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University of Oklahoma

course
Spring 2022 Advanced Programs - Advanced Programs Face to Face or Virtual - Human Relations

[H R 5093] Intro to Graduate Studies - 101

professor
Brenda Lloyd-Jones

Course Description

Introduction to Graduate Studies in Human Relations


This course presents an introduction to and survey of the program of graduate study in Human Relations. The class provides research, knowledge, and skills to work with diverse individuals and to confront systemic inequities. Designed to familiarize students with the standards and expectations of multidisciplinary graduate coursework, the course includes writing logistics and research strategies. The course introduces students to what is required of practitioners engaged in promoting social change in individuals, groups, communities, and organizations. Students also will examine historical and theoretical perspectives related to the Human Relations field.

Class Dates, Format, Location and Hours


DatesMarch 7 -13, 2022
FormatVirtual; Course to take place via Zoom and Canvas.
Location for on-site coursesHurlburt Field, Florida.
HoursFriday, 6:00-9:30 p.m. ; Saturday 8:30 a.m.-4:30 p.m. ; Sunday 8:30 a.m.-12:00 p.m.
Last day to enroll or drop without penaltyFebruary 6, 2022

Site Director


NameJavier Ruiz
Emailaphurlburt@ou.edu
DSN and CIV phone850-581-3000

Professor Contact Information


Course ProfessorBrenda Lloyd-Jones, Ph.D.
Mailing Address4502 East 41st Street
Tulsa, OK 74135
Email Addressblloydjones@ou.edu
Professor availabilityThe professor will be available via email to students before and after the class sessions.

Textbook(s) and Instructional Materials

Student materials are available at the OU Bookstore Website at https://ou.textbookx.com/institutional/index.php. The website has book selling, renting, buying, returning, and order tracking capabilities. If you need help with an order, or if you have any questions contact the toll-free phone at 1-(855)-790-6637, agents are available from 9a – 5p (EST) Monday – Friday. Text prices are available online.

Contemporary Society : An Introduction to Social Science
Contemporary Society : An Introduction to Social Science
by Perry, John A., Perry, Erna K.
Published by Routledge
ISBN: 9781138100275
Required
Publication Manual of the American Psychological Association
Publication Manual of the American Psychological Association
by American Psychological Association
Published by American Psychological Association
ISBN: 9781433832161
Required

Course Objectives

Students will: 


●      develop communication competence, an understanding of graduate education standards, and the tools needed for graduate study including familiarity with the writing format described in the Publication Manual of the American Psychological Association (APA), 7th edition;  

●      define human relations as a multidisciplinary field; 

●      become familiar with the historical and theoretical foundations of the study of human relations; and

●      explain how the social sciences inform the study of human relations.

Course Outline

  1. Introduction 
  2.  Writing in APA format 
  3. Expectations of graduate human relations study 
  4. Purpose of the social sciences and the link with diversity and inclusion
  5. Historical and theoretical foundations of the field of human relations 
  6. Definitions of human relations  
  7. Conclusion 


Note on plagiarism:

Be aware that student papers when submitted to Canvas are automatically submitted to turnitin.com, a plagiarism database that scans your paper and adds it to the database to be used for future searches. The scan gives a percentage for how much of a paper is found in other sources and gives links to those other sources as evidence. Please paraphrase and cite your material appropriately (see APA Publication Manual, 7th ed.).


Assignments, Grading and Due Dates

Readings:


Students are expected to read all six assigned chapters (1, 7, 8, 9, 12, and 13) in the Perry and Perry course text Contemporary society: An introduction to social science (14th edition) before class begins.

Students are expected to read and use the APA Publication Manual as a guide for writing the assigned academic papers. Pay specific attention to Chapter 2: Paper Elements and Format (e.g., sample papers) and Chapters 4, 5, 8, 9, and 10.


Attendance: 10 points 


Students are expected to attend all class sessions. Class attendance is mandatory; thus failure to attend class meetings will result in the lowering of students’ grades by five points for each class missed.


Paper 1 - Based on Film: 15 points - Due Date March 14, 2022; 11:45 p.m. via Canvas

A Conversation with Dr. George Henderson http://videos.oeta.tv/video/2365268209/.

In class students will view the film, “A Conversation with Dr. George Henderson,” an OETA/PBS film that features the creator of the OU Human Relations program. Students will compose a paper based on the film.  


