Program Design & Implementation Syllabus

SESP 303, Fall 2014, Cohen & Ross 1

PROGRAM DESIGN & IMPLEMENTATION

SYLLABUS

COURSE DESCRIPTION:

How can we encourage and inspire meaningful social change? How can we design and implement effective programs that address social problems and social needs?

We will attempt to answer these questions by exploring specific steps of the design and implementation process. By examining characteristics of youth and community programs in the fields of education, social welfare, human development, health promotion, human rights, and civic engagement – at the local, national, and international levels – we will seek to identify commonalities and understand differences among them.

A major goal of this course is to acquire an intellectual and applied understanding of the principles of program design and development, which include a sustained consideration of issues affecting the quality of program implementation. Considerable attention will be devoted to specific steps within the design and implementation process, as well as case studies of actual programs. We will examine a range of topics, including: finding inspiration; identification, recruitment, and retention of target audiences; staff selection; setting global and incremental goals; and evaluating success. We must also acknowledge that what counts as a social need or social problem is subjective and complex and that programs can therefore be controversial and difficult to manage. In light of this, we will touch on the organizational, ethical, and political contexts of implementation. We will also see that, in many instances, social policies ultimately translate at the local level into programs and how well these are implemented and sustained goes a long way in determining the success of a given policy.

While much of the design and implementation process can certainly be seen as fairly intuitive, you are encouraged – through class discussion, your writing, and your designs – to actively challenge your assumptions about creating community programming, as well as critique the programs that we learn about and the design techniques that we practice.

WHEN AND WHERE: Tuesdays & Thursdays, 12:30pm - 1:50pm (feel free to bring your lunch – but no smelly food!) Room G01, Annenberg Hall, 2120 Campus Drive, Evanston

OFFICE HOURS: By appointment. We encourage you to speak to us over email, over Skype, or face-to-face about your work, especially about your Design Project.

COURSE DOCUMENTS, TEXTS, AND DISCUSSION BOARDS: https://canvas.northwestern.edu/

School of Education and Social Policy, Northwestern University SESP 303, Fall 2014, Cohen & Ross 2

INSTRUCTOR: Danny M. Cohen Danny M. Cohen, Ph. D. is a learning scientist, writer and educator, with a background in youth work, organizational management, informal education, and youth leadership. An assistant professor of instruction in the School of Education & Social Policy at Northwestern University, he specializes in education design and how collective understandings of Holocaust history impact pedagogy. A 2013 faculty fellow of the Auschwitz Jewish Center, Danny sits on the editorial advisory board of the British journal The Holocaust in History & Memory. He is a Governor-appointed member of the Illinois Holocaust & Genocide Commission, which oversees Holocaust and genocide education and commemoration throughout the state. His doctoral dissertation, ‘Historical Narratives in Tension: Holocaust Educators’ Perceptions of Victimhood’ (Northwestern University 2011), focused on how Holocaust educators perceive the Jewish and non-Jewish victims of Nazism. Concurrently, he designed and facilitated the pedagogical track of the docent training program at the Illinois Holocaust Museum & Education Center. In addition to authoring academic articles on Holocaust and human rights education, Danny is a human rights fiction writer and the founder and creative director of The Unsilence Project, a series of educational experiences addressing marginalized narratives of atrocity and human rights. Originally from London, Danny now lives in Chicago with his husband and their daughter. Fun fact: Danny sings in a Chicago-based band. Email: [email protected]; Skype: dannymauricecohen

TEACHING ASSISTANT: Emily C. Ross Emily C. Ross is a third-year doctoral student in the Human Development and Social Policy (HDSP) program in the School of Education & Social Policy at Northwestern University. She is interested in exploring how parents' own characteristics—called “human capital” (e.g. education, health, economic resources, social supports)— influence the quality of the home environment and, ultimately, young children's development in a low- income context. Emily’s research also examines how programs and policy can improve early environments within which low-income children develop. Prior to attending graduate school, Emily worked at the non-profit Reading In Motion in Chicago as an after-school instructor to provide an “extra dosage” of literacy instruction for low-income first grade students who were falling behind their classmates in reading. Following her position at the non-profit, Emily has worked with Prof. Lindsay Chase-Lansdale for the past 4 years, first as her Research Coordinator and now as a graduate student, on evaluating the CareerAdvance® program in Tulsa, OK. In the program, low- income parents attend an adult workforce development program attached to the high-quality preschool their child attends, with the goal of simultaneously supporting both parents and their young children in their development. Emily has gone to Tulsa multiple times to with work directly with the program, and she finds that working with on-the-ground staff to continually build the program while also meeting the goals of the research study is challenging, yet the most motivating and fun part about research! Emily received her BSc in Psychology at McGill University in Montreal, Quebec, Canada. Originally from Florida, Emily lives in Chicago with her fiancé and her sister’s lovely cat, Lucy. When not studying, Emily loves to browse farmers’ markets, eat Ramen noodles (the real kind) and every other type of food, discover new music, and travel to visit good friends. Fun fact: Emily hiked from the north to the south rim of the Grand Canyon this summer! Email: [email protected]; Skype: ecr925

