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Fall 2008 Jose Marichal, Ph.D. marichal@clunet.edu 493-3328 COURSE GOALS:
This course will address the following CLU General Education Goals:
This course will address the followingPolitical ScienceDepartment Goals:
In this course, students are expected to:
CLASS REQUIREMENTS:
Any aspect of this syllabus can be changed by the instructor at his discretion.
Readings for the day need to be completed prior to class times, as class activities, discussions, and quizzes will primarily draw upon assigned readings.
Talking, working, and thinking with others are large parts of this class. We will get into discussions about some controversial subjects. I encourage expressions of opinions (myself included), but there are some classroom boundaries. Our class will be a safe place. That is to say, we will all treat each other in a respectful manner. Translation: rude interruptions, hurtful insults (including racial, gender, sexuality, etc. slurs), and personal attacks will not be tolerated. You may not always be comfortable with the topics, and by no means are you expected to approve of everything we discuss.
California Lutheran University is committed to providing reasonable accommodations to students with various documented disabilities (physical, learning, or psychological). If you are a student requesting accommodations for this course, please contact your professor at the beginning of the semester and register with the Coordinator for Students with Disabilities (Pearson Library, Center for Academic Resources, Ext. 3260) for the facilitation and verification of need. Faculty will work closely together with you and your coordinator to provide necessary accommodations.
Academic Honesty: Plagiarism, cheating and other forms of academic dishonesty will not be tolerated in this class. According to the CLU student handbook, plagiarism occurs “whenever a source of any kind has not been acknowledged.” With respect to my policy, let me be clear – you will receive and F in the course if you take material from the Internet and insert it into any written work as your own without giving credit to the person who wrote it. Those found violating the CLU code on academic dishonesty in any way will receive an F in the class.
All quizzes, exams, activities, and papers must be turned in on time: no make-ups will be given, and no re-writes will be offered. If an assignment is of the take-home variety, it must be typed, double-spaced, with 1-inch margins all around, spell-checked, grammar-checked, and demonstrate correct citation and bibliographic format. Late take-home assignments will not be graded unless you have documentation of an emergency. Missed quizzes will be marked down as zeroes
COURSE ASSIGNMENTS
Your grade will come from the following assignments:
Discussion Leadership:TwoFridays during the semester, you will be responsible for leading discussion on the readings for that day. You will lead a 30-45 minute discussion that draws out the main arguments from the reading. To guide the discussion you will provide two thought provoking questions for group discussion. Each of you will post your questionsto the course blog at http://pols317.blogspot.com/no later than noon on theWednesday of the week you are presenting. Failure to do so will earn you a two point reduction for the assignment. In addition, you will turn in afive pagecritical analysis of the readings, the two questions you will ask the group and your responses to these questions (1-2 paragraphs in length). The questions and responses will be graded based on their thoughtfulness and clarity. The class discussion assignment will be worth 10 points.
Discussion Leadership = 2 X 10 points = 20 points
Discussion Participation: In preparation for theFriday discussion, you will provide 1-2 paragraph responses to at least one of that day’s questions and post them on the class blog. You can earn up to 10 points on this assignment by posting a thoughtful response by 8am on ten of thoseFriday mornings. The responses will be graded on their thoughtfulness and clarity.
10 Class participation responses = 10 points
Midterm Exams: We will complete our consideration of community development dynamics with an in-class exam in which you will be asked to apply the theories and concepts learned to current issues related to community development. At the end of our final section of the course, we will do a second in-class exam that will have the same objectives. Each mid-term essay exam will be worth 20 points.
2 midterm exams x 20 points = 40 points
Community Development Project and Presentation: You will write a 15-20page research paper on a current issue in a local community. The report should include: a statement of the problem you are examining and the goal for your paper, a discussion of the trends in the social issue, an examination of the reasons explaining these trends, and an examination of the alternative solutions to the issue. You will present your work during the final week of class via a power point presentation that will contain at least four slides (one slide for each section of the paper). This final paper and the presentation will be worth a combined 30 points (20 points from the paper and 10 points from the presentation.
