Intensive Course Design – Weekly Course Plan
SIS Course title
(30 Characters)
College /
Department
Prerequisites
Long course
title
Social Justice in Action
Liberal Arts
Criminal Justice
Course number:
Credit hours*
CRIM-102
3
Credit hour
equivalence*
Social Justice in Action in the Community: Are We Really Making A Difference Or Just Spending A Lot
Of Money?
None
*Note: Enter credit hours OR credit hour equivalence (but not both). If this course is offered for credit, enter the number of credit hours in the
appropriate box. If the course is being offered for no credit, enter a credit-hour equivalence instead. In either case, the number you enter will be
used to assess either the course’s tuition (credit hours) or course’s fee (credit hour equivalence).
Course
description
Course
structure
Understanding social justice embodies a study of the social, cultural, and institutional responses to
and effects of inequality in our society, specifically the Rochester area. This course allows students to
explore issues of social justice, develop skills of social analysis and critical thinking, and develop
strategies to address at least one issue that each student identifies during the course. The course
explores the relationship between poverty and inequality with racial and ethnic discrimination. It also
provides rigorous intellectual engagement and experiential learning through a structure that includes:
(a) foundation in social justice; (b) experiential activities to observe social injustice and its effects; (c)
develop critical thinking about efforts to address social justice issues.
On the days we are in the classroom, class will meet either from 1:00-4:00pm or from 1:00-3:00pm
with one hour for online self-study. On the days the class is out in the field, class hours will vary
between three and four depending on the duration of the field trip. See the class schedule for precise
times and days.
Course Goal(s)
CG-1: Critique the concept of social justice in the community
CG-2: Discover what social justice in action looks like in the community
Course-Level Student
Learning Outcome(s)
CG-3: Compare and contrast policy and efforts to address social justice in the community
SLO-1: Interpret the meaning of social justice through a community perspective (CG-1)
SLO-2: Explore the roots of poverty and discrimination (CG-1, CG-2, CG-3)
SLO-3: Analyze community efforts to address social injustice (CG-2)
Your course’s goals and learning outcomes must be linked to specific course topics. Some topics may be linked to more
than one learning outcome and may be meaningful in the context of more than one course goal. The section below will
help you break your course up into 15 topics, one per day and will help you link each topic to a course goal and
outcome. A topic unrelated to a course goal or outcome may not be necessary.
In the table below, enter one topic per day and think of how you plan to deliver it (the strategy). It could be through
class or peer-to-peer discussion, small in-class team, movie, lecturing, etc. Enter the strategy identifier(s) where
indicated. Then think of how you plan to assess student understanding of the topic (quiz, Q&A, etc.) Enter the
assessment method identifier(s) where indicated. Then, think of how this topic relates to the courses’ goals and student
learning outcomes and enter their identifiers in the appropriate column.
© 2014 Rochester Institute of Technology – Office of Intersession and Summer
1
Day
1
2
Week 1
3
4
5
6
Week 2
7
8
Related to Course Goals and Student Learning Outcomes
Format
CG(s) SLO(s)
Meet in class 1:00 – 3:00 with 1 hour allotted for CG-1
SLO-1
online work and discussion board (3 hours)
Topic
The varied meaning of social
justice
Strategies (Assessment)
1. Class discussion, individual 1 minute presentation in class (Student contribution and
response from peers to presentation presentation)
2. Drop box assignment (Rubric-based)
Social justice in the community
Meet in class 1:00 – 3:00 with 1 hour allotted for
online work and discussion board (3 hours)
Strategies (Assessment)
1. Class discussion, individual 1 minute presentation in class (Participation, response
from peers to presentation)
2. Drop box assignment (Rubric graded)
Homelessness
Class will meet at the shelter at 1:00 until 3:00
with 1 hour allotted for online work and
discussion board (3 hours)
Strategies (Assessment)