ASSESSMENT: Class Participation: 25% Online Participation and Final Individual Reflection: 25% Design Project (group work): 50% Preparatory Assignments: 20% Expo Presentation and Final Proposal: 30%

School of Education and Social Policy, Northwestern University SESP 303, Fall 2014, Cohen & Ross 3

ACADEMIC INTEGRITY: Students are required to comply with the polices found in the booklet, “Academic Integrity at Northwestern University: A Basic Guide.” All papers submitted for credit in this course must be submitted electronically unless otherwise instructed by the professor. Your written work may be electronically tested for plagiarized content. For details regarding academic integrity at Northwestern or to download the guide, visit: http://www.northwestern.edu/provost/policies/academic-integrity/index.html.

LATE ASSIGNMENTS & LATE PASS: Late assignments will be docked one half-grade (for example, from a B+ to a B) for each 24-hour period delay in submission. Assignments submitted after five days beyond the stated deadline will receive a fail grade. Each student is entitled to ONE “24 hour late pass” for an individual reflection paper. No advanced permission needed.

ACCOMMODATIONS FOR STUDENTS WITH DISABILITIES: Any student with a disability requesting accommodations must register with Services for Students with Disabilities ([email protected]; 847-467-5530) and request an SSD accommodation notification for his/her professor, preferably within the first two weeks of class. All information will remain confidential.

SUPPORT: Throughout this course, we will study a number of programs and social issues that may raise personal issues for you or your classmates. Please be aware that what you say and write can affect others. Please always try to be respectful and kind. Also, please know that NU’s Counseling and Psychological Services (CAPS) can provide you support and guidance with personal issues you might have. Visit: http://www.northwestern.edu/counseling/ NU’s Center for Awareness, Response, and Education (CARE) is a great resource, too. CARE provides “information, advice, crisis counseling, support, advocacy, referrals and education about sexual violence (including sexual assault, rape, intimate partner violence and stalking) as well as consent, healthy relationships and healthy sexuality to the Northwestern University community.” Visit: http://www.northwestern.edu/care/ Please note that, if we read anything within a written assignment – or hear anything during class – of concern, we may need to follow up appropriately.

ATTENDANCE AND MAKE UP ASSIGNMENTS: You must attend ALL classes. Your punctuality and attendance will be factored into your class participation grade. If you know that you will be late or absent for a class, email both Danny and Emily. All absences must be supported by a valid reason and supporting documents, if available. If you miss a class, you must complete a make up assignment. It is your responsibility to obtain class notes from another student and, within one week of the missed class, to email both Danny and Emily a 300 to 400 word essay (posted in the body of the email, not as an attachment) on the related class texts. A missing or poorly written make up assignment will affect your class participation grade.

School of Education and Social Policy, Northwestern University SESP 303, Fall 2014, Cohen & Ross 4

COURSE STRUCTURE: Think of this course as running along three connected tracks:

1. Critiquing Design: We will analyze case studies of actual community programs in order to develop critical analysis skills and identify what makes a program successful. We will read and apply theoretical texts to those programs. And we will meet and speak with a number of people who work to design, develop, implement, and evaluate real programs for particular audiences and with particular goals.

2. Practicing Design: Throughout the quarter, in order to develop design skills, we will focus on specific parts of the design and implementation process and get our hands dirty, so to speak!

3. Doing Design: Starting early in the quarter, you will work in design teams on a Design Project in which you will design and write an implementation proposal for an original social program. This program can be hypothetical, although you are strongly encouraged to design for a real-world community or organization. (See details below.)

