4D — Campaign Evaluation

Introduction

Chapter 1 — Social Action: An Overview

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

C & D — Benefits & Bring 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 — 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 4D: Campaign Evaluation (p. 132-135)

Campaign Evaluation

As the semester comes to a close, student campaign groups conduct an evaluation of their campaign. As part of this Campaign Evaluation, the groups produce a Campaign Binder that is a summation of the group’s experience, which is an historical record of the campaign that can be used by future social action students to continue the campaign. In addition, the student campaign groups design a 15 to 20 minute PowerPoint presentation that explores what their group learned from social action. In their group presentation, they might highlight several of the topics from the campaign binder, or they can choose something else.

Click here for the directions to the Binder & Group Presentation. Below is the Campaign Binder assignment updated and turned into a worksheet. SML made the Binder and the Group Presentation group projects with the grade going to the group and not the individual.

On the day of the final, students turn-in a typed statement explaining what they think they deserve for their Participation grade, both in the large group and campaign teams. They also turn in an evaluation of all of the other group members. Scott would consider these student evaluations as he made final decisions on a student’s participation grade. Click here for the directions Scott provided when doing their self-evaluation and the evaluation of their group member.

Below are the questions for Portfolio 10, which used The Hero’s and Shero’s Journey to explore what the students got out of this social action experience.

On the last day of class, Scott. would show his students three short clips from The Matrix, which can be viewed as a modern-day "Allegory of the Cave”. Below are the three clips:

“Not Quite Fitting In”:

“The Call”:

“Meeting Morpheus: The Red or Blue Pill?”:

Questions

1. How will you conduct a final evaluation of the students’ learning? Will you use the campaign notebook and campaign group evaluation? If so, why? If not, why not, and what will you do instead? Will you do a final, group presentation?
2. What other ways might you evaluate your students at the end of the class?

Continue to Ch 4E — Finals: Binder & Presentation