Doctor of Philosophy in Leadership Studies

Chairperson: Kem Gambrell 
Professors:
J.D. Barbour, S. Ferch
Associate Professors:
C. FrancovichK. Gambrell

The Doctor of Philosophy in Leadership Studies is based on the Jesuit tradition of educating the whole person. The program is designed for working professionals across a wide range of professions such as education, health care, social services, business, faith-based, engineering, government, and law enforcement. The program is interdisciplinary and designed to develop scholarship and professional competencies while encouraging self-reflection and strengthening a commitment of service to others.

The doctoral program centers on three dimensions of leadership:

  1. The leader as person.
  2. The leader in organizational systems.
  3. The leader in global systems.

Each dimension emphasizes the nature of change and the development of human capacities for lives that are healthy and sustainable. Principles of research designed to honor humanity are threaded throughout the program and provide Doctoral students a structured way of thinking and coming to understand leadership from these three dimensions.

Mission of the Doctoral Program

The mission of the Doctoral Program in Leadership Studies is to educate scholars and leaders who possess conceptual and theoretical knowledge and professional and practical competencies for use in both scholarly and leadership roles that serve and engage others creatively, meaningfully, and purposefully for the greater good.

Values of the Doctoral Program

Based on the Jesuit tradition of educating the whole person, the Doctoral Program in Leadership Studies creates a space where critical thought and moral conviction meet the questions of humanity. Understanding that leadership is a process, faculty in the doctoral program hold the following: We believe that leadership is based on a deep understanding of the self and of the core values that drive one’s actions.  Effective leadership requires self-development with meaning, dignity, and purpose, so that we, in turn, help others to flourish with meaning, dignity and purpose. Because we believe that effective leaders need to develop the critical imagination required to embrace individual, organizational, and global change from a stance of hope and courage, we designed a leadership studies curriculum that supports the mission with a focus on three interrelated perspectives: Scholarly, Conceptual, and Professional. Each perspective is threaded through the curriculum, and is expressed through three specific leadership dimensions, also threaded through the curriculum: the leader as person, the leader in organizational systems, and the leader in global, social systems. Each dimension emphasizes the nature of change and the development of human capacities for lives that are healthy and sustainable.

Admissions

Prior to completing an application, it is advisable to secure an appointment with the program chairperson or Admissions Specialist, either in person or over the phone. During this conversation, potential applicants will be counseled on factors they need to carefully consider before considering an application to the program, issues to be considered regarding program fit, the relationship between their career goals and the Gonzaga doctoral program, and their likelihood for meeting the application requirements. Additionally, the chairperson or Admissions Specialist will answer any questions prospective students have about the program.

Admission is based on a review of a total profile with careful attention to the fit between the needs of the applicant and the mission of the program. 

Each applicant must submit a completed application packet to include the following materials:

  1. A completed online application form (visit DPLS website or contact the Admissions and Advising Specialist) and non-refundable fee.
  2. A written statement of purpose that includes the reasons for why the applicant is seeking a Doctorate in Leadership Studies as well as a description of critical issues of concern to the applicant. The statement must be typed and is limited to 500 words.
  3. A minimum of three recommendations. References must be selected from among supervisors, instructors, and colleagues who have worked with the applicant during the past five years. At least one recommendation should come from the applicant's academic experience.
  4. A resume that includes information about formal education, professional experience, academic achievements and honors, scholarly activity, and relevant non-professional experience.
  5. Official transcripts from each college or university attended.  Only degrees and courses from a regionally accredited institution will be accepted.
  6. Official score from either the Graduate Record Examination (GRE) or the Miller Analogies Test (MAT) taken within five years of the date of application.

Applications are reviewed by the doctoral faculty three times per academic year, once per term. Students are notified of application status within 2-3 weeks of the respective deadline. 

Gonzaga encourages and welcomes applications from international students. In addition to the application materials required for acceptance into the DPLS program listed above, international students must also meet certain requirements. These are outlined in the International Students section of our Admissions page

Prerequisites

  1. A master’s degree (or its equivalent) with a minimum 3.50 GPA.
  2. A minimum of two years of professional experience.
  3. A minimum score of 50th percentile on either the Graduate Record Examination (GRE) or the Miller Analogies Test (MAT).

Provisional Admission

If a careful review of an applicant’s portfolio suggests a strong possibility of success in the program despite weaknesses in one or more areas, the doctoral faculty may grant provisional admission to the program. A letter offering provisional admission will state the conditions that must be satisfied before the admission status will be changed to regular admission (at which time the student may apply for financial assistance). Students who are admitted provisionally will not be allowed to enroll in courses beyond one semester unless their admission status has been changed to regular admission. The decision to convert a provisional admission to regular admission is made by the doctoral program faculty.

General Academic Information

Time Requirements for the Degree

Consistent with doctoral program policy, students are to complete the doctoral degree within seven years of the first day of the semester in which a student first enrolls in a doctoral program class. In the event of extraordinary circumstances, a student may petition for additional time to complete the degree. The doctoral faculty will consider this petition, and make its recommendation to the Dean of the School of Leadership Studies who will make the final decision.