CLASS PARTICIPATION: This course is student-centered. The quality of class and online discussion and analysis of course texts and experiences are determined by what you put into it. As you read – or watch or experience, in the case of a film or other medium – note down what you find surprising. Come to each class with questions, ready to discuss what surprised you, to critique each text, and to discuss how each text relates to other course texts. Be prepared to contribute to all class discussions and bring your creative hat! (If you have one, you are encouraged to bring a laptop or tablet to class to take notes, to access readings, and so on, but please refrain from checking your email, checking Facebook, etc.)

READINGS: You are expected to put time aside before each class to read ALL course texts, thoroughly. Having said that, real life can sometimes get in the way and so, to help you prioritize, a number of texts are marked “k” to indicate that these are key course texts, while some texts in the syllabus are marked “sr” to indicate that you may skim-read these texts. Key course texts are texts that you are expected to read thoroughly and draw upon throughout the quarter. Skim-reading means still making sure you get a sense of that text’s central arguments. For these, be prepared to discuss broad concepts from the texts. Please note that we may assign some additional texts throughout the course.

ONLINE PARTICIPATION: Each week throughout the quarter, you will post a reflection (300 to 400 words) to Canvas by 11:59pm on Sunday, focusing on and integrating ideas from course texts assigned for the upcoming week of class. Please proof your reflections for spelling, grammar, and clarity. You will also write some essays connecting your personal experiences with course concepts, including an anonymous reflection (see schedule for specific prompts). Note that, for the purposes of all course assignments, all readings, films, websites, and class presentations count as “course texts.”

School of Education and Social Policy, Northwestern University SESP 303, Fall 2014, Cohen & Ross 5

PEER RESPONSES: With the aim of promoting dialogue and deep thinking, in addition to writing reflections, you will write a minimum of five peer responses to other students’ reflections. These responses should be respectful, critical responses – comprised of analysis and questions – of around 50 words, posted as replies on Canvas. These peer responses, as well as any additional responses you post, will count toward your online participation grade.

FIELD TRIP: During the quarter, you will organize an individual or small-group visit to The Center On Halsted (COH). You will then write an individual reflection integrating your experiences with course concepts, focusing on the design of the COH physical space. (This reflection will count as one of your weekly reflections – see above – you can post your reflection any time during the course). Center On Halsted is a center for the lesbian, gay, bisexual, and transgender community in the Lakeview neighborhood of Chicago. If you’d like, you can grab a bite to eat at Whole Foods, which is part of the building, and hang out in the main lobby. Make sure to explore the public spaces upstairs and make sure to ask the staff at the reception desk to tell you about the programs and services on offer, as well as upcoming events. (Opening times and info: http://www.centeronhalsted.org/; closest CTA train station is Addison, Red Line.)

Intercampus Shuttle info: http://www.northwestern.edu/uservices/transportation/shuttles/intercampus/intercampus. html

NU Safe Ride info: http://www.northwestern.edu/saferide/

DESIGN PROJECT: The main requirement of this course is a Design Project in which you will work in a design team (3 or 4 people per team) to develop an original program that addresses a specific and real social problem or need that interests you deeply. This program can be hypothetical, although you are strongly encouraged to identify, contact, consult with, and design for a real-world community or organization.

Preparatory Assignments: To support the design process, the Design Project is organized around a number of milestones: each team will submit a needs analysis, a stakeholder report, a set of program goals, and a design team manifesto. Assignment guidelines will be provided throughout the quarter.

Design Expo and Design & Implementation Proposal: The Design Project will culminate in a team presentation – community expo-style – and a group final paper in the form of a design and implementation proposal. Detailed guidelines for the Design Project will be distributed later in the quarter, but you are encouraged to think about possible topics right away.

