Deaf Leadership Minor

Being a successful community leader requires the ability to understand and respond effectively to organizational context. This course provides a comprehensive understanding of organizations with emphasis on various approaches to organizational development. Specific focus will be placed on the workplace structure in educational, government, non-profit, and entrepreneurial environments. Finally, students will learn about methods that organizations use for accessibility and learn about organizational racial justice and disability justice. Lecture 3 (Fall, Spring).

This course will define intersectionality and review the reality of the intersection of race, class, gender and sexual identity. Students will explore how systems of oppression reinforce each other and visually see how varying identities intersect to create an overall matrix of domination. Essential to this course is understanding that there is no construction of race separate from gender, no construction of class separate from race, no construction of sexual identity separate from gender and that identity is not static but contingent, contextual, and simultaneous effect of multiple identities. (Prerequisites: LEAD-102 or equivalent course.) Lecture 3 (Fall, Spring).

This course provides an introduction to ethical theories, concepts, and practices as they relate to community development and inclusive leadership. Some of the topics in this course include: ethical definitions and ethical literacy, individual and group ethics, ethical principles and codes of practice, moral reasoning and behavior, ethical decision-making formats, leadership and followership, intersectionality, and accessibility. These topics will be approached through the use of ethical theories, including: Utilitarianism, Deontology/Kant’s Categorical Perspective, Rawl’s Justice as Fairness, Aristotelian, Confucianism, and Altriusm. Students will learn how to apply these theories using a pluralistic approach. With a focus on ethical leadership experiences and decision-making, students will engage in self-analysis and reflection to develop a deeper ethical self-awareness and cultural awareness in this course. Lecture 3 (Fall, Spring).

This course centers on rhetoric as the art of persuasion and connection to explore how leaders use rhetorical strategies to communicate their message and persuade their target audiences. Students learn significant rhetorical and communication strategies for conveying valuable knowledge and a leadership vision that persuades audiences and motivates communities. Students analyze communication practices by leaders in video-recorded historical and contemporary speeches drawn from multiple sources, including new media and visual narratives. Students will become skilled in their use of multiple rhetorical devices and communication strategies to connect with their audiences and accomplish their purposes as leaders. Lecture 3 (Fall, Spring).

Social media is a valuable leadership tool. This course focuses on social media communication and leadership and provides an overview of how to strategize, create, and evaluate social media activities used by leaders and organizations. Students will build their own social media brand and design accessible and inclusive content using prominent theories and approaches that guide successful social media practice. To examine the constantly evolving social media landscape, real-time case studies, ethical and psychological issues, and current social trends are integrated throughout the course. Lecture 3 (Fall).

Leaders of social justice movements work towards visions of a better world—one that dismantles systemic barriers and injustices. This course will turn to intersectional fiction writing to examine how literature can contribute to social justice movements. In other words, we will ask how reading literatures of intersectionality may foster social justice movements. In doing so, we will situate contemporary intersectional literature in their historical contexts—looking to the theory and writing of feminist women-of-color, queer studies, disability studies, Indigenous studies, and Deaf studies. We will read some of these theories as literature and literature as theory—with attention to interlocking forms of oppression and privilege. Lecture 3 (Fall, Spring).

The challenges and opportunities for deaf community development vary from one country to another. This course focuses on the skills and best practices for deaf community leaders to implement in their countries of origin. Students will be introduced to international laws that support deaf and their communities. The achievements of past and current international deaf community leaders will be studied and used as a model for identifying the needs of communities and mobilizing community action. This course is designed for international and domestic students who are committed to making positive organizational changes. (Prerequisites: LEAD-306 or equivalent course.) Lecture 3 (Fall, Spring).

This course will introduce historical and current issues regarding leadership and the Deaf/Hard of Hearing (D/HH) community. Students will learn about D/HH leaders in the Deaf community over the years, examine movements that have impacted the lives of D/HH individuals, and finally, learn about influential organizations of, by, and for D/HH individuals. Lecture 3 (Fall, Spring).

This course equips students with tools for understanding principles and uses of accessible technologies, such as captioned media, mobile applications, and voice recognition software, with a focus on how deaf and hard-of-hearing leaders and organizations work to ensure access to communication. This course is built on the framework of access as a continual process in which users advocate for the needs of their community. This course establishes the legal requirements that mandate access technologies, such as captioned media, and reviews how leaders have campaigned for increased access to media. These underlying principles inform the course’s overriding exploration of the benefits and limitations of current technologies that may not be fully accessible; how current leaders and leading organizations utilize access technologies to facilitate signed, spoken, and written communication; and current work on the next generation of access technologies. The readings, assignments, and discussions in this course will encourage students to recognize how access technologies can support individuals as well as how leaders can serve as advocates who work to fight for improved access to communication and other resources in their communities. Lecture 3 (Fall, Spring).

This course includes an overview of the current trends in community development and leadership. Content includes best practices and topics for community development and leadership, as well as pertinent laws, policies, resources and information. Students will participate in and critique a designated set of lectures, roundtable discussions and presentations on topics covering current trends in community development and inclusive leadership. The goal is to engage students in discussion of current trends with their peers and with experts in the field. Lecture 3 (Fall, Spring).