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

Last approved: Wed, 01 Mar 2017 14:48:44 GMT

Last edit: Wed, 01 Mar 2017 14:48:40 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?

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

 
Fall 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
 

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 Fall 2017. This proposal is for section 1.
I changed the name of the reflective essay from "Comfort Zone paper" to "Cultural Humility Paper" to help students better understand the importance of self-reflection and critique when learning about themselves and others who may have different social identities (e.g., age, race, ethnicity, nationality, religion) and experiences in society than their own.

I also removed the Social/Economic Justice Essay Outline because students did not seem to benefit much from the feedback on the outline. In Fall 2017, students will submit a full draft of the Social/Economic Justice essay instead of an outline. They will get instructor and TA feedback on the draft and use this feedback for substantial revision.
Face-to-face
Self paced?

32
32
Should this course be considered for funding?
Yes
Large Enrollment Courses:
 
 
 

Writing Intensive Assignments

Pages
Cultural Humility: 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 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
Peers
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
Instructor and TA
16

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 Cultural Humility 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 students use this space to write anything they do not feel comfortable writing in the essay itself. 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 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., Cultural Humility and 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 theater to facilitate difficult dialogue using an arts-based approach.
Length of assignment:
10
Instructor and TA
 
 
10

Total pages for all assignments:
First drafts:
45.00
Revisions:
16.00
61.00
Note that the number of first draft # pages reported above is the minimum length requirement. The syllabus indicates that the Cultural Humility 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 insert questions and/or comments referred to as "comment bubbles" in their papers during the writing process using the comment function in Microsoft Word. The instructor and TA respond to these questions and comments. Students use the responses to revise their papers.
The major writing assignments (i.e., Cultural Humility and Social/Economic Justice paper) do not involve group writing. One of the in-class writing assignments, the mini script writing, involves group writing.
Groups write "mini-scripts" as a group for a scene depicting a misunderstanding, stereotyping, or discrimination to understand how to use theater to facilitate difficult dialogue using an arts-based approach.

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 on topics on which there may be considerable disagreement (e.g., purpose of Black Lives Matter movement, ban on refugees from Muslim-majority countries). Students will be encouraged to write beyond "This reading made me feel ___" and demonstrate their understanding and application 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 Cultural Humility 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 a full draft of the paper that includes a thesis statement. The instructor and TA review and provide feedback for substantial revision. The second part is a draft used for a structured, in-class peer-review. Students use peer feedback to substantially revise the paper. The third part is the final paper that incorporates both instructor/TA and peer feedback.
90
%
 
1
The instructor will work with a masters student passionate about the topic of social justice and interested in writing and teaching. In preparation for the semester, the instructor reviews the course goals and objectives, assignment guidelines, and metacognitive activities with the TA. The TA is also required to attend the course at least once a week in order to understand the course concepts in the same way the students are. The TA is also selected based on experience facilitating group dialogue to elicit multiple interpretations from students.

After each writing assignment is submitted, the instructor will randomly pick a submission 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 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 TA will assist the instructor in grading writing assignments and responding to student questions on the in-class
writing assignments.

Course Syllabus

Upload Course Syllabus

Administrative Information

Education and Social Sciences
 
 

Acknowledgement

I have read and reviewed the updated proposal

Additional Comments

 
Patricia Luckenotte (luckenottep) (Wed, 01 Mar 2017 14:48:40 GMT): SOC_WK 2000W, 01 and crosslisted PEA_ST 2000W, 01 has been added to the Fall 2017 Schedule of Classes and cancelled SOC_WK and PEA_ST 2000, 01
Key: 646