OglalaLakotaCollege

Graduate Studies Department

LakM 613 Lakota WoitancannaKokicanye kin un Oegleyapikte

[Lakota Foundations for Leadership/Management]

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CATALOGUE DESCRIPTION

This course is the introductory course to the graduate program. Students will explore Lakota philosophy and theology as the foundation of Lakota leadership/management. Students will examine Lakota leadership and management by studying strategies of contemporary and historical Lakota leaders and managers, thereby developing management skills to address the unique environment of the reservation. Lakota values are emphasized in this course: respect, generosity, and humility. Lakota language will be spoken as much as possible during class hours.

GRADUATE PROGRAM VISION

It is the vision of the Graduate Program to foster Wolakota within professionals as they continue in their training to become leaders and managers; Lakota leaders who will live, preserve, and continue the Lakota way of life for coming generations. The ultimate goal is the establishment of a Lakota university.

GRADUATE PROGRAM PHILOSOPHY/MISSION STATEMENT

Graduate program is committed to the belief that the leaders and managers who will take the Lakota into the 21st century must have a foundation in Lakota language, spirituality, belief, values, thought and philosophy. Delivery of the curriculum is guided by the principle that Lakota leaders work for, with and among the people, rather than for personal or material gain. The rigor of the program will be a source of pride for dedicated professionals. Our graduates strive to demonstrate Wolakota, excellence and confidence as they translate theory into quality practice.

PROFESSIONAL GRADUATE PROGRAM THEME:

OYATE TA WOWASI through sovereignty, self-sufficiency, and decolonization.

PURPOSE OF GRADUATE PROGRAM

The purpose of the graduate program at Oglala Lakota College is to develop individual management and leadership skills that are harmonious with Lakota values. Further, the knowledge base of the graduate program is designed to produce students with expanded intellectual application, independence in reading and research, using critical thinking skills in decision making, and ability to design and implement change through strategic planning.

GRADUATE PROGAM OBJECTIVES

Oglala Lakota College’s graduate programs of study are designed to expand understanding of contemporary society through a full application of the Lakota culture and its world relationships; increase knowledge in a particular area; to challenge values and philosophy; to encourage independent research and implementation; to develop and refine communication skills; to foster reflective thinking processes; to provide intellectual stimulation and a foundation for continued study.

PROFESSIONAL GRADUATE PROGRAM GOAL(S):

To graduate potential leaders to fill leadership roles in every aspect of Wolakolkiciyapi- Everything Lakota

PROFESSIONAL GRADUATE PROGRAM OUTCOME(S);

  1. To integrate their knowledge and demonstrate qualities necessary for Wolakota Leadership.
  2. To specify and implement how Lakota values, belief systems and life-styles of leaders and managers impact people and societies.
  3. To recognize and practice listening, Lakota oratory skills, and other appropriate methods in the expression of Lakota values.

OGLALA LAKOTA COLLEGE VISION

WouspeIhuniyanHci Lakota Oyate Kin AktaIc’ickagapiKte lo (Rebuilding the Lakota Nation through Education)

OGLALA LAKOTA COLLEGE MISSION AND PURPOSES

Oglala Lakota College is chartered by the Oglala Sioux Tribe. Its mission is to provide educational opportunities that enhance Lakota life. These opportunities include: community services; certificates; GED; associate, bachelor and graduate degrees. Oglala Lakota College provides a framework of excellence for student learning of knowledge, skills and values toward a Piya Wiconi—a new beginning for harmony in fulfillment of aspirations and dreams.

Oglala Lakota College is committed to continuous improvement through outstanding teaching, research, community services and assessment:

Tribal

  • Provides the Lakota with outstanding graduates.
  • Promotes the study and practice of sovereignty.
  • Works with tribal entities toward building our nation.
  • supports graduates in achieving meaningful work and healthy lifestyles

Community

  • Supports local communities in development and in working with their educational systems.
  • Engages people as active, productive members of their tiospaye, communities and organizations.
  • Offers frameworks for leadership development in context of communities and organizations.
  • Provides lifelong learning through continuing education and community activities.

