Civic Leadership Institute Sample Syllabus Service, Leadership & Community Transformation

Civic Leadership Institute
Service, Leadership & Community Transformation
Sample Syllabus
Course Description
Young people often receive the message that they can’t make a difference. That they don’t have the
knowledge, skills or motivation to influence issues like poverty, healthcare, education or the
environment. That they’re powerless to create change. Yet there are countless stories that prove this is
not the case. Four college students started a sit-in that fueled the civil rights movement, and
thousands of young people powered the peaceful protests that ended legal segregation. One 13-yearold, with a group of 7th grade classmates, founded a youth-led organization that has fought against
child labor and built schools and health clinics in villages around the world. And those are just a few
examples. What power, passion and resources do you possess? At the Civic Leadership Institute,
you’ll begin your discovery! Civic Leadership Institute students explore the complex challenges that
affect our communities and develop the knowledge, experience and leadership skills they need to
make a positive impact on the world.
Outcomes
Upon successful completion of this course, Civic Leadership Institute participants will:
• Be able to recognize inequality and injustice in the world and empathize with those affected
• Feel a sense of empowerment and a sense of responsibility to be active citizens
• Have developed better communication and critical thinking skills
• Be familiar with theories and methods of community development and social change
throughout history
• Be able to apply an asset-based approach to problem solving
• Be able to identify practical strategies to begin to create both small-scale and large-scale
change in their communities
• Understand how to engage in civic leadership – active participation in a group process that
creates change for the common good
Methodology
Urban poverty in Baltimore, Chicago or San Francisco is the lens through which course concepts are
explored. These understandings are achieved through a methodology that integrates:
• challenging academic study
• meaningful volunteer service
• firsthand experience and interactions with community members and leaders
• in-class activities, exercises, and simulations
• self-reflection on one’s own values, strengths, and skills
• an experience of the rewards and challenges of living in community
Resources
The primary text for this course is a course reader, which consists of a variety of articles by prominent
scholars of sociology, political science, and philosophy, as well as historical documents and media
coverage of current issues and events. This course reader is supplemented with additional articles
and resource materials selected by instructors.
Evaluation
Students are expected to actively participate in all class meetings and complete all readings and
assignments carefully and thoughtfully. Students are evaluated based on participation in class and
field experiences, their portfolio and other individual course work, and a final exam. At the end of the
course, our instructors write detailed evaluations providing feedback on each student's achievements,
and outlining areas for further growth.
Course Schedule
Week One
Date
Sunday
Evening
Unit
1: Foundations
Monday
Morning
Topic
Introduction to
Service-Learning
I Am From Poem
Portfolio: I am From…
Core Values Exercise
What We Don’t Talk About
When We Don’t Talk About
Service
Entering a Community
Speaker: Introduction to
Host Community &
Civic Engagement
Evening
Tuesday
Morning
Building Communities from
the Inside Out
Field Experience:
Community Introduction
Afternoon
What is a Social
Issue?
Social Issues in
Communities
Evening
Wednesday
Morning
Readings / Assignments
Class Introductions
Creating
Community
Afternoon
Activities
The Corner
Portfolio: Look at the
World Around You
2: Poverty &
Injustice
Poverty in America
10 Chairs of Inequality
At the Edge of Poverty
Defining Poverty
Changing Standards of Poor
& Measuring American
Poverty Act
What is Poverty in the
United States Today?
Welfare Budgeting Exercise
Afternoon
Urban Poverty &
Social Mobility
Four Corners:
The American Dream
Video: 30 Days “Living On
Minimum Wage”
Evening
Speaker: Poverty & Injustice
Faces of Homelessness
Thursday
Morning &
Afternoon
Field Experience:
Poverty & Injustice
Evening
Friday
Morning
Global Perspective
3: Power &
Privilege
Introduction to
Privilege
100 People
Portfolio:
Root Cause Tree
Identity & Stereotypes
Unpacking the Invisible
Knapsack
Afternoon
High Cost of Being Poor
Being Poor
Special Topic Seminar #1:
Contemporary Social Issues
Unpacking the Invisible
Knapsack & Defining
Racism, Can We Talk?
Week Two
Date
Unit
Sunday
Evening
Topic
Activities
Considering
Privilege
Monday
Morning &
Afternoon
There Are No Children Here
Field Experience:
Poverty & Injustice
Evening
Portfolio: Identifying &
Engaging Stakeholders
Tuesday
Morning
Afternoon
Readings / Assignments
4: Leadership
Privilege & Power
StarPower
Introduction to Civic
Leadership
Defining Leadership
An Overview of the Social
Change Model of Leadership
Personal Leadership
Inventory
Evening
Speaker:
Politics & Public Service
Finding Common Ground
Wednesday
Morning &
Afternoon
Field Experience:
Approaches to Change
Evening
Thursday
Morning
5: Social Justice
Leadership in
Practice
Group Initiative
Portfolio: Personal Asset
Map & Identifying
Community Assets
What is Social
Justice?
