Spring 2022 Adjunct Faculty LDSH 231-02
ID: 7092140 (Ref.No. 2775822)
Posted: January 12, 2022
Application Deadline: Open Until Filled
Job DescriptionLocation: Moraga, CA
Open Date: Dec 02, 2021
Deadline: Jan 15, 2022 at 11:59 PM Eastern Time
Description:Per course adjunct faculty for the Master of Arts in Leadership and Organizational Development program's course, LDSH 231-02.
Founded in 1863, Saint Mary's is a residential campus nestled 20 miles east of San Francisco in the picturesque Moraga Valley. Based in the Catholic, Lasallian and Liberal Arts traditions, Saint Mary's currently enrolls more than 4,000 students from diverse backgrounds in undergraduate and graduate programs. The De La Salle Christian Brothers, the largest teaching order of the Roman Catholic Church, guide the spiritual and academic character of the College.
As a comprehensive and independent institution, Saint Mary's offers undergraduate and graduate programs integrating liberal and professional education. Saint Mary's reputation for excellence, innovation, and responsiveness in education stems from its vibrant heritage as a Catholic, Lasallian and Liberal Arts institution. An outstanding, committed faculty and staff that value shared inquiry, integrative learning, and student interaction bring these traditions to life in the 21st century. The College is committed to the educational benefits of diversity.
LDSH 231-02 Leadership for an Interdependent World
Opening EW: February 12 & 13, 2022
Online: February 6 to March 25, 2022
Closing EW: March 26, 2022
1 unit – this course will be co-taught
As an integrative course near the end of the MA in Leadership program, Leadership for an Interdependent World draws upon elements from many of the courses that precede it, including: Leadership, Systems and Organizational Change, Engaging Cultural Differences Creatively, Participatory methods for Learning and Change, Facilitating Change: Individual and Group Approaches.
As Hall (2006) explained, fluency with systems requires “a peculiar blend of imagination, sensitivity, and competence that gives rise to the capacity to see all parts of a system as they are related to the whole…. System skills require the integration of all the other skills” (p. 110). As the penultimate course in the program, systems will be explored as interconnected fractals, ranging from the individual, to teams and organizations, and to communities, cultures and society. Looking across those fractals, complexity, emergence, points of inflection, and self-organizing aspects will be applied. Analysis of leadership practices that enable and limit systems is conceived as ends of a spectrum, rather than as positives and negatives, all of which can be useful in the appropriate contexts. The intention is to create wise systems and structures that liberate flow within and among each fractal. To aim for a default of liberating practices, a practice that integrates personal practices, facilitation, coaching and collaboration, and adds an emphasis on relational leadership, groups, teams and networks as “agents” of systems change, provides a pathway to create conditions for leadership to emerge and flourish throughout the system.
The Leadership, Systems and Organizational Change course emphasizes leadership and how it informs systems change; this course integrates and informs how systems change work informs personal and collective leadership practice. Topics include Systemic Action Research, Social Innovation, Collective Impact, Social Movements for transforming organizations and society at the edge of their readiness. Learners continue working on their Leadership Development Plans, with emphasis on their design for systems leadership practice, and ongoing learning and development (more Action Research). In this course we emphasize cases of social justice movements, social innovation and ways to create transformative change in any and all institutions.
Course Learning Outcomes:
Identify the key ingredients of systemic change and how leadership interfaces at each level;
Describe the interdependent relationship the individual, small group, and organization/community and how this relationship contributes to systemic change efforts;
Recognize the role of the “self as system” and how self shapes and is shaped by larger systems (e.g., the organization in which learners work).
Articulate distinctions and links between leadership, facilitation and systems change.
Design systems that promote an inclusive organization which attends to systemic marginality
Describe the interdependent relationships among individuals, small groups, and organizations/communities and how this interdependence influences systemic change efforts;
Identify various approaches – methods, processes, and skills – to effective facilitation in whole person and small group learning.
- Experience teaching online/hybrid courses
- Experience working with learning communities
- Experience coaching with the Hall-Tonna Values System (certification preferred)
- Understanding of leadership coaching theory, teaching and practice
- Applied knowledge of organization and large systems change
- Experience with deep equity, inclusion and belonging work
- Practical experience fostering transformation in individuals, teams, organizations and society
To apply, visit https://apply.interfolio.com/99840jeid-2e876b30a7a7424eb64f749cccf9cc5a
We envision a community that goes beyond tolerance of differences to one guided by social justice, cultural competence and engaged citizenship. We know we can reach greater heights of excellence by learning from diverse people.