HC 302 Syllabus

Course Description

Americans are known for the high rate at which we participate in organizations that strengthen our communities. We coach our kid’s sports teams, take meals to members of our congregations, work for candidates we believe in and join marches to support or oppose government action. With all these activities, we engage with other members of our community and workplace to make it better for ourselves and our families and to promote social justice. In this class, we will develop the knowledge and practical skills to enhance civic engagement.

Note: This course is offered by by DePaul University’s School of Continuing and Professional Studies. It can also be taken by non SCPS students for Liberal Studies credit in the Experiential Learning domain.

How can you make a contribution to the lives of people in your local, national or global community in ways that fit your values and circumstances? We’ll hear stories of people finding the answer to that question for themselves, sometimes at work or through social media. We’ll explore the role of citizens’ voices in a democracy in the face of powerful political and economic interests. In this class, we will develop the knowledge and practice skills that enhance civic engagement.

This is an Experiential Learning (https://courses.depaul.edu/university-catalog/undergraduate-core/liberal-studies-program/liberal-studies-common-core/Pages/experiential-learning.aspx) class in which you will be serving 25 hours at a nonprofit organization in order to receive credit for the class. (Note that students enrolled in a degree program at SCPS have different requirements).
You will be working with staff at DePaul’s Steans Center to arrange your placement and complete your preparation before the end of the 1st week of the quarter:
Chicagoland Students
If you currently live 45 minutes or less from either the Loop or Lincoln Park Campuses you will be working with the Steans Center (https://resources.depaul.edu/steans-center-community-based-service-learning/Pages/default.aspx) in order to get assigned to your community partner for the quarter. Maggie Murphy from Steans (MMURP129@depaul.edu) will be contacting you shortly with a prompt to complete the Site Preference Survey in which you will rank the community partners working with this class based on your preference of where you would like to serve. We will use your preferences to then match you to a community partner. Once the matches have been completed you will receive an E-Introduction from Maggie cc’ing your site representative from the community partner and the rest of your group assigned there.. If the site where you are placed works with minors (under 18 years of age) the university requires you to complete the 30min/1hr Mandated Reporter training which helps you understand the laws and requirements for recognizing and reporting child abuse. Before beginning at your site you must complete the training and submit your completion certificate to the D2L Course page. (https://mr.dcfstraining.org/UserAuth/Login!loginPage.action;jsessionid=B81674B8130D40A9BADEBBA26FF9D6920)

Out-of-Area Students
If you currently live 45 minutes or more from either the Loop or Lincoln Park Campuses YOU ARE RESPONSIBLE FOR LOCATING YOUR OWN COMMUNITY PARTNER TO HOST YOU FOR 25 HOURS OF SERVICE DURING THE TERM. BEFORE THE END OF WEEK 1 YOU MUST HAVE COMPLETED

Written Confirmation (in the form of an email cc’ing the Steans Center and your SNC Faculty) that the organization can host you for the quarter
A signed Collaboration Agreement with your contact at the organization scanned and sent to the Steans Center (bsmith@depaul.edu)
If the site where you are placed works with minors (under 18 years of age) the university requires you to complete the 30min/1hr Mandated Reporter training which helps you understand the laws and requirements for recognizing and reporting child abuse. Before beginning at your site you must complete the Illinois Mandated Reporter training and submit your completion certificate to the D2L Course page. If you reside out of the state of Illinois your state may have additional or different rules you will need to be aware of. Contact Maggie Murphy from Steans (MMURP129@depaul.edu) for additional details. (https://mr.dcfstraining.org/UserAuth/Login!loginPage.action;jsessionid=B81674B8130D40A9BADEBBA26FF9D6920

For SCPS Professional Studies Students: Course Learning Goals

After completing this course, you will be able to:

Develop a personal definition with goals for civic engagement and identify obstacles to engagement.
Understand the historic and contemporary pattern of association that characterizes American democracy
Identify organizations in your community that address a social issue of personal significance.
Engage in civic dialogue and debate.
Analyze sources of power and conflict in the U.S.
Understand the effect of inequality on the lives of individuals and their families
Explain the power of organizations to address systemic causes of inequality
Promote community issues of personal significance using tools of social media.
Understand the importance of strategic planning for both businesses and nonprofits considering a partnership to address a social issue.
Assess socially responsible goals and accomplishments in the workplace.

For Non-SCPS Students Taking the Course for Liberal Arts Studies Credit

Learning Outcomes

Apply particular concpets from readings, lectures, etc. to an analysis of lived experiences in the settings provided by the course.
Use the experiences provided by the course to construct and articulate the impact of their experience on their understanding of course content.
Analyze the ethics appropriate to his or her experiential placement.
Use their new understanding to make decisions and solve problems related to the course, whether at the setting provided by the course, or in other assignments.