1. Class participation (Student contribution)
2. Short paper (Rubric graded)
How to document social justice
Class will meet 1:00 – 3:00 in the class room (2
pictorially
hours)
Strategies (Assessment)
1. Discussion (Student contribution and response from peers to presentation
presentation)
2. Collage presentation (Rubric graded)
3. Post collage online in MyCourses with discussion (Student contribution)
Social inequity: Youth activities in
Class will meet at the first recreation center and
two communities
then go to the second recreation center (class
will meet from 1:00 – 5:00 – this includes an
hour travel time for a total of 4 hours)
Strategies (Assessment)
1. Short paper about their observations (Rubric graded)
2. Team-based photo collage upload onto MyCourses (Rubric graded, peer-to-peer
evaluation of work done)
Strategies to address social
Class meets in the classroom 1:00 – 3:00 (2
inequalities
hours)
Strategies (Assessment)
1. Half-page essay on at least one identified need (Rubric graded)
2. Short paper: Research Six Nations in Upstate New York (Rubric graded)
Policies to address social justice
Class meets at NACC -1:00 – 2:00 pm (1 hour for
outside class work)
Strategies (Assessment)
1. Class discussion about observations (Student contribution)
2. Suggestions about policy or means to address concerns that are identified (Student
contribution)
3. Team-based photo collage upload onto MyCourses (Rubric graded, peer-based
evaluation of work done)
4. Short paper: Research Hispanic or Latino barriers to success (Rubric graded)
Latino(a) or Hispanic inequalities
Class meets at the Ibero Center at 1:00 – 2:00 (1
hours for online work)
© 2014 Rochester Institute of Technology – Office of Intersession and Summer
CG-1
SLO-1
CG-1
CG-2
SLO-1
SLO-2
CG-1
CG-2
SLO-1
CG-1
CG-2
SLO-2
CG-2
CG-3
SLO-2
SLO-3
CG-2
CG-3
SLO-2
SLO-3
CG-1
CG-3
SLO-1
SLO-3
2
Day
9
10
11
Week 3
12
13
14
15
Final
16
Related to Course Goals and Student Learning Outcomes
CG(s) SLO(s)
Topic
Format
Strategies (Assessment)
1. Group work, participation, observations (peer-to-peer evaluation, student
contribution)
2. Short paper on mental health issues (Rubric graded)
Mental Health concerns
Class meets at the facility 1:00 – 3:00 (2 hours
with 1 hour online work and discussion board)
Strategies (Assessment)
1. Participation, discussion board (Student contribution)
2. Short written response (Rubric graded)
3. Short paper on Substance Abuse issues (Rubric graded)
Substance Abuse
Class meets at the Rochester Drug Court at 1:00
– 2:00 (1 hour online work)
Strategies (Assessment)
1. Participation, discussion board (Student contribution)
2. Short paper on restorative justice (Rubric graded)
Restorative Justice
Class meets 1:00 – 4:00 (3 hours)
Strategies (Assessment)
1. Short response paper (Rubric graded)
2. Class discussion (Student contribution)
Using media to educate the public
Class meets 1:00 – 3:00 in the class room (1 hour
about social inequality
online)
Strategies (Assessment)
1. Short response paper (Rubric graded)
2. Class discussion (Student contribution)
3. Online discussion board (Student contribution)
4. Team-based photo collage upload onto MyCourses (Rubric graded, peer-based
evaluation of work done)
Media Representations
Meet in class from 1:00 to 3:00
Strategies (Assessment)
1. Movie montage (Rubric graded)
2. Presentation to the class of movie montage (Rubric graded, student response)
Employment
Meet at Rochester works from 1:00 – 3:00 (2
hours) online work and discussion board (1 hour)
Strategies (Assessment)
1. Short response paper that includes research about barriers to employment for
difference groups (Rubric graded)
Community efforts to address
Class room 1:00 – 3:00 (2 hours) online work
social justice issues
and discussion board (1 hour)
Strategies (Assessment)
1. Class discussion (Student contribution)
2. Short response paper (Rubric graded)
Class conclusion
Meet at shelter 11:00 – 2:00 (3 hours)
Strategies (Assessment)
1. Term-paper constructed from short papers and observations (Rubric graded)
2. Group presentations (Rubric graded, peer-to-peer evaluation of work and
contributions).
© 2014 Rochester Institute of Technology – Office of Intersession and Summer
CG-2
CG-3
SLO-2
SLO-3
CG-2
CG-3
SLO-2
SLO-3
CG-1
CG-2
CG-3
SLO-1
SLO-2
SLO-3
CG-2
CG-3
SLO-2
SLO-3
CG-1
CG-3
SLO-1
SLO-3
CG-1
CG-3
SLO-1
SLO-3
CG-1
CG-2
CG-3
SLO-1
SLO-2
SLO-3
CG-1
CG-3
SLO-1
SLO-3
3