Sample Course Syllabus UNIV320: Contemporary Social Justice Issues

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: lulu@udel.edu
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-