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Viewing: SOC_WK 2000W sanchezni : Exploration in Social and Economic Justice

Last approved: Tue, 20 Dec 2016 21:21:28 GMT

Last edit: Tue, 20 Dec 2016 21:21:28 GMT

Proposal Type

Writing Intensive

Contact Information

sanchezni
Ninive
Sanchez
sanchezni@missouri.edu
573/882-0920
Social Work
Are you submitting this proposal on behalf of an instructor?
No
Instructor for whom you are submitting proposal:
sanchezni
Ninive
Sanchez
sanchezni@missouri.edu
573/882-0920
Social Work
Subject Area’s Department Chair/Director:
fitchd
Dale
Fitch
fitchd@missouri.edu
573/884-7405
Social Work

Term for Proposal

 
Spring 2017

Course Catalog Information

HES
Social Work (SOC_WK)
Social Work
2000
3
 
30
Exploration in Social and Economic Justice
This course explores issues of fairness and equality in economic, political and social systems, and applies social justice principles to major social problems. Course may be repeated two times for credit. Graded on A-F basis only.
Behavioral Science
Lecture/Standard
A-F (allow student to choose S/U option)
ENGLSH 1000.
 
 
 
PEA_ST 2000 - Exploration in Social and Economic Justice

Instructor Information

sanchezni
Ninive
Sanchez
sanchezni@missouri.edu
573/882-0920
Social Work
(numbers only)
Tenure Line Assistant Professor
712 Clark Hall, Columbia, MO 65201
Yes, in the last five years
 

peterscm
Clark
Peters
peterscm@missouri.edu
573/884-1411
Social Work
(numbers only)
Tenured Associate Professor
719 Clark Hall, Columbia, MO 65211
Yes, in the last five years
 

The Campus Writing Program conducts a two-day faculty workshop to assist with the design and implementation of your writing intensive course. Once your course proposal has been approved by the Campus Writing Program, you will receive information on time, date and location of the workshop.
Indicate below if additional instructors are planned, but specific individuals have not yet been chosen. Check all that apply
Graduate Student
Briefly describe the qualifications of the known graduate instructors, or planned qualifications if graduate instructors are still to be selected, bearing in mind that graduate students teaching honors courses should be advanced students with a record of excellent teaching.
 

Honors Course Information

 
 
Answer the questions below as they would apply to one section. For all other sections, provide similar information in the Additional Sections Information box below.
 

 
 
 

 
 
 
 
 
 

Writing Intensive Course Information

This course explores issues of fairness and equity in economic, political and social systems, and applies social justice principles to major social problems and the practice of social work. Social justice is a broad perspective that contemplates that all persons deserve equal rights, protection, opportunities, obligations, and social benefits. The course will examine definitions and perspectives of social and economic justice, and will focus on the context
and impact of power, oppression, and privilege for individuals, families, communities, and cultures within historical and contemporary perspectives. The course will assist students in examining personal and professional values and ethics related to social justice and its application in the sociopolitical environment in which social work practice occurs. The profession of social work\'s history, its person-in-environment orientation, and its value system are used to frame and analyze problems and determine strategies for promoting a more just society and global community.

Students in the course will demonstrate increased sensitivity toward vulnerable and oppressed populations through written and oral communication, including use of culturally-sensitive and inclusive language.

Two sections of SW/PS 2000 will be offered in Spring 2017. An enrollment of about 50 students is expected in each section because Bachelor of Social Work students are required to take SW 2000 as of Fall 2016 as part of the School of Social Work's diversity requirement.
 
Face-to-face
Self paced?

 
50
Should this course be considered for funding?
Yes
Large Enrollment Courses:
 
 
 

Writing Intensive Assignments

Pages
Comfort Zone: Reflective Essay
Reflection is the conscious exploration of one’s experiences. A reflective essay is a form of writing that examines and observes the progress of the writer’s individual experience.

