ELPS 430 SYLLABUS AND REFLECTIVE ANALYSIS

ELPS 430 Syllabus and Reflective Analysis

Grace Montero

Loyola University Chicago

ELPS 430 SYLLABUS AND REFLECTIVE ANALYSIS 2

Navigating Social Responsibility in Citizenship

ELPS 430-001
Loyola University Chicago

INSTRUCTOR INFORMATION:

Instructor: Grace Montero, M.Ed.

Office Hours: M-F 9-1pm (and by appointment)
Office Location: Room XYX, Lewis Towers, WTC
Office Phone: 773.508.8858
Email: gmontero@luc.edu

COURSE INTRODUCTION & PURPOSE:

America has been viewed as the land of the free and the home of the brave for several
decades, and American Citizens often relish in the privileges and power that comes with that
label, but at what cost? American Citizens are not always taught or encouraged to critically think
about the unsaid civic responsibility that comes with citizenship status, or the social
responsibility and moral obligations that are coupled with this status. This course will explore the
many other external factors that influence our inclinations about what holding citizenship should
and should not be mean for society. How we define social responsibility as it relates to holding
American Citizenship, determines how we treat people seeking a path to citizenship, and how we
profit from keeping others without citizenship status. This course will make you reflect on what
specifically has outlined what is our perceived role is as a citizen? How does our lack of
education and knowledge on citizenship processes and immigration laws enable or prevent our
participation in the social and economic inequalities of our community and the broader nation?

EDUCATIONAL GOALS & OBJECTIVES:

Students will learn 1.) That they play a role in socially constructing what citizenship is,
what it means, and who it is for locally and nationally 2.) To pinpoint areas of ambivalence about
the role of government, biases that influence immigration policies throughout history and the
citizens it serves in present day 3.) That they ought to continuously be asking themselves what
more they could be doing to bring about justice for all, as they strive to become more involved
citizens within our local and national community.
To achieve these goals, the course will begin with an online survey that you are asked to
complete. I will then gather information regarding how much you know about the topic? I will be
trying to learn about how much you would like to learn from this course, and what your
individual learning style is. This collected information will then be used to customize the
syllabus to the preferences of the students within the class. Those will be established by the end
of the first class.

SPECIAL EMPHASIS ON HIGH-IMPACT LEARNING:

ELPS 430 SYLLABUS AND REFLECTIVE ANALYSIS 3

This course includes a field trip to a local immigration office in which you will be able to
see first-hand what the environment is like, but most importantly you can begin having
conversations with the people who frequent the office waiting room for many reasons. The
purpose of this activity is to prompt active listening to others. It will challenge what students
thought you knew about current immigration procedures and encourage a longer lasting
understanding of the complexities of citizenship. It will relate course readings, and current
events, to on-going class discussions. Furthermore, this form of experiential learning is derived
from pedagogical principles that have been researched and show to provide increased student
learning. This is purposely scheduled before the narrative paper which will further encourage
students to gain proximity to a topic often debated and intended to be polarizing. To humanize
this experience, students will be challenged to evaluate the consequences of their actions and
inaction as citizens in society, and set goals for how they chose to carry out what they have
learned about their social responsibility as contributing members of our society.

CONCEPTUAL PEDAGOGICAL FRAMEWORK:

Structure:
This course is structured using L. Dee Finks Taxonomy of Significant Learning. The
intent is to use a learning-centered approach that focuses on the students engagement in order to
deliver high-impact learning. Fink (2003) suggests centering learning outcomes around six parts
of his taxonomy: 1. Foundational Knowledge 2.) Application 3.) Integration 4.) Human
Dimension 5.) Caring and 6.) Learning How to Learn. This course is rooted in the idea that all of
these six components should be happening within a course structure to optimize the kind of
learning that helps students learn and retain information that they can use to motivate heir further
exploration education. Students that experience this form of high-impact learning, will develop
skills that will stay with them well after they continue their path as life-long learners.
Additionally, Nilson L.B. (2010) create a research-based guide to creating courses that
has also helped enhance this syllabus. Nilson believes in the importance of connecting elements
of student development theory to strengthen a course curriculum. This syllabus demonstrates the
way in which Perrys and Baxter-Magoldas theoretical framework have parallels that tie into
this course structure. This course has a linear sequence of topic that will be learned in a specific
order, so that students will build off of the first part of foundational information regarding
themselves. Once students can critically evaluate their own positionality in the world given
certain citizenship advantages and disadvantages they have been born, students can then begin to
critically analyze how they interact with others of similar or different experiences with
citizenship. This hierarchical sequencing allows for a gradual growth of complex cognitive
thinking, specifically when topics and sub-topics demonstrate how they are more nuanced that
they may have first appeared. In congruence with Perry, this allows for students at various levels
to continue moving through dualism, multiplicity, relativism, and commitment. The goal with
using the Baxter-Magolda lens is that students reach self-authorship by defining their motivation
and their extent of civic engagement as Americans.
Through Laura Rendons Sentipensante Pedagogy (2009), this course will rely on
students to guide your collective efforts to not only acquire educational knowledge but also
create it through your understanding of what education on civic engagement could be. Similarly,
to Rendon, I believe education should aim to foster in student sense of compassion, social
responsibility, ethics, and morality which is what this course aims to do among emerging
ELPS 430 SYLLABUS AND REFLECTIVE ANALYSIS 4