FINAL COURSE REFLECTION: At the very end of the quarter, you will send Emily and Danny a personal reflection – in the body of an email, not as an attachment – on what you learned during the course. You might focus on course texts and concepts, your Design Project, and/or your experiences of working with your design team

School of Education and Social Policy, Northwestern University SESP 303, Fall 2014, Cohen & Ross 6

ASSIGNMENT DEADLINES AT A GLANCE:

• All assignments should be posted on Canvas by 11.59pm, unless otherwise stated • Instructions for individual assignment can be found in the course schedule • Instructions for Design Project group assignments can be found on Canvas

Individual Assignments: Personal Reflection Part 1 Friday Sept 26 Weekly Reflections (9 in total) Every Sunday night Anonymous Reflection Thursday Nov 20, bring hard copy to class Personal Reflection Part 2 Sunday Nov 30 Individual Course Reflection Thursday Dec 11, by email

Design Project Group Assignments: Form Design Teams Wednesday Oct 8 Needs Analysis Wednesday Oct 15 Stakeholder Report Wednesday Oct 22 Program Goals Wednesday Nov 5 Team Manifesto Wednesday Nov 12 Design Expo Tuesday Dec 2, in class Design Proposal Wednesday Dec 10, by email

For Course Schedule, Texts, and Assignments see “Syllabus 2 of 2”

School of Education and Social Policy, Northwestern University SESP 303, Fall 2014, Cohen & Ross 1

COURSE SCHEDULE, TEXTS, AND ASSIGNMENTS

Except for the texts by Youniss & Yates and Desir, course texts will be available on Canvas (or are accessible through the links, below). If a link is broken, try Googling the title of the text. If no link is provided, the text should be available on Canvas under “Modules” > “Course Pack.”

As guest speakers may need to change plans, and as we might add or remove readings from time to time, we may sometimes make changes to the schedule. Therefore, please always check Canvas for the most up-to-date syllabus.

k = key course text sr = skim-read

Dates Topics Texts Assignments, Reminders, and Design Project Milestones

Tues What is Purchase required texts: Personal Reflection Part 1 – By This Friday, 11.59pm, write a 300-400 Sept 23 Design? words reflection describing a positive or negative moment in your life when Youniss, J. & Yates, M. (1997). Community service you have participated in, led, or created any social program. Answer some or and social responsibility in youth. University of all of these questions: How did you become involved in that program? How Chicago Press, Chicago. old were you? Who else participated? Who designed the program and how? What were the goals of the program? What were you asked to do? How did Desir, C. (2013). Fault line. SimonPulse. (The you the program keep you engaged? Did you become disinterested and why? paperback version will be released on Who led the program and how did they lead it? What made the program September 30 2014.) effective or ineffective?

These texts are available on Amazon. But if you Weekly Reflection #1 – deadline: This Sunday at 11.59pm. Write a focused want to support an independent bookstore, reflection on all or some of the coming week’s course texts. Make sure to Unabridged Bookstore in Lakeview, Chicago is draw connections between texts. And make sure to give your post a recommended (773-883-9119; relevant, interesting title. http://www.unabridgedbookstore.com/) Object(s) – For our next class, please bring in an object from home that you think is well designed and/or an object from home that you think is poorly designed. Please Note that others will be handling these objects, so do not bring in dangerous objects or objects of monetary or sentimental value!

Thurs Sept 25 NO CLASS

School of Education and Social Policy, Northwestern University SESP 303, Fall 2014, Cohen & Ross 2

Tues Design Object(s) – For this class, please remember to bring in an object from home that you think is Start thinking of Design Sept 30 Inspiration & well designed and/or an object from home that you think is poorly designed. Please Note that Project Ideas. Please Articulating others will be handling these objects, so do not bring in dangerous objects or objects of monetary begin posting your ideas a Need or sentimental value! and responding to other ideas on Canvas. (1 k) Read: Kelley, T. (2001). The art of innovation: Lessons in creativity from IDEO, America’s leading design firm. Doubleday: New York. Chapter 3: Innovation begins with an eye.

(2) Watch: Designing books is no laughing matter. OK, it is (2012) by Chip Kidd: http://www.ted.com/talks/chip_kidd_designing_books_is_no_laughing_matter_ok_it_is.html

(3) Read: 32 innovations that will change your tomorrow (2012): http://www.nytimes.com/interactive/2012/06/03/magazine/innovations- issue.html?src=tp&smid=fb-share&src=ISMR_AP_LO_MST_FB

(4) Read: Peter C. Alderman Foundation: A son’s death on 9/11 leads to global healing (2012) by Laura Rowley: http://www.huffingtonpost.com/2012/09/11/peter-c-alderman- foundation_n_1873327.html?1347369175&icid=maing- grid7%7Cmain5%7Cdl4%7Csec1_lnk1&pLid=203874#slide=more249749

(5) Remember to bring in your object(s). (See above.)