This assignment is designed to be an experience that will challenge students to step out of their “comfort zone”. Students will take part in an activity/situation that is different or foreign to them such as attending a service for a religion that is different than your own, using a wheelchair at a
grocery store, or eating a meal at a social service agency that serves free meals.

Then, students reflect on their experience and apply course concepts (e.g., intersectionality, cultural lens) in their reflection. This is a practice in cultural humility, which refers to openness to learning about diverse groups of people and oneself through continuous, self-critique and self-reflection.

Length of assignment:
4
Instructor and TA
 
 
4

Social and Economic Issue: Argumentative Essay Outline
The argumentative essay helps students develop critical thinking and research skills, as well as the ability to develop and logically defend a position. An argument is a stand on an issue that offers reasons and evidence in support of the writer’s stand.

Students will write a well-researched argumentative essay on an economic and social justice issue of their choice that is related to the focal areas covered in the course (e.g., human trafficking associated with classism, poverty, and oppression). You will use everything you have learned this semester including lectures, class dialogue, and readings to demonstrate your understanding of course concepts and apply these to your topic.

Part 1 of this assignment is an outline including a thesis statement and references.
Length of assignment:
4
Instructor and TA
 
 
4

Social and Economic Issue: Argumentative Essay Full Draft
A complete draft the instructor and TA will review and provide feedback for substantial revision
Length of assignment:
8
Instructor and TA
8
Instructor and TA
16

Social and Economic Issue: Argumentative Essay
A revised draft that will be used for an in-class peer-review activity
Length of assignment:
8
Peers
 
 
8

Final Paper: Social/Economic Issue-Argumentative Essay
The final paper that incorporates revisions from the instructor/TA and peers.
Length of assignment:
8
Instructor and TA
 
 
8

Self-monitoring comments "comment bubbles"
Students will insert questions and/or comments (referred to as “comment bubbles”) that come to mind as they write the Comfort Zone and Social and Economic Justice Issue paper. This approach helps students become aware of their thought processes during the writing process. In addition, this approach also creates a “safe space” for students to reflect on themselves and course content during the writing process. The instructor and TA will respond to these comments and have a “mini dialogue” with the student on the paper.

The estimated number of comment bubbles inserted in both writing assignments, draft, and peer-review is estimated to be about 1 page total.
Length of assignment:
1
Instructor and TA
 
 
1

In-class Planning Papers
A planning paper is an in-class writing activity that will help students plan ahead for upcoming writing assignments (e.g., Comfort Zone, Social and Economic Justice Issue paper). These papers will assess student understanding of course concepts and how students plan to apply these concepts in the upcoming writing assignment. Students will also have the opportunity to tell the instructor what they need clarified to successfully complete the upcoming assignment. The instructor and TA will answer students questions.
Students will complete 2 planning papers in class (each about 3 pages).
Length of assignment:
6
Instructor and TA
 
 
6

Attendance: In-class writing papers
Class attendance will be graded using 10 writing assignments that will be randomly distributed in class. Students will be provided with prompts to reflect on videos, readings, and class dialogue and students will respond to these in class. For instance, students will listen to a song about labor trafficking and reflect on the lyrics in relation to different forms of oppression (e.g. exploitation). A second example involves writing "mini-scripts" as a group for a scene depicting a misunderstanding, stereotyping, or discrimination to understand how to use of theater to facilitate difficult dialogue.
Length of assignment:
10
Instructor and TA
 
 
10

Total pages for all assignments:
First drafts:
49.00
Revisions:
8.00
57.00
Note that the number of first draft # pages reported above is the minimum length requirement. The syllabus indicates that the Comfort Zone Reflective essay can be 4-6 pages long and the Social/Economic Justice Argumentative essay can be 8-11 pages in length.

