www.BeyondtheClassroom.umd.edu
University of Maryland, College Park
Syllabus  Spring 2012
UNIV389S Special Topics in Undergraduate Studies:
Social Media for Social Change (3 credits)
Wednesday 3:30-6:15 pm, (Section 0101)
1102 South Campus Commons (SCC), Building 1
Instructors:
Dr. Caitlin S. Haugen
Assistant Director, Beyond the Classroom
1104 South Campus Commons
(301) 314-6620
chaugen@umd.edu
Office Hours: Mondays 2:00 – 3:00 pm,
Tuesdays 11:00 am – 12:00 pm,
or by appointment
Dr. James V. Riker
Director, Beyond the Classroom
1104 South Campus Commons
(301) 314-6622
jriker@umd.edu
Office Hours: Tuesdays 2:00-3:00 pm,
Wednesdays 2:00-3:00 pm,
or by appointment
Course Overview
Social media have presented new possibilities for civic engagement worldwide. The Internet as
well as social networking sites such as Facebook and Twitter have been used in innovative ways,
allowing people to share information, organize, and protest in record numbers and with
astonishing speed. Oppressive governments and organizations have also used these media to
persecute protestors or crush civil disobedience. This course explores different types of social
media, how they have been used in recent social movements, and their impact in influencing
constructive social change. It also examines some of the larger civic, ethical, philosophical and
social issues that have arisen from the rapid, sometimes uncontrolled, spread of these media and
their ever evolving uses by individuals and non-profit and civil society organizations within
different local, national and global contexts. Students will learn about the principles, strategies,
and best practices for cause-oriented social media techniques, and develop their own social
media skills by designing effective public communication, education and advocacy campaigns.
This course will examine current events, will look at lessons from historical and philosophical
texts, and will include guest speakers from non-profit and civil society who are using social
media to bring about social change.
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Academic Integrity Information: The University of Maryland, College Park has a nationally
recognized Code of Academic Integrity, administered by the Student Honor Council. This Code
sets standards for academic integrity at Maryland for all undergraduate and graduate students.
As a student you are responsible for upholding these standards for this course. It is very
important for you to be aware of the definition and consequences of cheating, fabrication,
facilitation, and plagiarism. For more information on the Code of Academic Integrity or the
Student Honor Council, please visit http://www.shc.umd.edu. To further exhibit your
commitment to academic integrity, remember to write the Honor Pledge on all examinations and
assignments: “I pledge on my honor that I have not given or received any unauthorized
assistance on this examination (assignment)” and sign your name to indicate you understand
and have adhered to the policy.
Accommodations for Students with Disabilities: If you have special needs or concerns, please
make an appointment to meet with one of the instructors so to ensure your academic progress.
For information about services offered to students with disabilities, refer to the Counseling
Center website at www.counseling.umd.edu.
Inclement Weather: In the event of inclement weather that leads to the official closing of the
campus, please check your email and Blackboard for updates on the course requirements and any
changes to the course syllabus. Check http://www.umd.edu/emergencypreparedness for updates
on the university’s status.
Course Evaluation: You are highly encouraged to participate in the campus-wide online course
evaluation system, CourseEvalUM, in order to provide you valuable feedback about this course.
Go to the web site: www.courseevalum.umd.edu to complete your evaluation.
Laptop Use in Class: Using social media requires being comfortable with computers and other
technology. Students are highly encouraged to bring a laptop to class for activities, taking notes,
and projects. Computers can also act as a major distraction, hindering – rather than facilitating –
the learning process. In order to help maximize the learning potential of your personal laptops in
this course, we will develop and agree upon a responsible use policy in class.
Course Format
Blackboard (available at www.elms.umd.edu) is an essential component to this course and
students’ overall learning experience. Detailed assignment descriptions and links to all course
readings are available on the space. Class participants are expected to be active participants on
Blackboard. Students are also responsible for understanding and using this technology, and must
contact the instructors within the first week of the course if they are not comfortable using it.
There will be an optional Blackboard tutorial at the beginning of the semester, and the instructors
will offer one-on-one assistance to students who are unfamiliar with the options used for this
class. The instructors will assume that students who do not contact the instructors or take
advantage of these training opportunities are capable of using Blackboard, so unfamiliarity with
this technology is not a legitimate excuse for failing to complete coursework. The components
of Blackboard that are used in this course include the general course page (with links to
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Spring 2012  Page 2
documents, syllabus, announcements, assignments, and outside resources), assignment
submission, and the discussion board.