Cultural

  • Utilizes Lakota cultural values in all learning frameworks.
  • Celebrates Lakota culture including sacred songs and ceremonies.
  • Researches, studies and disseminates Lakota language, culture and philosophy.
  • Provides leadership to maintain and revitalize Lakota culture in a diverse changing environment.

Academic

  • Encourages high student learning expectations through active and collaborative learning frameworks, student faculty interaction, enriching educational experiences, research and a supportive campus environment.
  • Practices open enrollment and supports student success towards graduation.
  • Provides knowledge, skills and values for self-fulfillment, civic involvement and making a living in a diverse world.
  • Works with other institutions and agencies to further College interests.

INTEGRATION OF THE PROGRAM AREA GRADUATE KNOWLEDGE BASE

The graduate program reflects the professional theme, goals and objectives in each course through specific class assignments, classroom activities, and assessment strategies all designed to meet essential program outcomes.

COURSE OVERVIEW:

This course is an in-depth analysis of the foundations of Lakota leadership and management and of the strategies employed by leaders in traditional and contemporary situations, with an emphasis on the Oglala of the Pine Ridge Reservation. The foundation of Lakota leadership and management rests on the bedrock of Lakota identity—the unique spiritual and philosophical thought that distinguishes the Lakota from all other Native peoples and from non-Indians. This thought is crystallized in the complex structure of Wakan Tanka, the systematic ordering of the initial chaotic forces of this world before the emergence of Lakota ancestors onto its surface, the founding of the Oceti Sakowin, and the gift of the sacred pipe and its seven related ceremonies.

The traditional roles and responsibilities of Lakota leaders, leadership characteristics of mainstream and traditional Lakota leaders, and the similarities and differences between traditional Lakota leadership and management strategies and those strategies evident on the Pine Ridge Reservation today will be examined. The course will conclude by proposing leadership and management strategies that incorporate Lakota thought and that may be implemented on the reservation now and in the future.

REQUIRED TEXTS:

American Psychological Association (2008) Publication manual of the American Psychological Association (6thed.). Washington, DC: American Psychological Association

Brown, J. E., (1953). The Sacred Pipe: Black Elks account of the seven rites of the Oglala Sioux.

Young Bear, S., & Theisz, R. (1994). Standing in the Light: A Lakota Way of seeing. Lincoln and London: University of Nebraska Press

Marshall, J. (2004 ). The journey of Crazy Horse. New York,New York: Penguin Group

Supplemental Material:

Bear Shield, M., Two Dogs, R., Broken Nose, R., Moves Camp, R., Around Him, J., & Bad Wound, E., (2000). Lakota Mental Health Assessment, Evaluation & Diagnosis for Children of a different Way.WakanyejaPawicayapi, Inc. Porcupine, SD.

Berg, B.L. (2004). Qualitative research methods: For the social sciences (5thed.). Boston: Pearson, Allyn and Bacon.

One Feather, V. (1972). Itancan. Spearfish, SD: Black Hills State College.

One Feather, V. (1972). Tiospaye. Spearfish, SD: Black Hills State College.

METHODS OF INSTRUCTION:

Inquiry based. Lectures will be held in conjunction with guest speaker (subject to availability). Attendance and participation is required. Face-to-face class time is devoted to reading, writing, discussing, and researching.

  1. Inquiry
  2. Lecture and readings
  3. Research
  4. Group discussions, live and online via Moodle
  5. Hand on research /or article critiques/reviews
  6. Cooperative learning
  7. Class and individual readings
  8. Guest lecturers (subject to availability)
  9. Media presentations (subject to availability)

COURSE LEARNING OUTCOMES: When students have completed this course they will:

  1. Identify and develop an awareness of the qualities necessary for Wolakota Leadership within their communities.
  2. Recognize the Lakota philosophy and theology as the foundation of Lakota Leadership and Management.
  3. Evaluate Lakota Leadership and Management strategies of historical and contemporary Lakota Leaders.
  4. Develop Lakota Leadership and Management disposition.
  5. Model their understanding of kinship and Lakota protocol.
  6. Practice Lakota values of respect, generosity, and humility in the classroom, between colleagues and within the research process.
  7. Utilize the Lakota language in their classroom, between colleagues and within the research process.

