Introduction
Chapter 1 — Social Action: An Overview
Social Action and Its Role on Colleges
Chapter 2 — Developing a Social Action Class
Course vs Co-Curricular & Prerequisites
Creating a Social Action Syllabus
Teaching Style & Classroom Norms
Role of Place & Each Semester v Every Year
Chapter 3 — Teaching Social Action (TSA) Model
Chapter 4 — Where Do We Go From Here?
Introduction
On Final's day, the student campaigns hand-in their Campaign Binders. After grading them (as a group), Scott kept the campaign binders in his office, and would bring them out in the beginning of the next semester's social action class for the students to possibly select the campaign, and to "activate it" to be part of the class.
Here is Scott discussing how the Campaign Binder is passed down to the next generation of social action students in order for the campaigns to continue from semester to semester. Of course, the next generation of students would have to select it, but if it is an interesting and engaging campaign, many times it was chosen. If not, it the Campaign Binder would be placed on Scott’s shelf, and be brought out again the following semester. Several times, a Campaign Binder was brought out over multiple years, and finally picked up, and then the students won the demands.
On the Final's Day, students teams do a 15-25 minute presentation on their campaign. For this presentation, Scott had them make a PowerPoint presentation. If there are other faculty teaching social action on you campus, you might want to send them these PDFs so they can present them to their students as campaigns they might want to work on. Originally, Scott thought he was going to share the Campaign Binders with his colleagues who were also teaching social action courses, but what worked better was to send faculty these PowerPoint presentations. Below are some examples of the student campaign PowerPoint presentations.
Participation
After reading the students participation grade for themselves and their group members, Scott would adjust their grades based on what was written by the students and peers, but also by what Scott observed. Also, the Campaign Binder assignment and the Class Presentation were both GROUP Projects. Since most all of the Portfolios (except the research portfolio) and quizzes were based on the individual students performance, there was a nice balance between individual work and group work.
Questions
- What do you think of the Campaign Notebook as a way to continue the campaigns the following semester, either in a future class you teach or in a social action class taught by another faculty or staff?
- What will be your parting words to the social action students?
Case Study
Below is the final presentation of the Students for Filipino Farmworkers campaign.
Below is the Historical Overview for the Students for Filipino Farmworkers campaign.
Upon completion of Chapter 4, let's look again at the entire campaign for the Students for Filipino Farmworkers:
Continue to Ch. 5 — Where Do We Go From Here?