Writing Intensive Teaching

Instructor provided feedback
Other
Peer review
Students will use "comment bubbles" to ask questions and share their thoughts with the instructor and TA. Students tend to ask questions about things they are unsure about in these bubbles and they use instructor/TA feedback and responses to their comments to revise their paper.
The major writing assignments (i.e., Comfort Zone and Social/Economic Justice paper) do not involve group writing. One of the in-class writing assignments, the mini script writing, involves group writing. Students develop a script as a group and write their role and lines on their own handout. All students submit their handouts for credit.

We have a considerable amount of group activities in this course. In these discussion groups,
students will be given a different a role as speaker, listener, or observer. The students will
alternate roles to facilitate discussion. Then, students reflect on the experience in individual in-class writing assignments. The instructor collects all in-class writing assignments for review.
Given the nature of the topics addressed in class, every written assignment will avail itself to a host of student interpretations. Given the critical importance of honest reflection, and the fact that there are no right or easy answers, all submitted responses are acceptable so long as students present articulate, supported, and well-reasoned arguments. One of the aims of this course is to encourage self-reflection and discussion in papers and in class of topics on which there may be considerable disagreement (e.g., affirmative action and immigration policy). Students will be encouraged to write beyond "This reading made me feel ___" and demonstrate their understanding of course concepts. In addition, students are expected to us culturally-sensitive and person-first language to demonstrate increased sensitivity toward vulnerable and oppressed populations. For instance, increased sensitivity in writing can be observed when students use language that describes vulnerable populations such as "people with depression" rather than "depressed people". In addition, students will learn how to recognize the narrative of personal responsibility (e.g., narrative that puts the blame or responsibility on the person to get out of poverty) and be expected to think in complex, multidisciplinary ways to analyze how social and economic factors affect the conditions people live in and how community and policy-level efforts are necessary for large-scale social change.
The Comfort Zone reflective essay is assigned early in the semester. The final paper, the Social/Economic Justice Issue Paper, is broken up into parts throughout he semester to facilitate the writing process and reduce the amount of workload students have at the end of the term. The Social/Economic Justice Issue Paper goes through multistage revisions. The first part is an outline with a thesis statement and references that the instructor and TA review and provide feedback. The second part is a full draft of the paper that the instructor and TA review and provide feedback for substantial revision. The third part is a draft used for an in-class peer-review, and the last part is the final paper.
90
%
 
2
Note that the 2 estimated TAs is based on 1 TA per section of SW 2000. The instructor will work with masters or doctoral level social work sudents passionate about the topic of social justice and interested in writing and teaching. In preparation for the semester, the instructors will review the course goals and objectives, assignment guidelines,
and metacognitive activities with the TAs.

After each writing assignment is submitted, the instructor will randomly pick a submissions for the instructor and TA to grade independently. The instructor and TA will use rubrics to guide the grading and each will respond to the
student comment bubbles. Then, the TA and instructor will meet for about half an hour to determine agreement in grading and determine appropriate responses to student comment bubbles. This approach will assure that the TA assigns essentially the same grade the instructor would, for essentially the same reasons. The TAs will assist the instructor in grading writing assignments and responding to student questions on the in-class
writing assignments. The TA will also assist the instructor in facilitating dialogue in some class sessions as the students will some times feel more comfortable having certain discussions with someone they perceive as a "peer" than the instructor. The TA contributes to the richness of the class dialogue.

Course Syllabus

Upload Course Syllabus

Administrative Information

Education and Social Sciences
 
 

Acknowledgement


Additional Comments

 
Patricia Luckenotte (luckenottep) (Tue, 20 Dec 2016 21:21:23 GMT): Added to Spring SOC_WK 2000W, 01 for the spring semester and cancelled the regular section of SOC_WK 2000, 01. This section was crosslisted with PEA_ST 2000, 01. I have added PEA_ST 2000W, 01 and cancelled the regular section of PEA_ST 2000, 01. The students that were enrolled in SOC_WK 2000, 01 and PEA_ST 2000, 01 have been moved to the new 2000W sections.
Key: 646