Pass/Fail Exclusions

You may not use the Pass/Fail grading option if you are using this course to meet Liberal Studies Program (LSP) requirements. Likewise, if this course is taken to meet a requirement in your major (including intended and pre-majors), minor, and/or certificate (including intended and pre-minors/certificates) you may not use the Pass/Fail option.

For SCPS BAIFA Students: Course Competencies

SNL students may take this course for 2 competencies (4 credit hours) or one competence (2 credit hours)

In this course, you will develop the following competencies:

Competence	Competence Statement and Criteria
L3	L-3: Can assess the social and personal value of civic engagement for achieving change. Critically analyzes national or local civic issues from a systemic perspective. Explains the impact an engaged citizen can make to improve the effectiveness of a society. Articulates a strategy for personal civic engagement. Engages in an activity that positively contributes to the civic life of a community
L7	Can learn collaboratively and examine the skills, knowledge, and values that contribute to such learning. Participates in a learning project with others. Applies collaborative learning skills, such as communication skills, skills of group dynamics, etc. Reflects on one's ability to contribute to the collaborative learning process as characterized in at least one model or theory.
H4	Can analyze power relations among racial, social, cultural, or economic groups in the United States. Describes the unequal power relations between at least two racial, social, cultural, or economic groups in the U.S. Discusses the historical, sociological, or economic dynamics under which these groups came to be in conflict.
FX	Can analyze and plan an organizational practice to promote social welfare. Understands how professionals and organizations can work for the public good. Can analyze appropriate initiatives for an organization.

Course Resources

To buy your books, go to http://depaul-loop.bncollege.com

Required Reading:

Rogat-Loeb, P. (2010) Soul of a Citizen: Living with conviction in challenging times. New York: St. Martin Griffins.

Kotler, P. and N. Lee (2005) Corporate Social Responsibility: Doing the most good for your company and your cause. Hoboken, New Jersey: John Wiley and Sons.

Additional required reading (on eReserves):

DeToqueville, A. (2006). Democracy in America. In Davis, A. & Lynn, E.. (Eds.), A. The civically engaged reader. (54-57). Chicago, IL: Great Books Foundations. (ereserve)

Corporation for National and Community Service. (2010). Civic life in America: Key findings on the civic health of the nation. Washington, DC.

Senge, P. (2006). Team Learning in Fifth Discipline: The art and practice of learning organizations. (pp.217-257). NY, NY: Doubleday (ereserve)

Merry, T. (2013) Learnings from civic engagement. Nova Scotia, Canada: Myrgan, Inc.

Peet, M. and Fenton, S. (2011). Understanding Generative Knowledge Interviewing; Generative Knowledge Interviewing Guidelines. In Training resources for the integrative knowledge portoflio process and generative knowledge interviewing, Part 1, (pp. 39-40, 42). .Ann Arbor, MI: University of Michigan.

Peet, M. (2012, Draft). Identifying your three stories for your generative interview. In Unleashing hidden resources for learning and change: An introduction to generative knowledge interviewing. Ann Arbor, MI: Melissa Peet.

C. Wright Mills (2011) The Power Elite in Grusky, D.B. and Szelenyi,. (Eds.). The Inequality Reader. Westview Press. (ereserve)

W.G. Domhoff (2011) Who Rules America? in Grusky, D.B. and Szelenyi, S. (Eds.). The Inequality Reader. Westview (ereserve)

David Brooks, Bobos in Paradise in Grusky, D.B. and Szelenyi, S. (Eds.). The Inequality Reader. Westview (ereserve)

Friedman, M. (1970) The responsibility of business is to increase profits. September, 13, New York Times Magazine.

MacLeod, J. “Ain’t No Makin’ It”, Grusky, D.B. and Szelenyi, S. (Eds.). The Inequality Reader. Westview (ereserve)

Dreyer, B. (2013). To Create a Better World for Children and Families: The case for ending childhood poverty. American Pediatrics 13:83-90.

Videos and Movies

The Antidote to Apathy TED Talk

Conducting a Generative Interivew

Peter Sagal, “Built to Last”, The Constitution

California Newsreel, “In Sickness and In Wealth”, Episode 1, Unnatural Causes: Is inequality making us sick

Jaeger, L. (2012). Okay, in Davis, A. ed. Taking Action: Readings for civic reflection. Great Books Foundation. (ereserve)

Yanxiang, S. (2012) Optimism. In Davis, A. ed. Taking Action: Readings for civic reflection. Great Books Foundation. (ereserve)

Course Grading Scale

A = 95 to 100	A- = 91 to 94	B+ = 88 to 90
B = 85 to 87	B- = 81 to 84	C+ = 77 to 80
C = 73 to 76	C- = 69 to 72	D+ = 65 to 68
D = 61 to 64	F = 60 or below	INC

Grades lower than a C- do not earn credit at the School of Continuing and Professiona Studies.

