This course combines an introduction to a theoretical, research-based approach to the study of leadership with hands-on application, analysis and experimentation with the process of leadership. Students will explore core leadership competencies and apply leadership tools and processes across a variety of groups and systems, addressing issues of concern within those communities. This course satisfies the LDST 201/LDST 202 requirement for the Leadership Studies Minor. This course is not available to students with credit in LDST 201/LDST 202.

This course introduces students to the study of the leadership process. The course covers theories and research on core themes of leadership, focusing on how course materials relate to students' own leadership experiences. Concurrent enrollment in LDST 202 is recommended. Students considering the Leadership Studies Minor must complete LDST 202. This course is not available to students with credit in LDST 200.

This course focuses on the application of information learned in LDST 201. Activities and discussions emphasize application, analysis, and engagement with the process of leadership. Concurrent enrollment in LDST 201 is recommended. Students considering the Leadership Studies Minor must complete LDST 201 and LDST 202. This course is not available to students with credit in LDST 200. Prerequisite: Corequisite: LDST 201.

This course combines an introduction to a theoretical, research-based approach to the study of leadership with hands-on application, analysis, and engagement with the process of leadership. Within a small group setting, students explore core leadership competencies and experiment with the process of leadership by engaging classmates and members of the university and local communities and addressing issues of concern within those communities. This course satisfies the LDST 201/LDST 202 requirement for the Leadership Studies Minor. This course is not available to students with credit in LDST 200 or LDST 201/LDST 202. Prerequisite: Admission to the University Honors Program, Instructor Permission.

This course is designed to enhance international experience in topic areas related to Leadership Studies at the freshman/sophomore level. Coursework must be arranged through the Office of KU Study Abroad. May be repeated for credit if content varies.

This course will expose students to a variety of concepts, theories, and skills relevant to contemporary leadership thought. Students will be challenged to consider their personal conceptions and philosophy of leadership. Students will examine leadership within particular contexts such as creating change, ethical leadership, leadership and management, and historical leadership thought and leaders.

This class is the first in a series of four addressing Gender Based Violence Prevention. This class examines the foundational concepts of Gender Based Violence Prevention at the individual level. Topics covered include; but are not limited to, Consent, Drug and Alcohol Facilitated Rape, Gender Based Violence as Oppression, and Bystander Intervention. Students will participate in small and large group discussions, online reflection journals, and evidence based trainings. At the end of the eight-week course students will be able to 1) Assess behaviors that put other at risk for violence, victimization, or perpetration (2) Identify the four main characteristics of consent and describe what is necessary for consent to be present (3) Identify and apply strategies for safely intervening as an active bystander on the individual level (4) Identify multiple ways that power and oppression is impacted by individual identity. Completion of three credits of LDST 301-LDST 304 will fulfill KU Core Goal 3S.

This class is the second in a series of four addressing Gender Based Violence Prevention. This class examines the intersection between Gender Based Violence and individual identities in relation to gender and sexual orientation on the relationship level. Topics cover include; but are not limited to, introduction or Sexual Orientations, Gender Roles and Gender Construct, Sexual Health and Sex Positivity, and Healthy Relationships. Students will participate in small and large group discussions, online reflection journals, and evidence based trainings. At the end of the eight-week course student will be able to 1) Assess behaviors that put other at risk for violence, victimization, or perpetration (2) Assess behaviors that contribute to sexual health and sex positivity (3) Identify multiple ways that power and oppression are utilized through the social construct of gender and toxic masculinity (4) Identify multiple characteristics of healthy relationships and describe what is necessary for consent to be present in intimate partner relationships (5) Identify and apply strategies for safely intervening as an active bystander on the relationship level. Completion of three credits of LDST 301-LDST 304 will fulfill KU Core Goal 3S. Prerequisite: LDST 301.

This class is the third in a series of four addressing Gender Based Violence Prevention. This class examines the critical role social justice plays in the prevention of Gender Based Violence on the community level. Topics cover include; but are not limited to, Introduction to Social Justice, Cultural Humility, Systems of Oppressions, and Primary Prevention as Activism. Students will participate in small and large group discussions, online reflection journals, and evidence based trainings. At the end of the eight-week course student will be able to 1) Assess behaviors that put other at risk for violence, victimization, or perpetration (2) Identify and apply strategies for safely intervening as an active bystander on the relationship and community level (3) Identify multiple ways that power and oppression is impacted by individual identity (4) Contribute to gender based violence prevention on the community level. Completion of three credits of LDST 301-LDST 304 will fulfill KU Core Goal 3S. Prerequisite: LDST 302.