School of Education and Social Policy, Northwestern University SESP 303, Fall 2014, Cohen & Ross 3

Thurs Virtual Spaces (1 sr) Browse, explore and watch: Videos on the website for Twist Out Cancer: Begin to form Design Oct 2 http://www.twistoutcancer.org/ Project design teams (3 Guest (via video): or 4 people per team), Jenna Benn, (2 sr) Browse, explore and watch: Videos on the website for the It Gets Better project: posting your topic Founder and http://www.itgetsbetter.org/ interests on the relevant Director, Twist Out Canvas forum. Cancer (3) Watch: KONY2012 MOVE video: https://www.youtube.com/watch?v=Y4MnpzG5Sqc Weekly Reflection #2 (4, optional) Watch: KONY2012 Video – deadline: This Sunday http://www.youtube.com/watch?v=Y4MnpzG5Sqc and KONY2012 Video Part II Beyond at 11.59pm. Famous: http://www.youtube.com/watch?v=c_Ue6REkeTA

(5 sr) Browse: Invisible Children website: http://www.invisiblechildren.com/

(6) Read: The new digital divide (2011) by Susan P. Crawford: http://www.nytimes.com/2011/12/04/opinion/sunday/internet-access-and-the-new- divide.html?_r=3&emc=tnt&tntemail0=y

Tues Audience, (1) Watch: How great leaders inspire action (2009) by Simon Design Project Design Teams – deadline: Tomorrow Oct 7 Stakeholders, & Sinek: (Wednesday) at 11.59pm. One member of each Design Youth Identity https://www.youtube.com/watch?v=wMLSrqYk0UE Project design team should post to Canvas the full names of your design team members and, in a word or two, the (2 k) Read: Chapters 1 & 2 of Youniss & Yates: Service “social need” on which you are likely to focus. for todays youth and for the right reasons; and Socio-historical identity: A theoretical framework for service. (To give you time Design Project Needs Analysis – deadline: Wednesday to buy this book, these first chapters are available on October 15 at 11.59pm. Each Design Project design team Canvas.) must post on Canvas a report outlining the need, intended audience, and global goal(s) of its Design Project. (At this stage, do not discuss your intended design.) See Canvas for guidelines.

School of Education and Social Policy, Northwestern University SESP 303, Fall 2014, Cohen & Ross 4

Thurs Global & (1 k) Read: Anderson, L. W., Krathwohl, D. R., & Bloom, B. S. (2001). A taxonomy for Weekly Reflection #3 – Oct 9 Incremental learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. New deadline: This Sunday at 11.59pm. Goals York: Longman. Chapters 1-3. Continue working on Design (2 sr) Read: The public and employers agree: Our system is failing youth work readiness (2010) by Project Needs Analysis Rob Jewell: http://corporatevoices.wordpress.com/2010/09/02/the-public-and-employers-agree- our-system-is-failing-youth-work-readiness-2/

(3 sr) Browse: After School Matters and Futureversity websites: http://www.afterschoolmatters.org/ and http://www.futureversity.org/

Tues Design Principles; (1 k) Read: Chapters 3 & 4 of Youniss & Yates: Design Project Needs Analysis – deadline: Tomorrow Oct 14 Reflection & Community Service at St. Francis High School; and (Wednesday) at 11.59pm. Transcendence Getting to know homelessness. Start working on Design Project Stakeholder Report – deadline: Wednesday Oct 22 at 11.59pm. See Canvas for guidelines.

Thurs Doing Design (1 k) Read: Collins, A. (1995). Design Issues for Learning Environments. In S. Weekly Reflection #4 – deadline: This Oct 16 Vosniadou, E. de Corte & H. Mandle (Eds.), International perspectives on the Sunday at 11.59pm. psychological foundations of technology-based learning environments (pp. 347-361). Hillsdale, NJ: Lawrence Erlbaum Associates. Continue working on Design Project Stakeholder Report (2) Watch: Creative spark featuring Dustin Lance Black (2014): https://www.youtube.com/watch?v=vrvawtrRxsw

School of Education and Social Policy, Northwestern University SESP 303, Fall 2014, Cohen & Ross 5

