5A — Next Semester

Introduction

Chapter 1 — Social Action: An Overview

A — Social Action’s Role & B – U.S. College Social Action

C — Benefits of Social Action & D – Bringing into Classroom

E — Overcoming Challenges

Chapter 2 — Developing a Social Action Class

A — Academic Course vs Co-Curricular & B — Prerequisites 

C — Creating a Social Action Syllabus

D — Teaching Style & E — Classroom Norms

F — The Students

G — Building Campus & Community Allies

H —The Role of Place & I —Each Semester vs Every Year

J — Maintaining Momentum

Chapter 3 — Launching Student Campaigns

A — On Your Mark

B — Students Choose Their Issue

C — Group Dynamics, part 1

D — Change Theory

E — Building Power

F — Social Action Campus Tour

G — Research

H — Group Dynamics, part 2

I — Strategy & Tactics

J — Campaign Kickoff

Chapter 4 — Campaign Planning, Implementation, and Evaluation

A — Campaign Plan & Timeline B — Campaign Implementation & C — Execution D — Campaign Evaluation E — Day of Final: Campaign Binder & Group Presentation

Chapter 5 — Where To Go From Here

A — Next Semester & B —Mainstreaming C — Internship Program & D—Pipeline to Jobs & Grad School E — Status of Current Campaigns

CHANGE! A Guide to Teaching Social Action

• Chapter 5A—Next Semester (p. 137-138)

Next Semester

Our long-term goal in mainstreaming the teaching of social action is for every campus to have  a social action course taught every semester. The reason for this is simple: the student campaigns are usually not won in a single semester. As described in the Issue Development section, we encourage faculty to arrange to have these prior student campaigns presented as options for the next class of social action students to consider.

In Scott Myers-Lipton Sociology 164 Social Action class, it was not uncommon for some campaigns continued semester after semester for two or three years. And, occasionally, a campaign would be dormant for a semester or two before being chosen by a new group of students.

Question

1. Can your social action class be taught every semester? Can you ask your chair?
2. If not, who else might you get to teach a class using social action so that the campaigns have institutional support to thrive and develop?

CHANGE! A Guide to Teaching Social Action

• Chapter 5B—Mainstreaming Social Action (p. 138-139)

Questions