COURSE REQUIREMENTS AND ASSIGNMENTS:

Assigned Readings:Each student will complete all assigned reading from the texts and supplementary materials as specified on the calendar and assigned by instructor. Each student will come to class prepared to synthesize any aspect of the assigned reading in the form or written and oral analysis. If there are questions about the reading, bring those to class. Students are required to integrate reading material into their daily, assigned course work.

Online research and activities:Students must apply for a Woksape Tipi library card. Online research and in house library research is a requirement when building oral and written reports. Research will be conducted both in class and out of class.

Class Activities:Students will be expected to attend and participate in all class activities and discussions. Discussion can be posted on line via Moodle as assigned by instructor. Individual or group activities may be assigned for completion in class. These may include discussion of problems or exercises related to assigned readings, discussion of topics being covered in class, oral reports, or in class research. Students will utilize the Lakota Language in their classroom, between colleagues as much as possible. Students will be expected to integrate their knowledge ofWolakota Leadershipwithin the classroom. Students will practice Lakota values of respect generosity and humility in the classroom, between colleagues, and the community. Class products submitted through Moodle. Field trips will be offered depending on the schedule and weather. Presenters will be sought depending on availability. Each class is worth 20 points broken down in equal parts for attendance and in class participation (15 classes = 300).

Article Critiques:

In place of midterm exam atotal of 3 article critiques are required to be completed by midterm. This project will require you to locate, read, critically analyze and share with your classmates a peer reviewed journal article. The critiques will be completed using the article critique format provided to you and uploaded to Moodle. Presentations should be in power point format.

The article critique format helps to briefly summarize the article; 2) identify the research methods used; 3) provide an example of how the author (s) displayed their data; 4) discuss how reliability and validity were established; and 5) give your own assessment of the research.

Together we will identify one article or the instructor may provide you with the first article. You will then select the remaining 2 articles to use for your critiques. The article you select must be uploaded to Moodle along with the completed article critique. It is important that you identify an idea for research at the beginning of the class. This will assist you in selecting articles along the research topic to be used in your Community Action Project (CAP) or School Community Action Project (SCAP). Each article critique is worth 25 points for a total of 75 points. These are due every Saturday at 11:55 pm, as scheduled and must be uploaded to Moodle no later than 11:55 pm.

The first two article critiques will be allowed a rewrite to increase initial scores. Rewrites are only allowed for those students who have turned the homework in before or have met the deadline. The remaining article critique score is final, no rewrite. Any late articles will result in a zero and cannot be rewritten.

Mini-projects: We recognize the variety of qualitative research strategies; however, for the purpose of this class we will incorporate twotypes. This class will have two mini projects each of which is designed to give you hands-on experience with a qualitative research technique(s).Criteria for evaluation include: quality of the project and report (see rubric); following directions given for the projects; use of insights from class and assigned readings relevant to the projects; timely submission; and preparedness to discuss your projects in class on the date that the projects are due. Keep in mind, the mini-projects are not research projects per se, but, rather, exercises in techniques that incorporate research strategies. Each mini project is worth a total of 100 points.

Students are strongly encouraged to select topics for their mini projects that have direct application to their CAP/SCAP project in Leadership.In addition, Education Administration Candidates should consider integrating the portfolio indicators within their article critiques and mini projects vice versa. Students are encouraged to incorporate both the Wolakota perspective and Wopasi process.

