COLLEGE OF ARTS & SCIENCES

Interdisciplinary Studies

HUMN 1590 Faculty Contact Information:

Diversity & Social Justice <Faculty Name>
Summer 2023 <Title>
Meeting Type: Online, synchronous <Zoom Link for section>
Meeting Times: MW 5:00 – 7:30pm Email:
Credit Hours: 3 Office Hours:
Course Coordinator: Patrick McGrady pmcgrady@newhaven.edu

COURSE SYLLABUS
This syllabus is informational in nature and is not an express or implied contract. It is subject to
change due to unforeseen circumstances, as a result of any circumstance outside the University’s
control, or as other needs arise. If, in the University’s sole discretion, public health conditions or
any other matter affecting the health, safety, upkeep or wellbeing of our campus community or
operations requires the University to make any syllabus or course changes or move to remote
teaching, alternative assignments may be provided so that the learning objectives for the course,
as determined by the University, can still be met. The University does not guarantee that this
syllabus will not change, nor does it guarantee specific in-person, on-campus classes, activities,
opportunities, or services or any other format, timing, or location of education, classes, activities,
or services.

Course Description
Local and global communities are rapidly becoming more diverse. Social, technological, and
economic changes bring us in close contact with individuals of backgrounds that are unique from
our own. Successful engagement in this global society calls for greater reflection on our
worldviews, challenging perceptions, developing empathy for others, and awareness of our
biases and perceptions. Further, it also requires critical consumption and production of
knowledge, stories, and data. This course will help students develop the tools to participate in
diverse organizations, have productive—but courageous—conversations, determine what makes
for good evidence, and apply evidence to the social world. Developing these critical and
empathic skills will prepare students to thrive at the University in their other courses, student
organizations, and high impact education opportunities, and to act as educated, purposeful, and
civically engaged citizens within their communities.

Why is This Course Required?

This course satisfies CC 5.1. You all come to the table with a wide range of experience in
academic inquiry and knowledge about diversity and equity. It is my intent to push you further in
developing these skills no matter the level of your skills. What you will do in this class will
provide a template for engaged scholarship and citizenship at the University of New Haven and
beyond. Think of this class as the place to develop your critical thinking skills in a scaffolded,
low-stakes approach and within a classroom community of engaged colleagues. In doing so,
you’ll leave the semester better prepared to take on classes in your major, develop a healthy
amount of skepticism in evaluating sources, appreciation for and skills developed for being a
productive individual in a diverse society, and a tool kit for navigating curiosity, academic or
otherwise.
Course Format
This will be a mix of individual section instruction and collaborative sessions with other class
sections. All meetings will take place on Zoom Monday and Wednesday of each week in July.
All classes will begin in the larger section. Towards the middle of the meeting time, we will take
a break and then rejoin in our individual sections.

Required Texts/Materials
There will not be a required textbook for this course. Rather, the Canvas site will house all the
resources you need to be successful in this course. We will rely on a collection of open-access
materials that include a variety of “TED Talk” style videos from various members of the
University community.

Course Objectives

Student Learning Outcomes

1. Articulate observations about the relevance of diversity, equity, inclusion, accessibility,
and belonging (DEIAB) in organizations.
2. Critique classic and emergent concepts within the study of diversity, social justice, and
implicit bias.
3. Distinguish between peer reviewed and non-peer reviewed information.
4. Recognize the role of personal and confirmation biases when consuming media sources.
5. Examine personal ethics, as they relate to interrupting bias and forming solutions to
social problems.

Course Requirements & Assessment

Attendance & Participation: What makes for good participation in a class? Good participation is
not always about talking the most during classes. Rather, good participation is demonstrated
through active engagement in class discussions, lectures, and activities. It means coming to class
having reviewed assigned material and ready to discuss. It means not getting distracted by
phones and other electronic devices. This class will consist of a mix of lectures, discussions,
small group activities, and peer review activities related to your final projects. Therefore, active
participation will keep you caught up on assignments and content, will make the class time much
more interesting to you, and will help you begin to build social networks as you begin your
college career.

