SJET Spring 14 p.

1 CSP 6940: Social Justice Education and Training Spring 2014 Wednesdays, 9:30-12:20; 355 Education Building Instructor: Dr. Ellen Broido 330 Education Building 419/372-9391 [email protected] TA: Liane Ortis 330 Education Building 347/552-2850 [email protected] Course Description This course will help students learn to design and facilitate training sessions and courses about diversity and social justice topics (e.g., sexism, racism, heterosexism, ally development, etc.). While the focus will be on doing this training in higher education, much of the material is applicable to other adult learning settings. This course presumes students enter with a solid knowledge of the theoretical bases and content of social justice and diversity. Topics covered include needs assessment, content issues, process issues, adult learning, facilitation skills, group dynamics, and ethics. Course Learning Outcomes 1. Students will be able to assess a clients knowledge, attitudes, and behaviors regarding social justice issues, and its needs for social justice training. 2. Students will be able to design a training, including learning outcomes, based upon a needs assessment. 3. Students will expand their knowledge of both content and process models of social justice education, and be able to use those to develop appropriate educational designs. 4. Students will expand their facilitation and group dynamics skills. 5. Students will be able to articulate how their social identities and histories influence their work as trainers, and gain an increased ability to manage their emotional responses when conducting social justice education. 6. Students will understand how group differences influence diversity training. 7. Students will be more willing to act as social justice educators in formal and informal settings.

SJET Spring 14 p. 2 Professional Competency Outcomes Competency

Course Activities Supporting this Competency Through engagement in course readings, discussions, and activities, student will enhance their ability to demonstrate the following advising and helping competencies: Establish rapport with students, groups, colleagues,
and others. Facilitate reflection to make meaning from experience. Understand and use appropriate nonverbal communication. Challenge and encourage students and colleagues effectively. Recognize the strengths and limitations of ones own worldview on communication with others (e.g., how terminology could either liberate or constrain others with different gender identities, sexual orientations, abilities, cultural backgrounds, etc.). Perceive and analyze unspoken dynamics in a group setting. (ACPA/NASPA

Assessment, Evaluation, & Research Equity, Diversity, and Inclusion Ethical Professional Practice History, Philosophy, and Values Human and Organizational Resources

Professional Competencies, 2010, p. 8) 1 Students will learn to conduct a mixed methods needs assessment and an outcomes assessment as part of the course. Everything...

As a result of course readings and discussions students will be able to consider ethical issues in the design and delivery of social justice trainings. Students will gain a better understanding of the value of social justice in the student affairs profession. As a result of engagement with course readings, discussions, students will gain skills in the following sub-competencies: Communicate with others
using effective verbal and non-verbal speaking strategies appropriate to the situation in one-on-one, small group settings, and large group settings. Determine if the message (verbal and written) communicated is congruent with the desired outcome with the intended recipient or audience. Create and present materials for formal presentations in the work setting and for professional associations. (ACPA/NASPA Professional Competencies,

Law, Policy, and Governance

2010, p. 19) None !

ACPA: College Student Educators International and NASPA: Student Affairs Administrators in Higher Education. (2010, July 24). Professional competency areas for student affairs practitioners. Authors. Available http://www2.myacpa.org/au/governance/Joint_Task_Force_of_Professional_Competencies.php

SJET Spring 14 p. 3
Leadership

As a result of course readings, discussions, students will gain skills in the following sub-competencies: Think critically and creatively, and imagine possibilities for solutions that do not currently exist or are not apparent.
Identify and then effectively consult with key stakeholders and those with diverse perspectives to make informed decisions. Articulate the logic used in making decisions to all interested parties. Create environments that encourage students to view themselves as having the potential to make meaningful contributions to their communities and be civically engaged in their communities (residence hall, campus, local, state, or national).