Advancement to Candidacy

Advancement to candidacy is a critical part of the program, designed to provide an opportunity to reaffirm the appropriateness of the program relative to the needs and abilities of the students. When a student is advanced to candidacy, it means she/he is a candidate for the Ph.D.; this signifies the Doctoral Faculty’s confidence in the candidate’s ability to successfully complete the program, including the dissertation. 

Upon successful completion of DPLS 700, DPLS 701, DPLS 703, and DPLS 720 courses, each student should see his or her pre-candidacy advisor to review the policies and procedures regarding candidacy (this process should begin once students have completed 15-18 credits).

Students must apply for candidacy before completing 22 credits and must complete the process by 28 credits or they will be unable to register for classes.

Process and Paper Specifications:

The process for advancing to candidacy involves researching, writing, and submitting an original, high quality theoretical/conceptual paper, a written response to a specified question or topic that is determined jointly by the student and their pre-candidacy advisor. 

The candidacy topic is to align with the foundational curriculum framework. One or more of the program dimensions (personal, organizational, or global systems) provides the conceptual framework for the paper.

Once one decides on the topic and completes the application form, one is to send the candidacy application to their DPLS faculty advisor. The student will receive an email response from the department chair that the program is aware of the candidacy application.

The student has up to four months to submit two copies of the paper with two copies of the candidacy application to the Admissions and Advising Specialist, who will then forward these to the pre-candidacy advisor and one other doctoral faculty member for review within 3-4 weeks. [Please note: An advisor can help the student with preliminary work on the candidacy paper. That is, the advisor can help with brainstorming to narrow the topic, or help outline or mind-map; however, once the application is submitted and the candidate has begun writing the paper, the advisor cannot help until or unless the candidate reaches an impasse or a major personal hurdle.]

The decision to award candidacy is based on (a) the student’s demonstration of competence in conceptualizing significant and complex theoretical subject matter, and (b) the student’s abilities to write with coherence, relevance, appropriate mechanics, scholarly tone, and veracity. [See the scoring rubric on the doctoral myGU website.]

Advancement means the student is now a Doctoral Candidate. From the department, the letter of advancement to candidacy will include next steps for the Doctoral Candidate beginning with choosing a Dissertation Chair.

If the candidacy paper is found to be unacceptable [in whole or in parts], the student will be asked to rewrite the paper and resubmit it, according to departmental guidelines. If the paper fails to pass on the second review, a third reader will be appointed to also review the third and final submission. Failure to pass a third attempt at writing this paper will result in termination from the program. 

Transfer Credit

Although it is presumed that all work for the doctorate will be completed at Gonzaga University, the doctoral program may accept up to 12 credit hours from another college or university for coursework in which a grade of “B” or higher was awarded. The acceptance of transfer credits requires the recommendation of the doctoral program chairperson. Transfer credits are not included on a student’s transcript until the student is advanced to doctoral candidacy.

The limitations on transfer credit for the doctoral program are as follows:

  1. Work to be transferred must clearly be doctoral-level coursework as defined by Gonzaga University.
  2. Coursework must have been completed while the individual was accepted in a doctoral program accredited by a regional accrediting agency.
  3. Coursework must have been completed within five years prior to the date of acceptance into the doctoral program at Gonzaga University.
  4. Courses may not be transferred for the four core courses (DPLS 700, DPLS 701, DPLS 703, DPLS 745), Principles of Research (DPLS 720), or Proposal Seminar (DPLS 730).
  5. Transfer credits will be applied to the elective 21 credits, which include individualized study credits, unless faculty approval is otherwise granted). 
  6. Coursework to be transferred must fit the mission of the doctoral program.

Pass/Fail Option

Doctoral students may opt either for a letter grade or for a pass/fail option in each course. Students wishing to explore this option should consult their advisor. The student is responsible for filing a pass/fail petition with the Registrar prior to the published deadline. A pass/fail request is considered a private matter between the student and the Registrar. If this request is filed, the Registrar will substitute a “P” or an “F” in place of the assigned grade. A “P” will be recorded for an assigned grade of B or higher, while an “F” will be recorded for an assigned grade of B- or lower. The decision to put a course on a pass/fail basis is irrevocable, and once made cannot be changed for any reason.

Individualized Study

Students may undertake individualized study to acquire more advanced knowledge in an area or to pursue topics not currently covered in regularly scheduled classes. It is the responsibility of the student to demonstrate the relevancy of the proposed study and to negotiate the course content and timelines with a qualified instructor. A maximum of 12 credits of individualized study is permitted.

Internship/Mentorship

Students enrolled in the doctoral program may complete an internship/field experience or mentorship as an elective by registering for one to three hours of DPLS 766. Students must submit an “Application for Individualized Study”, which requires a proposal demonstrating the relevance of the individualized study to DPLS coursework. For internship credit, the goal may be to gain experience in another work setting or to complete a work project that will require the application of DPLS coursework. For mentorship credit, the purpose of the mentorship, mentor, and how the mentorship will enhance leadership abilities in the personal, organizational, or global dimensions must be clearly defined. Proposals must be submitted to the instructor who will be the “professor of record.” At the end of the internship/mentorship, the student will submit a report and/or products developed as a result of the experience to the “professor of record.” The grading mode for this course is Satisfactory/ Non-satisfactory. A maximum of three credits of internship/mentorship is permitted.

