7 classes matched your search criteria.

Spring 2024  |  CHIC 4275 Section 001: Theory in Action: Community Engagement in a Social Justice Framework (55349)

Instructor(s)
No instructor assigned
Class Component:
Lecture
Credits:
3 Credits
Grading Basis:
Student Option
Instructor Consent:
No Special Consent Required
Instruction Mode:
In Person
Class Attributes:
UMNTC Liberal Education Requirement
Times and Locations:
Regular Academic Session
 
01/16/2024 - 04/29/2024
Mon 03:30PM - 06:00PM
UMTC, East Bank
Kolthoff Hall 138
Enrollment Status:
Open (0 of 15 seats filled)
Also Offered:
Course Catalog Description:
Theoretical frameworks of social justice and community engagement for work outside classroom with/in Latina/o community. Worker issues/organizing. Placements in unions, worker organizations. Policy initiatives on labor issues. Students reflect on their own identity development, social location, and position of power/privilege.
Class Description:
Student may contact the instructor or department for information.
Textbooks:
https://bookstores.umn.edu/course-lookup/55349/1243

Spring 2023  |  CHIC 4275 Section 001: Theory in Action: Community Engagement in a Social Justice Framework (67794)

Instructor(s)
Class Component:
Lecture
Credits:
3 Credits
Grading Basis:
Student Option
Instructor Consent:
No Special Consent Required
Instruction Mode:
In Person
Class Attributes:
UMNTC Liberal Education Requirement
Times and Locations:
Regular Academic Session
 
01/17/2023 - 05/01/2023
Mon 03:30PM - 06:00PM
UMTC, East Bank
Ford Hall 170
Enrollment Status:
Open (5 of 15 seats filled)
Also Offered:
Course Catalog Description:
Theoretical frameworks of social justice and community engagement for work outside classroom with/in Latina/o community. Worker issues/organizing. Placements in unions, worker organizations. Policy initiatives on labor issues. Students reflect on their own identity development, social location, and position of power/privilege.
Class Description:
Theoretical frameworks of social justice and community engagement for work outside classroom with/in Latina/o community. Worker issues/organizing. Placements in unions, worker organizations. Policy initiatives on labor issues. Students reflect on their own identity development, social location, and position of power/privilege.

A key component of the course is for students to understand how we as a society deal with issues, problems and challenges¿the role of structures, formal and informal in self-regulating as a society. As students come to their own, they ultimately will be able to articulate their own understanding of what should be done, how and by whom.

By understanding one¿s social location, students gain a better sense of how and why they and others interact in the world they way they do. By understanding the individual level, students can then extrapolate to bigger picture and understand some of the overarching dynamics occurring at systemic and societal levels. This bigger picture analysis then guides the individual to better understand his/her power and privilege within society as well as better understand their rights and responsibilities of belonging to a larger community. Additionally, as students better understand the direct impact that the role of labor, particularly a cheap labor force has on their everyday lives (via in the service industry, construction, agricultural work, e.g.) they better understand their connection and interdependence with community members perhaps not previously through of as fellow community members.

As a major component of the class, students work at least 40 hours/week in community based organizations, groups, agencies, with a politician, etc to do just that¿to connect knowledge to practice. All students in the class will in some way have their work focus on issues impacting Latino workers and as such, they will be working in the areas and ¿doing¿ exactly what they have been reading about. Additionally, since part of the reading looks at community-university relationships, service learning and engagement, they will also be ¿doing¿ that as well. Regular reflection of their experience via writing and in-class discussion will connect and help to make sense of their work outside of the classroom.

Students have the opportunity to immediately see and feel the tangible results of their work. They work with a particular individual, group or organization and are part of that organization¿s effort to address the living and working conditions of Latino workers in MN. Students study union organizing, collective action, target group and allies impacting local and national legislation as demonstrations of social movements which change laws, behaviors and transform society
Who Should Take This Class?:
Undergraduates
Learning Objectives:
Students will work in a community or governmental agency (completing a mini internship) , culminating in a final product for the organization and a classroom presentation with an analysis and reflection of the student¿s experience. All students will participate in a group project situation. Group project developing a video on Latino workers and Latino economic development for a local Latino non-profit.
Much of the work in the community group or agency revolves around the student¿s ability to locate and critically evaluate information. Some students will be working with unions on specific campaigns , others in the legislature and with policy groups developing position papers, others with a local non-profit developing strategies for specific campaigns. All of this work requires students to locate and critically evaluate information and communicate it back to the agency, group or organization.