Personal Foundations

(ACPA/NASPA Professional Competencies, 2010, pp. 22-24) Through class readings, discussion, and papers students will gain greater understanding of their own social identities, training preferences, and ability to co-train. In particular, they will gain skills in the following subcompetencies: Identify key elements of ones set of personal beliefs and
commitments (e.g., values, morals, goals, desires, self-definitions), as well as the source of each (e.g., self, peers, family, or one or more larger communities). Articulate awareness and understanding of ones attitudes, values, beliefs, assumptions, biases, and identity as it impacts ones work with others, and take responsibility to develop personal cultural skills by participating in activities that challenge ones beliefs. Identify positive and negative impacts on psychological wellness and, as appropriate, seek assistance from available resources. Articulate an understanding of others attitudes, values, beliefs, assumptions, biases, and identity as they impact ones work. (ACPA/NASPA Professional Competencies, 2010, pp. 25-26)

Student Learning and Development

As a result of reading, class discussion, and assignments, students will be able to apply student development and learning theories to the design and delivery of social justice training. In particular, they will gain skills in the following sub-competencies: Identify and construct learning outcomes for
both daily practice as well as teaching and training activities. Assess teaching, learning, and training and incorporate the results into practice. Design programs and services to promote student learning and development that are based on current research on student learning and development theories. Construct effective lesson plans and syllabi. Create and assess learning outcomes to evaluate progress toward fulfilling the mission of the department, the division, and the institution. Teach, train, and practice in such a way that utilizes the assessment of learning outcomes to inform future practice. (ACPA/NASPA Professional Competencies, 2010, p. 28)

Course Policies Students with Disabilities I believe that all students have the ability to be successful in this course. Please notify me as soon as possible if I can support any accommodations for documented disabilities. The goal of the Disability Services for Students Office is to help provide equal access and reasonable accommodations to students with disabilities attending BGSU. Students wishing to discuss their eligibility for such accommodations are encouraged to contact the office. If you have any questions or concerns please feel free to contact the DSS office in 88 College Park Building. Phone: 419-372-8495, Fax: 419-372-8496, TDD: 419-372-0582.

SJET Spring 14 p. 4 Participation Contributing to both large and small group discussions, being a respectful member of the community, and aiding fellow students learning are parts of your responsibility as a member of this learning community. Major aspects of this course occur in groups. Therefore, effective participation is expected, and will affect your grade for this course. Cell Phone and Web-enabled Devices If you bring a cell phone or other electronic device to class, please assure that is it either off or on silent mode. You are welcome to bring a laptop, netbook, or tablet to take notes and/or to access the readings or the Internet for class-related purposes only. Reading Please complete all the assigned reading before the class for which it is assigned. Much of this class will be conducted in small and large-group discussions, and this form of learning and engagement is dependent on your having completed the reading. As you read, make notes on the following questions: What are the main arguments made in the reading? Which facts or conclusions are important? How does these concepts relate to others in the weve covered in class, in your other classes, and in your experience in higher education, and life generally? What weakness do you see in the ideas in the current readings? What new thoughts or questions do you have as a result of considering this material? Attendance I will excuse absences for observance of religious holidays, military service, jury duty, and family medical crises. If you will miss class for any of these reasons, please see me as soon as possible so we can determine an alternate way to cover the material. Otherwise, I assume that students will attend all scheduled classes, for the duration of the class time, but recognize that students retain the right to decide at any time if they will attend class. I also recognize that situations (other than religious/civic/medical observances) sometimes occur that are beyond your anticipation or control. Routine meetings, regularly scheduled events/programs, or other nonemergency situations arising with your internship or practicum office, and conference attendance are not excused absences. If you will miss class, please try to notify me in advance if possible. Contact a fellow student to review the material we covered in class and any announcements. Arriving late to class is disrespectful to your fellow classmates, as well as your instructor and disrupts everyones learning. Two or more unexcused absences or late arrivals will lower your final grade at least one letter grade. Illness If you are seriously ill (e.g., vomiting, fever, phlegm-producing cough), please get appropriate medical help, but do not come to class. Call or e-mail me regarding your condition and make arrangements with a classmate to receive notes and handouts. Depending on the nature of the class and how ill you are, we may be able to arrange to have you participate in class via Skype/Facetime/Google+.