Non-Matriculation

Credit for doctoral-level courses completed at Gonzaga University prior to admission of a student may be accepted by the doctoral program upon recommendation of the program chairperson as credits toward a degree. Such credits are termed “non-matriculated credits” and are normally limited to 12 credits.

Residence

Residence is defined as work taken in a recognized Gonzaga graduate program. In the doctoral program, the matriculation policy is defined as three out of four consecutive semesters of study upon admission to the doctoral program.

Students enrolled in the doctoral program in the School of Leadership Studies will have satisfied all continuity of matriculation requirements for the doctoral degree when they have completed three out of four consecutive semesters of graduate study earning a minimum of six (6) credit hours per semester.

It is the student’s responsibility to adhere to the tenets of the continuity of matriculation policy, with the student’s temporary and permanent advisor(s) monitoring the compliance process from the date of admission to the completion of the doctoral program. Any deviation from this policy must be entered as a formal request for a “Leave of Absence.” The formal request for a leave of absence must be submitted by the student and approved by the temporary or permanent advisor and the program chairperson in the semester prior to the semester in which the leave will take effect.

Doctoral Advisors and Committee Members

A pre-candidacy advisor is assigned to each student at the time of admission to the program. Advisors' responsibilities are to assist the student in making program decisions and to facilitate the student through the candidacy process. Once students have been advanced to candidacy, they select a dissertation chairperson; and, before the defense of the proposal, with their dissertation chairperson select two or more additional dissertation committee members. Students who are not making timely progress on their proposal or dissertation, and/or have had little or no contact with their dissertation chairperson for a semester or more should expect to confirm whether the individual is still available to work with them.

It is expected that the chairperson of the committee and at least one of the remaining committee members will be selected from among the core faculty of the doctoral program. A student may petition to 1) have a core faculty member of the program as the chairperson of the committee and all other committee members from outside the program or 2) have the chairperson of the committee from outside the program and at least two of the remaining members from the program. Given the importance of the committee chairperson in facilitating the student’s completion of the dissertation, chairpersons selected from outside the core faculty must be prepared to work closely with committee members from the program and invest sufficient time to fully understand the unique requirements of Gonzaga's Doctoral Program in Leadership Studies. Any exceptions to the expected committee configuration should be carefully discussed with the advisor before individuals from outside the program are approached about participation on the committee. Written approval of the entire core doctoral faculty is required for any exceptions.

Admission to Proposal Seminar

The purpose of DPLS 730: Proposal Seminar is to craft the structure of the student’s dissertation. Before students can enroll in DPLS 730, they must have achieved candidacy and have completed or be enrolled in DPLS 722 and DPLS 723. In addition, enrollment in DPLS 730 requires a written petition to the doctoral faculty Proposal Seminar instructor, submitted through a student’s dissertation chairperson at least 60 days before enrolling in the class. (Specifications for the petition are available on the doctoral program myGU website, from the doctoral faculty, or from the Admissions and Advising Specialist.) Students who anticipate taking DPLS 730 should discuss timing with their dissertation committee chairperson. Ideally, students should be able to defend the dissertation proposal soon after taking this course.

Doctoral Dissertation

A scholarly research study must be completed by each student under the guidance of a dissertation committee. The dissertation process in the Doctoral Program in Leadership Studies includes a formal defense of the dissertation proposal (defined as the first three chapters of the dissertation). The dissertation committee will also review and approve the final copy of the dissertation (that includes an informal dissertation defense), which then must be filed with the appropriate administrative office for final approval and acceptance by the University. Specific arrangements should be made with the doctoral program for publishing and binding of the dissertation.

Detailed dissertation procedures can be obtained from the Admissions and Advising Specialist or dissertation chairperson.

