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
Everyone who applies to the Institutes for Teaching Social Action is asked to respond to number of questions, including their interest in teaching this experiential learning model and their experience in this area. Many of their responses have to do providing students the ability to take action, and their realization that have, up until now, not provided them to do action.
Here is one response:
"I have discovered that although students care deeply about environmental and social issues, they have been brought up in a society that emphasizes personal action (e.g., recycling, purchasing) rather than how to come together to change exploitative or harmful systems. They are confused and feel powerless to make a difference. I see that they need training, mentoring, and experience in social action to be able to make the changes that they want to see in the world.I have tried to teach social action, but to be honest I think I have been teaching ABOUT social action. We have talked about issues and talked about what they COULD do about them. I've even assigned them to write letters to editors, submit public comments, taken them to legislative hearings and to climate marches. BUT I haven't taught them how to identify an issue and plan and implement a goal of change. This is what I want to do next. ~ Bethany Woodworth, Teaching Professor, University of New England in application to join Winter '24 Institute on Teaching Social Action
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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?