SJET Spring 14 p. 5 Language This class must be an effective learning environment for everyone, although that does not mean it will always be comfortable. Freedom of speech and choice of language play critical roles in creating that environment. To that end, you are asked to pay attention to both the effect and the intentions of your wording, and to avoid deliberately using language that is demeaning to others. When listening to other students, assess both the intent and the effect of those words before assuming offensive intent. Any papers using sexist, racist, ableist, heterosexist, or otherwise inappropriate language will be returned without a grade; the revision will be graded as a late paper. Writing Standards and Deadlines All assignments are due at the beginning of class on the day they are assigned. Because we are working as a team, with a real client, the needs assessment and training design assignments will not be accepted late. The two reflection papers, if late, will receive little, if any, feedback and will be penalized 10% for each week they are late, beginning with the first. You may revise any papers turned in on time except the final reflection; revised papers must be resubmitted with the graded original within a week of being returned to you. You will receive half of any additional points received on a revised paper (so, the average between the original and revised). All written work is to be typed, double-spaced, and in 12-point standard font (i.e., Times New Roman, Geneva, Helvetica, etc.), follow APA guidelines, and use correct spelling, grammar, and syntax. Staple all papers in the upper left corner and do not use binders or covers of any type. All written work should be spell-checked, grammar-checked, and proofread (spell-check will not catch when you used cite when you should have used site). If it is clear you have not spellchecked and proofread an assignment, do not expect to earn above a B. Plagiarism and Academic Honesty Utilizing the ideas, expressions, or words of another person without proper attribution constitutes plagiarism according to the Academic Charter of this University. You must cite the source of any work, words, or ideas that are not your own, utilizing APA 6th Edition format (or your closest approximation of it if APA does not provide an exact template). Failure to do so will result in a grade of 0 for the assignment, rewriting the assignment, and possibly an F for the course, depending on the severity of the plagiarism. In addition, any instance of plagiarism will be reported to the Academic Honest Committee of the Graduate College as stipulated by the Graduate College Catalog (current edition). You also are expected to abide by all other policies and regulations specified in the Code of Academic Conduct outlined by Bowling Green State University (http://www.bgsu.edu/offices/sa/studentconduct/ (beginning on p. 31). Texts Required: Adams, M., Bell, L A., & Griffin, P. (Eds.). (2007). Teaching for diversity and social justice: A sourcebook (2nd ed). New York, NY: Routledge. American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author. Goodman, D. J. (2011). Promoting diversity and social justice: Educating people from privileged groups (2nd ed). New York, NY: Routledge.

SJET Spring 14 p. 6 Suggested: Clements, P. E. (2006). The diversity training handbook: A practical guide to understanding and changing attitudes. London: Kogen Page. Derman-Sparks, L., & Brunson Phillips, C. (1997). Teaching/learning anti-racism. New York, NY: Teachers College. Johnson, A. G. (2006). Privilege, power, and difference (2nd ed.). Boston: McGraw Hill. Katz, J. H. (2003). White awareness: Handbook for anti-racism training (2nd ed). Norman, OK: University of Oklahoma. Landreman, L. M., (Ed.). (2013). The art of effective facilitation: Reflections from social justice educators. Sterling, VA: Stylus Publishing. Rasmussen, T. (1996). The ASTD trainers sourcebook: Diversity. New York, NY: McGrawHill. Reason, R., Broido, E. M., Davis, T. L, & Evans, N. J. (Eds.), (2005). Developing social justice allies (New Directions for Student Services, No. 110). San Francisco, CA: Jossey-Bass. Course Assignments Detailed descriptions of course assignments follow at the end of the syllabus. Self-assessment paper I Reading facilitation Training facilitation Needs assessment Training design/facilitation Self-assessment paper II 90+ points: A 80-89 points: B 70-79 points: C 10 points 5 points 5 points 25 points 40 points 15 points Grading 60-69 points: D <60 points: F (1/22) (various) (various) (TBD) (4/23) (4/30)