Outline: 60 credits

Required Courses: 30 credits
DPLS 700 Leadership Theory 3 credits
DPLS 701 Organizational Theory 3 credits
DPLS 703 Global Leadership 3 credits
DPLS 720 Principles of Research 3 credits
DPLS 722 Quantitative Data Analysis 3 credits
DPLS 723 Qualitative Research 3 credits
DPLS 730 Proposal Seminar 3 credits
DPLS 735 Proposal Defense 1 credit
DPLS 736 Dissertation 5 credits
DPLS 745 Ethics & Leadership Studies 3 credits
Electives: 30 credits
DPLS 705 Leadership and Social Justice 3 credits
DPLS 706 Leadership and Diversity 3 credits
DPLS 707 Leadership and Technology 3 credits
DPLS 708 Leadership, Forgiveness and Restorative Justice 3 credits
DPLS 709 Leadership and Spirituality 3 credits
DPLS 710 Planning for Change 3 credits
DPLS 711 Organizational Culture 3 credits
DPLS 713 Leadership and Law 3 credits
DPLS 714 Writing for Publication 1 credit
DPLS 716 Social Construction and Leadership 3 credits  
DPLS 717 Leadership and Film 3 credits  
DPLS 718 Ways of Knowing: Teaching, Learning, and Leadership 3 credits
DPLS 719 Emergent Organizational Change 3 credits
DPLS 726 Advanced Qualitative Research 3 credits
DPLS 727 Complexity and Leadership Studies 3 credits  
DPLS 728 Conceptual Framework and Research Design 3 credits
DPLS 741 The Art and Practice of Dialogue 3 credits
DPLS 743 Leadership and Consulting 3 credits
DPLS 744 Leadership, Language and Culture 3 credits
DPLS 746 Leadership and Applied Ethics
3 credits  
DPLS 747 Leadership and Classical Ethics
3 credits   
DPLS 748 Leadership and Feminist Ethics
3 credits   
DPLS 749 Leadership and Ecology Ethics  3 credits   
DPLS 750 Leadership and Post-Modern Ethics
3 credits  
DPLS 751 Leadership and History 3 credits
DPLS 755 Leadership and Communications 3 credits
DPLS 756 Leadership and Psychology 3 credits
DPLS 757 Power and Influence in Leadership 3 credits
DPLS 780 Servant Leadership 3 credits  
DPLS 781 Listen, Discern, Decide 3 credits  
DPLS 782 Foresight & Strategy 3 credits  
DPLS 783 Seminar in Servant Leadership 1 credit  
     
