Chapter 2 — Developing a Social Action Class

Introduction

Chapter 1 — Social Action: An Overview

A & B —Social Action’s Role & US College Social Action

C & D — Benefits & Bring It Into Class

E — Overcoming Challenges

Chapter 2 — Developing a Social Action Class

A & B — Course vs Co-Curricular & Prerequisites 

C — Creating a Social Action Syllabus

D & E — Teaching Style & Norms

F — The Students

G — Building Allies

H & I — Role of Place & Each Semester v 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 — Planning, Implementation, & Evaluation

A — Campaign Plan & Timeline B & C — Implementation & Execution D — Campaign Evaluation E — Finals: Binder & Presentation

Chapter 5 — Where Do We Go From Here?

A & B — Next Semester & Mainstreaming TSA C & D — Internships & Pipeline to Jobs E — Status of Current Campaigns

CHANGE! A Guide to Teaching Social Action

• Chapter 2 — Developing a Social Action Class: Things to Consider, p. 29-51

This chapter deals with some of the key components of developing a social action course, including whether it should be a course or co-curricular experience, what should be the pre-requisites (if any), how to create a social action syllabus, the teaching style and norms within a social action course, how to recruit students, the importance of building campus and community allies, the role of place, how to teach social action every year (and even better, every semester), and maintaining momentum

The below Syllabus Creation Worksheet is provided to all participants in the Institute for Teaching Social Action. The Worksheet asks a series of important questions for professors to consider when developing a social action course dealing with the above topics. The answers that you provide will help formulate your class.

Watch this video of Scott discussing these key components of developing a social action course.

Questions

1. What percentage of students will enter the social action class or co-curricular activity knowing that they will be doing social action? How will this affect your teaching?
2. How might you use a human rights framework in your course?
3. What USA and international social action case studies might you include in your readings?