About grading: A work is excellent very strong in every sense. It is awarded for assignments in which you have done an outstanding and occasionally innovative job in addressing all aspects of the assignment; shown complex, critical, and analytic thinking and insight; made connections between issues discussed in the course and in other settings; and in which you have written elegantly, precisely and concisely, used persuasive rhetoric, and avoided significant errors (typographical, grammatical, APA, etc.). A papers have exceeded the assignment guidelines in meaningful, exemplary ways. Additionally, As are awarded only for papers submitted on time. A B paper is good. It has some weaknesses in one or more of the areas described above but is done well overall and meets all stated requirements. Lower grades are assigned to papers with more significant weaknesses in the areas noted above. I would hope your goal in this course goes beyond merely earning an A to the full absorption and integration of learning as outlined by the course goals and your own goals. No incompletes will be given in this class except for major emergencies (e.g., hospitalization) and only after consultation with me and mutual agreement upon a written contract specifying when the work will be completed. Incompletes will not be granted simply because more time is desired to complete the assignments.

SJET Spring 14 p. 7 Changes This syllabus, reading assignments, homework, and the content of assignments are subject to change at my discretion. I will announce such changes in class and/or by email. Canvas Readings 1/22 Class 2: Theoretical and Conceptual Foundations Beale, R. L, Thompson, M. C., & Chesler, M. (2001). Training peer facilitators for intergroup dialogue leadership. In D. Schoem & S. Hurtado (Eds.), Intergroup dialogue: Deliberative democracy in school, college, community, and workplace (pp. 227-246). Ann Arbor, MI: University of Michigan. [Read only pp. 228-235] Hackman, H. (2005). Five essential components for social justice education. Equity & Excellence in Education, 38, 103-109. doi: 10.1080/10665680590935034 hooks, b. (1994). Teaching to transgress: Education as the practice of freedom. New York, NY: Routledge. (Embracing change, pp. 35-44) Wise, T. (2004, July 23). No such place as safe. Available: http://www.timwise.org/2004/07/nosuch-place-as-safe-the-trouble-with-white-anti-racism/ Optional: Pendry, L. F., Driscoll, D. M., & Field, S. T. (2007). Diversity training: Putting theory into practice. Journal of Occupational & Organizational Psychology, 80(1), 27-50. 1/29 Class 3: Needs Assessment and Pre-training Work Anand, R. (1999). Cultural competence in health care: A guide for trainers (2nd ed.). Washington, D.C.: National Multicultural Institute. (Data collection and analysis, pp. 2-1 2-19) Keller, J. M., with Young, A., & Riley, A. (1996). Evaluating diversity training: 17 Ready-to-Use Tools. San Diego, CA: Pfeiffer. (Tool 11: Managers post-training survey. pp. 51-52) Rasmussen, T. (1996). The ASTD trainers sourcebook: Diversity. New York, NY: McGraw-Hill. (pp. 244-250) Roberson, L., Kulik, C. T., & Pepper, M. B. (2003). Using needs assessment to resolve controversies in diversity training design. Group & Organization Management, 28(1), 148174. doi: 10.1177/1059601102250028 [as assigned in class, one of the two following] Bradburn, N., Sudman, S., & Wansink, B. (2004). Asking questions: The definitive guide to questionnaire design (Rev. ed.). San Francisco, CA: Jossey-Bass. (Chapters 4 and 5) Dillman, D. A., Smyth, J. D., & Christian, L. M. (2009). Internet, mail, and mixed-mode surveys: The tailored design method (3rd ed.). Hoboken, NJ: Wiley. (pp. 65-89, 154-165) 2/5 Class 4: Adult Learning and Change Freire, P. (1968/1993). Pedagogy of the oppressed. New York, NY: Continuum Books. Available: http://www.webster.edu/~corbetre/philosophy/education/freire/freire-2.html (Read just Ch. 2) hooks, b. (1994). Teaching to transgress: Education as the practice of freedom. New York, NY: Routledge. (Paolo Freire, pp. 45-58) Freire Vocabulary 2/12 Class 5: Training Target Group Members; Understanding Dominant Groups and Ally Development Broido, E. M. (2001). The development of social justice allies in college: A phenomenological investigation. Journal of College Student Development, 41, 3-18.