Community Development Projectand Presentation = 30 points
Assignments Summary
Discussion Leadership = 20 points
Discussion Participation = 10 points
Exams – 20 points X 2 exams = 40 points
Digital DemocracyProject and Presentation – 30 points
REQUIRED TEXTS: DeFillipis and Saegert (2007) The Community Development Reader. Routledge. (DS) McCaughey and Ayers (2003) Cyberactivism: Online Activism in Theory and Practice. Routledge. (MA) Additional Readings On-Line
Time (2008) How Struggling Cities can Reinvent Themselves.
Schedule of Readings and Assignments: Unit One: What is Community? Jan 23: Introduction to the Course Jan 25: Policy Link "Why Place Matters? Building a Movement for Healthy Communities" Jan 28: Chapter 2, Swimming Against the Tide: A brief History of Federal Policy in Poor Communities, by Alice O'Connor Jan 30: Chapter 3, Collective Ownership and Community Control and Development: The Long View, by James DeFilippis and Chapter 4, The new (and old) politics of urban problem solving, Xavier de Souza Briggs Unit Two: Who Develops Communities?
Community Development Corporations Feb 1: Chapter 6, More Than Bricks and Sticks: Five Components of Community Development Corporation Capacity, by Norman Glickman and Lisa Servon and Feb 4: No class Community Development Financial Institutions and
Feb 6: Chapter 9, Community Development Financial Institutions, by Benjamin Lehn, Julia Sass Rubin, and Sean Zielenbach Economic Development Feb 8: Chapter 11, Economic Development of Neighborhoods and Localities, by Wim Wiewel, Michael Teitz, and Robert Giloth Children and Families Feb 11: Chapter 12, Communities of Place, Face and Space: Provision of services to poor, urban children and their families, by Tama Levanthal, Jeanne Brooks-Gunn, and Sheila Kamerman and Chapter 13, Community Based Organizations and Migration in New York City, by Hector Cordero-Guzman and Victoria Quiroz-Becerra Community Based Organizations
Feb 13: and Chapter 14, Social Capital, Religious Institutions and Poor Communities, by Michael Foley, John McCarthy and Mark Chaves and Chapter 15, Collaborating to Reduce Poverty, by Michael Rich, Michael Giles and Emily Stern Feb 15: Chapter 10, No Progress Without Protest, by Gregory Squires and Chapter 16, Toward Greater Effectiveness in Community Change: Challenges and Responses for Philanthropy, by Prudence Brown, Robert Chaskin, Ralph Hamilton, and Harold Richman Discussion Leader: Salazar Unit Three: How Should we Develop Communities?
Community Organizing Feb18:Presidents Day
Feb 20: Chapter 21, Community Organizing for Power and Democracy: Lessons Learned from a Life in the Trenches, by Harold DeRienzo and Chapter 22, Neighborhood Organizing: The Importance of Historical Context, by Robert Fisher Theories of Organizing Feb 22: Chapter 23, A theology of organizing: From Alinsky to the modern IAF, by Mark Warren and Chapter 24, Community Organizing: an Ecological Route to Empowerment and power, by Paul Speer, and Joe Hughey Discussion Leader: Cardona-Jimenez (tentative) Community/Asset Building Feb 25: Chapter 25, Community Building -- Limitations and Promise, by William Traynor Civic Engagement Feb 27: Chapter 26, Exploring Social capital and Civic engagement to create a framework for community building and Chapter 27, Doing Democracy Up-Close: Culture, Power and Communication in Community Planning by Xavier de Souza Briggs Communities in Context
Feb 29: Chapter 28, Community Organizing or organizing community? Gender and the crafts of empowerment, by Susan Stall and Randy Stoecker and Chapter 29, How do communities matter for community organizing?, by David Greenberg Discussion Leader: Lysaght
Mar 3: Exam #1 Unit Four: Issues and Challenges in Community Building
Property Ownership
Mar 5: Chapter 31, Domestic Property Interests as a Seedbed for Community Action, by John Emmeus Davis and Chapter 32, Has Homeownership Been Oversold, by Winton Pitcoff Privilege and Oppression Mar 7: Chapter 33, Five Faces of Oppression, by Iris Marion Young Discussion Leader: Bender and Alexander Diversity: Part 1 Mar 10: Putnam, E Pluribus Unum: Diversity and Community in the Twenty-first Century Diversity: Part 2
Mar 12: Florida: The Rise of the Creative Class Discussion Leader: Domicone March 14 -24 Spring Break Race
Mar 26: Mar 10: Chapter 34, Expanding Comprehensiveness: Structural Racism and Community Building in the United States by Keith Lawrence Gender Mar 28: Chapter 35, Defining Feminist Community, by Judith Garber Discussion Leader: Wilson and Jimenez-Cadroza
Structural Impediments to Change Mar 31: Chapter 36, The CDC Model of Community Development, by Randy Stoecker and Chapter 37, The Construction of the Local and the Limits of Contemporary Community Building in the United States by James Fraser et al. April 2: Chapter 28: Strengthening the Connections between Communities and External Resources
Unit Five: The Promise of CyberActivism Cyber Social Movements
April 4: Introduction: Cyberactivism Discussion Leader: Bentil and Anderson April 7:Internet Protests: From Texts to Web April 9: Indymedia.org; A New Communications Commons April 11: Classifying Forms of Online Activism: The Case of Cyberprotests against the World BankMaybe 10 am talk with math dept.
