This course focuses on addressing the issues associated with leading with diversity, equity, and inclusion (DEI) in mind. We will incorporate a broad survey of theory, research, and practice on DEI topics. Self-assessment, case analyses, experiential exercises, and discussions are used to develop the personal and interpersonal skills needed to lead diverse teams in the global work environment. Topics will include self-awareness, understanding differences, group dynamics, and conflict management. Service-learning projects will also be a part of this class.

Upon successful completion of the course, students should be able to:
1.	Assess the aspects of your identity and personal experiences that shape how you interact and engage with others and how they interact and engage with you in organizations.
2.	Better understand individuals from different backgrounds and who have had different life experiences. Have a better understanding of perspective-taking and respecting values differences. 
3.	Successfully manage diverse groups of people working toward a common goal. 
4.	Learn how to foster an inclusive climate within your organization.
5.	Examine a company’s current approach to promoting diversity, equity, and inclusion and use learning from this course to propose ways leaders within the organization can further facilitate an inclusive climate.
Students will practice these competencies while engaging in a service-learning project.

S-DESIGNATION
Course includes a service-learning project during the semester that either employs skills or knowledge learned in the course or teaches new skills or knowledge related to course objectives. Students will be involved in the planning and implementation of the project(s) and may spend time outside of the classroom. Students will be engaged in the service-learning component for approximately 25-50% of the overall instruction time.

ASSIGNMENTS & COURSE REQUIREMENTS 
1.       Class Participation. Class members are expected to contribute positively to the learning environment of the class and their team. An essential element in the adult education setting is active participation. 
2.       Reflection Papers. This paper is a summary of several self-assessment exercises that you will part-take in during the semester.
3.       Case Write-Ups. Students will be asked to read case studies and conduct associated write-ups.
4.       Service-learning Project. The SLP will provide students the opportunity to apply what they’ve learned by delivering services to a real-world organization. This assignment is twofold. First, you will be placed in small groups and tasked with executing a community impact project collaborating with a local nonprofit organization. During the entire process, you will journal and critically reflect on your work, precisely how you and your group members applied principles of inclusive leadership. Next, as a group, you will make a final presentation to the client at the end of the project. All team members must participate in the delivery of the presentation, sharing how they contributed to the successful implementation of the project.

Module 1: Leadership Perspectives & Inclusive Leadership Practices
Module 2: Social Identity, Power, Status & Privilege
Module 3: Fostering Inclusive Climate
Module 4: Inclusive Communication
Module 5: Business Case for Diversity & Inclusion

As a University of Georgia student, you have agreed to abide by the University’s academic honesty policy, “A Culture of Honesty,” and the Student Honor Code. All academic work must meet the standards described in “A Culture of Honesty” found at www.uga.edu/honesty. Lack of knowledge of the academic honesty policy is not a reasonable explanation for a violation. Questions related to course assignments and the academic honesty policy should be directed to the instructor.