Sample Course Syllabus UNIV320: Contemporary Social Justice Issues Fall 2007 Mondays 3:30 - 5:30 p.m. Large Lecture: Kirkbride Hall, Room 206 Instructor: Licinia "Lulu" B. Kaliher Office hours: 10am-3pm Office location: Ray St. B Office Phone: 831-4311 Email: [email protected] I. What this course is all about This course is designed to explore broad context of social justice issues in order to assist you in discovering the change agent skills within you. In order to do this, it will be essential for you to understand different frameworks of society and how individuals frame themselves within society. II. Course objectives Throughout the semester, we will be covering different content areas as they relate to social justice. You will learn about the forms of prejudice that contribute to systems of oppression and be able to examine change agents skills that can challenge the roots of prejudice. The following learning goals illustrate what you will achieve by the end of this course. You will: 1. Recognize and distinguish various social justice issues facing our college students today. 2. Identify and summarize, in your own words, how your social identities shapes your own view of others. 3. Examine how social identities and individual life experiences shape systems of oppression. 4. Explain how personal discomfort and fear contribute to systems of oppression. 5. Evaluate what global citizenship and being a change agent means for yourself. 6. Determine the necessary steps toward becoming a change agent. III. Course structure/design Due to the type of content we will be exploring in this course, various learning strategies will be utilized to tap into your funds of knowledge (what you already know and are bringing to this course) and to create a community of practice. Hopefully we will create this safe and inclusive community where we can challenge and share personal opinions, allowing us to put into practice what we learn. In order to understand who you are as learners, we will be utilizing the Let Me Learn advance learning system as our backdrop as we explore this emotional charge discourse. Review of this system will accord in the first class as well as expectations of our community of learners. We can not move forward in understanding issues of oppression and social consciences without establishing trust and respect during the first class. The topics are set up to provide you with a context of issues and social identities within which to reflect on yourself. Various active learning methods will be utilized throughout the semester, such as media, case studies, group work, simulations, and discussions. Guest speakers and some lecture will be weaved in and out of the overall course to provide you further exposure to various experts at our university. IV. Course Textbook: Available at the University of Delaware Bookstore Required: Adams, M., Blumenfield, W. J., Castaneda, R., Hackman, H.W., Peters, M.L., & Zuniga, X. (Eds.). (2000). Readings for Diversity and Social Justice, 1st edition. New York: Routledge. -1- Supplemental: Kaufman, M., et al. (2001). The Laramie Project. New York: Dramatists Play Service, Inc. Trask, C. (2006). It’s Easy Being Green: A Handbook for Earth-Friendly Living. Layton: Gibbs Smith. (provided to all Resident Assistants during training) Kimmel, M.S. (2000). Introduction. In The Gendered Society Reader. England: Oxford University Press. pp. 1-5. (will be sent out through WebCT) Scarpitti, A. and O'Toole (1997). "Gender Inequality." In Social Problems, 3rd Edition. Longman. pp. 209-230. (will be sent out through WebCT) V. Course Expectations Due to the interactive, hands-on nature of this course, it is imperative that you are present at each class, participate in the online discussion board, and are prepared to engage in the exploration of these issues. Your presence and voice within our community will not only increase your ability to reflect, but will assist you and your peers in developing as change agents. Due to the interconnection of our community of practice, the following is the grading outline: Assignment Attendance and Participation Reflection Blogs Group Action Plan design and proposal "A" "A-" "B+" "B" "B-" "C+" = 93  100 = 90  92 = 86  89 = 83  85 = 80  82 = 77  79 Maximum Points 30 30 40 Points Points Points Points Points Points "C" "C-" "D" "F" = 73  76 = 70  72 = 66  69 = < less 65 Points Points Points Points You are expected to have all assigned assignments (i.e. readings, online blogs) completed for each class. I follow the belief of “Reasons, not Excuses”. Please make every effort to communicate