Tues Motivation, (1 k) Read: Chapters 7 & 8 of Youniss & Yates – On being a Black American; and The continuing identity Design Oct 21 Recruitment, & process: After high school. Project Retention of Stakeholder Participants (2) Watch: Your body language shapes who you are (2012) by Amy Cuddy: Report – and Staff https://www.youtube.com/watch?v=Ks-_Mh1QhMc deadline: Tomorrow (3) Read: Middle schools add a team rule: Get a drug test (2012) by Mary Pilon: (Wednesday) http://www.nytimes.com/2012/09/23/sports/even-some-middle-schools-now-test-for- at 11.59pm. drugs.html?_r=1&hp

(4 sr) Browse: Lipsky, M. (1980). Street-level bureaucracy: Dilemmas of the individual in public services. New York: Russell Sage. Chapter 1 & 2, The critical role of street-level bureaucrats, and Street-level bureaucrats as policy makers.

(5 sr) Browse: McLaughlin, M., Irby, M., & Langman, J. (1994). Urban sanctuaries: Neighborhood organizations in the lives and futures of inner-city youth. San Francisco, CA: Jossey-Bass. Chapter 7, Building the program’s family: The challenge of finding and keeping staff, pp. 129-143.

(6 sr) Browse: Matloff-Nieves, S. (2007). Growing our own: Former participants as staff in afterschool youth development programs, Afterschool Matters, 06

Thurs Attitudinal (1 k) Read: Chapters 5 & 6 of Youniss & Yates: Forming a political habit; and A moral gyroscope. Weekly Reflection #5 Oct 23 Change – deadline: This Sunday (2) Watch: He For She speech by Emma Watson, United Nations Women Global Goodwill at 11.59pm. Awareness Vs. Ambassador, at the United Nations, NY: https://www.youtube.com/watch?v=pTG1zcEJmxY Prevention Vs. Start to work on Treatment (3) Read: The brutal side of hazing (2011) by Charles M. Blow: Design Project Goals http://www.nytimes.com/2011/12/10/opinion/blow-the-brutal-side-of-hazing.html – deadline: Wednesday

Nov 5 at 11.59pm.

(4) Read: A hospital offers a grisly lesson on gun violence (2013) by Jon Hurdle: Each design team must http://www.nytimes.com/2013/02/07/us/07philly.html?hp post on Canvas its program’s global (5) Read: Policy Prohibiting Hazing at Northwestern University: goal(s) and sequenced http://www.northwestern.edu/gogreek/resources/policies/hazing/index.html incremental goals.

(6) Come to class ready to talk about hazing on college campuses.

School of Education and Social Policy, Northwestern University SESP 303, Fall 2014, Cohen & Ross 6

Tues Harm Reduction (1 sr) Read: Himmelstein, K. E. W. & Brückner, H. (2010). Criminal-justice and school sanctions Continue working on Oct 28 against nonheterosexual youth: A national longitudinal study. Pediatrics. Published online Dec 6, 2010; Design Project Guest: Lara DOI: 10.1542/peds.2009-2306. Goals Brooks, Activist and Youth (2) Watch: Transgender Basics (19 minute video) from “The Center,” The Lesbian, Gay, Bisexual, Advocate and Transgender Community Center in New York: http://www.youtube.com/watch?v=UXI9w0PbBXY

(3) Read Colleges try new tactics in battle against binge drinking (2012) by Robert McCoppin: http://www.chicagotribune.com/news/local/ct-met-binge-drinking- 20120905,0,876184.story?dssReturn=&utm_source=dlvr.it&utm_medium=facebook

Thurs Funding & (1 sr) Read: Langford, B. H. (2007). Investing in the sustainability of youth programs: Continue working on Design Project Oct 30 Evaluation An assessment tool for funders Goals

(2 sr) Read: McNamara, C. (2002). A basic guide to program evaluation Weekly Reflection #6 – deadline: This Sunday at 11.59pm.

Tues Ethics and (1 k) Watch Born into brothels: Calcutta’s red light kids (2004), documentary (85 minutes), directed by Design Project Nov 4 Implementation Zana Briski and Ross Kauffman (film available to stream on Canvas) Goals due tomorrow (2) Read after watching the film: Carpentier, M. (2009). No happy Hollywood endings for Born Into (Wednesday). Brothels star: http://jezebel.com/5160137/no-happy-hollywood-endings-for-born-into-brothels-star If you haven’t yet (3) Read after watching the film: Banerjee, P. (2005). Documentary “Born into brothels” and the Oscars: started to read An insider's point of view. An open letter to the Executive Director of the Academy of Motion Picture Fault line by Arts and Sciences, February 1: http://www.mukto- Christa Desir, mona.com/Articles/partha_ban/born_into_brothels.htm start now!