Pass/Fail Exclusions

Course Structure

This course consists of 10 modules. The estimated time to complete each module is 1 week.

The following table outlines the course:

Week, Module # and Title

Readings

Assignments

Week 1, Module 1: Introductions

Paul Rogat-Loeb, Chap 1, Making our Lives Count, Soul of a Citizen

Paul Rogat-Loeb, Chap 7, Values, Work and Family, p. 170-181,Soul of a Citizen

Video: SCPS student making choices about civic engagement

1.1 Introductions Discussion

1.2 Creating a Supportive Environment for Sharing Ideas

Open Forum On Civic Engagment Experience (L3, Professional Studies, and Liberal Studies)

Week 2, Module 2: Finding Civic Engagement in Everyday Life

Alexis DeToqueville, Democracy in America, excerpt from The Civically Engaged Reader

Corporation for National and Community Service, Civic Life in America

Paul Rogat-Loeb, Chap 4, The Cynical Smirk, Soul of a Citizen

Video: The Antidote to Apathy

2.1 Identifying Associations in Your Community

2.2 Obstacles to Civic Engagement Discussion

2.3 Telling Civic Stories: Scheduling the Dialogue

Week 3, Module 3: Learning through Dialogue about Civic Engagement

Peter Senge, Team Learning, The Fifth Discipline

Tim Merry, Learnings from Civic Engagement

Paul Rogat-Loeb , Ch. 6, The Call of Stories p. 125-133, Soul of a Citizen

Melissa Peet and Stacey Fenton: 1) Understanding Generative Knowledge Interviewing; 2) Identifying your three stories for your generative interview; 3) Generative Knowledge Interviewing Guidelines

Video: Conducting a Generative Interview

3.1 Identifying the Characteristics of an Effective Dialogue Discussion

Prepare and Conduct GKI

3.2 Preparation for Civic Engagement (L3, Professional Studies, and Liberal Studies)

Week 4, Module 4: Who Rules America?

C. Wright Mills, “The Power Elite”, excerpt from The Inequality Reader

W.G. Domhoff, “Who Rules America?”, excerpt from The Inequality Reader

David Brooks, “Bobos in Paradise” excerpt from The Inequality Reader

Video: Peter Sagal, “Built to Last”, The Constitution

4.1 Is There a “Power Elite” in Your Community?

4.2 Identifying Conflict in a Democratic Society

4.3 The Value of Civic Dialogue

4.4 Plan for Collaborative Engagement Online (L7 only)

Week 5, Module 5: Social Responsibility in the Workplace

Kotler and Lee , Chap 1, The Case for Doing at Least Some Good, Corporate Social Responsibility: Doing the most good for your company and your cause.

Friedman, “The Social Responsibility of Business is to Increase Profits,” NYT (PDF, 38kb)

View Video: Anderson, “The Business Logic of Sustainability,” TED Talk

5.1 Point/Counterpoint Assignment

5.2 Debate: The Social Responsibility of Business

5.3 Your Organization’s Approach to Social Responsibility Discussion (FX only )

Week 6, Module 6: Addressing Inequality in the U.S.

California Newsreel, “In Sickness and In Wealth”, Episode 1, Unnatural Causes: Is inequality making us sick?

J. MacLeod, “Ain’t No Makin’ It”, excerpt from The Inequality Reader

B. Dreyer, “To Create a Better World for Children and Families”, American Pediatrics

Recommended (H4):

Klass, Perri. (2013) Poverty as a Childhood Disease. New York Times (also see informative links within the article).

Robert Woods Johnson Foundation (2008) Race, and Economic Factors Affect Health.

Writing and Submitting an Opinion Piece. Earth Institute, Columbia University, 2010.