DPLS 700 Leadership Theory
3.00 credits
The major goal of this course is to gain understanding in the concept of leadership historically, philosophically, psychologically, and morally, and to test these understandings against one's own values and experiences. Emphasis will be placed on the nature and role of leadership in understanding and interpreting the self, subjectivity and interpersonal interactions.
DPLS 701 Organizational Theory
3.00 credits
Emphasis on modernist and postmodernist organizational theory, examining organizations as the nexus of psychological, sociological, and biological phenomena. Organizations are explored through the frames of power, environmental and symbolic structures, human agency, and ethics. Students will also read in classical organizational theory as well.
DPLS 703 Global Leadership
3.00 credits
The intent of this course is to explore leadership through a global citizen lens including topics such as cultural competency, global mindset, global and social systems, human rights and social justice.
DPLS 705 Leadership & Social Justice
3.00 credits
Examines issues of leadership and social justice beginning with an understanding of social justice, its theories, principles, tenets, and shortcomings. The course discusses social justice issues as they relate to hate, equality, distribution, and deserts.
DPLS 706 Leadership and Diversity
3.00 credits
Leaders are in a privileged position to effect a transformation of perspectives on race, ethnicity, and lifestyle. This course gives participants the opportunity to explore this potential, and, through life experiences and current literature, to assess their personal leadership styles and attitudes toward diversity.
DPLS 707 Leadership and Technology
3.00 credits
Technology is one aspect of the accelerating change that leaders must deal with. Leadership responsibilities in organizations will increasingly influence and be influenced by technology. This course is designed to provide a foundation for understanding technology in today's societies and the role of leadership in enhancing organizations through technology.
DPLS 708 Ldrshp, Forgive & Restore Just
3.00 credits
In this course students will begin the process of understanding leadership, justice, and forgiveness in the context of purposeful systems change. Servant leadership and restorative vs. retributive justice are important aspects of the learning community. The course engages students toward self-responsibility in the context of reconciliation, and the depth of heart, mind, and spirit that leads to healing and growth in community with others. Students will work to apply the interior leadership necessary for discernment and action within oppressive systems.
DPLS 709 Leadership and Spirituality
3.00 credits
This course is based on the premise that spiritual development is essential to human development, and emphasizes the importance of leaders awakening their own spirit in management and in life. Students are required to analyze theoretical and philosophical perspectives on spirituality in general and on spirituality as it applies to workplace. Students are invited to examine the condition of their own inner lives and how their lives can become more whole.
Equivalent:
EDLD 708 - Successful completion
DPLS 710 Planning for Change
3.00 credits
Planned change provides a holistic vision of the future and outlines procedures for moving toward the future. This course focuses on the nature of change and the capacity of organizations to engage in system-wide change.
DPLS 711 Organizational Culture
3.00 credits
The purpose of this course is threefold. Doctoral students will: understand philosophical and theoretical approaches to studying organizations from a cultural perspective; understand leader/follower practices to build and effect cultures in organizations; and apply theoretical/philosophical and practical understanding to the cultural analysis and interpretation of organizations, groups, and/or sub groups.
DPLS 713 Leadership and Law
3.00 credits
An analysis of selected legal principles affecting leaders in educational institutions. The principles illustrated are derived from decisions and opinions of the U.S. Supreme Court. Stress is also placed on an analysis of the leadership function exercised by the Court in such areas as freedom of speech and press, freedom of religion, personal civil rights, and the rights of criminal defendants.
DPLS 714 Writing for Publication
1.00 credit
Students learn how to identify outlets for various kinds of writing, prepare publishable work in different categories of writing, discuss ethical issues related to authorship, and work effectively in an editorial relationship.
DPLS 716 Social Construct. & Leadership
3.00 credits
This course has developed as a consequence of an increasing recognition in leadership studies of the need for a grounding in the theory of social construction and the phenomenology of this construction at both the sociological/cultural levels, and at the level of the individual. Upon completion of this course, students will be versed in the concepts, nomenclature, and theoretical basis for constructionist discourse as both a methodology of inquiry and as an explanatory framework for a broad interpretation of social and psychological phenomena.
DPLS 717 Leadership and Film
3.00 credits
This course initiates a thoughtful consideration of the nature of leadership as depicted in film. Through seeking understanding in dialogue with fellow learners, students are encouraged toward greater discernment of the person, the collective, and the context with regard to the dynamic systems involved in leadership. Film provides unique insights to investigate character and motive, as well as culture, allowing us to access meaning and significance through theoretical, analytic and dialogic inquiry. The course helps form in students the ability not only to be leaders, but in the words of Robert Frost, "awakeners." Through the time spent viewing films and entering into discourse, we will become more sophisticated observers and practitioners of leadership as we seek to understand the essence of leaders through artistic representation. Reflection, introspection, and personal engagement aimed toward a richly layered encounter with the lives of leaders contributes to the formation of a more enduring and authentic leadership response to personal, organizational, and global complexities.
DPLS 718 Ways Know: Tchg, Lrng, Ldrshp
3.00 credits
This course is designed to explore learning styles, adult learners, and strategies for working with adults. The leaders role in facilitating the learning, growth, and development of adults in organizational settings is examined. Beliefs about the nature of teaching, learning, and leadership are articulated in the form of a personal philosophy.
DPLS 719 Emergent Organizational Change
3.00 credits