Discussion Leader: Kolstad April 14: The Radicalization of Zeke Spier: How the Internet Contributes to Civic Engagement and New Forms of Social Capital Theorizing Online Activism April 16: Comparing Collective Identity in Online and Offline Feminist Activists April 18:Democracy, New Social Movements, and the Internet: A Habermasian AnalysisMaybe 10 am talk with math dept. Discussion Leader: Wallace and Salazar
April 21: Mapping Networks of Support for the Zapatista Movement: Applying Social-Networks Analysis to Study Contemporary Social Movements April 23: Identifying with Information: Citizen Empowerment, the Internet, and the Environmental Anti-Toxins Movement Challenges to CyberActivism and CyberCommunity April 25: Wiring Human Rights Activism: Amnesty International and the Challenges of Information and Communication Technologies Discussion Leader: Bourgault and Domicone
April 28: Ethnic Online Communities: Between Profit and Purpose April 30: Gay Media, Inc.: Media Structures, the New Gay Conglomerates, and Collective Sexual Identities May 2: Exam #2 May 5: Presentations May 7: Presentations May 9: Presentations
This course will address the following CLU General Education Goals:
- Written and Oral Communication Skills
- Understanding of Cultural and Global Diversity
- Critical Thinking
- Growth in Identity and Values
- Service to the Community
This course will address the followingPolitical ScienceDepartment Goals:
- Critical Thinking
- Civic Engagement
In this course, students are expected to:
- employ different theoretical approaches towards understanding the relationship between the communities and development approaches.
- exhibit critical thinking and effective writing skills by incorporating course readings into reflective essay assignments
- demonstrate the ability to work with other students in groups to present information.
- show an ability to find, evaluate, use and communicate information in both oral and written formats.
CLASS REQUIREMENTS:
Any aspect of this syllabus can be changed by the instructor at his discretion.
Readings for the day need to be completed prior to class times, as class activities, discussions, and quizzes will primarily draw upon assigned readings.
Talking, working, and thinking with others are large parts of this class. We will get into discussions about some controversial subjects. I encourage expressions of opinions (myself included), but there are some classroom boundaries. Our class will be a safe place. That is to say, we will all treat each other in a respectful manner. Translation: rude interruptions, hurtful insults (including racial, gender, sexuality, etc. slurs), and personal attacks will not be tolerated. You may not always be comfortable with the topics, and by no means are you expected to approve of everything we discuss.
California Lutheran University is committed to providing reasonable accommodations to students with various documented disabilities (physical, learning, or psychological). If you are a student requesting accommodations for this course, please contact your professor at the beginning of the semester and register with the Coordinator for Students with Disabilities (Pearson Library, Center for Academic Resources, Ext. 3260) for the facilitation and verification of need. Faculty will work closely together with you and your coordinator to provide necessary accommodations.
Academic Honesty: Plagiarism, cheating and other forms of academic dishonesty will not be tolerated in this class. According to the CLU student handbook, plagiarism occurs “whenever a source of any kind has not been acknowledged.” With respect to my policy, let me be clear – you will receive and F in the course if you take material from the Internet and insert it into any written work as your own without giving credit to the person who wrote it. Those found violating the CLU code on academic dishonesty in any way will receive an F in the class.