Reflection Essays: Some students will enter this course very familiar with the task of reflective
writing, but it is possible that this is brand new to you. For those unfamiliar, the point of
reflective writing is to process new ideas and perspectives. Through writing, you discover what
you did not know you were thinking. Reflections in this course will not be graded according to
correctness because the point is to use writing to make new discoveries. Reflective writing is
more about you, as opposed to your audience. Writing your reflections will be far more helpful
to you and your work in this class if you approach it without worrying about finding the “right
answer” (there is not one) or expressing your ideas in sophisticated language. Reflection papers
will be assigned during the first three weeks of the semester and will have several components:
1) reflection on the class content and discussions, 2) updates on how your project is progressing,
and 3) specific elements that will inform your final reflection on the project (e.g., bibliography,
thesis statements, etc.)

Final Project & Final Reflection: My goal in this course is to encourage you to think critically
about social justice, scholarship, and advocacy. As you will see in the course materials, scholars
from varying backgrounds conceptualize social justice, diversity, and inclusion in a variety of
ways. I want you to situate some of that scholarship in relation to your own experiences. One
good way of doing this if for you to draw on what you have learned throughout the semester and
create something that advances public knowledge of a topic in social justice, diversity, and
inclusion to an audience of your choosing.

What the final product looks like is up to you. My advice is twofold. First, draw upon your
existing talents. For example, maybe you are into writing short stories. You could spend the
semester crafting a piece of writing—fiction or non-fiction—that explores one or more elements
of a diversity topic that is important to you. Or, perhaps you are really into education and choose
to create a training module in some area of advocacy. Second, take risks. This might be one of
the only college courses that you have where you almost complete creative control over a final
project. Go big with it! It might be messy. But that is more than okay.

While you have a lot of creativity here, there are some requirements that you must meet for a
final project:
1. You must clearly cite at least two sources from the materials provided throughout the
semester. This can include podcasts, assigned reading, and in-class videos.
Lectures/powerpoint slides should not be used as primary sources.
2. You must clearly cite at least two scholarly sources from outside of the materials list on
the course schedule. Using the skills you pick up with doing database research, you will
be able to find these sources.
3. It must demonstrate that you have worked on it throughout the semester.
4. You’ll have chances to update on the progress through weekly reflection assignments and
class activities.
5. You will have the chance to share it with the class during the last week of the semester.
At the very least, the project should be shared with the instructor.
6. Your project should not out anyone. That is, should you involve other people in your
project you need to have their permission of their involvement.

I understand that one month is a brief time to complete a project. My role as the instructor is to
not grade the project itself. Rather, I will be assessing your project process through the final
reflection paper submitted at the end of the semester. That means you can be as creative as you
want with this project without the fear of a lower grade because it is unfinished or came out a
little messy.
Additional Assignments: Apart from the project and reflections, there will be a few additional
assignments as either completed during class time or outside of class. This will often include
material that will contribute to your final project and final reflection. For example, an assignment
based on the skills you gain in doing database research.

Expectations
This course will require significant in-class and out-of-class commitment from each student. The
University estimates that a student should expect to spend two hours outside of class for each
hour they are in a class. This is especially true for this accelerated class.

Attendance Policy Statement (Optional).

It is highly recommended that you offer explicit guidance to students about your attendance
policy, to include whether students can attend remotely, how you will handle absences, etc.

Missed Work Statement (Optional)

Edit the statement as appropriate for this course. Delineate penalty for major assignments
submitted late/missed work. Maximum clarity in your policy is a protection for both the faculty
member and student.

Grading
Grades earned are based on your performance on reflection essays, final project, final reflection,
and class engagement.

Items | Percentage
Weekly Reflection Papers (3) | 30%
Final Project | 20%
Final Reflection Paper | 30%
Class Engagement | 10%
Additional Assignments | 10%
Total * | 100%

The calculation of final grades is determined by the faculty member. The calculated grade in the
total column in Canvas may or may not be reflective of your final grade.

Final Grades are assigned with the following scale:

Grades Scored Between Letter Equivalent

97 to 100 A+
93 to Less than 97 A
90 to Less than 93 A-
87 to Less than 90 B+
83 to Less than 87 B
80 to Less than 83 B-
77 to Less than 80 C+
73 to Less than 77 C
70 to Less than 73 C-
67 to Less than 70 D+
63 to Less than 67 D
60 to Less than 63 D-
Less than 60 F

Course Outline/Schedule
The Canvas site is divided into modules. There is one module per week.

