom (18 minutes) WATCH: Microaggressions in the Classroom (18 minutes) 12

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Attachment

Gorski (2019) Avoiding-Racial-Equity-Detours.pdf Gorski (2019) Avoiding-Racial-Equity-Detours.pdf 13

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Discussion Topic

Week 8 Discussion Board Week 8 Discussion Board 10 14

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Week 9: Immigrant, International and Multilingual Students (Thursday, 10/29) - Synchronous

Week 9: Immigrant, International and Multilingual Students (Thursday, 10/29) - Synchronous Week 9: Immigrant, International and Multilingual Students (Thursday, 10/29) - Synchronous

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Welcome to Week 9! Welcome to Week 9! 1

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Context Module Sub Header

Reading/Viewing 2

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Context Module Sub Header

Pope, Reynolds & Mueller (2019) – Chapter 8 3

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External Url

WATCH: "Color of Fear" Film, PTII (from 43:04 to 1:10:25) WATCH: "Color of Fear" Film, PTII (from 43:04 to 1:10:25) 4

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Attachment

READ: Hanassab & Tidwell (2002). Intermational Students in Higher Education: Identification of Needs and Implications for Policy and Practice.. Journal of Studies in International Education, 6(4), pp. 305-322. READ: Hanassab & Tidwell (2002). Intermational Students in Higher Education: Identification of Needs and Implications for Policy and Practice.. Journal of Studies in International Education, 6(4), pp. 305-322. 5

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READ: Yosso (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race Ethnicity and Education, 8(1), pp. 69-91. READ: Yosso (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race Ethnicity and Education, 8(1), pp. 69-91. 6

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Context Module Sub Header

Discussion 7

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Allyship VS Solidarity Allyship VS Solidarity 8

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Context Module Sub Header

Assignment 9

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External Url

REVIEW: NASPA (2016). FIVE THINGS Student Affairs Professionals Can Do to Support INTERNATIONAL STUDENTS REVIEW: NASPA (2016). FIVE THINGS Student Affairs Professionals Can Do to Support INTERNATIONAL STUDENTS 10

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External Url

REVIEW: AIR (2018). Serving English Language Learners in Higher Education Unlocking the Potential REVIEW: AIR (2018). Serving English Language Learners in Higher Education Unlocking the Potential 11

external_url 16405000 0

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External Url

REVIEW: Higher Education as an Ally: Supporting Undocumented Students Through Attacks on the DACA Program REVIEW: Higher Education as an Ally: Supporting Undocumented Students Through Attacks on the DACA Program 12

external_url 16405019 0

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Discussion Topic

Week 9 Discussion Board Week 9 Discussion Board 10 13

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Assignment

Policy Analysis Presentation Policy Analysis Presentation 100 14

assignment 16405078 1

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Week 10: (Dis)Ability and (Dis)Ability Equity (Thursday, 11/5) - Synchronous

Week 10: (Dis)Ability and (Dis)Ability Equity (Thursday, 11/5) - Synchronous Week 10: (Dis)Ability and (Dis)Ability Equity (Thursday, 11/5) - Synchronous

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Welcome to Week 10! Welcome to Week 10! 1

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Context Module Sub Header

Reading/Viewing 2

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Attachment

Troiano, P. (2003). College Students and Learning Disability. Journal of College Student Development, 44(3), 404-419. Troiano, P. (2003). College Students and Learning Disability. Journal of College Student Development, 44(3), 404-419. 3

attachment 16445165 0

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Attachment

Myers, Lindburg and Nied (2018) Increasing Awareness. In M. Adams, W. J. Blumenfeld, C. Casteñeda, H. W. Hackman, M. L. Peters and X. Zúñinga (Eds.), Readings for diversity & social justice (pp. 523-531). Routledge. Myers, Lindburg and Nied (2018) Increasing Awareness. In M. Adams, W. J. Blumenfeld, C. Casteñeda, H. W. Hackman, M. L. Peters and X. Zúñinga (Eds.), Readings for diversity & social justice (pp. 523-531). Routledge. 4

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Attachment

Evans, N. J., Assadi, J. L., & Herriott, T. K. (2005). Encouraging the development of disability allies. In R. D. Reason, E. M. Broido, T. L. Davis, & N. J. Evans (Eds.), Developing social justice allies. New Directions for Student Services, no. 110 (pp. 67-79). Jossey-Bass. Evans, N. J., Assadi, J. L., & Herriott, T. K. (2005). Encouraging the development of disability allies. In R. D. Reason, E. M. Broido, T. L. Davis, & N. J. Evans (Eds.), Developing social justice allies. New Directions for Student Services, no. 110 (pp. 67-79). Jossey-Bass. 5