This is the final class in a series of four addressing Gender Based Violence Prevention. This class examines Gender Based Violence prevention through a Social Justice Frame Work and the Socioecological Model on the community and societal level. Topics cover include; but are not limited to, Social Justice Frame Work, Socioecological Model, Evidence Based Primary Prevention, and Accountability. Students will participate in small and large group discussions, online reflection journals, and evidence based trainings. At the end of the eight-week course student will be able to 1) Assess behaviors that put other at risk for violence, victimization, or perpetration (2) Assess the intersection between the socioecological model and the social justice frames work (3) Identify and apply strategies for safely intervening as an active bystander on the community and societal level (4) Identify multiple ways that power and oppression is impacted by individual identity (5) Contribute to gender based violence prevention on the community or societal level. Completion of three credits of LDST 301-LDST 304 will fulfill KU Core Goal 3S. Prerequisite: LDST 303.

This course is designed to provide an introduction to the principles of special event planning and management. Students will gain foundational concepts and professional skills through researching, planning, coordinating, marketing, management and evaluation of special events. This course will develop student skills necessary to lead and manage in an ethically, environmentally, economically, and socially sustainable way. By utilizing the adaptive leadership model, students will analyze core objectives of event planning, while experimenting with smart risks and disciplined assessment. Essential topics will include event planning and coordination, sponsorship, negotiations, marketing, communications, customer service, vendor management, volunteer management, crisis risk management, and event evaluation.

This course introduces students to theories of conflict management from a variety of academic perspectives and the role leadership plays in managing conflict across multiple contexts. Students will learn how to successfully assess and command situations and effectively resolve interpersonal, organizational, and systemic conflict while doing the work of leadership. (Same as COMS 415.)

This course provides an overview of the role of communication in leadership in a variety of contexts, including: interpersonal, small group, intercultural, organizational, and public sphere. It will include theoretical and experiential approaches to effective leadership communication. Prerequisite: LDST 200, LDST 201, or LDST 203.

This course is designed to enhance international experience in topic areas related to Leadership studies at the junior/senior level. Coursework must be arranged through the Office of KU Study Abroad. May be repeated for credit if content varies.

This course engages students in an investigation of a special topic or project selected by the student with advice, approval, and supervision of a Leadership Studies instructor. Such study may take the form of special research, individual reports and/or conferences. Prerequisite: Permission of Instructor.

This course is designed for the study of special topics in leadership studies. Course content addresses major topics and specialized issues in the field and topics change as needs and resources develop. May be repeated for credit if the content differs. Prerequisite: Permission of Instructor.

This course is designed for directed readings in selected areas of Leadership Studies. Individual and supervised readings address major topics and specialized issues in the field. May be repeated for credit if the content differs. Prerequisite: Permission of Instructor.

Through collaboration, discussion, case study, and course readings, this course familiarizes students with various theoretical perspectives of ethical decision making and the ethics-guided behavior essential for competent leadership. Upon completion, students will understand a variety of ethical perspectives for the prescription of action in a leadership context, apply a variety of ethical perspectives to the choice and evaluation of action in leadership work, and recognize the significance of considering multiple ethical perspectives in both leadership and broader contexts. Prerequisite: LDST 200, LDST 202, or LDST 203.

Students simultaneously complete a 1-hour seminar in equity-centered leadership and a 2-hour supervised, direct, community involvement project in which they apply leadership knowledge, tools, and skills to a real world environment. Written assignments, journal reflections, and group discussions are used to record and assess learning. Prerequisite: LDST 200, LDST 201, or LDST 203.

This seminar serves as the capstone course for the Leadership Studies minor. It includes advanced readings on leadership theory and practice, as well as major written and applied projects in which students integrate and demonstrate what they have learned in the program. Prerequisite: LDST 431 and admission to the Leadership Studies minor or instructor permission.

This course is designed for the study of special topics in Leadership Studies. Course content addresses major topics and specialized issues in the field and topics change as needs and resources develop. May be repeated for credit of the content differs. Prerequisite: Permission of instructor.

This course is designed to take advantage of special competence by an individual faculty member in Leadership Studies. Course content addresses timely topics and relevant issues in the field and topics change as needs and resources develop. May be repeated for credit of the content varies. Prerequisite: Permission of instructor.