SJET Spring 14 p. 8 Edwards, K. E. (2006). Aspiring social justice ally identity development: A conceptual model. NASPA Journal, 43(4), Article 4. http://journals.naspa.org/jsarp/vol43/iss4/art4 Goodman, D. J. (2011). Promoting diversity and social justice: Educating people from privileged groups (2nd ed). New York, NY: Routledge. (Ch 8) 2/26 Class 7: Process Issues I: Questioning, Lecturing, Coaching, Showing Cooper, S. & Heenan, C. (1980). Preparing, designing, and leading workshops: A humanistic approach. Boston, MA: CBI Publishing Company. (Co-leading, pp. 97-102) Gaw, B. (1979). Processing questions: An aid to completing the learning cycle. In J. Jones, & W. J. Pfeiffer. The 1979 annual handbook for group facilitators (pp. 147-153). San Diego, CA: Pfeiffer & Jones. McCain, D. V. (1999). Creating training courses (when youre not a trainer). Alexandria, VA: American Society for Training and Development. (Facilitation skills, pp. 43-57) Social Justice Training Institute. (2005). Participants notebook. Authors. (Teaching, questioning, coaching) Optional: Tips for creating a better PowerPoint slide show (n.d.). University of Nebraska at Lincoln, Communications and Information technology. Available http://cit.information.unl.edu/tips/ppt-creating.htm 3/5 Class 8: Process Issues II: Training Methods and Techniques Abella, K. T. (1986). Building successful training programs: A step-by-step guide. Reading, MA: Addison-Wesley. (A survey of major training methodologies and how to use them, pp. 99140) Laird, D. (1978). Approaches to training and development. Reading, MA: Addison-Wesley. (What methods shall we use? pp. 127-162) McCaffery, J. A. (1995). The role play: A powerful but difficult training tool. In S. M. Fowler & M. G. Mumford (Eds.), Intercultural sourcebook: Cross-cultural training methods, Vol 1 (pp. 17-25). Yarmouth, ME: Intercultural Press. Sharma, S. (2008). Teaching representation of cultural difference through film. In M. Pollock (Ed.), Everyday antiracism: Getting real about race in school (pp. 186-190). New York, NY: The New Group. 3/26 Class 10: Self-dynamics Broido, E. M. (2004). Practicing praxis: Identity in diversity education. Inquiry: Critical Thinking across the Disciplines, 22(2), 57-63. Laubscher, L., & Powell, S. (2003). Skinning the drum: Teaching about diversity as other. Harvard Educational Review, 73, 203-224. Obear, K. (2013). Critical competencies for social justice educators. In L. M. Landreman, (Ed.), The art of effective facilitation: Reflections from social justice educators (pp. 151-172). Sterling, VA: Stylus Publishing. 4/9 Class 11: Group Dynamics Goodman, D. J. (2011). Promoting diversity and social justice: Educating people from privileged groups (2nd ed). New York, NY: Routledge. (Ch 4, 5, and pp. 165-170)
Articles assigned in class from

