Introduction
Chapter 1 — Overview
A — Social Action's Role in U.S. Experiment in Democracy B — US College Social Action C — Benefits of Social Action for Students Campuses, and Society D — The Vision: Bringing Social Action into the Classroom E — Overcoming Challenges of Teaching Social Action
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 Allies and Community Partners H —The Role of Place & I —Each Semester vs Every Year (or Other Year) J — Using Mural Board (option)
Chapter 3 — Launching Student Campaigns
A — On Your Mark: Preparing Students for the Road Ahead B — Go! Students Choose Their Issue C — Get Set: Setting the Tone D — Change Theory E — Building Power F — Walking Tour G — Research: Historical Overview, Power Mapping, & Target Analysis H — Group Dynamics I — Strategy & Tactics J — Campaign Kickoff
Chapter 4 — Campaign Planning, Implementation, and Evaluation
A — Timeline & Campaign Plan B — Campaign Implementation: "Series of Actions" Begins C — Campaign Execution & Case Studies D — Campaign Evaluation E — Day of the Final: Campaign Notebook & Group Presentation
Chapter 5 — Where to Go From Here
A — Next Semester B — Mainstreaming Social Action C — Social Action Internship Program D — Pipeline to Jobs & Graduate School E — Status of Current Campaigns F — Impact of Social Action on Former Social Action Students
Read CHANGE! A Guide to Teaching Social Action
- Chapter 1C: Benefits of Social Action for Students, Campuses, & Society (p. 19-20)
Discussion
The benefit of social action courses is felt by students, campuses, and in the communities where they focus their energy.
Student Outcomes
This student-led transformative model develops critical thinking and democratic skills, and prepares students to be leaders in the non-profit, government, and business sectors. Students develop skills in analyzing issues, communicating in public forums, developing action plans, and working effectively in a team.
Students who participate in social action:
- increase their critical thinking skills
- develop a better understanding of how systems and structures work
- learn how to solve problems and overcome challenges
- develop a greater sense of social responsibility.
- develop leadership skills
In light of the challenge raised by anti-democratic forces in the United States and other democracies, these benefits have taken on even greater importance.
Campus Outcomes
Campuses are animated by student energy and idealism. Students engaged in social action create—along with campus leaders—a discursive space for ideas to be discussed and analyzed, and where multiple campus stakeholders can be exposed to the grievances raised.
Research shows that campuses that emphasize social action foster the larger student body to be more civically engaged. Importantly, the Administration response to the students’ social action helps the campus leaders define the values and commitments of the college, which will affect the students’ experience and their understanding of the college, and provides the administration the opportunity to demonstrate whether their approach to equity, diversity, and freedom are effective.
As Drs. Cassie Barnhardt and Kimberly Reyes reflect on the scholarship of college social action, they argue that the legitimacy of the university stems in part from its commitment to foster “excellence, integrity and a sense of community among their students” and that social action creates “a space for institutions to be thoughtful about enacting those very commitments”.
Societal Outcomes
Communities benefit when students align with local leaders to make change.
Most periods of societal change from colonial times to today tell a complementary story that plays out on college campuses. Thus, college student social action provides the opportunity to work out in a positive fashion some of the political dynamics of the country, but in a local and focused setting.
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Reflect on Course Development Questions
- Which benefit of social action do you find the most compelling for the students: (a) increase in critical thinking, (b) becoming a problem solver and overcoming challenges, (c) improving leadership skills, and/or (d) learning how to do democracy?
- Does your campus currently provide a "discursive space for the ideas raised by students to be discussed an analyzed, and where multiple campus stakeholders can be exposed to the grievances raised"? Can you envision social action class providing that "discursive space" on your campus, and if so, how?