This course explores theories of emergent organizational change with an emphasis on the emergence of transformational practices and structures within individuals groups, and material infrastructure. Theories and strategies for identifying and positively effecting the organization will draw from a core of readings in organizational theory, social theory, philosophy, complexity science, cultural studies, and leadership theory.
DPLS 720 Principles of Research
3.00 credits
Focusing on the pursuit of truth, this course gives a comprehensive perspective on research design, including both quantitative and qualitative methods. Emphasis is on self-understanding in the context of research and the pursuit of truth, and the appropriate use of various research methodologies. Students conceptualize their own research design as well as become more knowledgeable consumers of extant literature.
Prerequisite:
DPLS 700 Minimum Grade: C or DPLS 701 Minimum Grade: C or DPLS 703 Minimum Grade: C
DPLS 722 Quantitative Data Analysis
3.00 credits
Quantitative data analyses require the use of statistics (descriptive and inferential) to summarize data collected, to make comparisons of data sets, and to generalize results obtained for a sample back to the populations from which the sample was drawn. Knowledge about data analyses can help a researcher interpret data for the purpose of providing meaningful insights about the problem being investigated.
Prerequisite:
DPLS 720 Minimum Grade: C
DPLS 723 Qualitative Research
3.00 credits
This course is designed to provide opportunities for developing specific qualitative research skills while gaining familiarity with theories, issues, and problems in qualitative research. The course examines the relationships between the theories and purposes of qualitative inquiry. There is considerable focus on practicing selected research skills and the analysis and write-up of the results from these activities.
Prerequisite:
DPLS 720
DPLS 726 Advanced Qualitative Research
3.00 credits
Building upon the knowledge and experience acquired in DPLS 723, this course provides students with structured opportunities to analyze, interpret, and report qualitative research, using their own or sample data banks.
Prerequisite:
DPLS 720 Minimum Grade: C and DPLS 723 Minimum Grade: C
DPLS 727 Complexity &Leadership Studies
3.00 credits
This course is an inquiry into complexity theory and its relationship to society, organizations, and the self in the context of leadership studies. The course probes the roots of complexity thinking as it has emerged in language, rational thought, and human action. Complexity theory is offered as a partial corrective to paradigmatic polarization and methodological confusion in social theory.
DPLS 728 Conceptual Frmwk & Res. Design
3.00 credits
The goal of this course is to assist students to create a structure for the reading and analysis necessary for composition of Chapter 2 of the dissertation. The course also focuses on outlining a 1st and 3rd chapter of the dissertation.
DPLS 729 Computer Analysis of Qual Data
1.00 credit
This course will be devoted to learning the basics of N8 (Nvivo) through structured opportunities to analyze, interpret, and report qualitative research using a standardized set of data.
Prerequisite:
DPLS 720 and DPLS 723
DPLS 730 Proposal Seminar
3.00 credits
Development of the dissertation research proposal is the focus of this course.
Prerequisite:
DPLS 722 Minimum Grade: C or DPLS 723 Minimum Grade: C
DPLS 735 Proposal Defense
1.00 credit
Students are to enroll in this course the semester in which they plan to defend their dissertation proposal.
DPLS 736 Dissertation
1.00- 5.00 credits
Students must register for a total of five (5) credits for this course.
Prerequisite:
DPLS 735 Minimum Grade: S
DPLS 737 Dissertation Extension
1.00 credit
Credit registration for student continuing after core course requirements have been completed.
DPLS 738 Completion of Candidacy
.00 credits
Students must register for this zero credit course in the semester in which they complete their candidacy process.
DPLS 739 Orientation
.00 credits
Students must complete this zero credit online course in the first semester of their enrollment in the DPLS. The course has required and optional components that will help insure a successful orientation to the program.
DPLS 741 The Art & Practice of Dialogue
3.00 credits
This course is concerned with the praxis of dialogue. From the theoretical perspective dialogue is presented through philosophical, psychological, biological, and sociological readings. The course moves from broad perspectives on communication, meaning, and community to focused inquiry into subjective and intersubjective aspects of communication and meaning. This shift is supported by the regular practice of intentional dialogue at each class meeting.
DPLS 743 Leadership & Consulting
3.00 credits
This course examines the philosophy of consulting to include the 'main body of the leadership mind': ethics, courage, reality, and vision as intelligence tools. It also examines the consulting domain as it relates to internal and external barriers of organizational entitles, such as structural concerns, gaps in leaders' skills and knowledge, effectiveness of collective intelligence.
DPLS 744 Leadership Lang & Culture
3.00 credits
This course is designed for students who are interested in sociocultural and critical perspectives on identity and language and their intersection in diverse cultural communities. Our goal will be to explore the theoretical and methodological issues and substantive findings surrounding current research on identity and language.
DPLS 745 Ethics & Leadership Studies
3.00 credits
This course is an inquiry into character and conduct, moral responsibility, deliberation and decision, individuals and society, persons and community.
DPLS 746 Leadership & Applied Ethics
3.00 credits
This course centers on a variety of moral dilemmas that prevail in societies and organizations. Students gain a deep understanding of the complexity of such moral dilemmas through critical analysis and application of ethical principles. This course presupposes a good grasp of ethical theory either through DPLS 750: Leadership and Ethics or through extensive background readings.
DPLS 747 Leadership & Classical Ethics
3.00 credits
Several classical ethical models are examined though out the course. Critical analysis of how these models might apply to leadership today is made.
DPLS 748 Leadership & Feminist Ethics
3.00 credits
Ethics and ethical decision making is viewed from a feminist perspective. Application to leadership is made throughout the course. A question of interest is how the feminist perspective might yield different outcomes than do more traditional decision-making models.
DPLS 749 Leadership and Eco Ethics
3.00 credits
This course provides in-depth thoughts on principles of ethics and ethical decision making regarding ecology at global, national, and local levels.
DPLS 750 Ldrshp & Post-Modern Ethics
3.00 credits