The Original Position
Our Responsibility
to Address Injustice
Civic Responsibility
The Ones Who Walk Away
from Omelas
Main Idea of the Theory of
Justice
Singer Solution to World
Poverty
Portfolio: Defining
Values, Mission, Vision
Afternoon
6: Approaches to
Change Part 1:
Individual Action
The Role of
Individual Action in
Creating Change
Facing Injustice
What Would You Do?
Being an Ally
Video: The Children’s March
Evening
Friday
Morning &
Afternoon
Special Topic Seminar #2:
Approaches to Change
Field Experience:
Approaches to Change
Interrupting the Cycle of
Oppression
Week Three
Date
Unit
Sunday
Evening
Monday
Morning
7: Approaches to
Change Part II:
Collective Action
Topic
Activities
Readings / Assignments
Spreading the Word
About Your Cause
Using Your Virtual
Community to Create
Change
Portfolio: Spread the
Word!
The Role of
Collective Action in
Creating Change
Social Change Throughout
History
Four Traditions of
Philanthropy, Social
Change Wheel
Social Change Wheel
Reading & Reflection
Letter form Birmingham &
198 Methods of Social
Action, The Process of
Power, Streets of Hope
A Declaration of
Sustainability &
Social Responsibility:
A Conservative View
Afternoon
Employing Methods of
Social Change
Evening
Portfolio: Social Change
Wheel & Setting Goals
Speaker: Social
Entrepreneurship
Tuesday
Morning &
Afternoon
Field Experience:
Approaches to Change
Evening
Nine Dots
Portfolio: Design Your
Project & Make it Happen
Craig’s Story
Me to We
Cynicism & Hope
The Impossible Will Take a
Little While
Wednesday
Morning
8: Taking Action
Staying in Action
Letters to Selves
Building a Better World
Afternoon
Evening
Agents of Change
Concrete Ways to Take
Action
Special Topic Seminar #3:
What’s Next? Workshops
Thursday
Morning
Final Exam
Afternoon
Portfolio Presentations
Final Reflection
Friday
Morning
Program Evaluations
Closing Activity
Field Experience Guidelines for Students
Dress Conservatively
Many of the organizations we will be working with have dress codes in place, designed to protect the
health and safety of both clients and volunteers. In addition, different communities may have
different standards about what dress is considered appropriate. Be smart and respectful by dressing
modestly anytime you go out in the field.
What to Wear:
q Clothes you won’t mind getting dirty
q Loose fitting shirts with sleeves (e.g. t-shirts)
q Pants or long shorts
q Comfortable, closed-toe shoes (e.g. tennis shoes)
What NOT to Wear:
 Clothing that is flashy, revealing,
or displays offensive slogans or
graphics
Any additional site-specific dress code guidelines will be shared with the class prior to the service
day. Any student who is dressed inappropriately will be asked to change his or her attire prior to the
group’s departure.
Bring Only the Essentials
Be prepared. You may have a service project that takes place outside, or a long walk to and from a
service site. Whether or not you’re scheduled to be outside, make sure you’re always prepared to do
hard work in a variety of weather conditions.
What to Bring:
Water bottle
Sunscreen
Baseball cap or other hat
Bag lunch
What NOT to Bring:
Backpacks or purses
Jewelry, valuable, or large amounts of money
Anything you don’t absolutely need
Anything you’d be devastated to lose
At the same time, don’t bring anything you don’t need. Service sites may not have a safe place to store
valuables, and you won’t want to be hindered by them during service projects. In addition, some of
the neighborhoods we will be visiting have above-average crime rates – we want to prevent any
incidents before they have a chance to manifest. One of your staff members will carry a backpack for
anything you need to bring that won’t fit in your pockets.
Be Respectful
Remember that you are a guest at these organizations and in these communities, and behave
accordingly in your interactions with residents, clients, and staff. Be on time for all activities, pay
attention, and participate fully. The staff that host us graciously devote a portion of their busy days to
working with us, and though they are eager to share with our group, remember that they also have an
organization to operate.
Challenge by Choice
All of the field experiences in this course can be tremendous learning opportunities, but how much
you learn is entirely dependent on how much you take initiative, challenge yourself to step outside of
your comfort zone, take advantage of learning opportunities as they present themselves, and be
thoughtful about your experiences. Observe as much as you can about your environment. Talk with
residents, clients, and staff. Ask questions of speakers. Think about and talk about your experiences
with peers and instructors, during and afterwards.
At the same time, remember to monitor your own physical and emotional safety. Pay attention to
your surroundings. Use the buddy system so that you’re not going anywhere alone. Most
importantly, if you feel uncomfortable for any reason at any time, talk to your Instructor or TA
immediately to remedy the situation.
Civic Leadership Institute Student Performance Rubric
In order to achieve a given rating for each category, students should demonstrate the majority of skills in that category the majority of the time.
ACTIVE
PARTICIPATION
EXEMPLARY
PROFICIENT
DEVELOPING
Demonstrates eagerness about the
learning content and process.
Arrives on time and prepared for
group meetings. Is consistently
actively engaged. Takes initiative
to participate in group activities.
Demonstrates a sense of value
about the learning content
and process. Arrives on time
and prepared for group
meetings. Is attentive and
engaged. Participates fully in
group activities.