SJET Spring 14 p. 9 Cooper, S. & Heenan, C. (1980). Preparing, designing, and leading workshops: A humanistic approach. Boston, MA: CBI Publishing Company. (Managing difficult behaviors, pp. 8195) Jacobs, J., & Simpson, M. D. (2005). Dialogue on diversity in the classroom. In On diversity in teaching and learning: A compendium (pp. 21-25). Boulder, CO: Faculty teaching excellence program, University of Colorado at Boulder. Available: http://www.colorado.edu/ftep/downloads/ondiversity.pdf Warren, L. (n. d.). Managing hot moments in the classroom. Cambridge, MA: Derek Bok Center, Harvard University. Available http://isites.harvard.edu/fs/html/icb.topic58474/hotmoments.html 4/16 Class 12: Group Facilitation Kohls, L. R., & Obluck, W. (1995). The role of the group facilitator. In L. R. Kohls with H. L. Brusso (Eds.), Training know-how for cross cultural and diversity trainers (pp. 157-159). Duncanville, TX: Adult Learning Systems. Kardia, D., & Sevig, T. (2001). Embracing the paradox: Dialogue that incorporates both individual and group identities. In D. Schoem, & S. Hurtado, (Eds.), Intergroup dialogue: Deliberative democracy in school, college, community, and workplace (pp. 247-265). Ann Arbor, MI: University of Michigan. 4/30 Class 14: Challenges in SJE; Ethics Karp, H. B., & Sutton, N. (1993, July). Where diversity training goes wrong. Training(30), 30-34. Lasch-Quinn, E. (2001). In Race experts: How racial etiquette, sensitivity training, and new age therapy hijacked the civil rights revolution New York, NY: Norton. (A world of endless slights: Diversity training and its illogical consequences, pp. 161-193). Bezrukova, K., Jehn, K. A., & Spell, C. S. (2012). Reviewing diversity training: Where we have been and where we should go. Academy of Management Learning & Education, 11(2), 207-227. doi:10.5465/amle.2008.0090 5/7 Class 15: Synthesis Dass, R. & Gorman, P. (1985). How can I help? Stories and reflections on service New York, NY: Knopf Publishers. (The way of social action, pp. 153-183). Reason, R., & Broido, E. M. (2005). Issues and strategies for social justice allies (and the student affairs professionals who hope to encourage them). In R. Reason, E. M. Broido, T. L. Davis, & N. J. Evans (Eds.), Developing social justice allies (New Directions for Student Services, No. 110, pp. 81-89). San Francisco: Jossey-Bass. Goodman, D. J. (2011). Promoting diversity and social justice: Educating people from privileged groups (2nd ed). New York, NY: Routledge. (Ch 11)

SJET Spring 14 p. 10 ASSIGNMENTS Self-Assessment Paper I 5 points Due January 22 Please complete this assignment before you do the readings assigned for this week. In about eight pages, address the following questions. You do not have to address them individually; there is overlap between the questions and you are welcome to approach the format of this assignment as works best for you (though you should still compose well organized essays!). 1. What do you see as the goals of social justice education? What are we trying to accomplish? 2. What do you see as the particular challenges in social justice education, as compared to other types of training and education? 3. What are your assumptions about and experiences with the ways that people, especially college students, learn about diversity and issues of social justice/oppression? In what kind of settings, interactions, and climates does this learning occur? 4. Answer any question(s) from those listed in the Support section on p. 90 of Teaching for Diversity and Social Justice. Feel free to combine or modify the questions to develop one that speaks to your experience. 5. Answer any question(s) from those listed in the Passion section on pp. 90-91 of Teaching for Diversity and Social Justice. Feel free to combine or modify the questions to develop one that speaks to your experience. 6. Answer any question(s) from those listed in the Awareness section on p. 91 of Teaching for Diversity and Social Justice. Feel free to combine or modify the questions to develop one that speaks to your experience. 7. Answer any question(s) from those listed in the Knowledge section on p. 91 of Teaching for Diversity and Social Justice. Feel free to combine or modify the questions to develop one that speaks to your experience. 8. Answer any question(s) from those listed in the Skills section on p. 92 of Teaching for Diversity and Social Justice. Feel free to combine or modify the questions to develop one that speaks to your experience.

SJET Spring 14 p. 11 Class Facilitation Experiences 2 x 5 points, variable dates This assignment has two related components. Each will give you practice working with a group on social justice issues. The first is practice facilitating group discussion of course readings. The second is a chance for you to design a mini-training and facilitate the experience and subsequent processing with the class. Each component is worth 5 points of your final grade. Reading Facilitation: You will be in charge of facilitating class discussion about the assigned readings for one class. You will determine what primary learning outcomes students should achieve, and develop a sequence of discussion questions and activities to enable students to achieve those outcomes. You will meet with Ellen the week before your assigned date to review your outcomes, and your facilitation plan. In class you will have 30-45 minutes (exact time to be determined in consultation with Ellen, based on the amount of reading and its complexity) and implement your facilitation design. This experience will be graded on the effectiveness of the questions, their appropriateness given the learning outcomes, your ability to adapt the design as appropriate during the facilitation, and a brief reflection (1-2 pages) on why you chose to design the facilitation as you did. Include in your reflection the following material: Detailed learning outcomes (see notes below). Training design detailed description of activities, processing questions, timing, etc. Any handouts or materials used in the mini-training. A page or two providing an explanation of why you designed the discussion as you did (why you chose specific questions, ordered them as you did, etc.). A reference page (if needed).