We will spend several weeks learning about social media and its uses, but the central piece of
this course is the class project, which requires working in small groups and collaborating with all
members of the class. As a class, we will agree upon a social issue that will be our central focus
for a social media campaign, and determine a goal we are working toward. Then we will
develop a social media campaign to raise awareness about that goal. Each of you will be
assigned to a group that will tackle a different social media platform and then gauge its
effectiveness and impact. You will also collaborate with other groups on your various platforms
and find effective strategies to communicate our social message. Social media specialists will
speak in class and give you feedback on your efforts and help you learn. This project is intense,
hands-on, and extremely practical. You will gain real life skills through experiential learning.
You are asked to interact with professionals and members of the public outside the University
community, including attending meetings and presenting your recommendations to a wider
audience. You are also asked to be a constructive, contributing, positive member of your group.
This project, then, requires you to be professional, on time, and present. If you are unable to
commit to a project of this scale or to the demands of the class, then seriously re-consider if this
is the right course for you.
Assignments and Grading
All written assignments must be submitted through Blackboard, in class, or by email by class
time on the day they are due. Full assignment descriptions and all necessary documents are
available through Blackboard, and most documents will be distributed in class. For group
project work, every group is required to complete their contribution to that week’s class without
exception. The success of the class and project depends on every student’s full participation.
Course Learning Goals
Students who successfully complete this course will fulfill the following learning goals and will
be able to:
1. Define social media and become literate in several forms of social media (and social media
tools), including uses, scope, possibilities, advantages, disadvantages, and ethical and cultural
considerations.
2. Evaluate how social media and technology have been used in social movements and how
these media affected and contributed to social change.
3. Examine the larger civic, ethical, philosophical, and social issues that have arisen from rapid
rise and spread of these media.
4. Identify principles, strategies, and best practices for cause-oriented, social media techniques.
5. Gauge the effectiveness of different social media strategies and techniques through hands-on
experience by launching an actual social media campaign for a social issue and tracking its
progress.
6. Develop professional skills to engage in civil discourse and effective deliberations with
different audiences and publics through the use of social media.
7. Assessment
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Assessment of student performance will be based on the following course requirements.
Course Requirement
1.
2.
3.
4.
8.
10.
11.
Form
Attend viewing of
Online
either: “Goodbye
Discussion
Mubarak!” on Monday,
February 13 or
“connected” on
Thursday, March 8 and
post reactions to the
online discussion board
Reflection Papers (3) (2) Individual
Paper
(2 pages,
double-spaced)
Twitter Assignments
Tweeted Links
(140 characters
or less!)
Social Media Uses and
Individually
Abuses: Research and
Post Link,
Discussion
Online
Discussion
Do Good Challenge
Group Paper
Report
(2-3 pages,
double
spaced), and
15 minute
presentation on
what you have
learned so far
Social Media Campaign Engage your
group’s
strategy, 10
minute group
report and
analysis every
week
Final Presentation
15 minute
presentation in
class
Points
Relevant
Learning
Outcomes
1, 2, 3, 6
Due Date
10 x 3 papers
= 30
15 x 2 papers
= 30
5 x 3 tweets
= 15
1, 2, 3, 4, 5
March 7
March 28
May 9
1, 2, 3, 4, 6
Varies (sign up in
class)
20
1, 3, 4, 6
25
1, 4, 5, 6
Post Link(s):
February 15
Reply to Links:
February 22
March 14
15 x 4
20 x 3
reports = 60
1, 2, 3, 4, 5,
6
March 28
April 4
April 11
April 18
50
1, 2, 3, 4, 5,
6
May 2
10
February 22 for
“Goodbye
Mubarak!” or
March 14
March 28 for
“connected”
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12.
Final Analysis
13.