This course is an introduction to some of the various ways that the pursuit of an ethical life, a life lived well In the light of goodness and justice, has been inspired by "post-modernism." For our purposes, that means ethics pursued after the challenges posed to the autonomy of the subject and the absolute power of reason, challenges that become dominant in western thinking since the mid Twentieth Century. In particular, this means thinking about justice and goodness outside of the exclusive concern with rule-based ethics (Deontology and Utilitarianism) that marks the Enlightenment, or High Modernism.
DPLS 751 Leadership and History
3.00 credits
This course focuses on the theme of leadership within unique historical contexts. The course considers the significant issues and dilemmas confronted by religious leaders, civic leaders, political leadership, reform leadership, female leadership, and business leadership. The historical contexts span from the 17th century Massachusetts Bay Colony to the 20th century using a biographical and case study approach to examine leadership dilemmas.
DPLS 755 Leadership & Communication
3.00 credits
This course focuses on the relation of the theories and techniques of group processes and persuasion to styles of leadership.
DPLS 756 Leadership & Psychology
3.00 credits
Systems and developmental approaches to psychology are integrated with personal and interpersonal understandings of leadership in this course. Dialogue regarding the nature is engaged in order to strengthen critical knowledge of psychology, social justice, and the leader as servant.
DPLS 757 Power & Influence in Leadershp
3.00 credits
If leadership is about relationships, power is the ability to influence others. In the organizations, the dynamics of power and influence surround us. They play a role - often fundamental - in nearly all the aspects of life, from individual relationships, career advancement to broad organizational change. This course is designed to study the large body of theory and research regarding power, influence and political skills, with the applied context of individual, community and organizational leadership. Students will analyze research critically from a theoretical and empirical perspective, apply the concepts to case studies and real life experiences, as well as develop an aptitude for leadership applications.
DPLS 760 Readings
1.00- 3.00 credits
Curriculum, reading lists, and credit are determined based on an individual proposal.
DPLS 761 Readings
1.00- 3.00 credits
Curriculum, reading lists, and credit are determined based on an individual proposal.
DPLS 762 Readings
1.00- 3.00 credits
Curriculum, reading lists, and credit are determined based on an individual proposal.
DPLS 763 Readings
1.00- 3.00 credits
Curriculum, reading lists, and credit are determined based on an individual proposal.
DPLS 764 Projects
1.00- 3.00 credits
Curriculum, reading lists, and credit are determined based on an individual proposal.
DPLS 765 Projects
1.00- 3.00 credits
Curriculum, reading lists, and credit are determined based on an individual proposal.
DPLS 766 Internship/Mentorship
.00- 3.00 credits
Credits determined based on individual proposal.
DPLS 767 Non-Dissertation Research
1.00- 3.00 credits
Research and design are based on an individual proposal.
DPLS 768 Non-Dissertation Research
1.00- 3.00 credits
Research and design are based on an individual proposal.
DPLS 769 Non-Dissertation Research
1.00- 3.00 credits
Research and design are based on an individual proposal.
DPLS 772 Special Topics
1.00- 3.00 credits
Special topics seminars are designed based on individual student and faculty interests.
DPLS 773 Special Topic
1.00- 3.00 credits
Special topics seminars are designed based on individual student and faculty interests.
DPLS 774 Special Topics
1.00- 3.00 credits
Special topics seminars are designed based on individual student and faculty interests.
DPLS 775 Special Topics
1.00- 3.00 credits
Special topics seminars are designed based on individual student and faculty interests.
DPLS 776 Special Topics
1.00- 3.00 credits
Special topics seminars are designed based on individual student and faculty interests.
DPLS 777 Special Topics
1.00- 3.00 credits
Special topics seminars are designed based on individual student and faculty interests.
DPLS 778 Special Topics
1.00- 3.00 credits
Special topics seminars are designed based on individual student and faculty interests.
DPLS 779 Special Topics
1.00- 3.00 credits
Special topics seminars are designed based on individual student and faculty interests.
DPLS 780 Servant Leadership
3.00 credits
The foundations of Servant-leadership are explored with an emphasis on reviewing the original writings, and on conceptualizing and articulating the philosophy through a clarification of what it is, and why Servant-leadership is relevant. Human development theories are used as theoretical frameworks for identifying criteria to assess servant-leaders and servant-organizations, and for understanding how they develop and function. Dialogue is encouraged as a way of integrating aspects of the philosophy with applied experience and gain insights into the students own leadership approach.
DPLS 781 Listen, Discern, Decide
3.00 credits
In this class, students will learn more in depth concepts of Servant leadership by learning approaches and practices of listening and discernment as a way of enhancing decision making capacity. The course begins with a focus on interior and exterior listening. Listening and awareness techniques are then integrated with the principles and practices of discernment. The course progresses from a focus on the individual, to group, to listening and discerning and decision making in organizations and communities.
DPLS 782 Foresight & Strategy
3.00 credits
In this course students will integrate more of the servant leader characteristics, and further develop the disposition of a servant leader. The course explores the art, science and methods leaders use to acknowledge, stimulate, and further develop their capacity of foresight. Students engage macro system perspectives applying strategy and stewardship as they consider introducing vision into the reality of complex organizational and community systems.
DPLS 783 Seminar in Servant Leadership
1.00 credit
This intensive course will examine the theory and practice of servant leadership, starting with a careful examination of Robert Greenleaf's primary work, Servant Leadership (1977/2002, Paulist Press). This will be followed by an examination of critical issues and practices through the reading of selected essays by James Autry, Warren Bennis, Peter Block, John Carver, Stephen Covey, Shann Ferch, Dee Hock, Michael Jones, Richard Leider, Ralph Lewis, Jack Lowe, Ken Melrose, Richard Nielsen, Parker Palmer, George SanFacon, Peter Senge, James Showkeir, Larry Spears, Margaret Wheatley, Lea Williams, Danah Zohar and others.
DPLS 900 Workshop
1.00- 6.00 credits
 

