The Ohio State University
College of Education and Human Ecology
Department of Social Change
ESHESA 2570 | Autumn 2015
Mondays, 2:15-5:00 pm, McPherson 1035
Instructor: Dr. Patricia Cunningham II: Cunningham.212@osu.edu | 614-208-0713 (c)
Teaching Assistant: Tom P. Parsons: Parsons.367@osu.edu| 440-242-9358
Poverty Center:
Course Description: This course covers poverty and poverty related issues. We will be focused on
defining poverty, its causes, its effects, and its solutions. There are no easy solutions to poverty. In this
class we will work together to think about social, political, cultural, racial, economical, and other issues
surrounding poverty.
Course Objectives/Learning Outcomes –
Objective
Program Goal/Standard
Course Assessment
Introduce students with an
overview of poverty studies as a
discipline within social sciences.
Final Letter; Reflection Paper
Provide students with the language
to discuss leadership, civic
engagement, and service in a
scholarly manner
Reflection Power
Help students develop their ability
to understand how various social
processes and structures affect one
another
Reflection Paper
Encourage students to develop a
better understanding of how their
own lives and significant
relationships are shaped by larger
social forces
Reflection Paper, Community
Service
Explore the power and importance
of the narrative and how it can be
used to influence social change
Final Letter
Required Text(s) and Course Materials – All required texts and course materials are available on the
class Carmen page with its corresponding title. However, in the absence of the textbook we have field
trips and food rotation that may cost money which is a substitute for not requiring a book for the class.
Grading Plan/Grading Rubric –
Weekly Reflection Papers: 30%
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Class Participation: 40%
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Community Service and Weekly Blog: 20%
Final Letter: 10%
Grading Scale – Example grading scale as listed on Carmen
A
93-100%
B+ 87-89
C+ 77-79
D+ 67-69
A-
90-92
B
83-86
C
73-76
D
60-66
B-
80-82
C-
70-72
E
59% or less
Policies for Student Conduct and Participation -- As active participation is foundational to this course,
attendance is required for every class meeting. Each student should make a conscientious effort to be on
time and ready for each class session. If you miss an announcement made at the beginning of class
because you were later or absence, it is your responsibility to get this information from the instructor or a
classmate.
This course is discussion-based, and requires a high level of in-class etiquette. This means respecting
others as they speak and ask questions in the course. Discourse can include disagreement; in order for
students to learn from this discourse, respect is necessary. Disrespectful and derisive behavior will not be
tolerated in the classroom.
Furthermore, respect should be shown with regards to technology. All cell phones and other electronic
communication devices are to be switched off or turned on “silent” for the duration of the class (silent
does not mean vibrate). Using the phone to text or talk in class is strictly prohibited.
Academic Integrity (Academic Misconduct) -- Academic integrity is essential to maintaining an
environment that fosters excellence in teaching, research, and other educational and scholarly activities.
Thus, The Ohio State University and the Committee on Academic Misconduct (COAM) expect that all
students have read and understand the University’s Code of Student Conduct, and that all students will
complete all academic and scholarly assignments with fairness and honesty. Students must recognize that
failure to follow the rules and guidelines established in the University’s Code of Student Conduct and this
syllabus may constitute “Academic Misconduct.”
The Ohio State University’s Code of Student Conduct (Section 3335-23-04) defines academic misconduct
as: “Any activity that tends to compromise the academic integrity of the University, or subvert the
educational process.” Examples of academic misconduct include (but are not limited to) plagiarism,
collusion (unauthorized collaboration), copying the work of another student, and possession of
unauthorized materials during an examination. Ignorance of the University’s Code of Student Conduct is
never considered an “excuse” for academic misconduct, so I recommend that you review the Code of
Student Conduct and, specifically, the sections dealing with academic misconduct.
If I suspect that a student has committed academic misconduct in this course, I am obligated by
University Rules to report my suspicions to the Committee on Academic Misconduct. If COAM
determines that you have violated the University’s Code of Student Conduct (i.e., committed academic
misconduct), the sanctions for the misconduct could include a failing grade in this course and suspension
or dismissal from the University.
If you have any questions about the above policy or what constitutes academic misconduct in this course,
please contact me.
Other sources of information on academic misconduct (integrity) to which you can refer include:
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The Committee on Academic Misconduct web pages (COAM Home)
Ten Suggestions for Preserving Academic Integrity (Ten Suggestions)
Eight Cardinal Rules of Academic Integrity (www.northwestern.edu/uacc/8cards.html)
Office of Disability Services Statement – Any student who feels s/he may need an accommodation
based on the impact of a disability should contact me privately to discuss your specific needs. Please
contact the Office for Disability Services at 614-292-3307 in room 150 Pomerene Hall to coordinate
reasonable accommodations for students with documented disabilities.
Grievances and Solving Problems – (Example statement) According to University Policies, available
from the Division of Student Affairs, if you have a problem with this class, “You should seek to resolve a
grievance concerning a grade or academic practice by speaking first with the instructor or professor:
Then, if necessary, with the department chairperson, college dean, and provost, in that order. Specific
procedures are outlined in Faculty Rule 3335-7-23, which is available from the Office of Student Life,
208 Ohio Union.” “Grievances against graduate, research, and teaching assistants should be submitted
first to the supervising instructor, then to the chairperson of the assistant’s department. “
Statement on Diversity – (Example statement) The College of Education and Human Ecology affirms
the importance and value of diversity in the student body. Our programs and curricula reflect our
multicultural society and global economy and seek to provide opportunities for students to learn more
about persons who are different from them. Discrimination against any individual based upon protected
status, which is defined as age, color, disability, gender identity or expression, national origin, race,
religion, sex, sexual orientation, or veteran status, is prohibited.