Paper 2 - Literature Review: 50 Points – Due March 21, 2021; 11:45 p.m. via Canvas

The written Literature Review is an organized narrative that conveys to the readers the relevance of published research as it relates to the assigned chapter. The purpose of a Literature Review is to integrate and summarize what you have learned from an immersion in the research literature related to your assigned chapter. These peer reviewed journal research articles need to have been published within the last 5 years. Additionally, your papers should respond to a question that you pose and should:  


  1. contain in-text citations; 
  2. include a reference page; 
  3. use standard size (12 pt.) Times Roman font;  
  4. omit the abstract; 
  5. use a separate coversheet containing the title of your paper, your name, title of the course, and the date;  
  6. contain 8-10 pages of double-spaced text;  
  7. include 5 peer-reviewed journal articles within the last 5 years (2015-2020);
  8. number each page; and 
  9. use APA style manual – 6th edition 


Refer to the APA Publication Manual for assistance in using proper in-text citations, and citations on the reference page. You may also contact OU’s Writing Center for APA assistance. Contact the Center at www.ou.edu/writingcenter or at 405-325-4402. 


Chapter Assignment: Perry & Perry (2016) 

Students are assigned chapters according to the first letter of their last name. See below: 

A- E: Chapter 7 

F-J:  Chapter 8 

K-O  Chapter 9 

P-T   Chapter 12 

U-Z   Chapter 13 


Multiple Choice Exam: Complete on last class session: 25 points - March 13, 2022

The final exam will cover terms and concepts in chapters 1, 7, 8, 9, 12, and 13 of Perry and Perry (2016) and the format will be multiple choice.  


Criteria for Evaluation Writing Assignments:  


Grading papers requires my subjective evaluation. Unlike true/false, multiple-choice or any other kind of objective examinations, no one right-or-wrong response exists. Instead, a variety of responses are possible, varying only in that some are better responses than others. When writing your papers, please consider the following: 


Introduction: 

Paper presents a purpose and/or objective of the paper, provides a preview of the paper and includes topic’s key question(s) and terms.


Focusing & Sequencing: 

Paper only includes materials that are clearly related to subtopic and main topic evidences strong organization and integration of material within subtopics demonstrates strong transitions, linking subtopics and main topic. 


Support:

Paper constitutes peer-reviewed research based support of the topic. 


Discussion:

Paper thoroughly analyses and evaluates the topic of discussion and exhibits thorough explanations, examples and illustrations relevant to the topic. 


Conclusion:

Paper provides a strong summary of key conclusions and returns to the purpose statement and/or key question. It includes an insightful explanation of the impact of the researched material on the topic. 


Grammar & Mechanics:

Paper is free of grammatical, spelling and punctuation errors. 


APA Style: 

Paper is free of errors in APA style and is written in scholarly style. Writing is organized, flows well, and easy to follow. 


References & Citations: 

Paper includes a reference page and both references and citations are correctly written and presented. 

Your paper should be formatted according to APA 6th edition guidelines. This includes properly formatted title and reference pages. Paper should be written in Times New Roman, 12-inch font, double spaced. An abstract and running head are not necessary for the assignments in this course.  



Grading

This is a letter-graded course: A, B, C, D, or F. A=90-100; B=80-89; C=70-79; D=60-69; F=Below 60 

A = Superlative work. It reflects scholarship, depth, accuracy, and good grammar. Papers, critiques, and presentations receiving an A grade are well organized, cogently address almost all appropriate points, leave little in the way of questions unless purposely designed to stimulate questions, provide appropriate citations, and clearly address the stated objectives. Interpretation, analysis, and synthesis flow clearly from the information base. 

B = Above average work. It reflects sound scholarship but may contain a few distracting presentation and process errors such as grammatical mistakes, spelling errors and lack of clarity. Interpretation may be challenged; analysis and synthesis may be criticized easily. 

C = Average work. The work reflects marginal scholarship. It contains frequent grammatical mistakes and spelling errors. Objectives are not clear, sentence structure may be flawed, citations are inadequate, interpretation is questionable, and analysis is weak. 

D = No comment. 


Notice: Failure to meet assignment due dates could result in a grade of I (Incomplete) and may adversely impact Tuition Assistance and/or Financial Aid.

AssignmentDue DatePercent of Grade
AttendanceAll class sessions 10
PAPER 1: Based on film March 14, 202215
PAPER 2: Literature reviewMarch 21, 202250
Final exam Last class session 25
NANATotal Points: 100

POLICIES AND NOTICES

Attendance/Grade Policy

Attendance and participation in interaction, individual assignments, group exercises, simulations, role playing, etc. are valuable aspects of any course because much of the learning comes from discussions in class with other students. It is expected that you attend all classes and be on time except for excused emergencies.