Students will work in a community group or organization in a variety of roles and positions. All of which, however, will required effective communication between and among their colleagues, co-workers, supervisors and me, the instructor. Additionally, upon completion of their work in the community, students will present on their experience and leanings to the class.

Students work in a community or governmental agency and as such gain real life experience and opportunities rarely offered in traditional classroom settings. Past students often remark on life-changing experiences and opportunities gained as well as new perspectives and ways of viewing the world. Additionally, students will work for and under the tutelage of workers, union organizers and others with perhaps less formal education than they. As students gain confidence, skills and understanding that only the workers can offer the perspective and framework sought, desired or valued, the student¿s perspective changes to incorporate a wider understanding of what is considered valid information and valued knowledge. This perspective is an important skill for effective citizenship and lifelong learning.
Grading:
Student Option
Exam Format:
Agencies will evaluate student performance including the students ability to be useful to the organization vis a vis working on a specific campaign , research project or other project which de facto looks to the students¿ ability to identify, define and solve/resolve the issue at hand with/for the organization. All students will work on a group project developing a video and the instructor will evaluate them on a similar rubric.

Agencies will evaluate student performance including the students ability to be useful to the organization vis a vis working on a specific campaign , research project or other project which de facto looks to the students¿ ability to identify, define and solve/resolve the issue at hand as well as locate and critically evaluate information. All students will work on a group project developing a video and the instructor will evaluate them on a similar rubric.

Agencies will evaluate student performance including the student¿s communication¿specific questions will reflect back student¿s ability and behaviors to be timely and respectful. Additionally, part of the rubric I develop for the student¿s class presentation looks to a student¿s ability to effectively express their ideas and opinions. Another variable looks to the presentation itself ¿volume, eye contact, professionalism, etc.

Agencies will evaluate student performance including the student¿s actions and behaviors-if they were respectful and responsible. Additionally, students will reflect on their learnings-both formal and informal in their classroom presentation and on various smaller assignments in class-both written and in small group work.
Class Format:
Lecture
Textbooks:
https://bookstores.umn.edu/course-lookup/67794/1233
Instructor Supplied Information Last Updated:
8 July 2019

Spring 2021  |  CHIC 4275 Section 001: Theory in Action: Community Engagement in a Social Justice Framework (65713)

Instructor(s)
Class Component:
Lecture
Credits:
3 Credits
Grading Basis:
Student Option
Instructor Consent:
No Special Consent Required
Instruction Mode:
Completely Online
Class Attributes:
UMNTC Liberal Education Requirement
Online Course
Times and Locations:
Regular Academic Session
 
01/19/2021 - 05/03/2021
Wed 03:35PM - 05:30PM
Off Campus
UMN REMOTE
Enrollment Status:
Open (6 of 20 seats filled)
Also Offered:
Course Catalog Description:
Theoretical frameworks of social justice and community engagement for work outside classroom with/in Latina/o community. Worker issues/organizing. Placements in unions, worker organizations. Policy initiatives on labor issues. Students reflect on their own identity development, social location, and position of power/privilege.
Class Description:
Theoretical frameworks of social justice and community engagement for work outside classroom with/in Latina/o community. Worker issues/organizing. Placements in unions, worker organizations. Policy initiatives on labor issues. Students reflect on their own identity development, social location, and position of power/privilege.

A key component of the course is for students to understand how we as a society deal with issues, problems and challenges¿the role of structures, formal and informal in self-regulating as a society. As students come to their own, they ultimately will be able to articulate their own understanding of what should be done, how and by whom.