Training Facilitation: This assignment will give you the opportunity to practice being a trainer. Beginning the third week of class, each class will open with a class member presenting a brief (not more than 25 minutes, including processing time) mini-training. This will give you the opportunity to try a technique unfamiliar to you, and to learn about an area of social justice you know less about. The focus of these mini-trainings is primarily on your ability to process an activity, rather than facilitate the activity itself. As we know, learning derives more from reflection on experience

SJET Spring 14 p. 12 than on experience itself; we will be looking for you to spend the bulk of the time helping your fellow students to reflect on any experience you may have taken them through. Mini-trainings will be graded on preparation, rather than on execution, in order to encourage you to take risks and work with new topics. Please hand in the following materials to document your preparation: Detailed learning outcomes (see notes below). Training design detailed description of activities, processing questions, timing, etc. Any handouts or materials used in the mini-training. A page or two providing an explanation of why you designed the mini-training as you did (why you chose specific activities, why you asked the processing questions you did, ordered them as you did, etc). A reference page (if needed).

Learning Objectives Learning objectives are brief, clear, specific statements of what learners will be able to perform at the conclusion of instructional activities (Park University, 2007, n. p.). Write them from the perspective of the student (what she or he will do, under what circumstances, and how well), and need to be measurable. As such, avoid verbs like understand, know, comprehend, appreciate, learn, and other vague, non-observable terms. Sample learning objectives: After engaging in this exercise, students will be able to Correctly define and differentiate between the concepts privilege, oppression, discrimination, and prejudice. Analyze the policies and practices of their work place to identify aspects that reflect racism. State what they were taught as children about people with mobility impairments.

Adapted from Park University (2007). Writing quality learning objectives. Author. Available www.park.edu/cetl/quicktips/writinglearningobj.html

SJET Spring 14 p. 13 Needs Assessment 25 points, due TBA As a class, we will conduct a diversity training needs assessment for a group on campus. Because this is a real client, the assignment will require a high degree of professionalism: timeliness, spelling and grammar, ethical conduct, and effective teamwork are critical, and will influence your grade. As a group we will determine which needs assessment method(s) makes the most sense for this group. Depending on what we decide, the following tasks may be divided up among individuals in the class or may be taken on by small groups. Design and develop an instrument/method or make use of an existing instrument/method. Collect the data. Analyze the data.

(20 points) As a group, we will write up a final report for the senior staff of the office/program. The report will include the following topics, and various parts will be assigned to different individuals. " " " " " " " " " " General purpose of the assessment Specific objectives of the assessment Dates assessment conducted Assessment method(s) used and sources of data Rationale for use of these methods Data analysis techniques Results Findings/Analysis Recommendations (including learning outcomes) Any issues or dilemmas that arose in conducting the needs assessment that might compromise the findings or recommendations.

Included as appendices to the report will be a copy of any assessment instruments, interview protocols, etc., that we used. (5 points) Individually, students will write a brief (2-3 page) reflection on their own contribution to and learning from the needs assessment. Details will be distributed mid-semester.