Participation
5 page (single
50
spaced) group
paper with
supporting
materials,
reports and/or
data
Coming to
25
class prepared
on a regular
basis and
engaging in
class
discussion and
activities
TOTAL 285
1, 2, 3, 4, 5,
6
May 2
Throughout
Course Requirements: Assignment Descriptions
NOTE: For several assignments this semester you will be working in a group. Your group
assignment will be based on a skills assessment you complete at the beginning of the semester, a
class discussion, and your input. Working collaboratively is an essential professional skill in the
twenty-first century, and this course will give you the opportunity to learn about working in
groups in a professional setting. Your group will be assigned one social media platform in which
you will become an expert, teach to your peers, and learn how to use for greater social good. A
significant portion of what you do in your group is practical and hands-on. It requires taking
initiative, doing background research on your own, coming to class prepared, and engaging in
meaningful dialogue.
1. Film Viewing and Online Discussion: You are required to attend one of two possible
documentary film viewings (though you are welcome to attend both) during the semester,
either “Goodbye Mubarak!” or “connected.” After the watching the film, you are then
required to post a two paragraph reflection on the film’s discussion page on Blackboard by
class time the following week (February 22 for “Goodbye Mubarak!” and March 14 for
“Connected”) and respond to other posts. Your grade is based on your posting as well as
your comments on your peers’ posts.
2. Reflection Papers: This class is hands-on, and the final product is intended to give you
practical experience using new tools and technology. Because it is highly experiential, a key
element to the learning process is reflecting on your experience. Therefore, you will be
asked to write two 2-page reflection papers throughout the semester – using prompts
provided on Blackboard – to give you the opportunity to consider and digest what you have
learned throughout the semester.
3. Twitter Assignments: You will create a Twitter account for this class (if you do not already
have one). You are also welcome to delete it after the course. For this assignment, you will
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Spring 2012  Page 5
be asked to Tweet a link to a resource centered on a topic or theme outlined on Blackboard.
Students will sign up for a date to post their tweets for topic. In order to receive a grade for
this assignment, you MUST use the hashtag #UNIV389S. Any tweets about the course
should use also this hashtag. Also, please follow the instructors’ Twitter account
@ProfUNIV389S for course reminders, updates, resources, suggestions, and ideas.
4. Social Media Uses and Abuses Research and Discussion: Choose one social media
platform and post a link to a story or resource related to the use and/or abuse of your platform
as it relates to nonprofits or raising social awareness. You are challenged to find links or
resources that highlight how social media is being used effectively to call people to action,
inspire individuals to be engaged, and facilitate genuine change. After everyone has posted a
link, you will read all of the posts and participate in an online discussion about the ethical,
philosophical, practical, and professional considerations of using these media (prompts will
be provided). You should also assess how effectively they engage their users and inspire
them to be take action.
5. Do Good Challenge Report: At the end of the Do Good Challenge, your group will assess
what you learned during the project. You will evaluate what worked and what did not work
during your campaign. You will make goals for the rest of the semester. You will submit a
report for your group (which you may also use for the report to Do Good Challenge), using
the form provided in class and on Blackboard. You will also present your group’s successes
and challenges in a 15 minute class presentation. While the Challenge project is not graded, your
group will be graded on the quality of your report.
6. Social Media Campaign: For the semester, your group will maintain an active social media
campaign for your group for your chosen issue. Every week, you will collect user and other
data and catalogue any efforts using provided guidelines. In class sessions, your group will
report this data in the form of a report, and we will analyze the effectiveness of each effort.
During this time you are also expected to regularly communicate updates to your group
members and participate in any discussions that arise online. We will have a variety of guest
speakers who will come in and assess your strategies and share what has worked for them.
This portion of the project will be graded.
7. Final Presentations: At the end of the semester, your group will prepare a 15 minute
presentation where you will summarize your social media strategy and its effectiveness. You
will review the major learning from the final analysis of your campaign.
8. Final Analysis: One of the major challenges of social media campaigns is that it is difficult
to assess their effectiveness. Your group will consider all of the efforts you made using
various media and analyze the effectiveness of your social media platform in relation to your
group’s chosen issue and report all of your final statistics and analysis in a 5 page (doublespaced) group paper.
9. Participation: Your participation grade includes contributing to the course overall. This
aspect of your grade is calculated by your level of participation in all aspects of the course,
including (but not limited to) coming to class prepared on a regular basis, completing wellSocial Media for Social Change (UNIV389S)
Spring 2012  Page 6
thought out assignments, sharing your experiences with other participants through a variety
of different avenues (online, group meetings, in class), being a constructive member of your
group, and contributing to outside activities such as discussions through Blackboard or
Twitter exchanges. You will also be given the opportunity to assess the other members of
your group and their contributions to the project.