By understanding one¿s social location, students gain a better sense of how and why they and others interact in the world they way they do. By understanding the individual level, students can then extrapolate to bigger picture and understand some of the overarching dynamics occurring at systemic and societal levels. This bigger picture analysis then guides the individual to better understand his/her power and privilege within society as well as better understand their rights and responsibilities of belonging to a larger community. Additionally, as students better understand the direct impact that the role of labor, particularly a cheap labor force has on their everyday lives (via in the service industry, construction, agricultural work, e.g.) they better understand their connection and interdependence with community members perhaps not previously through of as fellow community members.

As a major component of the class, students work at least 40 hours/week in community based organizations, groups, agencies, with a politician, etc to do just that¿to connect knowledge to practice. All students in the class will in some way have their work focus on issues impacting Latino workers and as such, they will be working in the areas and ¿doing¿ exactly what they have been reading about. Additionally, since part of the reading looks at community-university relationships, service learning and engagement, they will also be ¿doing¿ that as well. Regular reflection of their experience via writing and in-class discussion will connect and help to make sense of their work outside of the classroom.

Students have the opportunity to immediately see and feel the tangible results of their work. They work with a particular individual, group or organization and are part of that organization¿s effort to address the living and working conditions of Latino workers in MN. Students study union organizing, collective action, target group and allies impacting local and national legislation as demonstrations of social movements which change laws, behaviors and transform society
Who Should Take This Class?:
Undergraduates
Learning Objectives:
Students will work in a community or governmental agency (completing a mini internship) , culminating in a final product for the organization and a classroom presentation with an analysis and reflection of the student¿s experience. All students will participate in a group project situation. Group project developing a video on Latino workers and Latino economic development for a local Latino non-profit.
Much of the work in the community group or agency revolves around the student¿s ability to locate and critically evaluate information. Some students will be working with unions on specific campaigns , others in the legislature and with policy groups developing position papers, others with a local non-profit developing strategies for specific campaigns. All of this work requires students to locate and critically evaluate information and communicate it back to the agency, group or organization.

Students will work in a community group or organization in a variety of roles and positions. All of which, however, will required effective communication between and among their colleagues, co-workers, supervisors and me, the instructor. Additionally, upon completion of their work in the community, students will present on their experience and leanings to the class.

Students work in a community or governmental agency and as such gain real life experience and opportunities rarely offered in traditional classroom settings. Past students often remark on life-changing experiences and opportunities gained as well as new perspectives and ways of viewing the world. Additionally, students will work for and under the tutelage of workers, union organizers and others with perhaps less formal education than they. As students gain confidence, skills and understanding that only the workers can offer the perspective and framework sought, desired or valued, the student¿s perspective changes to incorporate a wider understanding of what is considered valid information and valued knowledge. This perspective is an important skill for effective citizenship and lifelong learning.
Grading:
Student Option
Exam Format:
Agencies will evaluate student performance including the students ability to be useful to the organization vis a vis working on a specific campaign , research project or other project which de facto looks to the students¿ ability to identify, define and solve/resolve the issue at hand with/for the organization. All students will work on a group project developing a video and the instructor will evaluate them on a similar rubric.

Agencies will evaluate student performance including the students ability to be useful to the organization vis a vis working on a specific campaign , research project or other project which de facto looks to the students¿ ability to identify, define and solve/resolve the issue at hand as well as locate and critically evaluate information. All students will work on a group project developing a video and the instructor will evaluate them on a similar rubric.

Agencies will evaluate student performance including the student¿s communication¿specific questions will reflect back student¿s ability and behaviors to be timely and respectful. Additionally, part of the rubric I develop for the student¿s class presentation looks to a student¿s ability to effectively express their ideas and opinions. Another variable looks to the presentation itself ¿volume, eye contact, professionalism, etc.

Agencies will evaluate student performance including the student¿s actions and behaviors-if they were respectful and responsible. Additionally, students will reflect on their learnings-both formal and informal in their classroom presentation and on various smaller assignments in class-both written and in small group work.
Class Format:
Lecture
Textbooks:
https://bookstores.umn.edu/course-lookup/65713/1213
Instructor Supplied Information Last Updated:
8 July 2019

Fall 2019  |  CHIC 4275 Section 001: Theory in Action: Community Engagement in a Social Justice Framework (33078)