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Attachment

McCarthy, D. (2007). Teaching self-advocacy to students with disabilities. About Campus, 12(5), 10-16. McCarthy, D. (2007). Teaching self-advocacy to students with disabilities. About Campus, 12(5), 10-16. 6

attachment 16445163 0

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Context Module Sub Header

Discussion 8

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Attachment

Recognizing Ableist Beliefs and Practices and Taking Action as an Ally.pdf Recognizing Ableist Beliefs and Practices and Taking Action as an Ally.pdf 9

attachment 16445999 0

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Context Module Sub Header

Assignment 10

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Discussion Topic

Week 10 Discussion Board Week 10 Discussion Board 10 11

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Assignment

Policy Analysis Presentation Policy Analysis Presentation 100 12

assignment 16405125 1

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Assignment

SSU Equity Research Project Proposal SSU Equity Research Project Proposal 100 13

assignment 16445235 1

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Week 11: Religion and Religious Equity (Thursday, 11/12) - Synchronous

Week 11: Religion and Religious Equity (Thursday, 11/12) - Synchronous Week 11: Religion and Religious Equity (Thursday, 11/12) - Synchronous

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Page

Welcome to Week 11! Welcome to Week 11! 1

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Context Module Sub Header

Reading/Viewing 2

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Context Module Sub Header

Pope, Reynolds & Mueller (2019) – Chapter 9 3

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Attachment

Stewart, D.L. (2009) Difficult Dialogues at the Intersections of Race, Culture, and Religon.pdf Stewart, D.L. (2009) Difficult Dialogues at the Intersections of Race, Culture, and Religon.pdf 4

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Attachment

Small, J.L. (2009). Faith Dialogues Foster Identity Development.pdf Small, J.L. (2009). Faith Dialogues Foster Identity Development.pdf 5

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Attachment

Seifert, T. (2007). Understanding Christian Privilege Seifert, T. (2007). Understanding Christian Privilege 6

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Attachment

Blumenfeld, W.J. (2009). Working with Jewish Undergraduates.pdf Blumenfeld, W.J. (2009). Working with Jewish Undergraduates.pdf 7

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Attachment

Goodman, K.M. (2009). [Atheist Students as] Invisible, Marginalized, and Stigmatized.pdf Goodman, K.M. (2009). [Atheist Students as] Invisible, Marginalized, and Stigmatized.pdf 8

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Attachment

Ali & Bagheri (2009) Practical Suggestions to Accomodate the Needs of Muslim Students on Campus.pdf Ali & Bagheri (2009) Practical Suggestions to Accomodate the Needs of Muslim Students on Campus.pdf 9

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Context Module Sub Header

Assignment 11

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Discussion Topic

Week 11 Discussion Board Week 11 Discussion Board 10 12

discussion_topic 16358318 1

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Assignment

Policy Analysis Proposal Policy Analysis Proposal 0 13

assignment 16445300 1

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Week 12: Non-traditional and Special Student Populations (Thursday, 11/19) - Synchronous

Week 12: Non-traditional and Special Student Populations (Thursday, 11/19) - Synchronous Week 12: Non-traditional and Special Student Populations (Thursday, 11/19) - Synchronous

Complete All Items

Page

Welcome to Week 12! Welcome to Week 12! 1

must_view wiki_page 16101084 0

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Context Module Sub Header

Reading/Viewing 2

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Score at least Must score at least to complete this module item Scored at least Module item has been completed by scoring at least Score at least % Must score at least % to complete this module item Scored at least % Module item has been completed by scoring at least % View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
External Url

Schobey, D. (2016). Marginalized Majority: Nontraditional Students and the Equity Imperative, Association of American Colleges and Universities. Schobey, D. (2016). Marginalized Majority: Nontraditional Students and the Equity Imperative, Association of American Colleges and Universities. 3

external_url 16446107 0

Score at least Must score at least to complete this module item Scored at least Module item has been completed by scoring at least Score at least % Must score at least % to complete this module item Scored at least % Module item has been completed by scoring at least % View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
External Url

OHerrin, E. (2011). Enhancing Veteran Success in Higher Education. Peer Review, 13(1), Retrieved from: https://www.aacu.org/publications-research/periodicals/enhancing-veteran-success-higher-education OHerrin, E. (2011). Enhancing Veteran Success in Higher Education. Peer Review, 13(1), Retrieved from: https://www.aacu.org/publications-research/periodicals/enhancing-veteran-success-higher-education 4

external_url 16510113 0

Score at least Must score at least to complete this module item Scored at least Module item has been completed by scoring at least Score at least % Must score at least % to complete this module item Scored at least % Module item has been completed by scoring at least % View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
External Url

[Optional] Ross-Gordon, J.M. (2011). Research on Adult Learners: Supporting the Needs of a Student Population that Is No Longer Nontraditional. Peer Review, 13(1), Retrieved from: https://www.aacu.org/publications-research/periodicals/research-adult-learners-supporting-needs-student-population-no [Optional] Ross-Gordon, J.M. (2011). Research on Adult Learners: Supporting the Needs of a Student Population that Is No Longer Nontraditional. Peer Review, 13(1), Retrieved from: https://www.aacu.org/publications-research/periodicals/research-adult-learners-supporting-needs-student-population-no 5

external_url 16510108 0

Score at least Must score at least to complete this module item Scored at least Module item has been completed by scoring at least Score at least % Must score at least % to complete this module item Scored at least % Module item has been completed by scoring at least % View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
Attachment