This course is designed to prepare students accepted into the Master of Arts in Leadership in Diversity and Inclusion program for further graduate studies through a series of workshops, experiential learning opportunities, lecture, discussion, research assignments, and peer collaboration. Upon completion, students will have a better understanding of the expectations of graduate education as well as campus resources, and networking opportunities designed to support degree work. Students will develop their academic skill set by focusing on scholarly writing, oral communication/presentation, research and information literacy, critical thinking, and argumentation. Prerequisite: Permission of Instructor.

This course is designed to cultivate professional habits, perspectives, and identities for graduate students primarily in the humanities and social science fields, but is open to students from all fields. The course focuses on preparation for career paths outside of higher education and based in work around Leadership in Diversity and Inclusion in the United States. Prerequisite: Graduate standing.

Theoretical foundations in leadership, organizational decision making, and communication will enhance students' development of expertise in assessing organizational and systems issues, and facilitating unit-, organization-, and system-wide improvements. Traditional approaches to leadership, organizing and communicating are contrasted with emerging approaches that promote sensitivity to diverse organizational cultures, systems, and populations. Through examination of theoretical perspectives, the student will develop an ability to integrate the contributions of different points of view and ways of thinking crucial to effectively assess, design and lead high performing organizations in a dynamic world. Contexts discussed will include for-profit, not-for-profit, healthcare, community, and military organizations. Prerequisite: Graduate standing.

This course introduces students to the Adaptive Leadership framework as a tool for evaluating, navigating, and addressing difficult challenges at both a personal and systemic level. Using a case-based approach, students will identify and diagnose challenges, design equitable interventions, and mobilize diverse stakeholders to implement change on issues of concern. Prerequisite: Admission to a graduate program or certificate or consent of instructor.

This course establishes a theoretical groundwork with readings and discussions that will familiarize students with five perspectives on ethical decision making and behavior as well as the essential competencies of leadership. For each of those perspectives, students will engage in reflections, collaborative case studies, and debates based on a case in point approach as well as a single-authored analysis of a selected leadership case. Prerequisite: Graduate Standing.

Through webinars and case in point pedagogy, this course prepares students to manage the day to day communicative and executive functions necessary for doing the work of leadership. Topics will include crisis management, stakeholder engagement, speech writing, fundraising, image management, and professionalization. Prerequisite: Graduate standing.

Leadership and power often are confused and this misunderstanding can lead to members of oppressed groups dismissing their own leadership potential. Through reading, reflective writing, and engaged discussion, this course will help students understand power and leadership as distinct concepts that occasionally intersect. Within their various systems, people continuously perceive, encounter, and work within different power dynamics. Thus students will learn about historical and culturally diverse understandings of power, the ethical responsibilities of power, the dangers of misuse of power, and doing the work of leadership with (and without) power. Prerequisite: Graduate standing.

This course focuses on intra- and inter-personal communication, supporting students to: develop listening and empathy skills; make clear and specific requests; and express feelings and needs in a way that does not imply judgment, criticism, blame, or punishment. Learning this process involves working collaboratively through small group practice, pair shares, and teamwork to master the skills. A collaborative education approach is employed throughout the course, reinforcing learning, and providing students with confidence and competence to resolve conflict and handle challenging communication. Students critique one another's work, present feedback and suggestions, and collectively develop aptitude for successful work environments and personal relationships. Prerequisite: Admission to a graduate program or graduate certificate or instructor permission.

This course is designed for the study of graduate level skills and methods in leadership in diversity, equity, and inclusion. Course content addresses specialized leadership skills or leadership research methodologies in the field and topics change as needs and resources develop. May be repeated for credit if the content differs. Prerequisite: Admission to a graduate program or graduate certificate or instructor permission.

This course engages students in a graduate-level investigation of a special topic or project selected by the student with advice, approval, and supervision of a Leadership Studies instructor. Such study may take the form of special research, individual reports and/or conferences. Prerequisite: Permission of instructor.

This course offers students the opportunity to explore or extend existing investigation of populations, identities, contexts, movements, and issues common to the work of leadership in diversity, equity, inclusion, and belonging spaces. Topics will change as issues, needs, and resources develop. May be repeated for credit if the content differs. Prerequisite: Admission to a graduate program or graduate certificate or instructor permission.

This course is designed for graduate level directed readings in selected areas of Leadership Studies. Individual and supervised readings address major topics and specialized issues in the field. May be repeated for credit if the content differs. Prerequisite: Permission of instructor.

Students will integrate and synthesize the interdisciplinary knowledge they have gained in their graduate learning, making relevant connections across disciplines represented within the degree program while applying theory, skills, and methods to new contexts or complex problems. Prerequisite: Graduate standing and instructor consent.