Course Syllabus

IST2047_ImplementingInstitutionalSocialChange_Fall2015_Syllabus.pdf

Instructor: Dr. Gary Packard

Course Synopsis

How does one facilitate social change in large organizations? Based on the professor's personal experiences as a writer of the 2010 Pentagon Study that preceded the repeal of Don't Ask, Don't Tell in 2011, this seminar encourages participants to examine their personal roles in fostering social change at the institutional level. Participants will analyze the pros and cons of being a radical versus a more tempered agent for change and will reflect on how they can be an effective agent for change in their respective organizations. 

Overview and Objectives

In this course we will explore two main issues: First, we will discuss the process of institutional change in the U.S. military that led to the repeal of Don’t Ask, Don’t Tell. Second, we will examine how such a social change process occurs from the viewpoint of person who is working inside the organization and how we can apply these lessons to current social change issues of importance to you. We will discuss questions such as:

• Why was the effort unsuccessful in 1993 but successful in 2010? What changed?
• What role did activists, scientists, politicians, the military, the press, and the public play in the process?
• What can we learn from this process that informs social change in large institutions today?
• How does social change occur within large organizations?
• What can social change activists learn about working with allies who are a part of the organization they want to change?
• How can a better understanding of organizational change relate to your dreams, aspirations, and goals related social change?

Evaluation

You will be completing a Self-Evaluation and Grading rubric at the end of the last day of the Seminar, Saturday, October 24. Below are my suggestions for how to evaluate your learning and performance. I will provide a grading rubric to help you with the self-grading process, which is open to your revision. Evaluation of your learning and performance should look at both the quality and quantity of your engagement with course content and classroom community. Here are some example questions to keep in mind as you think about evaluating your learning and performance:

1. Did I actively engage with course content: preparatory reading/media/activities, course lectures, and group discussions?

2. Did I reflect on my personal goals, agendas, and aspirations? Did I use those reflections to develop a personal action plan related to organizational change?

3. Did I remain open to new ways of thinking about working with allies, especially allies within the organization?

4. Was my effort genuine and my engagement meaningful?

Policies And Services

Found in the syllabus or contact Dr. Packard.