students and citizens. My approach to teaching this course comes from the underlying role as a
group dialogue facilitator of this learning community. I hope to empower each of you to be your
own self-authors about what social responsibility you carry and how you engage in civic actions
that benefit your community and other communities you do not come into direct contact with.
This takes a holistic approach to reflecting on your whole-self, and how it will inform your
connection to government and the role you serve as a citizen. Since this is an introductory for
course college students, it strives to challenge the notion that intellectual intelligence and
emotion are polar opposites that do not mix.
Due to Yosso, T. (2005) Cultural Wealth Model, students will experience the ways in
which I have structured this course to utilize this lens when discussing power shifts and
privileged identities throughout the course. While keeping this model in mind, this course aims
to acknowledge that students from diverse backgrounds all bring unique collections of strengths
and a wealth of knowledge. In using a strengths-based approach, all students will better
understand how often times students from marginalized backgrounds are seen as coming from a
deficit perspective. This course will help empower those students to also see themselves as fully
capable of being productive and engaged members of society. Students will be challenged to
think about citizenship as it relates to how power is shifted between government officials,
civilians, and those of mixed-status or temporary visas.

Diversity:
This university acknowledges the numerous way groups of people have been historically
disenfranchising and marginalized over the years due to sexual orientation, racism, sexism,
classism, ableism, ageism, religious affiliation and citizenship status (as just a few examples).
This course aligns with the institutional mission to cultivate compassionate leaders of tomorrow
through self-reflection, exposure to different perspectives, and a deeper understanding of
institutionalized systems of oppression that remain. Since diverse perspectives and experiences
result in a more complex and nuanced way of looking at citizenship, this course hopes to
influence students to think critically about how implicit biases form and when that can influence
their interpretation of what makes citizens integral parts of our larger society.

COURSE THEMES:

1. Experiential learning in which students will be asked to immerse themselves in a trip to

the state immigration offices to get a first-hand look at the complexities of attaining
citizenship. This theme is centered on how a first-hand experience provides long lasting
care for community, especially populations that students may otherwise not interact with
on a daily basis.
2. Challenging the single story narrative of immigrants will be a reoccurring theme in which
students will be tasked to listen to stories from people who are going through the
application process for citizenship. This theme is centered on students learning how to
advocate with and not for, marginalized communities of recent immigrants.
3. Prioritizing education on immigration policies and procedures in place in order to explain
a well-reasoned personal position on the role of citizen within a government that profits
from a fractured system. This theme of valuing and prioritizing explicit education on the
privileges of citizenship, could assist in cognitive developmental thinking about
ELPS 430 SYLLABUS AND REFLECTIVE ANALYSIS 5

individual positionality within society, and how they envision their own civic
engagement.

