Alyssa McGrath
Lisa Melby
Michael Szajewski
3/5/2017
EDAC 634 Program Design
Program Design for “Combating Oppression and Championing Empowerment in Higher Education Workplaces”
Group Member
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Roles
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Commented On
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Alyssa McGrath
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Group Member (Brainstorm, Provide feedback,
Help identify components of rationale including practical program examples)
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Experiential Learning, Self-Directed Learning |
Lisa Melby
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Group Member (Brainstorm, Provide feedback,
Help identify components of rationale including practical programs)
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Group 3 |
Michael Szajewski
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Group Leader (Brainstorm, Write first draft of
program)
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Humanistic Learning,
Experiential Learning
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Introduction and Purpose Statement
Our program, entitled “Combating Oppression and Championing Empowerment in Higher Education Workplaces”, is a proposed 8-week human resource training course required of all new faculty and staff employees at Ball State University. Its main objective is to teach new employees the value of, and strategies for, developing an empowering workplace and learning environment that identifies, acknowledges, and rejects forms of oppression. The course design is rooted in and influenced by feminist pedagogy, built upon core values of this teaching philosophy including:
- Challenging hegemony and the construction of knowledge
- Exploration of interconnectivity of gender, power, and exceptionality
- Acknowledging intersectionality
- Acknowledging the roles of emotion and experience in knowledge creation
- Engaged pedagogy
The goal of the course is not to “teach feminism”, but rather to use pedagogical methods influenced by feminist theory to develop and reinforce at Ball State an educational space that values empowerment and rejects oppression. The course will meet for 90 minutes, once a week, for 8 weeks, during normal working hours. The ideal “class” size for this program would be 20-25 students. The program will engage participants in a variety of interactive and self-reflective activities that are both structured and open-ended.
As the program is designed for both teaching faculty and non-academic staff at Ball State, content will be applicable to both the classroom and the workplace, and will broadly support the aims of a higher education institution with a diverse workforce. The course will also seek to correct observed biases in human resource development educational settings that are often male-centric and less willing to challenge authority and hegemony.
Rationale