[Option 1 of 2] Kodoma, C.M. (2002). Marginality of Transfer Commuter Students. NASPA Journal, 39(3), 233-250. [Option 1 of 2] Kodoma, C.M. (2002). Marginality of Transfer Commuter Students. NASPA Journal, 39(3), 233-250. 6

attachment 16510123 0

Score at least Must score at least to complete this module item Scored at least Module item has been completed by scoring at least Score at least % Must score at least % to complete this module item Scored at least % Module item has been completed by scoring at least % View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
Attachment

[Option 2 of 2] Kodoma, C.M. (2015). Supporting Commuter Students of Color. New Directions in Student Service. [Option 2 of 2] Kodoma, C.M. (2015). Supporting Commuter Students of Color. New Directions in Student Service. 7

attachment 16510124 0

Score at least Must score at least to complete this module item Scored at least Module item has been completed by scoring at least Score at least % Must score at least % to complete this module item Scored at least % Module item has been completed by scoring at least % View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
Context Module Sub Header

Discussion 8

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Context Module Sub Header

Assignment 9

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Discussion Topic

Week 12 Discussion Board Week 12 Discussion Board 10 10

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Week 13 Materials

Week 13 Materials Week 13 Materials

Attachment

Week 13 - Introduction of equity literacy & CASE STUDIES.pptx Week 13 - Introduction of equity literacy & CASE STUDIES.pptx 1

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Score at least Must score at least to complete this module item Scored at least Module item has been completed by scoring at least Score at least % Must score at least % to complete this module item Scored at least % Module item has been completed by scoring at least % View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
Attachment

Final Project Presentation Executive Summary.pdf Final Project Presentation Executive Summary.pdf 2

attachment 16590154 0

Score at least Must score at least to complete this module item Scored at least Module item has been completed by scoring at least Score at least % Must score at least % to complete this module item Scored at least % Module item has been completed by scoring at least % View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete

Score at least Must score at least to complete this module item Scored at least Module item has been completed by scoring at least Score at least % Must score at least % to complete this module item Scored at least % Module item has been completed by scoring at least % View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete

Course Modules

Course Materials

Exemplars & Templates 7

Resources

Week 1: Introduction (Thursday, 9/3) - Synchronous

Reading/Viewing 2

Pope, Reynolds & Mueller (2019) – Preface & Forward 3

Discussion 6

Week 2: Concepts: Bias, Justice, Equity, Inclusion (Thursday, 9/10) - Synchronous

Reading/Viewing 2

Pope, Reynolds & Mueller (2019) – Chapter 1 3

Discussion 7

Assignment 10

Week 3: Concepts: Systems, Privilege, Oppression, Capital (Thursday, 9/17) - Synchronous

Reading/Viewing 2

Pope, Reynolds & Mueller (2019) – Chapter 2 3

Discussion 6

Assignment 9

Week 4: Gender and LGBTQ Equity (Thursday, 9/24) - Asynchronous

Reading/Viewing 2

Pope, Reynolds & Mueller (2019) – Chapter 3 3

Discussion 7

Assignment 15

Week 5: Class, Poverty, and Economic Justice (Thursday, 10/1) - Synchronous

Reading/Viewing 2

Pope, Reynolds & Mueller (2019) – Chapter 4 3

Discussion 9

Assignment 16

Week 6: Race and Racial Equity, PT I (Thursday, 10/8) - Synchronous

Reading/Viewing 2

Pope, Reynolds & Mueller (2019) – Chapter 5 3

Discussion 8

Assignment 11

Week 7: Race and Racial Equity, PT II (Thursday, 10/15) - Synchronous

Reading/Viewing 2

Pope, Reynolds & Mueller (2019) – Chapter 6 3

Discussion 11

Assignment 16

Week 8: Allyship (Thursday, 10/22) - Synchronous

Reading/Viewing 2

Pope, Reynolds & Mueller (2019) – Chapter 7 3

Discussion 6

Assignment 11

Week 9: Immigrant, International and Multilingual Students (Thursday, 10/29) - Synchronous

Reading/Viewing 2

Pope, Reynolds & Mueller (2019) – Chapter 8 3

Discussion 7

Assignment 9

Week 10: (Dis)Ability and (Dis)Ability Equity (Thursday, 11/5) - Synchronous

Reading/Viewing 2

Discussion 8

Assignment 10

Week 11: Religion and Religious Equity (Thursday, 11/12) - Synchronous

Reading/Viewing 2

Pope, Reynolds & Mueller (2019) – Chapter 9 3

Assignment 11

Week 12: Non-traditional and Special Student Populations (Thursday, 11/19) - Synchronous

Reading/Viewing 2

Discussion 8

Assignment 9

Week 13 Materials