OBJECTIVES:

Foundational Knowledge Goal

- Students will articulate why there is such importance placed on having American
Citizenship and be able to define it for themselves.
- Students will learn about the various experiences and challenges that people face when
navigating the fragmented path to citizenship.
- They will be able to write about three privileges and the wealth of knowledge afforded to
them given their citizenship status.
- Students will identify two ways in which our outdated American Citizenship process is
meant to serve the purpose of family reunification.
Application Goal
- Students will be able to apply their knowledge of what it means to work towards and
attain citizenship, through developing a final project that would provide a more socially
just reform to outdated immigration laws.
- Students can use their significant learning experience during the in-person visit of an
immigration office, to help articulate their individual definitions of good civic
engagement.
Integration Goal
- Students will learn how to contextualize historical events and policies that influence
modern day procedures rooted in implicit biases.
- Students will learn how to influence elected officials in positions of power to work
towards immigration reform that also educates on the responsibilities that come with
citizenship.
Human Dimension Goal
- Students will each be able to write about three distinct privileges they hold as citizens,
and articulate the disadvantages in society for people with targeted identities (e.g. people
who are non-documented, mixed status, have visas, or permanent residencies).
- Students will provide each other feedback on the narrative papers they co-construct about
an immigration experience they learned about.
- Students will utilize Family Clusters to process information together and listen intently as
they articulate where there is need for compassion, given multiple perspectives on access
to citizenship.
- Students will learn to create different modes of civic engagement beyond voting.
Caring Goal
- Students will practice reflexivity as they investigate their own citizenship privileges and
demonstrate a growing commitment to social justice through policy reform and civic
engagement.
Learning How to Learn Goal
- Students will be able to reflect on course readings that encourage critical perspectives
when reflecting on the education they received or did not receive regarding their
citizenship.
ELPS 430 SYLLABUS AND REFLECTIVE ANALYSIS 6

- Students will value their privilege in having citizenship enough to feel compassion for
those working towards it, and to prioritize it as a life-long value held when exercising
voting with the education they now have.

COURSE SYLLABUS:

WEEKLY SCHEDULE
DATE TOPIC/ACTIVITY READINGS DUE ON ASSIGNMENTS
THEME THIS DAY DUE FOR CLASS
ON THIS DAY
Week 1 Introduction: -Worksheet of Count off to form
Review of the course terminology/definitions Family Clusters for
syllabus. we will be using. small group
Begin second half of Come with questions discussions
class with you may have about throughout the
conversations about how these terms are semester.
identities, defined.
assumptions, and -Yosso, T. (2005)
perceptions. Cultural Wealth Model
Week 2 Identity & Privileges: Chapters & Articles: Online Question
- Privilege identity - Identity Development Forum Due Week 2
walk activity to - Perception public
recognize who is in servants police,
the room and what politicians
some of other - Imperialism reading
peoples experiences - Immigration to the
may be US

Week 3 Salient Identities: Chapters& Articles: Online Question

-Class discussions on - How it relates to your Forum Due Week 3
how we will review citizenship status.
history of - Current Event News
marginalization and Muslim Ban
genocide
Week 4 Education: Chapters & Articles: Case Study 1 Due
-School to prison -The New Jim Crow No Online Question
pipeline -Grace Lee Boggs Forum Due
-In equitable
education

Week 5 Educational Chapters & Articles: Online Question

Integration: Forum Due Week 5
-Public vs. private,
Charter
-College Tuition
ELPS 430 SYLLABUS AND REFLECTIVE ANALYSIS 7

Week 6 Healthcare Rights: Chapters & Articles: Online Question

- Government -The GI Bill Forum Due Week 6
Subsidies of the -American Territories
wealth
- Veterans

Week 7 Healthcare Rights: Chapters & Articles: Case Study 2 Due

- People with No Online Question
Disabilities Forum Due
-Unethical testing on
other countries
Week 8 Voting Rights: Chapters & Articles: Mid Semester
-Taxation without Reflection Due
representation No Online Question
-Criminalization Forum Due
stripped of right to
vote for Prisoners
-Reservations and
Indigenous
Populations
Week 9 Voting Rights: Chapters & Articles: No Online Question
-discuss the -Public housing post- Forum Due
reconstruction of the Katrina
lower 9th ward -Immigration reforms FIELD TRIP TO
-Zero immigration of the past IMMIGRATION
reform in the past 27 -Non-Documented OFFICE
years = low priority citizens