SJET Spring 14 p. 14 Written Training Design Due 4/23 40 points Please cover all items in detail (including the full training design and supporting materials [exercises, handouts, resource packets, etc.] in the Appendix). Follow APA format in all in-text citations and in the reference list, and elsewhere where it makes sense to do so. 1. Introduction: What is your workshop/training about (general themes) and what are you generally trying to accomplish? 2. Trainers: Who is doing the training? Tell us something about your qualifications to do this training. If you have prior contact with the training group, please note that relationship, and comment on how you expect it to influence your work with the group. 3. Needs Assessment: Briefly (in one paragraph) summarize the needs assessment and identify the specific learning outcomes arising from the assessment that form the basis of this training. 4. Training Design a. Provide descriptions of all activities, including specific discussion questions; timing; and handouts, readings, AV materials, reference lists, and any other resources you plan to use. b. Complete and attach a design analysis grid. c. What does the Design Analysis grid tell you about the strengths, gaps, focus, and limits of your design? d. Describe the logic of your design: Why did you organize it as you did, why did you choose the activities you did, sequence it as you did? Why these ways of processing? e. Describe your evaluation plan: How will you determine if your trainees achieved the learning outcomes? Attach any documents you will use in the evaluation process. 5. For Ellen only a. What are the strengths and limitations of this design? b. Where are the strengths and limitations of this facilitator group in light of this specific design? Whats old hat and what will be a challenge for you in particular? What other aspects of your experiences, identities, and group dynamics may influence your delivery of this training? c. How do your social identities affect your role as a trainer with this group and this design?

SJET Spring 14 p. 15 Self-Assessment Paper II Due 4/30 (not accepted late) 15 points In roughly eight pages, define your social justice training philosophy. Imagine you are writing something that you might present to potential clients who would hire you to conduct training. You do not have to address the following questions individually; there is overlap between the questions and you are welcome to approach the format of this assignment as works best for you (although I still expect a thoughtful and organized response!). Who are you as a trainer? What do you believe about social justice training its goals, methods and techniques, ethics, imperatives? What are your own strengths, limitations, and areas of passion? How do your social identities, and your experience of your identities, affect how you do social justice education? How will you continue your education as a social justice trainer? You may wish to revisit the questions raised on pp. 90-92 in TDSJ for further questions that will help you define your social justice training philosophy.

SJET Spring 14 p. 16
Date 1/15 1/22 Class 1 2 Topic Intro, class overview; What is/ should be social justice education? Theoretical and Conceptual Foundations Needs assessment and pre-training work Reading Assignment

1/29

2/5 2/12 2/19 2/26 3/5 3/12 3/19 3/26 4/2 4/9

4 5 6 7 8

Adult learning and change Training target group members; Understanding dominant groups and ally development Needs Assessments II: Making sense of data Process Issues I: Questioning, lecturing, coaching, showing Process Issues II: Training methods and techniques

TDSJ: Ch 1 & 3 & pp. 90-92, 97-98, & 132134; Beale, Thompson, & Chesler (2001); Hackman (2005); hooks (1994); Wise (2004) Optional: Pendry, Driscoll, Fields (2007) TDSJ: pp. 395-410; Anand (1999); Keller, Young, & Riley (1996); Rasmussen (1996); As assigned in class, one of: Bradburn, Sudman, & Wansink (2004); Dillman, Smyth, & Christian (2009) TDSJ: Ch 2, 4 & pp. 93-97; Freire (1968/1993); hooks (1994); Freire Lexicon Goodman Ch 8; Broido (2001); Edwards (2006) TBA TDSJ: pp. 101-106; Cooper & Heenan (1980); Gaw (1979); McCain (1999); SJTI materials Optional: Tips for creating a better PPT Read chapter assigned in class from TDSJ; Abella (1986); Laird (1978); McCaffery (1995); Sharma (2008) Spring Break Read chapter assigned in class from TDSJ TDSJ: Ch 16; Broido (2004); Laubscher & Powell (2003); Obear (2013) No class - ACPA Goodman Ch 4, Ch 5, pp. 165-170 Articles assigned in class from Cooper & Heenan (1980); Jacobs & Simpson (2005); Warren (n.d) TDSJ: pp. 106-113; Kohls & Obluck (1995); Kardig & Sevig (2001)

Selfassessment 1

9 10

Content Issues Self-dynamics

11

Group dynamics

4/16 4/23 4/30 5/7

12 13 14 15

Group facilitation Finalize /rehearse training in class Challenges in SJE; Ethics Synthesis

TBA; Karp & Sutton (1993); Lasch-Quinn, (2001); Bezrukova, Jehn, & Spell (2012) Goodman Ch 11; Das & Gorman (1995); Reason & Broido (2005)

Training Design Selfassessment II