The College of Education and Human Ecology is committed to maintaining a community that recognizes
and values the inherent worth and dignity of every person; fosters sensitivity, understanding, and mutual
respect among its members; and encourages each individual to strive to reach his or her own potential. In
pursuit of its goal of academic excellence, the College seeks to develop and nurture diversity, believing
that it strengthens the organization, stimulates creativity, promotes the exchange of ideas, and enriches
campus life. The College of Education and Human Ecology prohibits discrimination against any member
of the University’s community on the basis of race, religion, color, sex, age, national origin or ancestry,
marital status, parental status, gender identity, sexual orientation, ability status, health status, or veteran
status.
Off-Campus Field Experiences - During this course, we will use field experiences to extend the learning
in the classroom. These experiences are to be announced, and further information will be available
through the duration of the course. Please plan on attending all field trips as your journal for that week
will require you to discuss your experience. Field trips may run beyond normal class time. Any conflicts
should be reported as soon as possible and must be accompanied with proper documentation.
Participation: This is a discussion-based course that expects each student to contribute to discourse and
dialogue. You may participate by
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Asking poignant questions about the readings, lectures, and/or discussions.
Responding to a question asked by the professor, faculty, guest speakers, or other class members.
Making an analytical comment or observation.
Bringing in a newspaper/magazine/piece of media that points to an aspect of class that we are
currently discussing or have discussed.
It is necessary and important for you to read the assigned readings prior to coming to class to be able to
fully participate and contribute to class. I would advise you to follow my example on how to discuss the
material in class- integrating readings, discussions, and outside materials form other courses. Weekly
participation will be noted and graded using a grading scale (0= no/little participation; 1= moderate
participation; 2= above average participation; 3= full participation). After class, I will assign these
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number grades to the attendance and the majority of your participation grade will come from these weekly
assessments.
Attendance: Regular attendance is critical to your performance in this class. There is no official
attendance grade however, you will be graded on participation each week. If you are not there, you cannot
participate and you will lose those points. There is a lot to cover in just 16 weeks so plan on class taking
the full time period each day. As added incentive, there will be food at each class and much of the course
is discussion based and engaging.
Community Service: Because this is a service learning class and the best way to learn about our topic is
through experience, there is a service component to this class. At the beginning of the semester you will
be required to pick a weekly site to volunteer at. You are expected to be at your site once a week for 2-3
hours or whatever is required at that site. To choose your site, go to the Buckeye Civic Engagement
Connection website (https://bcec.osu.edu/get-involved/) and search for a site that interests you (excluding
BuckeyeREACH). Then you must submit an application for that site. After volunteering each week, you
must write a short blog reflecting on your experience that week. Note that this is separate from your
weekly class reflections.
In addition, you are expected to volunteer at the Rec. center for our annual Halloween event for children.
You must wear a CHILD appropriate costume and bring a bag of candy to pass out. Transportation to and
from this event will be provided.
Weekly Reflection Papers: Every week, you will be turning in a reflection of the previous CLASS and
READINGS for the week. This reflection should be a sophisticated analysis and include a quote from at
least one person from class (the triangulation method). The paper should be 1-2 pages and double-spaced
(12 pt. Times New Roman).
Please remember to also complete a short blog post reflection on your VOLUNTEER experience that
week.
Final Letter: The final for this class is in the form of a written letter to a senator. Your letter should
discuss something that you learned from class or your volunteer experiences and that you care about
deeply and would like to see changed. This letter will be turned in on the final day of class and then sent
to the appropriate representative.
Week 1 (August 25th): Education
Reading: Chapter 1
Due:
Week 2 (September 1st): Education
Reading: Chapter 2
Due: Reflection Paper 1, Blog 1
Week 3 (September 8th): War on Poverty
Reading: Chapter 3
Due: Reflection Paper 2, Blog 2
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Week 4 (September 15th): Homelessness
Reading: Chapter 4
Due: Reflection Paper 3, Blog 3
Week 5 (September 22nd): War on Drugs
Reading: Chapter 5
Due: Reflection Paper 4, Blog 4
Week 6 (September 29th): Prisons
Reading: Chapter 6
Due: Reflection Paper 5, Blog 5
Week 7 (October 6th): Food Insecurity
Reading:
Due: Reflection Paper 6, Blog 6
Week 8 (October 13th): Mental Health and Medical Care
Reading:
Due: Reflection Paper 7, Blog 7
Week 9 (October 20th): Minorities, Women, and Children
Reading:
Due: Reflection Paper 8, Blog 8
Week 10 (October 27th): White Poverty and Rural Poverty
Reading:
Due: Reflection Paper 9, Blog 9
Week 11 (November 3rd): Business
Reading:
Due: Reflection Paper 10, Blog 10
Week 12 (November 10th): Poverty Simulation
Reading:
Due: Reflection Paper 11, Blog 11
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Week 13 (November 17th): Poverty in Columbus
Reading:
Due: Reflection Paper 12, Blog 12
Week 14 (November 24th): Privilege
Reading:
Due: Reflection Paper 13, Blog 13
Week 15 (December 1st): Overcoming Poverty
Reading:
Due: Reflection Paper 14, Blog 14
Week 16 (December 8th): Review
Reading:
Due: Final Letter
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