Week One (July 3 & 5): What do we mean by “diversity” and “social justice”?
Objectives:
1. Clearly define terms like “diversity,” “equity,” and “social justice”.
2. Discuss several ways in which scholars and activists have defined and done social justice
work.
3. Discuss current forms of discrimination in organizations.
4. Brainstorm ideas for your final project.

Assignments:
 Weekly reflection #1
 Class activities

Week Two (July 10 & 12): Evaluating claims & information

Objectives:
1. Learn about peer reviewed research and database research.
2. Evaluate claims on social problems and inequality that move us beyond “black and
white” explanations.
3. Identify one peer reviewed source for your final project.

Assignments:
 Weekly reflection #2
 Database research assignment
 Class activities

Week Three (July 19 & 21): Implicit bias & discrimination

Objectives:
1. Discuss implicit bias, microaggressions, and other forms of discrimination from a
systems thinking perspective.
2. Discuss the links between micro explanations like implicit bias and macro forms of
discrimination.
3. Interrogate our own biases and discuss ways to interrupt them.

Assignments:
 Weekly reflection #3
 Class activities

Week Four (July 26 & 28): Allyship, anti-racism, and cultural responsiveness
Objectives:
 1. Discuss the concept of allyship as verb.
2. Stress the urgency of thinking about both the macro and micro when thinking about
creating equitable relationships.
3. Finalize and present your class project.

Assignments
 Sharing of final project
 Final reflection paper on your project and course
 Class activities

Diversity Statement
The University of New Haven embraces diversity and recognizes our responsibility to foster a
diverse, inclusive, and welcoming environment in which all members of the Charger community
of all backgrounds and identities can learn, work, and live together. We benefit from the
academic, social, and cultural developments that arise from a diverse campus that is committed
to equity, inclusion, belonging, and accountability.

We have a responsibility as a community and as individuals to address and remove barriers,

achieve success, and sustain a culture of inclusivity, empathy, kindness, and compassion. We
encourage, welcome, and embrace participation in ongoing dialogue, engagement, and education
to critically examine and thoughtfully respond to the changing realities of our community.
Diversity, equity, inclusion, acceptance, and belonging enrich the Charger community and are
instrumental to institutional success and fulfillment of the University mission.

Reporting Bias Incidents

At the University of New Haven, there is an expectation that all community members are
committed to creating and supporting a climate which promotes civility, mutual respect, and
open-mindedness. There also exists an understanding that with the freedom of expression comes
the responsibility to support community members’ right to live and work in an environment free
from harassment and fear. It is expected that all members of the University community will
engage in anti-bias behavior and refrain from actions that intimidate, humiliate, or demean
persons or groups or that undermine their security or self-esteem.

If you have an immediate safety concern for yourself or others, and/or believe someone poses an
immediate threat to themselves or others, please contact University Police at 203-932-7070 or
call 911. Community members can report bias-motivated incidents by completing the form
at www.newhaven.edu/biasreporting. Community members are encouraged to complete this
form if they are the target of bias or harassing behaviors, witness such behaviors, or gain
knowledge of these behaviors occurring within the University community. All matters
concerning bias and harassment will be handled by the Dean of Students Office and Human
Resources Office.

University-wide Academic Policies

A continually-updated list of University-wide academic policies and descriptions of key
university student resources, can be found on Canvas. You can access them by simply clicking
on the (?) help button.
The University-wide academic policies include (but are not limited to) the University’s
attendance policy, procedures for both adding / dropping a course and course withdrawals, an
explanation for the sorts of circumstances where incomplete (INC) grades could be considered
by the faculty, and the academic integrity policy (among others).

The list of key university student resources to enable learning include (but are not limited to) the
University’s Center for Student Success, Writing Center, Center for Learning Resources, and the
Accessibility Resource Center.

UNIVERSITY STUDENT SUPPORT SERVICES

The University recognizes that students can often use some help outside of class and offers academic
assistance through several offices.

Accessibility Resources Center

The University of New Haven seeks to maintain a supportive academic environment for all students
inclusive of those with disabilities including chronic health-related conditions and military service-
connected disorders. If you feel that you may need reasonable accommodations to enable your full
participation in this course, please provide me with your Verification of Reasonable Accommodations
letter through AIM found in MyCharger or contact the Accessibility Resources Center to begin the
process to ensure that accommodations can be made available to you. Reasonable accommodations are
not required to be provided retroactively and may not be made without written verification from the
Accessibility Resources Center. The Accessibility Resources Center is located in Sheffield Hall on the
ground floor in the rear of the building, and can be reached by email at ARC@newhaven.edu or by phone
at (203) 932-7332.