All quizzes, exams, activities, and papers must be turned in on time: no make-ups will be given, and no re-writes will be offered. If an assignment is of the take-home variety, it must be typed, double-spaced, with 1-inch margins all around, spell-checked, grammar-checked, and demonstrate correct citation and bibliographic format. Late take-home assignments will not be graded unless you have documentation of an emergency. Missed quizzes will be marked down as zeroes
COURSE ASSIGNMENTS
Your grade will come from the following assignments:
Discussion Leadership:TwoFridays during the semester, you will be responsible for leading discussion on the readings for that day. You will lead a 30-45 minute discussion that draws out the main arguments from the reading. To guide the discussion you will provide two thought provoking questions for group discussion. Each of you will post your questionsto the course blog at http://pols317.blogspot.com/no later than noon on theWednesday of the week you are presenting. Failure to do so will earn you a two point reduction for the assignment. In addition, you will turn in afive pagecritical analysis of the readings, the two questions you will ask the group and your responses to these questions (1-2 paragraphs in length). The questions and responses will be graded based on their thoughtfulness and clarity. The class discussion assignment will be worth 10 points.
Discussion Leadership = 2 X 10 points = 20 points
Discussion Participation: In preparation for theFriday discussion, you will provide 1-2 paragraph responses to at least one of that day’s questions and post them on the class blog. You can earn up to 10 points on this assignment by posting a thoughtful response by 8am on ten of thoseFriday mornings. The responses will be graded on their thoughtfulness and clarity.
10 Class participation responses = 10 points
Midterm Exams: We will complete our consideration of community development dynamics with an in-class exam in which you will be asked to apply the theories and concepts learned to current issues related to community development. At the end of our final section of the course, we will do a second in-class exam that will have the same objectives. Each mid-term essay exam will be worth 20 points.
2 midterm exams x 20 points = 40 points
Community Development Project and Presentation: You will write a 15-20page research paper on a current issue in a local community. The report should include: a statement of the problem you are examining and the goal for your paper, a discussion of the trends in the social issue, an examination of the reasons explaining these trends, and an examination of the alternative solutions to the issue. You will present your work during the final week of class via a power point presentation that will contain at least four slides (one slide for each section of the paper). This final paper and the presentation will be worth a combined 30 points (20 points from the paper and 10 points from the presentation.
Community Development Projectand Presentation = 30 points
Assignments Summary
Discussion Leadership = 20 points
Discussion Participation = 10 points
Exams – 20 points X 2 exams = 40 points
Digital DemocracyProject and Presentation – 30 points
REQUIRED TEXTS: DeFillipis and Saegert (2007) The Community Development Reader. Routledge. (DS) McCaughey and Ayers (2003) Cyberactivism: Online Activism in Theory and Practice. Routledge. (MA) Additional Readings On-Line
Time (2008) How Struggling Cities can Reinvent Themselves.
Schedule of Readings and Assignments: Unit One: What is Community? Jan 23: Introduction to the Course Jan 25: Policy Link "Why Place Matters? Building a Movement for Healthy Communities" Jan 28: Chapter 2, Swimming Against the Tide: A brief History of Federal Policy in Poor Communities, by Alice O'Connor Jan 30: Chapter 3, Collective Ownership and Community Control and Development: The Long View, by James DeFilippis and Chapter 4, The new (and old) politics of urban problem solving, Xavier de Souza Briggs Unit Two: Who Develops Communities?
Community Development Corporations Feb 1: Chapter 6, More Than Bricks and Sticks: Five Components of Community Development Corporation Capacity, by Norman Glickman and Lisa Servon and Feb 4: No class Community Development Financial Institutions and
Feb 6: Chapter 9, Community Development Financial Institutions, by Benjamin Lehn, Julia Sass Rubin, and Sean Zielenbach Economic Development Feb 8: Chapter 11, Economic Development of Neighborhoods and Localities, by Wim Wiewel, Michael Teitz, and Robert Giloth Children and Families Feb 11: Chapter 12, Communities of Place, Face and Space: Provision of services to poor, urban children and their families, by Tama Levanthal, Jeanne Brooks-Gunn, and Sheila Kamerman and Chapter 13, Community Based Organizations and Migration in New York City, by Hector Cordero-Guzman and Victoria Quiroz-Becerra Community Based Organizations
Feb 13: and Chapter 14, Social Capital, Religious Institutions and Poor Communities, by Michael Foley, John McCarthy and Mark Chaves and Chapter 15, Collaborating to Reduce Poverty, by Michael Rich, Michael Giles and Emily Stern Feb 15: Chapter 10, No Progress Without Protest, by Gregory Squires and Chapter 16, Toward Greater Effectiveness in Community Change: Challenges and Responses for Philanthropy, by Prudence Brown, Robert Chaskin, Ralph Hamilton, and Harold Richman Discussion Leader: Salazar Unit Three: How Should we Develop Communities?