Instructor(s)
Class Component:
Lecture
Credits:
3 Credits
Grading Basis:
Student Option
Instructor Consent:
No Special Consent Required
Instruction Mode:
In Person Term Based
Class Attributes:
UMNTC Liberal Education Requirement
Times and Locations:
Regular Academic Session
 
09/03/2019 - 12/11/2019
Tue, Thu 02:30PM - 03:45PM
UMTC, East Bank
Nicholson Hall 355
Enrollment Status:
Open (11 of 20 seats filled)
Also Offered:
Course Catalog Description:
Theoretical frameworks of social justice and community engagement for work outside classroom with/in Latina/o community. Worker issues/organizing. Placements in unions, worker organizations. Policy initiatives on labor issues. Students reflect on their own identity development, social location, and position of power/privilege.
Class Description:
Theoretical frameworks of social justice and community engagement for work outside classroom with/in Latina/o community. Worker issues/organizing. Placements in unions, worker organizations. Policy initiatives on labor issues. Students reflect on their own identity development, social location, and position of power/privilege.

A key component of the course is for students to understand how we as a society deal with issues, problems and challenges¿the role of structures, formal and informal in self-regulating as a society. As students come to their own, they ultimately will be able to articulate their own understanding of what should be done, how and by whom.

By understanding one¿s social location, students gain a better sense of how and why they and others interact in the world they way they do. By understanding the individual level, students can then extrapolate to bigger picture and understand some of the overarching dynamics occurring at systemic and societal levels. This bigger picture analysis then guides the individual to better understand his/her power and privilege within society as well as better understand their rights and responsibilities of belonging to a larger community. Additionally, as students better understand the direct impact that the role of labor, particularly a cheap labor force has on their everyday lives (via in the service industry, construction, agricultural work, e.g.) they better understand their connection and interdependence with community members perhaps not previously through of as fellow community members.

As a major component of the class, students work at least 40 hours/week in community based organizations, groups, agencies, with a politician, etc to do just that¿to connect knowledge to practice. All students in the class will in some way have their work focus on issues impacting Latino workers and as such, they will be working in the areas and ¿doing¿ exactly what they have been reading about. Additionally, since part of the reading looks at community-university relationships, service learning and engagement, they will also be ¿doing¿ that as well. Regular reflection of their experience via writing and in-class discussion will connect and help to make sense of their work outside of the classroom.

Students have the opportunity to immediately see and feel the tangible results of their work. They work with a particular individual, group or organization and are part of that organization¿s effort to address the living and working conditions of Latino workers in MN. Students study union organizing, collective action, target group and allies impacting local and national legislation as demonstrations of social movements which change laws, behaviors and transform society
Who Should Take This Class?:
Undergraduates
Learning Objectives:
Students will work in a community or governmental agency (completing a mini internship) , culminating in a final product for the organization and a classroom presentation with an analysis and reflection of the student¿s experience. All students will participate in a group project situation. Group project developing a video on Latino workers and Latino economic development for a local Latino non-profit.
Much of the work in the community group or agency revolves around the student¿s ability to locate and critically evaluate information. Some students will be working with unions on specific campaigns , others in the legislature and with policy groups developing position papers, others with a local non-profit developing strategies for specific campaigns. All of this work requires students to locate and critically evaluate information and communicate it back to the agency, group or organization.

Students will work in a community group or organization in a variety of roles and positions. All of which, however, will required effective communication between and among their colleagues, co-workers, supervisors and me, the instructor. Additionally, upon completion of their work in the community, students will present on their experience and leanings to the class.

Students work in a community or governmental agency and as such gain real life experience and opportunities rarely offered in traditional classroom settings. Past students often remark on life-changing experiences and opportunities gained as well as new perspectives and ways of viewing the world. Additionally, students will work for and under the tutelage of workers, union organizers and others with perhaps less formal education than they. As students gain confidence, skills and understanding that only the workers can offer the perspective and framework sought, desired or valued, the student¿s perspective changes to incorporate a wider understanding of what is considered valid information and valued knowledge. This perspective is an important skill for effective citizenship and lifelong learning.
Grading:
Student Option
Exam Format:
Agencies will evaluate student performance including the students ability to be useful to the organization vis a vis working on a specific campaign , research project or other project which de facto looks to the students¿ ability to identify, define and solve/resolve the issue at hand with/for the organization. All students will work on a group project developing a video and the instructor will evaluate them on a similar rubric.