Week 10 Welfare as Chapters & Articles: Online Question

Entitlements or -The Great Forum Due Week
Stigmatized Transformation by 10
-Since 1976, 1996 Karl Polanyi
-Polanyi
distinguishes
between the
economic freedom to
free enterprise and
what are just
monopolies.
Week 11 Welfare as Chapters & Articles: Online Question
Entitlements or -what resources are Forum Due Week
Stigmatized available to people 11
-Financial Literacy - immigrating to the
pay day loans that U.S. Bring Draft 1 of the
trap people, the poor Interview Narrative
Paper for peer review
ELPS 430 SYLLABUS AND REFLECTIVE ANALYSIS 8

pay more for

everything
Week 12 Mental Health Chapters & Articles: Last Online Question
- Appearance, -Citizens assured Forum Due Week
stigmas prosperity in college 12
- Declining health on
campus
Week 13 Mental Health Chapters & Articles: Work on your short
-Citizenship on -Who is afforded video
College Campuses, mental health wellness
healthcare gaps for on college?
college students
Week 14 - Advancing Chapters & Articles: Short (3min) Video
Technology -Advancing Montage is due.
- Language Technology and the
- Respectability influence on
Politics citizenship policies
- Language spreading
quickly and the
multiple uses of P.C

Week 15 No Class, work on Final Narrative Paper

Project Due

ASSESSMENT:

PERCENTAGE BREAK DOWN: GRADING SCALE:

Weekly Family Cluster Artifact each (X2) ..5 % 94-100 = A

Weekly Online Question Forum..10 % 93-90 = A-
Mid Semester Reflection Paper ..15 % 88-89 = B+
Case Study (X2) .... 15 % 84-87 = B
Video Montague ....15 % 80-83 = B-
Interview Narrative Paper ..25 % 78-79 = C+
74-77 = C
70-73 = C-

RUBRICS:

FAMILY CLUSTER PARTICIPATION GRADING RUBRIC:

Evaluation A Grade B Grade C Grade D and Below
Themes
ELPS 430 SYLLABUS AND REFLECTIVE ANALYSIS 9

Punctuality Arrives on time Occasionally late Demonstrates a Consistently late

and adheres to to class, does not pattern of to class, does not
all set break time return from tardiness, return from
windows break in a timely absence, or early break, or leaves
manner, or departure from class early and is
leaves early/ is course. absent frequently.
absent.
Quality of Contributions are Contributions Contributions are Contributions are
Contribution related to weekly rely heavily on usually related not relevant to the
topic, and the weekly the current class course material
integrate weekly readings or more conversation and and demonstrate
reading, on personal does not rely on that
demonstrates experience. the weekly few arguments
reflective Occasionally readings or self- are based in
thinking, and provides reflection. factual evidence.
provides arguments rooted
arguments rooted with evidence.
in factual
evidence
Gate-Keeping Without Student Student Minimal
dominating the occasionally dominates the conversation
conversation, the participates or conversation or contributions to
student poses asks to hear from rarely encourages the class and
questions, or other students. others to speak. rarely asks
asks others for Poses occasional Asks few questions.
thoughts. question. questions.
Listening & Is very Generally Is more Inconsiderate of
Attending considerate of considerate of dismissive of (verbally & non-
Skills (verbally & non- (verbally& non- (verbally or non- verbally)
verbally) of verbally) of verbally) appropriately
appropriately appropriately appropriately expressed
expressed expressed expressed feelings/opinions.
feelings/opinions feelings/opinions feelings/opinions. Shows lack of
of other students. of other students. Shows lack of interest by not
Actively support Generally shows interest. Rarely actively listening
peer learning active listening, shows active or supporting
process. and support of listening peer learning.
peer learning.
WEEKLY ONLINE FORUMS RUBRIC:

Evaluation A Grade B Grade C Grade D and Below

Themes
Quality of Contributions are Contributions Contributions are Contributions are
Contribution always related to rely heavily on usually related not relevant to the
weekly topic, the weekly the current class course material
and integrate readings or more conversation and
ELPS 430 SYLLABUS AND REFLECTIVE ANALYSIS 10

weekly reading, on personal does not rely on and demonstrate

demonstrates experience. the weekly that
reflective Occasionally readings. There is few arguments
thinking, and provides minimal self- are based in
provides arguments rooted reflection factual evidence.
arguments rooted with evidence. demonstrated in
in factual Occasional responses.
evidence in reflection in
responses. responses.
NARRATIVE PAPER RUBRIC:

Evaluation A Grade B Grade C Grade D and Below

Themes
Accomplishes Work Work Work Work vaguely
the goals of demonstrates demonstrates demonstrates how demonstrates how
course strong how student student achieved student achieved
achievement of achieved the some of the the learning
learning most learning learning outcomes
outcomes outcomes outcomes
Organization Strong ability to Able to Briefly connects Vaguely connects
of Ideas and both synthesize succinctly apply course content to course content to
Applied course content course content to some readings a few readings.
Readings and identify most readings and mentions Mentions a few
similarities and and mentions some similarities similarities and
differences some similarities and differences differences
between and and differences between content between content
among content between content areas areas
areas areas
APA Writing / Paper is well Paper organized, Paper organized, Paper has poor
Grammar organized, ideas in a ideas in a structured
structured in way structured way to structured way to organization to
that builds their builds a case, builds a case. builds a case.
case, and free of and free of most Some Many
grammatical grammatical grammatical grammatical
errors in APA errors in APA errors in APA errors, and not in
style style style APA style

REQUIRED READINGS:

There will be required texts and supplemental readings required for this course. The
readings are outlines with deadline in the weekly course schedule. There may be a time in which
I will ask that the class spend more time diving deeper into a reading, in which case the syllabus
will make the appropriate accommodations for that. It is essential that all the material be read
before class, in order for the entire class to be able to engage in the material covered and ask
questions. In doing this, the class will allow for effective group learning and it will also allow for
ELPS 430 SYLLABUS AND REFLECTIVE ANALYSIS 11

a thorough understanding of the core concepts that will inform how you complete assignments,
and understand future readings. You are responsible for attaining the material listed below:

SUGGESTED READINGS:

The readings listed below can also be found online in Blackboard.

1. Book title in APA style.
2. Book title in APA style.
3. Book title in APA style.
4. Book title in APA style.
NOTE: All assignments are due by 11:59PM on the date listed in the weekly schedule. All
assignments must be submitted through the online Blackboard portal. Once that deadline has
passes, it will not be possible to submit. If you attempt to turn in a late assignment, email me
directly regarding your assignment.

CLASS ROOM EXPECTATIONS:

Cell Phones/On Call:

Please be sure cell phones are either off or set to a silent mode for the duration of the
class. If you need to respond to a call due to extenuating circumstances during class, please
notify me just before the beginning of class and then leave the room in an undisruptive manner
when needed. Texting, emailing, and instant messaging are not allowed during class.

Email/Sakai:
Email will be the primary mode of correspondence throughout this course. It is
imperative that you regularly check your Loyola University Chicago account. Please also check
your Loyola spam to ensure course related messages are not misdirected. Additionally,
Blackboard will be used extensively to conduct forums and submit assignments.

APA Style/Writing:
This course emphasizes developing writing skills and the ability to communicate
effectively. All papers should be submitted in APA 6th Edition format. Guidelines for this will be
posted on the Blackboard. Key provisions are that papers should be 12 point Times New Roman
font, double-spaced, with one inch margins. If you have significant concerns regarding your
writing ability, please consult the university Writing Center for assistance (here is the link and
phone number).

Academic Honesty:
Our learning community fosters the pursuit of knowledge and the transmission of ideas
within the classroom and for others in society at large. Violations of academic honesty, in any
way is detrimental to the values of this university, to the development of students, and to the
pursuit of knowledge and continued transmission of ideas. We do not tolerate cheating;
plagiarism; fabrication; falsification or sabotage of research data; destruction or misuse of the
university's academic resources; alteration or falsification of academic records; and academic
misconduct. Violators are punishable under university policy could result in additional
disciplinary actions by other university officials and possible civil or criminal prosecution.
ELPS 430 SYLLABUS AND REFLECTIVE ANALYSIS 12

Please refer to your student handbook.

SSWD:
For any students that are seeking special accommodations related to disability, please
emails me so that we can discuss how begin implementing accommodations as soon as possible.
If you have any further questions or concerns about how this university attains the necessary
information from your high school, please feel free to contact the SSWD offices. This office
enables you to access those accommodations and support services to assist in your success within
this class. They are open Monday to Friday and to schedule a meeting, please email the
department: xxxxxxx@xxx.edu

PART II: ARTICULATION/DESCRIPTION

Theories Informing My Practice

After the purpose of the course on page 1, I explain the general course goals and

objective for the overall course which students should take away by the end of the class.

Following this section, I stated on page 3 that I believed taking a class field trip to an

immigration office was necessary to the goal of reaching high-impact student learning.

Following is the course pedagogical framework which took me the longest because of the many

student development theories I learned. In using Finks Taxonomy of Significant Learning, I

developed the six-seven course learning outcomes for this course. As stated under conceptual

framework structure, both Fink and Nilson provided a strong foundational base to then move

towards the assessments. I see some of the older student development theories as being simple

enough that in a more general sense it can be applicable to most students at this liberal arts

predominantly white institution. I kept a few in mind to help structure this course around student

development, and also mentioned how Fink ad Nilson look at construction of a curriculum.