Class Schedule, Activities, Readings, and Assignments
**Please check Blackboard regularly for updates**
Week 1, Wednesday, January 25, 2012: Introduction and Overview of the Course
Activities: Syllabus Review, Course Expectations, “What is Social Media?: From User Created
Content to Theoretical Foundations” Guided Lecture
Week 2, Wednesday, February 1, 2012: Social Media and Civic Engagement
Assignment(s) for This Class:
 Read: Kaplan, Andreas and Haenlein, Michael. (2010). Users of the World Unite! The
Challenges and Opportunities of Social Media. Business Horizons, 53, p. 59-68.
 Read: Gladwell, Malcolm. (2010). Small Change: Why the Revolution Will Not Be Tweeted.
The New Yorker, October 4, 9 pages.
 Read: Shirky, Clay. (2011). The Political Power of Social Media. Foreign Affairs, JanuaryFebruary.
 Read: Khamis, Sahar, and Vaughn, Katherine. (2011). Cyberactivism in the Egyptian
Revolution: How Civic Engagement and Citizen Journalism Tilted the Balance. Arab Media
and Society, Issue 13, Summer, 36 pages.
 Consider: How has social media been used to institute change? End oppression? What are
the weaknesses of social media for social change?
Activities: The Role of Social Media and Technology in Bringing About Change, Social
Movement Case Studies
Week 3, Wednesday, February 8, 2012: Learning and Critiquing Social Media Platforms
Assignment(s) for This Class:
 Complete the Skills and Interests Assessment Form
 Read: Rigby, Ben. (2008). Introduction (p. 1-13). Mobilizing Generation 2.0: A Practical
Guide to Using Web 2.0. Jossey Bass: San Francisco.
 Read: Mansfield, Heather (2012). Introduction (p. xi-xx) and Chapter 2 (p. 45-70). Social
Media for Social Good: A How-To Guide for Non-Profits. McGraw Hill: New York.
 Consider: What are some of the major ethical, social, and cultural considerations of using
social media to connect people to organizations and issues?
Activities: Social Media 101: Web 1.0 to 3.0 and User Generated Content, Group Assignments
 Film Viewing #1: “Goodbye Mubarak!,” Monday, February 13, 7:00 – 9:00 pm, 1102
South Campus Commons, Building 1, Seminar Room
Week 4, Wednesday, February 15, 2012: How Well Do You Know Social Media?
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Spring 2012  Page 7
Assignment(s) for This Class:
 Online Discussion: Post your link(s) to the “Social Media Uses and Abuses” Discussion
Board on Blackboard under your assigned platform (e.g. the Twitter group members will post
links to the Twitter Discussion Board).
 Work On: Getting organized with your Do Good Challenge Group
Activities: Discuss “Goodbye Mubarak!,” Susan B. Komen Case Study, LinkedIn Review,
Group Working Session
Due: “Social Media Uses and Abuses” Links on the Discussion Board
Week 5, Wednesday, February 22, 2012: Twitter
Assignment(s) for This Class:
 Read: Mansfield, Heather (2012). Chapter 4: Twitter and Twitter Apps (p. 71-89). Social
Media for Social Good: A How-To Guide for Non-Profits. McGraw Hill: New York.
 Read: Twitter related stories and resources posted under “Course Documents” on
Blackboard for this class date.
 Review and Consider: The social media strategy for the animal rights non-profit ASPCA
using the guide provided (links available on Blackboard).
 Read and Comment: Read seven of the links from last week’s “Social Media Uses and
Abuses” Discussion Board and comment, reflect, and/or post other links.
Activities: Online Discussion Follow-Up, ASPCA Case Study, Twitter Review, Group Working
Session
Due: Comments/Reflection to “Social Media Uses and Abuses” Discussion
Week 6, Wednesday, February 29, 2012: Blogging
Assignment(s) for This Class:
 Read: Mansfield, Heather (2012). Chapter 7: Blogging (p. 155-173). Social Media for
Social Good: A How-To Guide for Non-Profits. McGraw Hill: New York.
 Read: Rigby, Ben. (2008). Chapter 1: Blogging (p. 15-49). Mobilizing Generation 2.0: A
Practical Guide to Using Web 2.0. Jossey Bass: San Francisco.
