Running head: CASE STUDY #21CASE STUDY #22

Case Study #2Andrea De LeonLoyola University Chicago

IntroductionDesigning an academic course can be a simple or complex task, depending on the approach taken. While creating a course and its syllabus is not necessarily a difficult endeavor, it is certainly one that should be approached with care, as the design and implementation of a course has a tremendous impact on how and what students learn. A comparative analysis of five different syllabi for courses that focus on teaching social justice reveals that courses are often designed in different ways and with different learning outcomes, despite a similar discipline or topic of focus. Five Syllabi at a GlanceContemporary Social Justice Issues In the fall of 2007, The University of Delaware offered a course called Contemporary Social Justice Issues. While the student population is not specified in the syllabus, the course was designed to help participants explore a broad context of social justice issues (UNIV 320, 2015). The syllabus provides clearly defined course objectives, which focus on goals such as recognizing various social justice issues facing our college students today, developing an ability to explain how personal discomfort and fear contribute to systems of oppression, and determine the necessary steps toward becoming a change agent (UNIV 320, 2015). The syllabus also includes a description of the course structure and design, which vaguely explains that the course will utilize different learning strategies as well the Let Me Learn system, which is a copyrighted technique used for understanding and utilizing different learning styles (UNIV 320, 2015). The syllabus also includes information regarding required reading materials, the attendance and participation policy, and general expectations. Also included are detailed descriptions of required assignments, which include activities such as weekly reflection blogs and a group project. Lastly, the syllabus provides information about academic policies, grading, and a detailed timeline and schedule of the course. Introduction to Social JusticeCase Western Reserve University offered a pilot course called Introduction to Social Justice in the spring of 2012. The syllabus describes the course as one that provides a foundational exploration of social justice concepts, issues, and remedies, thereby developing the necessary analytical tools and information to assess inequality and injustice and address historical and contemporary issues (SJUS 100, 2015). The syllabus explains that the course takes a cross-disciplinary approach with a focus on a case study as a learning activity. The course objectives are clearly defined and include goals such as, Students will be exposed to a wide range of academic literatures focused on inequity and discrimination, Students will be introduced to key topics and/or issues exposing social injustice, and critically analyze and problem-solve around them, and Students will be introduced to social justice remedies or tools to combat injustice, such as individual resistance, policy, advocacy and social action, and collective struggle, to name a few (SJUS 100, 2015). The syllabus also includes information about the required course readings, the attendance and academic integrity policies, and the grading system. Also provided are in-depth descriptions of the required assignments and learning activities, which include reflection papers, reading review papers, and a final case study group project. Lastly, the syllabus provides a detailed schedule and outline for the course. Diversity/Oppression and Social JusticeThe School of Social Work at Wayne State University offers a course called Diversity/Oppression and Social Justice. The course syllabus is long and detailed. The included course description names this course as one that is designed to prepare social work students to be knowledgeable of peoples biases based on race, ethnicity, culture, religion, age, sex, sexual orientation, social and economic status, political ideology, disability and how these contribute to discrimination and oppression (SW 3110, 2015). The syllabus includes no less than 19 explicit learning outcomes, as well as six different benchmarks (SW 3110, 2015), and a list of core competencies that the course makes connections to. Additionally, the syllabus provides general course expectations, which include standards regarding attendance, participation, and academic integrity. Something unique about this syllabus is that is also includes Ground Rules, (SW 3110, 2015) which is a list of nine rules that are intended to help develop a positive learning atmosphere in the classroom. Some examples of these rules include, We will share information and ideas with members of the class and we will never demean, devalue, or put down people for their experiences, and While we cannot be blamed for the misinformation that we have learned, we can and will be held responsible for repeating misinformation after we have learned otherwise (SW 3110, 2015). The syllabus also includes detailed descriptions of each assignment, which include an analysis paper, a group project, quizzes, and a personal work plan (SW 3110, 2015). Lastly, the syllabus provides a description of the grading scale, a course schedule, information on required reading materials, and a bibliography of additional reading sources. Introduction to Social Justice and AdvocacyIn 2008, The University of Georgia offered a course titled, Introduction to Social Justice and Advocacy. This course was designed for doctoral students in the Counseling and Student Affairs Personnel program. Like many other syllabi, there is a provided list of course objectives. The objectives provided on this syllabus explain what students will learn, which includes things like Past and current theory, research, and practice on effective leadership on social justice and advocacy issues in organizational settings will be presented from a multidisciplinary perspective, and Developmental stages of organizational change and community organizing (ECHD 8190, 2015). The syllabus provides a description of the Course Format, (ECHD 8190, 2015) which explains the lecture and experiential teaching and learning activities that will occur. Also described are six course requirements, which include things like participation, book reviews, and a social justice paper (ECHD 8190, 2015). The syllabus also provides a detailed course outline containing important dates, as well information on the grading policy and grading scale. Lastly, and seemingly unique, is an Important Message From Your Instructor, which includes a hopeful message about the course topic, information about accommodations available for students who need them, and policies regarding any sort of student misconduct (ECHD 8190, 2015). Local Justice: Social Justice Education for Adolescents In 2009, Portland State University offered a senior capstone course to graduating seniors called, Local Justice: Social Justice Education for Adolescents (Senior Capstone, 2015). The course description included on the syllabus states that the course will provide students with a framework for understanding specific forms and the interlocking systems of oppression; a process to explore how oppression affects our lives; a pedagogical framework for teaching and training about concepts of oppression and diversity; and an application of these ideologies and skills in community settings (Senior Capstone, 2015). Unlike some other syllabi, this course syllabus explicitly differentiates between learning goals and learning objectives. The learning goals include things like Broaden and deepen the understanding of social justice issues, and Research and learn about social justice and facilitation techniques (Senior Capstone, 2015). The learning objectives include statements such as Participate in social justice activities and learning exercises, and Debrief course activities, complete assessments on workshops and class evaluations and write a final reflection paper (Senior Capstone, 2015). Similar to other syllabi, this course syllabus provides a description of learning activities, such as readings and reflection papers. It does not, however, provide detail regarding the planned teaching activities. The syllabus also includes information regarding grading, but lacks a detailed course schedule or information about academic policies. Emerging ThemesCourse Objectives and GoalsWhile language and terminology fluctuates from syllabus to syllabus, each one reviewed includes a description of the goals or objectives of the course. These goals describe what the instructor hopes students will learn, will do, or will be able to do as a result of completing the course. Some course objectives and goals are described vaguely, such as "explore broad context of social justice issues" ("UNIV 320," 2015), while others are very detailed and descriptive, such as, "Students will be introduced to social justice remedies or tools to combat injustice, such as individual resistance, policy, advocacy and social action, and collective struggle," (SJUS 100, 2015). Additionally, the number of learning objectives or goals varies between syllabi. For example, the Introduction to Social Justice Advocacy at the University of Georgia lists seven clear learning outcomes ("ECHD 8190," 2015), while the Diversity/Oppression and Social Justice course at Wayne State University lists 19 different learning outcomes ("SW 3110," 2015). Ultimately, every syllabus reviewed uses space to explain the impact that the course aims to have, but how these objectives and goals are described and presented varies.