(4) Read after watching the film: Michel, F. (2005). “Born Into Brothels” Controversy: http://www.solidarity-us.org/node/261

School of Education and Social Policy, Northwestern University SESP 303, Fall 2014, Cohen & Ross 7

Thurs Sustainability and Asset (1 k) Watch: The danger of a single story (2009) by Chimamanda Adichie: Weekly Reflection #7 – Nov 6 Based Community https://www.ted.com/talks/chimamanda_adichie_the_danger_of_a_ deadline: This Sunday at 11.59pm. Development (ABCD) single_story Work on Design Project Team (2 sr) Browse: Lively Minds website: http://www.livelyminds.org/ Manifesto – deadline: Wednesday Nov 12, 11.59pm. (3 sr) Browse: Website of the Asset Based Community Development Institute: http://www.abcdinstitute.org/ Make sure to browse the Institute’s publications: http://www.abcdinstitute.org/publications/

Tues From the Global to the (1 sr) Browse: Website of the American Jewish World Service (AJWS): Work on Design Project Nov 11 Grassroots http://ajws.org/ Make sure to look at the AJWS We Believe Campaign: http://webelieve.ajws.org/ Design Project Team Manifesto Guest: Taal Hasak-Lowy, due tomorrow (Wednesday). Executive Director, Chicago Additional texts will be assigned. office, American Jewish World Service

Thurs Design Team Meetings NO CLASS Continue to work on Nov 13 Design Project Please use this class session to meet with your Design Project team and begin to work on designing your program. Weekly Reflection #8 – deadline: This Sunday at 11.59pm.

School of Education and Social Policy, Northwestern University SESP 303, Fall 2014, Cohen & Ross 8

Tues Fiction and Film (1 k) Read the new young adult novel Fault line (2013) by C. Desir and bring a Continue to work on Design Nov 18 as Vehicles for couple written notes representing your honest, gut-reaction to the novel, as well as Project Social Change your questions for Christa Desir Anonymous Reflection – Guest: Christa Desir, (2) Watch: Meet my rapist (2013) by Jessie Kahnweiler (8 minute, short film): deadline: In class on Thursday activist and author http://jessiekahnweiler.com/films/jidoijcdo/ November 20. Write and PRINT OUT a one- (3) Read Laughing About Rape (2014), an interview with Jessie Kahnweiler, written page informal anonymous by Danny M. Cohen: http://www.dannymcohen.com/2014/01/laughing-about- reflection on Fault line and our rape.html conversation with Christa Desir. To retain your anonymity, please (4 sr) Browse: http://www.buzzfeed.com/regajha/27-survivors-of-sexual-assault- print your reflection in Times quoting-the-people-who-attack and New Roman font, font size 12, http://www.buzzfeed.com/spenceralthouse/male-survivors-of-sexual-assault- single-spaced. Reflections will be quoting-the-people-who-a scanned and shared with your classmates and may also be (5 sr) Browse: http://projectunbreakable.tumblr.com/ shared with Christa Desir.

If you have any concerns or questions about sexual violence, rape, abuse and/or suicide, we recommend the following resources:

NU’s Counseling and Psychological Services (CAPS) can provide you support and guidance with personal issues you might have. Visit: http://www.northwestern.edu/counseling/

NU’s Center for Awareness, Response, and Education (CARE) is a great resource, too. CARE provides “information, advice, crisis counseling, support, advocacy, referrals and education about sexual violence (including sexual assault, rape, intimate partner violence and stalking) as well as consent, healthy relationships and healthy sexuality to the Northwestern University community.” Visit: http://www.northwestern.edu/care/

School of Education and Social Policy, Northwestern University SESP 303, Fall 2014, Cohen & Ross 9

Thurs Physical Spaces REMINDER: Print out your anonymous reflection on Fault Line (see above for instructions) Weekly Nov 20 Reflection #9 Mass Media (1) Read: Designing for calm (2013) by Roger S. Urlich, New York Times, Jan 11 2013: – deadline: This http://www.nytimes.com/2013/01/13/opinion/sunday/building-a-space-for- Sunday at calm.html?ref=opinion 11.59pm.