Center for Learning Resources (CLR)

The Center for Learning Resources (CLR), located in the Peterson Library, provides academic content
support to the students of the University of New Haven using metacognitive strategies that help students
become aware of and learn to apply optimal learning processes in the pursuit of creating independent
learners. CLR tutors focus sessions on discussions of concepts and processes and typically use external
examples to help students grasp and apply the material. We offer both in-person and online tutoring. To
make an appointment, call us at 203-932-7215, write to us at clr@newhaven.edu, or download the
Navigate app.

Center for Student Success (CSS)

The Center for Student Success can help you refine your study skills and develop new academic
strategies. CSS staff assists with enhancing your time management and organizational skills. They
provide understanding of your GPA, degree audit, and transcripts, and can answer general questions about
academic policies. They also can connect you to campus resources and assist you with resolving issues as
they arise. During registration periods, CSS advisors work in conjunction your faculty advisor to provide
assistance with the advising and registration process. Finally, at various points throughout the semester,
CSS works to provide students with progress reports from their instructors. Students can make an
appointment to see a CSS staff member through Navigate; the Center for Student Success can be reached
via email at css@newhaven.edu.

Counseling & Psychological Services (CAPS)

CAPS offers confidential, free services in order to support student mental health and wellbeing. The
services include individual and group therapy, support groups, consultations, and 24/7 crisis support. We
are available in person at Charger Plaza and remotely, and are in the office M-F, 8:30-4:30. Please call us
to schedule an appointment or with any questions at 203-932-7333; you can also schedule online. If you
experience a mental health crisis after hours, you can call our main number for support.

Myatt Center
The Myatt Center for Diversity and Inclusion is committed to creating a multicultural environment
through intentional education, campus community engagement, and valuing the unique identities of each
member of the Charger Community. Our commitment to diversity is driven by the core values of
connection, belonging, inclusivity, equity, acceptance, and accountability. The Myatt Center’s focus is to
create a respectful and inclusive environment based our awareness and ability to engage with others who
are different on many levels including ethnicity, race, sexual orientation, gender, military, religious belief,
and life experiences.

Marvin K. Peterson Library

The Library provides access to online databases, e-books, e-journals, electronic U.S. Government
Documents, print books, educational games, and audiovisual materials. A search can be conducted
through many of these resources at once by using the search box “Quicksearch.”
The Library provides three floors with individual quiet study space, collaborative group study
space, study rooms with technology, whiteboards, Dell desktops, iMacs, scanners, and
printers. The entire library is a wireless zone.

Librarians assist in locating relevant sources of information for research papers, thesis, honors
thesis, and other projects. Librarians answer general reference questions and help with effectively
evaluating sources of information. Help is available through a Chat Service, 24/7 Ask a Librarian
Service, a Zoom Reference Service, and by E-Mail. Complete the Research Consultation Form to
arrange a time convenient for you. Appointments can also be made by using the Navigate app.

LibGuides are created to assist students with research. They contain an overview of resources available
through the library, as well as tutorials, subject guides, and course specific guides.

University Writing Center

The mission of the Writing Center is to provide high-quality tutoring to undergraduate and graduate
students as they write for a wide range of purposes and audiences. Tutors are undergraduate and graduate
students who are majoring in a variety of fields across the University. We are here to work with you at
any stage in the writing process; bring in your assignment, your ideas, and any writing you’ve done so far.
You can make an appointment in Navigate or visit us in person in the lower level of the library. We offer
appointments in person and via Zoom.

Military & Veteran Services

The Military & Veteran Affairs team is here to answer any questions Student Veterans (both current and
prospective), active duty/reserve/national guard members, and military family members have regarding
transitioning to higher education, VA educational benefits, formal advising, or to listen to issues
pertaining to class. The University of New Haven’s Military & Veterans Affairs team consists of full-time
staff, part time student employees, and VA Work Study students whose aim is to assist and support the
student veteran population both on and off campus. These individuals have a dedication to the
development, success, and well-being of the student veteran population on campus which includes
veterans, active-duty military, service members in the reserves or national guard, and dependents using a
veterans GI Bill. The office advises, guides, and supports this student population and is available to assist
at a moment’s notice to address the needs and concerns of this population.