Project descriptions:

  1. Mini-project #1 -- unobtrusive, archival, or documentary data.

The purpose of this project is to evaluate Lakota Leadership and Management strategies of historical Lakota leaders. This project will help to identify and develop an awareness of qualities necessary for Wolakota Leadership. Note: pay close attention to the type social structure in which they are a leader of. We will begin ‘discussing’ qualitative research involving these types of data gathering techniques and will continue this with information on content analysis, a technique for analyzing such data. This mini-project will involve locating, gathering, and carrying out a preliminary analysis of unobtrusive, archival, or documentary data. You should begin thinking about the type of data that might be of most interest to you.

This mini-project should result in a short paper (no more than 4 pages) in which you: (1) describe the data that you used for this mini-project and how you selected the data (sampling technique, if appropriate); (2) discuss your methods for analyzing the data; (3) report tentative findings from your data; and (4) discuss your experiences in working with this type of data. Your paper will be due______. You should also be prepared to share your project in class ______.

  1. Mini-project #2 –Qualitative interviewing.

The purpose of this project is to evaluate Lakota Leadership and Management strategies of contemporary Lakota Leaders.To continue to identify and develop an awareness of qualities and disposition necessary for Wolakota leadership within your community.Note: pay close attention to the type social structure in which they are a leader.

This mini-project will require that you conduct two intensive face-to-face interviews with a current contemporary leader and traditional leader who you view as an excellent role model in regarding their leadership disposition, philosophy, and strategies. Your assignment should include 1) a copy of your interview guide; 2) a complete, verbatim transcript of your interview, including jottings and observer comments; and 3) a short paper (approximately 4 pages) in which you describe the research experience, and conduct a preliminary analysis of your data. This written assignment will be due______.You should be prepared to share the results of your project in class______.

5. Oral Report/ presentation:Students will report,reflect and recommend further strategies within institutions and tactics used by leaders developed from their mini projects. Students will deliver two professional 20 minute power point presentation to report on their Mini projects to the entire classes using Lakota introductory protocol. Training on developing Power Point presentations will be incorporated into the coursework if needed during the first class.This power point presentation should be uploaded to Moodle. The first mini project presentation is due on______. The second is due on______. Eachoral report/presentation is worth 100 points, a total of 200 points. (See oral report rubric)

6. Final Examination:A final take-home examination will be completed. Each student will complete an examination which will consist of essay questions developed from the textbook, assigned readings and class discussions. Remember that all answers should be in your own summative review; however, if you integrate citations to support your answer, you MUST provide a citation using APA format. Final Exam will be distributed on ______and will be due at 10 pm on______.

COURSE EVALUATION:

The grade for the course will be distributed as follows:

Requirements/assignments / Possible Points earned
Attendance/participation / 300
Article Critiques / 75
Mini project 1 / 100
Mini project 2 / 100
Oral reports/presentations / 200
Final Exam / 100
Total / 875
Range of possible points / % / % / Grade
784 / 875 / 89.5% / 90% / A
696 / 783 / 79.5% / 80% / B
609 / 695 / 69.5% / 70% / C
521 / 608 / 59.5% / 60% / D
<520 / <60% / <60% / F

A grade of 79.4% or less will not count towards program.

COURSE EXPECTATIONS:

Assignments

Graduate students are expected to hand in their best work. All work should be spell-checked, proofread, using proper sentence structure and paragraph format. All work should be handed in using APA style of writing with proper citations. If a paper is received without being proofread, it will be turned back without comments and must be then returned into the instructor after being proofread. If this happens you may fall behind and it will be extremely difficult to catch up.

Missed or late assignments

This is a condensed course, therefore, late or missed assignments cannot be made up and will result in a zero if not turned in by the due date. Graduate Students are encouraged to get the homework in on time to meet the deadlines. The instructor understands unforeseen occurrences and events. In such cases it is up to the student to inform the instructor and make other arrangements for the homework prior to due date and time. If the student contacts the instructor after the fact, it will result in a zero.Class participation points cannot be made up, in order to retain at least 50 % of the points, you are responsible for contacting the instructor prior to the start of class. Students are responsible for all work assigned and due dates of the assignments. If contact happens after the start of class, it will result in a zero. Due dates are not extended if a student is unexcused and absent from class.