Community Organizing Feb18:Presidents Day
Feb 20: Chapter 21, Community Organizing for Power and Democracy: Lessons Learned from a Life in the Trenches, by Harold DeRienzo and Chapter 22, Neighborhood Organizing: The Importance of Historical Context, by Robert Fisher Theories of Organizing Feb 22: Chapter 23, A theology of organizing: From Alinsky to the modern IAF, by Mark Warren and Chapter 24, Community Organizing: an Ecological Route to Empowerment and power, by Paul Speer, and Joe Hughey Discussion Leader: Cardona-Jimenez (tentative) Community/Asset Building Feb 25: Chapter 25, Community Building -- Limitations and Promise, by William Traynor Civic Engagement Feb 27: Chapter 26, Exploring Social capital and Civic engagement to create a framework for community building and Chapter 27, Doing Democracy Up-Close: Culture, Power and Communication in Community Planning by Xavier de Souza Briggs Communities in Context
Feb 29: Chapter 28, Community Organizing or organizing community? Gender and the crafts of empowerment, by Susan Stall and Randy Stoecker and Chapter 29, How do communities matter for community organizing?, by David Greenberg Discussion Leader: Lysaght
Mar 3: Exam #1 Unit Four: Issues and Challenges in Community Building
Property Ownership
Mar 5: Chapter 31, Domestic Property Interests as a Seedbed for Community Action, by John Emmeus Davis and Chapter 32, Has Homeownership Been Oversold, by Winton Pitcoff Privilege and Oppression Mar 7: Chapter 33, Five Faces of Oppression, by Iris Marion Young Discussion Leader: Bender and Alexander Diversity: Part 1 Mar 10: Putnam, E Pluribus Unum: Diversity and Community in the Twenty-first Century Diversity: Part 2
Mar 12: Florida: The Rise of the Creative Class Discussion Leader: Domicone March 14 -24 Spring Break Race
Mar 26: Mar 10: Chapter 34, Expanding Comprehensiveness: Structural Racism and Community Building in the United States by Keith Lawrence Gender Mar 28: Chapter 35, Defining Feminist Community, by Judith Garber Discussion Leader: Wilson and Jimenez-Cadroza
Structural Impediments to Change Mar 31: Chapter 36, The CDC Model of Community Development, by Randy Stoecker and Chapter 37, The Construction of the Local and the Limits of Contemporary Community Building in the United States by James Fraser et al. April 2: Chapter 28: Strengthening the Connections between Communities and External Resources
Unit Five: The Promise of CyberActivism Cyber Social Movements
April 4: Introduction: Cyberactivism Discussion Leader: Bentil and Anderson April 7:Internet Protests: From Texts to Web April 9: Indymedia.org; A New Communications Commons April 11: Classifying Forms of Online Activism: The Case of Cyberprotests against the World BankMaybe 10 am talk with math dept.
Discussion Leader: Kolstad April 14: The Radicalization of Zeke Spier: How the Internet Contributes to Civic Engagement and New Forms of Social Capital Theorizing Online Activism April 16: Comparing Collective Identity in Online and Offline Feminist Activists April 18:Democracy, New Social Movements, and the Internet: A Habermasian AnalysisMaybe 10 am talk with math dept. Discussion Leader: Wallace and Salazar
April 21: Mapping Networks of Support for the Zapatista Movement: Applying Social-Networks Analysis to Study Contemporary Social Movements April 23: Identifying with Information: Citizen Empowerment, the Internet, and the Environmental Anti-Toxins Movement Challenges to CyberActivism and CyberCommunity April 25: Wiring Human Rights Activism: Amnesty International and the Challenges of Information and Communication Technologies Discussion Leader: Bourgault and Domicone
April 28: Ethnic Online Communities: Between Profit and Purpose April 30: Gay Media, Inc.: Media Structures, the New Gay Conglomerates, and Collective Sexual Identities May 2: Exam #2 May 5: Presentations May 7: Presentations May 9: Presentations
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