Rendon and Yosso have also had a profound influence in my understanding of how professors

can shift lenses to allow for a more socially just understanding of the world around us. After

structure, I mention how diversity plays a role in molding our perceptions of citizenship. The
ELPS 430 SYLLABUS AND REFLECTIVE ANALYSIS 13

course themes explain what reoccurring messages will resurface through the integration of

personal experience and course readings. As stated on page 4-5, my course objectives, are meant

to reflect the weekly schedule of the course. I placed this before the weekly schedule so that

students would understand the purpose of listed projects as they read through the assignments

and list of readings.

Specific Assignments

On page 8 there is a breakdown of the percentages given to each assignment. The

narrative paper assignment is structured later on in the course in order to help me gauge what

students are taking away towards the end of this experience, and after doing multiple readings on

the complexity of American Citizenship. After reading Nilson, I determined that asking students

to articulate their thoughts on a paper would be a good form of encouraging concise writing, as

students fuse the readings and multiple perspectives from the people students meet at the

immigration offices. I wanted this syllabus to allow for some creative freedom in which students

would use the experiences of the past 15 weeks to definite how and why students will continue to

develop into citizens with social responsibility. For students who are not as familiar with why

this topic should be a priority for our country to solve, they will learn to express their position

after having met people currently undergoing immigration procedures.

The narrative paper would also make room for an informal evaluation of how students are

already thinking critically about the way citizenship status intersects with other identities and

external factors in the U.S. context. By allowing for their peers to evaluate each other on their

rough draft of their final interview narrative paper, knowledge sharing can occur, as well as

clarification on areas that are still mercy. There is additional incentive to provide good honest

feedback to each other since there is no grade value is given to that peer review activity. They
ELPS 430 SYLLABUS AND REFLECTIVE ANALYSIS 14

are basically coached through assessing their own work and getting an extra set of eyes, that can

follow along with my established grading rubric for this assignment.

The short video assignment will have a three-minute max, and it will be a way for

students to freeze-frame how they have come to define their social responsibility to continued

civic engagement. This is meant to provide an alternative form of expression through visuals, as

a way of lightening how much writing students do on a weekly basis. There is currently a

specific rubric to understand class participation, which would especially be noticeable during

small group Family Cluster conversations and share outs, as well as online class discussions in

the forum where further reflection is encouraged. This grading rubric on page 8-9 shows the

criteria that I would use to justify the grade students receive. Being transparent about this is

critical for the developmental growth students will undergo.

It is through the 2 case studies that are spread evenly among the weeks that I allow for

students to gradually grow as writers because I intend to provide feedback to the first case study,

before they get started on the second case study. This case study would be an analysis of how

immigration has impacted a familys plans to grow a future, and encourages self-reflection about

their perception of how they would best navigate the situation. They would be encouraged to

integrate at least 3 of the readings in this short 3 page response, that demonstrates how they the

readings informed their next step. By the time they write their second case study, students will be

able to understand what I am looking for following the grade rubric and where I offer

suggestions.

The mid-semester review allows students to reflect and integrate lingering questions they

have given all the knowledge they now hold about oppressed groups striving to gain citizenship.

This is meant to be a succinct 5 page maximum reflection of what they have realized about their
ELPS 430 SYLLABUS AND REFLECTIVE ANALYSIS 15

citizenship roles and responsibilities currently and in the future. This is an example of another

way I can checkin to see how students are processing the information and if they are deeply

evaluation their positionality in the governmental system. Here I am searching for more depth

than breadth into the materials this course covers.

Grading Rubrics & Assessment

The purpose of including descriptions of the course reading and suggested readings state

that the course room expectations is to set a clear understanding of what will be the norm for all

students to uphold. This is one way in which their grades will be determined, and by setting clear

examples as many of the religiously-affiliated schools I researched do, there is less room for

misunderstanding. It provides resources and encourages help-seeking behavior from students.