(2) Watch Food Revolution video clips: (a) "Jamie Oliver's TED Talk" (2010): http://www.youtube.com/watch?v=go_QOzc79Uc (b) "Ice Cream" (2012): http://www.youtube.com/watch?v=vrSdPWV5Tjo (c) "Processed Food" (2010): http://www.youtube.com/watch?v=Az-7Qb7tDy0&feature=related (d) "Chicken Nuggets" (2010): http://www.youtube.com/watch?v=S9B7im8aQjo (e) "Los Angeles" (2011): http://www.youtube.com/watch?v=DgVvQliGdNc

(3) Read: Trying to Put Nutrition on the Lunchroom Menu (2010) by Mike Hale: http://www.nytimes.com/2010/03/26/arts/television/26oliver.html

(4 sr) Browse: Jamie Oliver Foundation and Food Revolution websites: http://www.jamieoliver.com/foundation/ and http://www.jamieoliver.com/us/foundation/jamies- food-revolution/home

(5 sr) Browse: Born This Way Foundation and Amy Winehouse Foundation websites: http://bornthiswayfoundation.org/ and http://www.amywinehousefoundation.org/about

School of Education and Social Policy, Northwestern University SESP 303, Fall 2014, Cohen & Ross 10

Tues Unsilencing and (1) Watch video Because silence is the enemy of change (2011): Continue to work on Design Nov 25 Social Policy http://voicesandfaces.org/emails/dec2011v2/video.html#.T2-8vRwZeyM (3 Project minutes) Guest: Anne Ream, Prepare for Design Project Expo Founder and (2) Read A rapist's shameful honor by Anne Ream (2008): Creative Director of http://articles.latimes.com/2008/jan/23/opinion/oe-ream23 Personal Reflection Part 2 – The Voices and Faces deadline: This Sunday, 11.59pm. Project (3) Read Can the stories of women challenge and change the world? (2010): Read your own Personal http://www.voicesandfaces.org/emails/oct2010/index.html Reflection (part 1) from the start of the quarter in which you (4) Listen to Chicago Public Radio’s Organization brings victims of sexual violence out of reflected on participating in a social silence (2010): http://www.wbez.org/episode-segments/organization-brings- program. Write a response to your victims-sexual-violence-out-silence (21 minutes) reflection (as a reply to your original Canvas post), answering the (5) Read Writing to create change: “The Stories We Tell” debuts at the Chicago Cultural following questions: In light of Center (2011): http://voicesandfaces.org/emails/aug2011/index.html what you have learned in this course, what do you think made (6 sr) Browse Voices and Faces website: http://voicesandfaces.org/ that experience effective and/or ineffective? If you have any concerns or questions about sexual violence, rape, and/or abuse, we recommend the following resources:

NU’s Counseling and Psychological Services (CAPS) can provide you support and guidance with personal issues you might have. Visit: http://www.northwestern.edu/counseling/

Thurs Nov 27 NO CLASS

School of Education and Social Policy, Northwestern University SESP 303, Fall 2014, Cohen & Ross 11

Tues Design Project Expo (Design team presentations) Dec 2 Location: Annenberg Hall Commons, 3rd Floor (by the elevators)

Thurs Conclusions (1 k) Read: Chapter 9 of Youniss & Yates: Work on Group Design and Implementation Proposal Dec 4 Ten ideas for designing and implementing community- service programs. Group Design and Implementation Proposal (Final Paper) EMAIL AS WORD DOCUMENT TO BOTH DANNY & EMILY – (2 sr, optional) Chapter 10 of Youniss & deadline: Wednesday Dec 10, 11.59pm. See separate guidelines for details. Yates: Identities in the making. Individual Course Reflection (3) Come to class ready to talk about the SEND IN BODY OF EMAIL TO BOTH DANNY & EMILY – programs and theories we’ve studied, and deadline: Thursday Dec 11, 11.59pm. At the end of the quarter, write an ready to reflect on your experiences and informal reflection on some of the things you learned throughout the quarter. learning throughout the quarter. You might reflect on your experiences working on your Design Project, or you might reflect on the design process at a theoretical level. This paper is your opportunity to illustrate what you have learned, what you might be cynical about, and what questions you will take away with you.

School of Education and Social Policy, Northwestern University