Demonstrates a positive
attitude toward the learning
content and process. Is
usually on time and prepared
for group meetings, but is
not always actively engaged.
Participates in group
activities.
COMMUNICATION Consistently contributes to small Often contributes to small
RESPECT FOR
DIVERSITY
and large group discussions.
Utilizes active listening skills.
Presents self with composure and
presents ideas clearly,
thoughtfully and articulately.
Works to improve communication
efficacy.
Seeks out strengths in individuals
and communities.
Is able to identify with multiple
individuals and groups. Responds
to situations with solidarity.
Shows skill in addressing difficult
or delicate situations. Resolves
disagreements, keeping others’
feelings in mind. Actively reaches
out to people different from
oneself. Appreciates others’
differences.
CRITICAL INQUIRY Incorporates knowledge from
COMMAND OF
ISSUES &
INJUSTICE
COMMITMENT
TO ACTION
LEADERSHIP
multiple site-based experiences,
speakers and program content to
support interpretations and
conclusions rather than stating
opinions or judgments. Asks for
clarification and checks
understanding of another’s
perspective before stating and
providing reasoning for an
alternative position. Appreciates,
seeks out and synthesizes multiple
perspectives.
Is able to identify individual and
structural factors that contribute
to social problems.
Is able to identify both personal
and systemic privileges and
actively resists privilege at the
expense of others.
and large group discussions.
Listens to others. Presents
ideas clearly and
thoughtfully.
Sometimes demonstrates
a positive attitude toward
the learning content and
process. Is not regularly
on time or prepared for
group meetings, and is
not consistently engaged.
Needs encouragement to
participate in group
activities.
Sometimes contributes to
Contributes to small or
small or large group
large group discussions
discussions. Makes efforts to when asked or prompted.
listen to others. Attempts to Sometimes listens to
present ideas thoughtfully.
others. Struggles to
present ideas
thoughtfully.
Recognizes strengths in
individuals and communities.
Is able to identify with
individuals and groups.
Responds to situations with
empathy. Addresses difficult
or delicate situations. Works
through disagreements,
keeping others’ feelings in
mind. Works well with people
different from oneself.
Accepts others’ differences.
Recognizes strengths in
individuals. Is able to
identify with some
individuals and groups.
Responds to situations with
sympathy. Shows concern in
dealing with difficult or
delicate situations. Attempts
to work through
disagreements. Attempts to
work with people different
from oneself. Is beginning to
accept differences.
Bases opinions and
Shows some consideration of
judgments on site-based
site-based experiences,
experiences, speakers and
speakers and program
program content. When
content in personal opinions
communicating disagreement and judgments.
with another’s perspective,
Communicates disagreement
states and provides reasoning with other perspectives
for an alternative position.
respectfully. Considers
Appreciates multiple
multiple perspectives.
perspectives.
Is able to identify individual
and structural factors that
contribute to social problems.
Is able to identify both
personal and systemic
privileges and is beginning to
comprehend privilege at the
expense of others.
Is able to identify strengths and
Is able to identify multiple
weaknesses of multiple methods of methods of social change.
social change. Demonstrates
Demonstrates responsibility
responsibility to address injustice. to address injustice. Is
Articulates clear next steps as a
beginning to identify next
change agent.
steps as an active citizen and
change agent.
Is able to identify some
individual or structural
factors that contribute to
social problems. Is able to
identify personal privilege.
Is aware of personal values,
leadership strengths, and style. Is
aware of impact within group.
Takes initiative in group
processes. Contributes in ways
that support group members and
move the group forward. Is able to
apply an asset-based approach to
problem solving. Sees
opportunities in challenges, and is
proactive in addressing issues.
Is aware of personal
leadership capacity and
impact within group.
Attempts to support other
group members. If familiar
with asset-based problem
solving. Is able to identify
challenges.
Is beginning to be aware of
personal values and
leadership strengths. Is aware
of impact within group.
Contributes to group
processes in ways that
support other group
members. Understands assetbased problem solving. Is
beginning to see
opportunities in challenges.
BEGINNING
Is able to identify some
methods of social change.
Is beginning to consider
responsibility to address
injustice. Is beginning to
identify next steps as an
active citizen.
Is not yet able to identify
strengths in individuals
or communities.
Responds to situations
with ambivalence. Does
not consistently show
consideration of others
in dealing with difficult
or delicate situations.
Avoids disagreements.
Does not attempt to
work with people
different from oneself.
Often relies on personal
opinions and judgments
and shows little
consideration of sitebased experiences,
speakers or program
content. Communicates
disagreement with or
disapproval of other
perspectives at times
ungraciously. Grapples
with considering
multiple perspectives.
Is not yet able to identify
factors that contribute to
social problems. Is not
yet able to recognize
privilege.
Is not yet able to identify
methods of social change.
Does not show
consideration of
responsibility to address
injustice. Does not
attempt to identify next
steps as an active citizen.
Is not yet aware of
personal leadership
capacity and is not yet
aware of or concerned
with impact within
group. Does not actively
support other group
members.