This was intentionally done to create a more inclusive and accommodating environment that is

welcoming to my new class. I spent a lot of time outlining how I would assess the class

participation in Family Cluster, online forum postings, and the narrative paper in order to check

that students are reaching Finks desired taxonomy. Creating those three rubrics are what helped

me triangulate that the assessment checked for the learning outcomes mentioned above. It was

initially challenging to get my mind away from thinking of activities, especially with the amount

of programs I am used to facilitating. Once I began moving through the first three parts of Finks

Taxonomy (e.g. foundational knowledge, application, and integration), the rest became a lot

easier as many assignments over lapped in checking off learning outcomes. These assignments

allow for student demonstration all along their path towards the culminating narrative paper.

Through creating this course syllabus, I realized that there would be some very important

to recognize some of the practical limitations that could arise if it were to be applied to a real life

university. For example, this course is structured around the many different factors that play a
ELPS 430 SYLLABUS AND REFLECTIVE ANALYSIS 16

role in defining how civic engagement manifests, however, not all students in that class may

have full citizenship status. Knowing that citizenship status may not be a share identity would

not be limiting to sharing experience in discussions. Instead, it would provide room for further

exploration on how one has come to understand their role as members of society by others

around them.

Additionally, a potential limitation or challenge could be to determine if a university

would pay for the bus transportation or CTA passes for students to get to the location. I

understand this could be treated carefully because anytime students are removed from campus it

is a liability in some ways. However, I hope that one day I will be allowed to finish developing

this syllabus in greater detail.

PART III: REFLECTION

To develop this course syllabus, I first read all the assigned and suggested readings to see

where Fink and Nilson overlap and contrast in their approach to course design. After

immediately thinking about the situational factors, I realized I wanted to teach a course for

traditional full-time first-year college students that meet once a week at a predominantly white

institution. I imagined 20-25 students per class from a mix of socioeconomic status. I would

primarily teach in-person, but also provide a space for an online weekly forum on Blackboard.

Interweaving these online elements with a field trip and a short video montage would allow for

students to exercise different muscles and forms of expression since everyone learns differently.

It would purposely challenge some students who are less comfortable with meeting new people

in-person but more comfortable with answering online questions that fuse the readings and in-

class discussions with current events.

ELPS 430 SYLLABUS AND REFLECTIVE ANALYSIS 17

I envisioned teaching this course at a liberal arts college similar to my own undergraduate

experience, except I wish that they had included topics that had a range of diverse core topics.

Although I had not realized it at the time, the lack of topics concerning what I would need to

know in order to be the best version of myself as a participating citizen in society bothered me.

Along with learning to think critically about interpretation of different form of English literature,

I was not encouraged to think critically about other aspects of my life that would help shape my

understanding of who I want to be, and how I would be remembered. Analyzing literature has a

way of making people appreciate the time capsule that writing is, but it made me seek other form

of literature from authors that better represented my identities in order to formulate my own

opinions. I hope that my desire to have students think critically about their involvement in their

communities comes through in this syllabus. They should understand how their own identities

inform what they deem to be important to society, and that forms of inaction have a reaction

always.

This course was created knowing that there would be significant external factors such as

the expectations of external groups, which influences course progress. Society expects these

students to participate in their civil duties and for the university to teach them to think creatively,

critically, and practically about their role as citizens. There would be no professional

accreditations that conflicts with the learning outcome goals for students, other than having a

high school diploma or GRE equivalent. The nature of this course is divergent of any single

correct answer other than there being a notion that being civically engaged or disengaged both

have consequences. Students would undergo cognitive learning in order to determine how they

will engage, especially as it relates to their indirect complacency in the oppression of recent
ELPS 430 SYLLABUS AND REFLECTIVE ANALYSIS 18

immigrants. By implementing a historical context, student will see where competing paradigms

challenging each other on the topic of immigration.

The remaining situational Factors include characteristics of learners who are all seeking

higher education, but what for? Is it purely to find a job or is it to also prompt student to develop

moral and values that they can uphold well after their undergraduate education. Because my

privilege let me believe it should be a bit of both, this course asks students to question everything

their stance on issues that affect themselves and others. By reflecting on this, I had to

acknowledge by own teacher characteristics that include using critical perspectives from students

towards their own educational experience, and all the influencers that lead up to their position in

education.

In making the assessments, I used what I learned from the readings (and the very useful

additional guides on Sakai) to try providing variety in activities to get students thinking and

engaging with one another creatively. The syllabus states that there are small group Family

Clusters for discussion to occur as a way to potentially welcome more introverted students, and a

large group share out of key take-aways in order for us to learn as a community.