with me if you are struggling within your group, or there are circumstances going on in your life that impede your ability to complete an assignment on time. a. Attendance and Participation Points will be awarded on your overall contribution in each class, as well on the WebCT discussion board. You will not receive full credit for contribution if you rarely participate during classroom or in the online discussions; if you appear to be inattentive during either lecture or discussion; or if you miss class. It is possible to attend all class meetings and not get full attendance and participation points. There will be times when you are unable to make class. An absence is defined as missing all or any part of the class. You are allowed one unexcused absence without loss of points. After that, all absences that have not been excused will result in the deduction of points as outlined below. It is YOUR responsibility to communicate with me prior to missing a class. If there are extreme circumstances, please make every effort to communicate with me within 24 hours (through email or phone call) on the reason why you missed class. -2- Classes or class sections missed 0 or 1 2 3 4 5 or more Points Lost 0 points lost 5 points lost 10 points lost 15 points lost Failure of class b. Assignments i. Reflection Blogs • We will utilize the Discussion board on WebCT to engage on weekly topics. The online discussion will provide a venue for you to demonstrate reflection on your personal experiences and your thoughts about the readings and issues discussed in class. You should synthesize, evaluate and think back on the readings and concepts discussed in class as they show to manifest themselves outside of class, specifically in the residence halls. Your discussion points should NOT just be a summary of the concepts, but a statement of thoughts, feelings, experiences, new insights, struggles or questions you have from the readings and class experiences. • Each week you are expected to post a 1-2 paragraph reflection on that week’s reading PRIOR to class. You are also expected to respond to a peer’s posting at least once each week. You should not simply reply to a classmates’ response without providing a new thought or idea. Make every effort to go beyond what has already been posted by your peers. ii. Group Action Plan project • • • The group action plan project is meant to engage you and your peers in creating and implementing an action in response to a societal issue. This action plan project provides you the opportunity to acquire skills and knowledge on how to be change agents. Hopefully, your action plan will challenge yourself and your group through the actualization of dismantling systems of oppression. Use this assignment as an opportunity to challenge yourself and your conceptions of yourself, your social identity, and the social identities of other people. • You will be selected into groups, determined by your learning patterns (discovered during the first day of class). This is to ensure different learning expertise exist in each group. The group will need to develop an action plan for change around one of the content areas of the course. Proposals for the action plan will be due Oct. 10, 2007. Once approved, your group will determine how to put the action plan into motion. A group presentation and group 10-page paper will be due on the last day of class. Five points will be deducted from your overall class grade for each day the assignment is submitted late. The presentation and paper will count for 15 points each. A grading rubric is attached for your reference. Guidelines for Presentation All group members must contribute to the overall presentation o The group should how each group member will participant  Suggested Roles: speaker, technology guru, time keeper A poster, powerpoint, interactive activity, or other creative presentation techniques must be utilized to engage the class. -3- • • • • • • • VI. Presentations should last the maximum 10 minutes. This is to allow each group ample time to present their action project. Copies of the presentation must be handed in at that class period. Guidelines for Paper 10-page paper, 12 point font, double-spaced, 1-inch margins Each member must contribute a section to the paper Proper citation and references must be included A section containing reflection from each group member must be included Suggested outline of paper: o Introduction of action plan, reason why this action plan was chosen o The group process in creating an action plan o Reflection on Implementation o What was learned through this experience