New York Times, Op-ed at 40

6.1 Role-playing Perspectives on the American Dream Discussion

6.2 First Draft of OpEd (H4, Professional Studies, and Liberal Studies)

6.3 Progress Report Discussion (L3, Professional Studies, and Liberal Studies)

Week 7, Module 7: Building the Skills of Civic Eengagement

Jaeger, L. Okay, excerpt from Taking Action

Rogat-Loeb, “Village Politics”, Chap 8, The Soul of a Citizen

Additional Resources (for reference):

Project on Civic Reflection, Civic Reflection Workbook

APC and VNC (2011) Strategizing Online Activism

7.1 Practicing Civic Reflection Discussion

7.2 Online Activism Discussion

7.3 First Draft of CSR Proposal (FX only)

Week 8, Module 8: Assessing Social Responsibility in the Workplace

Kotler and Lee, Chap 2, Corporate Social Initiatives: Six Options for Doing Good, Corporate Social Responsibility: Doing the most good for your company and your cause.

Kotler and Lee, Chap 9, Twenty-five Best Practices for Doing the Most Good for the Company and the Cause, Corporate Social Responsibility: Doing the most good for your company and your cause.

International Institute for Sustainable Development: Chiquita

Video: Chiquita Difference

Additional Resources:

What is Corporate Responsibility?

8.1 Analyzing Effective CSR Practices Discussion

Week 9, Module 9: Planning for Civic Engagement

Rogat-Loeb, Ch. 3 One Step at a Time

Rogat-Loeb, Ch 6, p. 143-147, The Call of Stories

Rogat-Loeb, Ch. 7, p. 181-189 Values, Work and Family

9.1 Analyzing Individual and Structural Solutions Discussion

9.2 Planning One Step at a Time

Week 10, Module 10: One Step at a Time

Audio: Yanxiang, S. My Optimism, excerpt from Taking Action Poem

10.1 What I’m Taking With Me Discussion

10.2 Sharing Your Final Project Discussion

10.3 Final Assignments

The following table shows which assignments are yours depending on what you are registered for.

All Students	Discussions (click here for Discussion rubric) 1.1, 1.2, 2.1, 2.2, 3.1, 4.1, 4.2, 5.2, 6.1, 7.1, 7.2, 8.1, 9.1, 10.1, 10.2 & Assignments 2.3, 4.3, and 5.1
SCPS BAIFA L3	Civic Engagement Experience, 3.2, 6.3, 10.3
H4	OpEd on Childhood Poverty, 6.2, 10.3
FX	Corporate Social Responsibility Proposal, 5.3, 7.3, 10.3
L7	Collaborative Engagement Online, 4.4, 10.3
SCPS Professional Studies	Civic Engagement Experience, 3.2, 6.3, 10.3 OpEd on Childhood Poverty, 6.2., 10.3
Non SCPS Liberal Studies	Civic Engagement Experience, 3.2, 6.3, 10.3 OpEd on Childhood Poverty, 6.2., 10.3

Assessment of Learning

Percentage distribution of Assessments

Grading Category:	% of Final Grade:
Discussions	45%
General Assignments	15%
Projects (with related assignments)	40%
Total	100%

Grading Policies and Practices

To complete the course, you must complete each of the assignments as described in the course and submit them to your instructor by the assigned deadline. In addition, you must participate in the course discussion forum by responding to all instructor requests and by interacting with fellow classmates as necessary.

Points are deducted for late work.

General Assessment Criteria for All Writing Assignments

All writing assignments are expected to conform to basic college-level standards of mechanics and presentation.

Consider visiting the Writing Center to discuss your assignments for this course or any others. You may schedule appointments (30 or 50 minutes) on an as–needed or weekly basis, scheduling up to 3 hours worth of appointments per week. Online services include Feedback–by–Email and IM conferencing (with or without a webcam). All writing center services are free.

Writing Center tutors are specially selected and trained graduate and undergraduate students who can help you at almost any stage of your writing. They will not do your work for you, but they can help you focus and develop your ideas, review your drafts, and polish your writing. They can answer questions about grammar, mechanics, different kinds of writing styles, and documentation formats. They also can answer questions and provide feedback online, through IM/webcam chats and email.

Obviously, the tutors won’t necessarily be familiar with every class or subject, but they are able to provide valuable help from the perspective of an interested and careful reader as well as a serious and experienced student-writer.

Schedule your appointments with enough time to think about and use the feedback you’ll receive. To schedule a Face-to-Face, Written Feedback by Email, or Online Appointment, visit www.depaul.edu/writing.

Discussion Forums

Discussion Forums are an important component of your online experience. This course contains discussion forums related to the topics you are studying each week. For requirements on your participation in the Discussion Forums, please see “Course Expectations” in the syllabus.

A Course Q & A discussion forum has also been established to manage necessary, ongoing social and administrative activities. This is where the management and administrative tasks of the course are conducted, and where you can ask ‘process’ questions and receive answers throughout the course. Please feel free to answer any question if you feel you know the answer; this sharing of information is valuable to other students.