11/23/2024 1:54:47 AM	SWHS 95 Course Outline as of Fall 2024	Changed Course
CATALOG INFORMATION
Discipline and Nbr:  SWHS 95	Title:  ADVOCATING SOCIAL CHANGE
Full Title:  Advocating for Social Change
Last Reviewed:12/12/2023

Units		Course Hours per Week			Nbr of Weeks	Course Hours Total
Maximum	3.00	Lecture Scheduled	3.00		17.5 max.	Lecture Scheduled	52.50
Minimum	3.00	Lab Scheduled	0		6.5 min.	Lab Scheduled	0
		Contact DHR	0			Contact DHR	0
		Contact Total	3.00			Contact Total	52.50
		Non-contact DHR	0			Non-contact DHR Total	0

Total Out of Class Hours:  105.00

Total Student Learning Hours: 157.50

Title 5 Category:  AA Degree Applicable
Grading:  Grade Only
Repeatability:  00 - Two Repeats if Grade was D, F, NC, or NP
Also Listed As: 
Formerly:  HUSV 95

Catalog Description:

In this course students will engage in advocacy work at the campus, community, or legislative levels. Contemporary social, political and economic issues will be explored with special emphasis on the examination of social justice and equity. Students will learn the different methods and essential skills for effective change through advocacy.

Prerequisites/Corequisites:

Recommended Preparation:
Course Completion of SWHS 90 and COUN 7

Limits on Enrollment:

Schedule of Classes Information
Description:

In this course students will engage in advocacy work at the campus, community, or legislative levels. Contemporary social, political and economic issues will be explored with special emphasis on the examination of social justice and equity. Students will learn the different methods and essential skills for effective change through advocacy.

(Grade Only)
Prerequisites:
Recommended:Course Completion of SWHS 90 and COUN 7
Limits on Enrollment:
Transfer Credit:CSU;
Repeatability:00 - Two Repeats if Grade was D, F, NC, or NP

ARTICULATION, MAJOR, and CERTIFICATION INFORMATION

Associate Degree:		Effective:		Inactive:
Area:
CSU GE:	Transfer Area			Effective:	Inactive:
IGETC:	Transfer Area			Effective:	Inactive:
CSU Transfer:	Transferable	Effective:	Fall 1999	Inactive:
UC Transfer:		Effective:		Inactive:
C-ID:

Certificate/Major Applicable: Both Certificate and Major Applicable

COURSE CONTENT

Student Learning Outcomes:
At the conclusion of this course, the student should be able to:

1. Demonstrate the ability to develop an advocacy plan of action at either the local or state level.

2. Identify and explain the purpose and benefits of advocacy work for the individual, the community and social change.

 

Objectives:

At the conclusion of this course, the student should be able to:

1. Evaluate the role of advocacy and the principles that guide advocacy practice for social change.

2. Analyze the different motivations for advocacy and discuss the value in doing advocacy work.

3. Explore and understand the models of social change and leadership.

4. Compare and contrast the common challenges and ethical dilemmas to the advocacy process and develop strategies to overcome them.

5. Examine the techniques for identifying advocacy issues and the skills needed to engage in successful advocacy practice.

6. Demonstrate the ability to identify the problem and create an advocacy-based plan of action.

7. Examine and evaluate multiple community agency programs and services.

8. Examine inequality in social systems and cultural groups.

Topics and Scope

I. Understanding Social Change, Leadership, and Advocacy

     A. Theoretical frameworks

          1. Change

         2. Systems

         3. Social justice and human rights  

          4. Community building

    B. Challenges, barriers, and ethical dilemmas in advocacy

          1. Community as client

         2. Oppression

         3. Empowerment

         4. Resistance

         5. Cultural awareness

         6. Ethical issues

II. Role of Advocacy in Social Work and Human Services

     A. Professional practice in community change

         1. Principles of social welfare

         2. Traditional approaches

         3. Professional values

         4. Community values

    B. Taking Action

         1. Recognizing your ability to promote change

         2. Opportunities for collaboration

          3. Avoiding burnout

III.  Advocacy in a Cultural Context

    A. Role of advocate in social justice and equity

          1. Power

         2. Oppression

         3. Discrimination

         4. Socioeconomic

     B. Assessing needs

         1. Community characteristics

         2. Community functions

    C. Cultural humility in advocacy

         1. Individual values

         2. Community values

         3. Valuing diversity

IV. Application of Social Change Model

    A. Areas for affecting change

          1. Policy and legislative

          2. Institutional and agency

          3. Community

         4. Individual

    B. Social action planning and process

         1. Goals

         2. Needs

         3. Understanding power

         4. Raising awareness and resources

         5. Coalitions

    C. Implementation

         1. Strategies and tactics

         2. Empowering others

         3. Building self-efficacy

    D. Evaluation

Assignments:

1. Required reading assignment:

    A. Textbook reading (30 pages per week average)

    B. Additional weekly reading assignment (1)

2. Required writing assignments:

    A. Weekly written social change project updates (1-3 pages)

    B. Essays on topics including advocacy autobiography, governmental advocacy action, and interview with social advocate (2-3 pages each)  

     C. Comprehensive group social action plan and evaluation (10-15 pages)

3. Oral presentations:

    A. Local or State social advocacy on social change project, such as presentations, awareness campaigns, tabling, etc. (varies in time)

    B. Overview of group advocacy project (30 minutes)

Methods of Evaluation/Basis of Grade.

Writing: Assessment tools that demonstrate writing skill and/or require students to select, organize and explain ideas in writing.		Writing 40 - 40%
Required writing assignments
Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills.		Problem Solving 0 - 0%
None
Skill Demonstrations: All skill-based and physical demonstrations used for assessment purposes including skill performance exams.		Skill Demonstrations 40 - 40%
Oral presentations
Exams: All forms of formal testing, other than skill performance exams.		Exams 0 - 0%
None
Other: Includes any assessment tools that do not logically fit into the above categories.		Other Category 20 - 20%
Oral presentations; class participation

Representative Textbooks and Materials:

Leadership for a Better World: Understanding the Social Change Model of Leadership Development. 3rd ed. Komives, Susan and Wagner, Wendy. Jossey-Bass. 2017 (classic).

Promoting Community Change: Making it Happen in the Real World. 6th ed. Homan, Mark. Cengage Learning. 2016 (classic).

Becoming An Effective Policy Advocate: From Policy to Social Justice. 8th ed. Jansson, Bruce. Cengage Learning. 2018 (classic).

Instructor prepared materials

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