In addition to their major and minor areas of study, all undergraduate students follow a common program designed to complete their education in those areas that the University considers essential for a Catholic, Jesuit, liberal, and humanistic education. The University Core Curriculum consists of forty-five credits of course work, with additional designation requirements that can be met through core, major, or elective courses.

The University Core Curriculum is a four-year program, organized around one overarching question, which is progressively addressed through yearly themes and questions. Hence, core courses are best taken within the year for which they are designated. First year core courses encourage intellectual engagement and provide a broad foundation of fundamental skills. Second and third year courses examine central issues and questions in philosophy and religious studies. The fourth year course, the Core Integration Seminar, offers a culminating core experience. Taken at any time throughout the four years, broadening courses intersect with the core themes and extend students’ appreciation for the humanities, arts, and social and behavioral sciences. Finally, the designation requirements (writing enriched, global studies, and social justice) reflect important values and reinforce students’ knowledge and competencies.

Overarching Core Question: As students of a Catholic, Jesuit, and Humanistic University, how do we educate ourselves to become women and men for a more just and humane global community?
Year 1 Theme and Question: Understanding and Creating: How do we pursue knowledge and cultivate understanding?

  • The First-Year Seminar (DEPT 193, 3 credits): The First-Year Seminar (FYS), taken in the fall or spring of the first year, is designed to promote an intellectual shift in students as they transition to college academic life. Each small seminar is organized around an engaging topic, which students explore from multiple perspectives. The FYS is offered by many departments across the University (click here [PDF] for list of FYS courses).  
  • Writing (ENGL 101, 3 credits) and Reasoning (PHIL 101, 3 credits): The Writing and Reasoning courses are designed to help students develop the foundational skills of critical reading, thinking, analysis, and writing. They may be taken as linked sections. Writing (ENGL 101) carries one of the three required writing-enriched designations (see below).
  • Communication & Speech (COMM 100, 3 credits): This course introduces students to interpersonal and small group communication and requires the application of critical thinking, reasoning, and research skills necessary to organize, write, and present several speeches.
  • Scientific Inquiry (BIOL 104/104L, CHEM 104/104L, or PHYS 104/104L, 3 credits): This course explores the scientific process in the natural world through evidence-based logic and includes significant laboratory experience. Students pursuing majors that require science courses will satisfy this requirement through their major.
  • Mathematics (above Math 100, 3 credits): Mathematics courses promote thinking according to the modes of the discipline—abstractly, symbolically, logically, and computationally. One course in mathematics, above Math 100, including any math course required for a major or minor, will fulfill this requirement. MATH 100 (College Algebra) and courses without the MATH prefix do not fulfill this requirement.

Year 2 Theme and Question: Being and Becoming: Who are we and what does it mean to be human?

  • Philosophy of Human Nature (PHIL 201, 3 credits): This course provides students with a philosophical study of key figures, theories, and intellectual traditions that contribute to understanding the human condition; the meaning and dignity of human life; and the human relationship to ultimate reality.
  • Christianity and Catholic Traditions (RELI, 3 credits). Religious Studies core courses approved for this requirement explore diverse topics including Christian scriptures, history, theology, and practices as well as major contributions from the Catholic intellectual and theological traditions (click here [PDF] for a list of approved courses) .

Year 3 Theme and Question: Caring and Doing: What principles characterize a well lived life?

  • Ethics (PHIL 301 or RELI, 3 credits): The Ethics courses are designed to help students develop their moral imagination by exploring and explaining the reasons humans should care about the needs and interests of others. This requirement is satisfied by an approved ethics course in either Philosophy (PHIL 301) or Religious Studies (click here [PDF] for a list of approved courses).
  • World/Comparative Religion (RELI, 3 credits): Religious Studies courses approved for this core requirement draw attention to the diversity that exists within and among traditions and encourage students to bring critical, analytical thinking to bear on the traditions and questions considered. These courses carries one of the required two global-studies designations (see below) (click here [PDF] for a list of approved courses).

Year 4 Theme and Question: Imagining the Possible: What is our role in the world?” 

  • Core Integration Seminar (DEPT 432, 3 credits). The Core Integration Seminar (CIS) offers students a culminating core experience in which they integrate the principles of Jesuit education, prior components of the core, and their disciplinary expertise. Some CIS courses may also count toward a student’s major or minor. The CIS is offered by several departments across the University (click here [PDF] for list of CIS courses).

The Broadening Courses

  • Fine Arts & Design (VART, MUSC, THEA, 3 credits): Arts courses explore multiple ways the human experience can be expressed through creativity, including across different cultures and societies. One approved course in fine arts, music, theatre, or dance will fulfill this requirement (click here [PDF] for a list of approved courses).
  • History (HIST, 3 credits): History courses are intended to develop students’ awareness of the historical context of both the individual and the collective human experience. One course in History (HIST 101, HIST 102, HIST 112, HIST 201, HIST 202) will fulfill this requirement.
  • Literature (3 credits): Literature courses foster reflection on how literature engages with a range of human experience. One approved course in Literature (offered by English, Classics, or Modern Languages) will fulfill this requirement (click here [PDF] for a list of approved courses).
  • Social & Behavioral Sciences (3 credits): Courses in the social and behavioral sciences engage students in studying human behavior, social systems, and social issues. One approved course offered by Criminal Justice, Economics, Political Science, Psychology, Sociology, or Women and Gender Studies will fulfill this requirement (click here [PDF] for a list of approved courses).

The Designations
Designations are embedded within already existing core, major, minor, and elective courses. Students are encouraged to meet designation requirements within elective courses as their schedule allows; however, with careful planning students should be able to complete most of the designation requirements within other core, major, or minor courses.

  • Writing Enriched (WE; 3 courses meeting this designation): Courses carrying the WE designation are designed to promote the humanistic and Jesuit pedagogical ideal of clear, effective communication. In addition to the required core course, Writing (ENGL 101), which carries one of the WE designations, students must take two other WE-designated courses (click here [PDF] for a list of approved courses).
  • Global-Studies (GS; 2 courses meeting this designation): Courses carrying the GS designation are designed to challenge students to perceive and understand human diversity by exploring diversity within a context of constantly changing global systems. In addition to the required core course, World/Comparative Religion (RELI 300-level), which carries one of the GS designations, students must take one other GS-designated course (click here [PDF] for a list of approved courses).
  • Social-Justice (SJ; 1 course meeting this designation): Courses carrying the SJ designation are designed to introduce students to one or more social justice concerns. Students must take one course that meets the SJ designation (click here [PDF] for a list of approved courses).

Major-specific adaptations to the University Core Curriculum

All Gonzaga students, regardless of their major, will complete the University Core Curriculum requirements. However some Gonzaga students will satisfy certain core requirements through major-specific programs or courses. Any major-specific adaptations to the core are described with the requirements for the majors to which they apply.