Learning & Teaching Activities Learning and teaching activities are also found in every syllabus reviewed. Fink (2003) describes learning activities as the things that "students actually do" (p. 114), and teaching activities as the things that the teacher does. In the syllabi reviewed, the learning activities are described as both in-class projects and events, such as group work and discussions at the University of Delaware ("UNIV 320," 2015), and as out-of-class assignments, such as Reading Reaction Papers for the course at Portland State University ("Senior Capstone," 2015). Many of the courses focus on written assignments as well as group projects or case studies. Regarding what teachers do, the syllabi reviewed include plans for lecture, facilitation of dialogue and discussion, and the utilization of guest speakers. Integrative AnalysisLanguage and TerminologySomething that seemed to fluctuate between syllabi was the use of terminology to describe what seemed like the same thing. More specifically, some syllabi, such as the one from the University of Georgia, used the term course objectives, while other syllabi, such as the one from Portland State University, used the term learning goals. Furthermore, the syllabus from Wayne State University included both learning outcomes and benchmarks. Some of these statements seemed to address the same thing across syllabi, while others were different. Fink (2003) uses the terms learning outcomes and learning goals synonymously, but more often describes learning goals. Nilson (2010) focuses on describing learning outcomes. Ultimately, it seems that everyone uses a different word to describe what appears to be the same thing. Nilson (2010) said, A learning outcome is a statement of exactly what your students should be able to do after completing your course or at specified points during the course (p. 18). Despite naming the statements as something different, each syllabus reviewed provides details as to what students ought to be able to do as a result of completing the course. Learning and Teaching ActivitiesIn his book Creating Innovators: The Making of Young People Who Will Change the World, Tony Wagner (2012) argues that higher education has focused too much on content and not enough on learning. He describes the reality that American higher education has been failing to develop young minds that are passionate and prepared to innovate, and that American higher education must change if we hope for our country to regain and maintain success and prosperity. While some of the learning and teaching activities found in the reviewed syllabi, such as lectures and assigned readings, may seem content-focused, the courses described herein are actually more focused on developing learners who are more self-aware and who are prepared to act as change agents in American society. It is likely that this is partly due to the nature of the subject. Social justice education is about studying humans, society, and the ways in which we can enact positive change. However, it is clear that several of these syllabi were designed with a focus on developing life-long learners, and potentially innovators, rather than students who simply memorize content. For example, the course at Case Western Reserve University requires that students complete a group case study project that helps students to study and understand a social justice issue through an interdisciplinary lens (SJUS 100, 2015). Furthermore, the syllabus from the course at the University of Georgia includes a statement that reads, A significant aspect of being a helping professional is continuing education outside of our field. The instructor will inform the class of opportunities for social justice learning that exist at the university and in the community (ECHD 8190, 2015).

