Social Change Skills Area of Strongly Neither Agree Strongly Teaching Social Change Skills Disagree Agree Learning Disagree nor Disagree Agree The course differentiates service-learning from social change Pedagogy strategies (participatory research, activism, advocacy, direct service, ⃝ ⃝ ⃝ ⃝ ⃝ etc.) and explains these alternative methods. Reflection activities prompt students to consider current interventions Reflection ⃝ ⃝ ⃝ ⃝ ⃝ to the social problem and explore alternative solutions. Area of Strongly Neither Agree Strongly Assessing Impact Disagree Agree Learning Disagree nor Disagree Agree Community Students address the social issues they study in class in their service. ⃝ ⃝ ⃝ ⃝ ⃝ Praxis Community Service activities prioritize broader, intensive behavior change ⃝ ⃝ ⃝ ⃝ ⃝ Praxis strategies (i.e., policy changes) over less intensive strategies. Area of Strongly Neither Agree Strongly Capacity-building for Change Disagree Agree Learning Disagree nor Disagree Agree You provide resources (i.e. suggestions of other courses, community Academic and national organizations) so students can pursue a deeper ⃝ ⃝ ⃝ ⃝ ⃝ Content commitment to the social issues being investigated after course completion. The course couples academic content and service-learning with Academic intentional skill building to improve student self-efficacy for further ⃝ ⃝ ⃝ ⃝ ⃝ Content action. Further Resources Kim Bobo, Jackie Kendall and Steve Max (2001). Organizing for Social Change: Midwest Academy Manual for Activists. Santa Ana, California: Seven Locks Press. Tania Mitchell and Kathleen Coll (2017). Ethnic Studies as a Site for Political Education: Critical Service Learning and the California Domestic Worker Bill of Rights. American Political Science Association, 187-192. KU Work Group for Community Health and Development (2015). Community Tool Box. Lawrence, KS: University of Kansas. Retrieved from
Social Change Skills Area of Learning Teaching Social Change Skills Strongly Disagree Disagree Neither Agree nor Disagree Agree Strongly Agree Pedagogy The course differentiates service-learning from social change strategies (participatory research, activism, advocacy, direct service, etc.) and explains these alternative methods. ⃝ ⃝ ⃝ ⃝ ⃝ Reflection Reflection activities prompt students to consider current interventions to the social problem and explore alternative solutions. ⃝ ⃝ ⃝ ⃝ ⃝ Area of Learning Assessing Impact Strongly Disagree Disagree Neither Agree nor Disagree Agree Strongly Agree Community Praxis Students address the social issues they study in class in their service. ⃝ ⃝ ⃝ ⃝ ⃝ Community Praxis Service activities prioritize broader, intensive behavior change strategies (i.e., policy changes) over less intensive strategies. ⃝ ⃝ ⃝ ⃝ ⃝ Area of Learning Capacity-building for Change Strongly Disagree Disagree Neither Agree nor Disagree Agree Strongly Agree Academic Content You provide resources (i.e. suggestions of other courses, community and national organizations) so students can pursue a deeper commitment to the social issues being investigated after course completion. ⃝ ⃝ ⃝ ⃝ ⃝ Academic Content The course couples academic content and service-learning with intentional skill building to improve student self-efficacy for further action. ⃝ ⃝ ⃝ ⃝ ⃝ Further Resources Kim Bobo, Jackie Kendall and Steve Max (2001). Organizing for Social Change: Midwest Academy Manual for Activists. Santa Ana, California: Seven Locks Press. Tania Mitchell and Kathleen Coll (2017). Ethnic Studies as a Site for Political Education: Critical Service Learning and the California Domestic Worker Bill of Rights. American Political Science Association, 187-192. KU Work Group for Community Health and Development (2015). Community Tool Box. Lawrence, KS: University of Kansas. Retrieved from
Critical%20Conversations%20Tool.docx