o Recommendations and Suggestions o References A Reminder about Academic Honesty: (From the 2007-2008 Student Guide to Policies) All students registered for the class are expected to abide by the University’s Code of Conduct regarding academic dishonesty. The following is the University’s conduct expectations for students. “Any student who commits, aids or attempts to commit any of the following acts of misconduct may face disciplinary action through the Undergraduate or Graduate Student Judicial System”. The full text and description of the academic honesty policy can be found in the Student Guide to Policies at http://www.udel.edu/stuguide/07-08/code.html. A portion of the academic honesty policy is reprinted here for your benefit. Academic Honesty Statement of Policy: All students must be honest and forthright in their academic studies. To falsify the results of one’s research, to steal the words or ideas of another, to cheat on an assignment, or to allow or assist another to commit these acts corrupts the educational process. Students are expected to do their own work and neither give nor receive unauthorized assistance. Any violation of this standard must be reported to the Office of Judicial Affairs. The faculty member, in consultation with a representative from the Office of Judicial Affairs, will decide whether the matter should be adjudicated through the Student Judicial System or resolved without a formal judicial hearing. In the latter case, the faculty member must have the agreement of all students directly affected. VII. Course Outline: some topic dates are tentative and subject to change. September 10th Class Objectives: Global Citizenship Introduction to the course (Review of syllabus and course expectations) Understanding who we are as learners - LML You will: • Define the elements of being a global citizen. • Identify the importance of being actively engaged citizens in society. • Identify your obligations as a learner in this course September 17th Activity: Diversity – what is oppression and privilege The Game of Life, Action Project Group Defined -4- Class Objectives: Readings: September 24th Activity: Class Objectives: Readings: You will: • List terms commonly used in diversity discussions. • Identify your social identities. • Summarize how privilege and oppression interconnect. • Discover your peers’ social identities. • Select group members based on their learning patterns for the Action Plan project • Reflect on what the Action Plan project is and meet with your group to begin the proposal Tatum, B. (1997) The Complexity of Identity: “Who Am I?” (pp.9-14) Lewis, G., Holland, P. & Kelly, K. (1992). Working Class Students Speak Out (pp. 421 – 425). Ford, C.W. (1984). Develop Cross-Cultural Communication Skills. (pp.130-132) Schniedewind, N. And Davidson, E. (1998). Linguicism. (pp. 129-130) Role as Educator and Change Agent Activity, Group work You will: • Identify the skills and knowledge necessary to be change agents • Reflect on your own skills and knowledge toward being a change agent • Develop personal, specific plans for being change agent with your group • Reflect on your own contributions to a community and how you may or may not have made a difference. McClintock, M. (1992). How to Interrupt Oppressive Behavior. (pp.483-485). Zuniga, X. and Sevig, T. (1997). Bridging the “Us/Them” Divide: Intergroup Dialogue and Peer Leadership (pp.488-493). October 1st Activity: Class Objectives: Heterosexism and Homophobia Watch video, “Just call me Kade” You will: • Define definitions and concepts around sexual orientation • Recall what is homophobia and how manifests itself in a society. • Explore the issues facing the LGBTQ community and relate resources available to the LGBTQ population. • Identify strategies to address heterosexism and homophobia. • Reflect on your own social identity in terms of race/ethnicity Reading: Blumenfeld, Warren (1992). How Homophobia Hurts Everyone. (pp.267-275). Lees, L. The Transgender Spectrum. (pp.305-306). Meiner, J.C. (1996). Memoirs of a Gay Fraternity Brother (pp.299-301). Minkowitz, D. (1992). Murder Will Out – But It’s Still Open Season on Gays (pp.293-295). Due Today: Action Plan Proposal October 8th Activity: Class Objectives: Readings: Racism Speaker You will: • Define what is race, ethnicity, and racism • Examine how racism manifests on campus and in the larger society. • Reflect on your own social identity in terms of race/ethnicity Edgington, A (1998). Moving Beyond White Guilt. (pp.127-129). Larew, J. (1991). Why are Droves of Unqualified, Unprepared Kids Getting into -5- Our Top Colleges? Because Their Dads are Alumni. (pp. 418 - 421). Tatum, B.D. (1997). Defining Racism: “Can We Talk?”