Excused absences are given for professor mandated activities or legally required activities such as emergencies or military assignments. It is the policy of the University to excuse absences of students that result from religious observances and to provide without penalty for the rescheduling of examinations and additional required class work that may fall on religious holidays. Unavoidable personal emergencies, including (but not limited to) serious illness; delays in getting to class because of accidents, etc.; deaths and funerals, and hazardous road conditions will be excused.

If you are obtaining financial assistance (TA, STAP, FA, VA, Scholarship, etc.) to pay all or part of your tuition cost, you must follow your funding agency/institution’s policy regarding “I” (Incomplete) grades unless the timeline is longer than what the University policy allows then you must adhere to the University policy. Students who receive Financial Aid must resolve/complete any “I” (Incomplete) grades by the end of the term or he/she may be placed on “financial aid probation.” If the “I” grade is not resolved/completed by the end of the following term, the student’s Financial Aid may be suspended make the student ineligible for further Financial Aid.

Students are responsible for meeting the guidelines of Tuition Assistance and Veterans Assistance. See the education counselor at your local education center for a complete description of your TA or VA requirements.

OU faculty will submit grades online through ONE not later than 30 days after the course end date. Course end dates are approximately one calendar month after the final seminar date on this syllabus and are provided on the official scheduling website for reference.

Academic Integrity and Student Conduct 

Academic integrity means honesty and responsibility in scholarship. Academic assignments exist to help students learn; grades exist to show how fully this goal is attained. Therefore all work and all grades should result from the student's own understanding and effort.

Academic misconduct is any act which improperly affects the evaluation of a student’s academic performance or achievement. Misconduct occurs when the student either knows or reasonably should know that the act constitutes misconduct. Academic misconduct includes: cheating and using unauthorized materials on examinations and other assignments; improper collaboration, submitting the same assignment for different classes (self-plagiarism); fabrication, forgery, alteration of documents, lying, etc…in order to obtain an academic advantage; assisting others in academic misconduct; attempting to commit academic misconduct; destruction of property, hacking, etc…; intimidation and interference with integrity process; and plagiarism. All students should review the Student’s Guide to Academic Integrity at http://integrity.ou.edu/students_guide.html 

Students and faculty each have responsibility for maintaining an appropriate learning environment. All students should review policies regarding student conduct at http://studentconduct.ou.edu/ 

Accommodation Statement

The University of Oklahoma is committed to making its activities as accessible as possible. For accommodations on the basis of disability, please contact your local OU Site Director.

Adjustment for Pregnancy/Childbirth-Related Issues

Should you need modifications or adjustments to your course requirements because of documented pregnancy-related or childbirth-related issues, please contact the professor as soon as possible to discuss. Generally, modifications will be made where medically necessary and similar in scope to accommodations based on temporary disability. Please see http://www.ou.edu/content/eoo/faqs/pregnancy-faqs.html

Title IX Resources

For any concerns regarding gender-based discrimination, sexual harassment, sexual misconduct, stalking, or intimate partner violence, the University offers a variety of resources, including advocates on-call 24/7, counseling services, mutual no-contact orders, scheduling adjustments, and disciplinary sanctions against the perpetrator. Please contact the Sexual Misconduct Office at smo@ou.edu or (405) 325-2215 (8-5), or the Sexual Assault Response Team at (405) 615 -0013 (24/7) to report an incident. To learn more about Title IX, please visit the Institutional Equity Office’s website at http://www.ou.edu/content/eoo.html 

Course Policies

Extended Campus (also and formerly known as Advanced Programs) policy is to order books in paperback if available. Courses, dates, and professors are subject to change. Please check with your OU Site Director. Students should retain a copy of any assignments that are e/mailed to the professor for the course. Neither duplicating services nor office supplies are provided.

Any and all course materials, syllabus, lessons, lectures, etc. are the property of professor teaching the course and the Board of Regents of the University of Oklahoma and are protected under applicable copyright.

For more information about OU Extended Campus, visit our website at: http://www.goou.ou.edu/


Statement on Respect

The classroom should provide a safe learning environment where students can express their views without fear of reprisal. That freedom of expression must be balanced by demonstrated respect for other’s viewpoints and appropriate and reasonable sensitivity, especially within the context of scholarly disagreement.  Disrespectful or uncivil dialogue (including, but not limited to, personal attacks, insults, or harassment) will not be tolerated.


Recording Devices/Phones/Computers

It is important for students to be fully present during class to fully benefit from lectures, discussions, and experiential assignments. Class sessions may not be tape-recorded. All telephones and pagers should be turned off or placed on silent mode. Computers may not be used during class. Students who require an exception to this policy should discuss exceptional circumstances with the professor.