Concluding Thoughts No course, and therefore, no course syllabus is designed perfectly. Flaws are always present and designs can always be improved. It is important for instructors to truly understand terminology and components that need to be included on a syllabus, as well as how to adequately develop them. More specifically, the development of learning outcomes and how they foster lifelong learning and the creation of innovative students ought to be a priority for course instructors. While some might argue that higher education is failing, it is important to take time to recognize the things that we are doing correctly, and to look to those who are successfully changing the nature by which we teach and learn. It is clear that some social justice courses seem to be headed in the right direction.

ReferencesECHD 8190 (2015) Retrieved from: http://www.counseling.org/resources/library/syll/Social_Justice-Advocacy/ECHD_8190__singha_su08.pdfFink, L.D. (2003). Creating significant learning experiences: An integrated approach to developing college courses. San Francisco: Jossey-Bass.Nilson, L.B. (2010). Teaching at Its Best: A Research-Based Resource for College Instructors. San Francisco, CA: Jossey-Bass. (Ch. 1 3)Senior Capstone (2015) Retrieved from: http://capstone.unst.pdx.edu/sites/default/files/localjusticecapstonesyllabus.pdf\SJUS 100 (2015) Retrieved from: https://case.edu/socialjustice/education/documents/SocialJusticeMinorSigCoreCoursesyllabus%202-7-12.docx(3).pdfSW 3110 (2015) Retrieved from: https://socialwork.wayne.edu/syllabi/sw_3110.pdfUNIV 320 (2015) Retrieved from: http://udel.edu/~lulu/syllabus-sample.pdfWagner, T., & Compton, R. A. (2012).Creating innovators: The making of young people who will change the world. New York: Scribner.