. (pp.79-82). October 15th Activity: Class Objectives: Ethnicity Stimulation, Action Plan group work You will: • Define the difference between race and ethnicity • Infer what white privilege is. • Examine how racism manifests on campus and in the larger society. • Discover how racism impacts individuals and the community. • Reflect on your own social identity in terms of race/ethnicity Readings: Martinez, E. (1998). Seeing More than Black and White (pp. 93-98). Rodriguez, R. (1982). Complexion (pp. 114 - 117). Articles on WebCT For Next class: Bring in your favorite magazine October 22nd Activity: Class Objectives: Readings: October 29th Activity: Class Objectives: Readings: November 5th Activity: Class Objectives: Readings: Gender and Sexism Watch video “Body Images”, Media Expose – magazines You will: • Identify the definitions and concepts around gender. • Give examples on how gender role messages are communicated and reinforced. • Explore how sexism and gender issues manifest in the residence halls. • Reflect on your own social identity in terms of gender. Anonymous. “The Rape” of Mr. Smith (pp.246-247). Chernick, A. (1995). The Body Politic (pp.243 - 246). Haubegger, C. (1994). I’m Not Fat, I’m Latina. (pp.242-243). Walker, W. (1995). Why I Fight Back. (pp.251-253). Article on Webct: Scarpitti, A. and O'Toole (1997). "Gender Inequality." In Social Problems, 3rd Edition. Longman. pp. 209-230. Ability Stimulation, Action Plan group work You will: • Identify the definitions and concepts regarding ableism. • Explore how stereotypes on ability are manifested daily. • Examine how ableism manifest in the residence halls. • Reflect on your own social identity in terms of being a temporary abled body. Articles listed on WebCT Religion/Spirituality Guest Panel You will: • Identity the definitions and concepts regarding religion/spirituality and explore religious differences. • Reflect on the role of religion /spirituality impacts our view of the world. Krebs, J. (1988). Short Black Hair. (pp. 185 - 187). Langman, P.F. (1995). Including Jews in Multiculturalism. (pp 169 - 177). West, C. (1993). On Black-Jewish Relations. (pp 177 – 181) -6- November 12th Activity: Class Objectives: Readings: Socio-Economic Status & Issues of Equity Star Power, stimulation You will: • Recognize issues of equity on the basis of social and economic class • Interpret how the system of political equality and equality of economic opportunity are interconnected • Dramatize how systems of inequality come to be and are difficult to dismantle Langston, D. (1988). Tired of Playing Monopoly (pp. 397 - 402). Ransford, J.E. (1994). Two Hierarchies. (pp. 412-418) Edelman, P. B. (1993). Responsibility for Reducing Poverty. (pp. 436-445) November 19th Activity: No Class: Action Plan Group Work Work on your group Action Plan presentation and paper November 26th Activity: Class Objectives: Being An Active, Engaged and Aware Citizen Comfort continuum activity, Action Plan group work You will: • Describe the importance of actively engaged citizens in local, national, and global levels. • Explore ways to get involved in global causes in order to be active, responsible global citizens. • Define what is sustainability and identify the triple bottom line. Trask, C. (2006). It’s Easy Being Green: A Handbook for Earth-Friendly Living. Readings: December 3rd Activity: Class Objectives: What Change have we Made Group Presentations You will: • Design a presentation that illustrates your groups’ Action plan • Articulate how your group planned and implemented the action plan • Reflect and provide feedback on your experience. -7- UNIV 320 Grading Rubric for Action Plan Group Presentation and Paper Group Students’ Name __________________________________________________ Exceeds expectation – to recognize innovation, creativity 5 4 3 At expectation - meets the criterion Good Average very comparable – suggest to use only one of them 2 Fair 1 Poor 0 Below expectation Does not meet criterion Total Points Criteria possible Awarded points Presentation 15 • Well-designed presentation • All group members participated • Demonstrates action plan, how it was implemented, and how project was evaluated. Paper 15 • Proposal well thought out and detailed • Demonstrates knowledge of change agent skills necessary to implement the action plan. • Articulates in details the action plan. • All group members contributed • All group members reflected • Properly cited/references Total points 30 -8-