Agencies will evaluate student performance including the students ability to be useful to the organization vis a vis working on a specific campaign , research project or other project which de facto looks to the students¿ ability to identify, define and solve/resolve the issue at hand as well as locate and critically evaluate information. All students will work on a group project developing a video and the instructor will evaluate them on a similar rubric.

Agencies will evaluate student performance including the student¿s communication¿specific questions will reflect back student¿s ability and behaviors to be timely and respectful. Additionally, part of the rubric I develop for the student¿s class presentation looks to a student¿s ability to effectively express their ideas and opinions. Another variable looks to the presentation itself ¿volume, eye contact, professionalism, etc.

Agencies will evaluate student performance including the student¿s actions and behaviors-if they were respectful and responsible. Additionally, students will reflect on their learnings-both formal and informal in their classroom presentation and on various smaller assignments in class-both written and in small group work.
Class Format:
Lecture
Textbooks:
https://bookstores.umn.edu/course-lookup/33078/1199
Instructor Supplied Information Last Updated:
8 July 2019

Spring 2018  |  CHIC 4275 Section 001: Theory in Action: Community Engagement in a Social Justice Framework (51780)

Instructor(s)
Class Component:
Lecture
Credits:
3 Credits
Grading Basis:
Student Option
Instructor Consent:
No Special Consent Required
Instruction Mode:
In Person Term Based
Class Attributes:
UMNTC Liberal Education Requirement
Times and Locations:
Regular Academic Session
 
01/16/2018 - 05/04/2018
Tue 04:00PM - 06:30PM
UMTC, East Bank
Scott Hall 105
Enrollment Status:
Open (6 of 15 seats filled)
Also Offered:
Course Catalog Description:
Theoretical frameworks of social justice and community engagement for work outside classroom with/in Latina/o community. Worker issues/organizing. Placements in unions, worker organizations. Policy initiatives on labor issues. Students reflect on their own identity development, social location, and position of power/privilege.
Class Description:
Student may contact the instructor or department for information.
Textbooks:
https://bookstores.umn.edu/course-lookup/51780/1183

Spring 2017  |  CHIC 4275 Section 001: Theory in Action: Community Engagement in a Social Justice Framework (52785)

Instructor(s)
Class Component:
Lecture
Credits:
3 Credits
Grading Basis:
Student Option
Instructor Consent:
No Special Consent Required
Instruction Mode:
In Person Term Based
Class Attributes:
UMNTC Liberal Education Requirement
Times and Locations:
Regular Academic Session
 
01/17/2017 - 05/05/2017
Thu 04:00PM - 06:30PM
UMTC, East Bank
Smith Hall 331
Also Offered:
Course Catalog Description:
Theoretical frameworks of social justice and community engagement for work outside classroom with/in Latina/o community. Worker issues/organizing. Placements in unions, worker organizations. Policy initiatives on labor issues. Students reflect on their own identity development, social location, and position of power/privilege.
Class Description:
Student may contact the instructor or department for information.
Textbooks:
https://bookstores.umn.edu/course-lookup/52785/1173

Spring 2016  |  CHIC 4275 Section 001: Theory in Action: Community Engagement in a Social Justice Framework (68069)

Instructor(s)
Class Component:
Lecture
Credits:
3 Credits
Grading Basis:
Student Option
Instructor Consent:
No Special Consent Required
Instruction Mode:
In Person Term Based
Class Attributes:
UMNTC Liberal Education Requirement
Times and Locations:
Regular Academic Session
 
01/19/2016 - 05/06/2016
Tue 04:00PM - 06:30PM
UMTC, East Bank
Scott Hall 4
Also Offered:
Course Catalog Description:
Theoretical frameworks of social justice and community engagement for work outside classroom with/in Latina/o community. Worker issues/organizing. Placements in unions, worker organizations. Policy initiatives on labor issues. Students reflect on their own identity development, social location, and position of power/privilege.
Class Description:
Student may contact the instructor or department for information.
Textbooks:
https://bookstores.umn.edu/course-lookup/68069/1163

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