 Read: Blogging related stories and resources posted under “Course Documents” on
Blackboard for this class date.
 Review and Consider: Beyond the Classroom Living-Learning Program’s social media
strategy using the guide provided in class an on Blackboard.
Activities: Beyond the Classroom Case Study, Blogging Review, Group Working Session
Week 7, Wednesday, March 7, 2012: Facebook
Assignment(s) for This Class:
 Read: Mansfield, Heather (2012). Chapter 3: Facebook and Facebook Apps (p. 71-89).
Social Media for Social Good: A How-To Guide for Non-Profits. McGraw Hill: New York.
 Read: Facebook related stories and resources posted under “Course Documents” on
Blackboard for this class date.
Activities: Facebook Review, Group Working Session
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 Film Viewing #2: “connected,” Thursday, March 8, 6:30 – 9:00 pm, Hoff Theater,
Stamp Student Union
Week 8, Wednesday, March 14, 2012: Social Media Strategies
Assignment(s) for This Class:
 Askanse, Debra. (2012). “Creating a Social Media Strategy: The Secret Sauce.”
Community Organizer 2.0.
 Read: Durand, Christine and Cici, Kristen. (2011). “Four Reasons NOT to Use Social
Media…and Why to Use It Anyway.” The Nonprofit Quarterly, p. 52-57.
 Work with your group to re-vamp your social media campaign based on what worked (and
what did not) for the Do Good Challenge.
Activities: Share Do Good Challenge Reports, Guest Speakers
Due: Do Good Challenge Report
Wednesday, March 21: NO CLASS, SPRING BREAK
Week 9, Wednesday, March 28, 2012: Framing Your Purpose
Assignment(s) for This Week:
 Continue your group’s social media campaign from the Do Good Challenge
 Review: Expectations for the next few weeks of class.
Activities: Reactions to MSLK, Statements of Purpose, Calendars, Collecting Statistics, Task
Assignments
Due: First Group Report (reactions to campaign critique)
Week 10, Wednesday, April 4, 2012: Strategy and Civic Engagement
Assignment(s) for This Class:
 Read: (2011). A Crucible Moment: College Learning and Democracy’s Future. National
Task Force on Civic Learning and Democratic Engagement, January, p. 1-40 (to prepare for
the final Twitter Assignment)
 Read: Intercollegiate Studies Institute. (2011). Enlightened Citizenship: How Civic
Knowledge Trumps a College Degree in Promoting Active Citizen Engagement. American
Civic Literacy Program, February, p 1-22 (to prepare for the final Twitter Assignment).
 Prepare your group’s weekly presentation, including mission statements and calendars;
collect data and statistics.
Activities: The Importance of Civic Engagement, Strategies to Promote Engagement, Site Maps
Due: Second Group Report – Statement of Purpose/“Elevator Speech,” Goals, Task
Assignments, Strategy, Statistics
Week 11, Wednesday, April 11, 2012: Impact Analysis
Assignment(s) for This Class:
 Continue your group’s campaign.
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Spring 2012  Page 9

Prepare your group’s presentation including a site map and impact analysis; collect data and
statistics
Activities: Impact Analysis
Due: Third Group Report – Site Map, Calendar, Statistics
Week 12, Wednesday, April 18, 2012: Bringing it All Together
Assignment(s) for This Class:
 Continue your group’s campaign.
 Collect data and statistics on your efforts to date, prepare you weekly presentation
Activities: Strategy Critique and Future Directions
Due: Fourth Group Report – Impact Analysis, Statistics
Week 13, Wednesday, April 25, 2012: NO CLASS, WORKING SESSION
Assignment(s) for This Class:
 Finalize your efforts for our campaign
 Close any accounts, shut down pages
 Prepare your group’s final paper and presentation
Activities: Group Working Sessions
Week 14: Wednesday, May 2, 2012: Social Media Campaign Final Presentations
Assignment(s) for This Class:
 Work on your group’s presentation, supporting materials, and final analysis
Activities: Final Presentations
Due: Final Social Media Campaign – Presentation, Supporting Materials, and Analysis
Week 15: Wednesday, May 9, 2012: Bringing in all Together
Assignment(s) for This Class:
 Work On: Reflection Paper #2
Activities: Semester Reflection, Feedback, Future Directions
Due: Reflection Paper #2
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