INSTRUCTOR VITA

Brenda Lloyd-Jones, Ph.D.

Education

●      Ph.D. University of Tulsa; Major: Education Administration and Research with an emphasis on Leadership 

●      M.A. Illinois State University; Major: Speech, Language Pathology and Audiology  

●      B.S. Northern Illinois University; Major: Communication Disorder; Minor: Psychology 

Current Positions

●      Associate Professor, University of Oklahoma, Department of Human Relations, Schusterman Center, Tulsa, OK 

●      Extended Campus Professor, University of Oklahoma

●      Certified Mediator, State of Oklahoma 

Frequently Taught Courses

●      HR 5093 Introduction to Graduate Studies in Human Relations 

●      HR 5003 Theoretical Foundations in Human Relations

●      HR 5033 Leadership in Organizations

●      HR 5083 Seminar in Group Dynamics

●      HR 5053 Diversity and Justice in Organizations 

●      HR 5073 Creative Problem Solving 

●      HR 5193 Intervention and Practice in Training

Major Areas of Teaching and Research Interest

●      Women and Leadership 

●      Emotional, Instrumental, and Informational Student Support

●      Auto-ethnography  

●      Intergenerational Tension in Organizations 

●      Volunteering, Community Engagement, and Under-resourced Communities 

Selected Publications

Lloyd-Jones, B. (2021). Developing competencies for emotional, instrumental, and informational student support during the COVID-19 pandemic: A human relations/human resource development approach, 23(1), 41-54.

        

Lloyd-Jones, B. & Jean-Marie, G. (2020). Mentoring women faculty of color in the academy for

career advancement. In L.A. Searby & B. Irby (Eds.), The Wiley-Blackwell International Handbook of Mentoring: Paradigms, Practices, Programs, and Possibilities (pp. 167-185). Hoboken, NJ: Wiley-Blackwell.

                                                              

Lloyd-Jones, B. (2019). Where are the African American Women Leaders? A Call for more Nuanced Research in Higher Education? International Journal of Humanities and Social Science Review; 5 (1), 7-15.

      

Lloyd-Jones, B., Bass, L., & Jean-Marie, G. (2018). Gender and diversity in the workforce. In M. Byrd & C. Scott (Eds.), Workforce Diversity: Current and Emerging Issues and Case Studies (pp. 81-106). New York, NY: Routledge.

      

Lloyd-Jones, B. & Worley, J. A. (2018). Intergenerational tensions in the workforce. In M. Byrd and C. Scott (Eds.), Workforce Diversity: Current and Emerging Issues and Case Studies (pp. 190-213). New York, NY: Routledge.

                                                           

Lloyd-Jones & Byrd, M. (2018). Developing culturally responsive mentoring in the professoriate: A theoretical model. In E. T. Murakami & H. J. Mackey (Eds.), Beyond Marginality: Understanding the Intersection Of Race, Ethnicity, Gender, and Difference in Educational Leadership Research (pp. 63-80). Charlotte, NC: Information Age Publishing.

                                                          

Lloyd-Jones, B. (2016). Women of color and applied critical leadership: Individual, professional, and institutional strategies for advancement. In L. J. Santamaria & A. P. Santamaria (Eds.), Culturally Responsive Leadership in Higher Education: Praxis Promoting Access, Equity, and Improvement (pp. 61-75). New York, NY: Routledge Books.

           

Lloyd-Jones, B. (2014). Scholarship that advocates for social justice: Empowering community leadership. In L. J. Santamaria, G. Jean-Marie, & C. Grant (Eds.), Cross-Cultural Women Scholars in Academe: Intergenerational Voices (pp. 152-170). New York: Routledge.

                       

Lloyd-Jones, B. (2014). Remaining connected to the socio-cultural experiences of underserved populations: Volunteering and advocacy in research and practice in the academy. In G. Jean- Marie, C. Grant & B. Irby (Eds.), The Duality of Women Scholars Of Colors: Transforming and Being Transformed In The Academy (pp. 133-150). Research on Women and Education Series. Charlotte, NC: Information Age Publishing.

                       

Lloyd-Jones, B. (2014). African American women in the professoriate: Addressing social exclusion and scholarly marginalization through mentoring. Mentoring & Tutoring: Partnership in Learning, 22(4), 269-283.


Lloyd-Jones, B. (2009). Implications of race and gender in higher education administration: An African American woman’s perspective. Advances in Developing Human Resources, 11(5), 606-618.