Sociology 395: Prof. Jim Sikora
Tuesdays, Shaw 106
6:00-8:30 p.m.
Fall 2006
Action Research Seminar: This seminar bridges theory and applied research in community action. The course introduces the student as “citizen-scholar” to the multiple ways of seeking information on communities, examining community issues, developing action plans, and implementing proactive programs. Action research projects enable students to engage the community in the various roles effective citizenship requires whether as volunteers, interns, independent scholars, or leaders. In this course, students learn the interviewing, networking, and organizing skills that they will need to be effective agents of positive change.
Course goals for students are to:
• engage the IWU and local community as active citizens
• develop basic skills important for community action leadership
• participate in team-organized community projects
• form working partnerships with faculty, students, and community members
• draft action projects for long-term Bloomington-Normal community involvement
• present summaries of projects to executive and advisory community boards
By the end of this course, students are expected to complete a:
• reflective journal and a project log summarizing their involvement as individuals and team members working on community projects
• series of weekly exercises for their personal and collective development as team members in the community
• project portfolio/binder and a final progress report
• number of visits to community sites
• team action plan for their community projects
• formal presentation to their class and their community partner.
Attendance: Required. Since we meet only once a week, missing one day is equivalent to missing a week of classes. Exercises, presentations, discussions, team activities, and skill building demand our full attention.
Office Hours: Wednesdays 9-11a.m.; Mondays and Wednesdays 1-2 p.m.; Tuesdays and Thursdays 8:30-9:15 a.m. and 10:45-11:45 a.m.; and by appointment, preferably on Wednesday afternoon. Because of conflicts with university or academic responsibilities, sometimes I may reschedule office hours for that day or week. If I am in my office at non-office hour times and the door is open, feel free to visit with me.
Required Text:
Stringer, Ernest T. 1999. Action Research. Second edition. Thousand Oaks, CA.: Sage Publications. Please bring Stringer’s book to each class.
Required E-Reserves at Ames Library (password: verve) include:
Gerston, Larry N. 2002. Public Policymaking in a Democratic Society: A Guide to Civic Engagement. Armonk, NY: M. E. Sharpe.
Langton, Phyllis Ann and Dianne Anderson Kammerer. 2005. Practicing Sociology in the Community: A Student’s Guide. Upper Saddle River, NJ: Pearson, Prentice-Hall.
Nyden, Philip, Anne Figert, Mark Shibley, and Darryl Burrows (editors). 1997. Building Community: Social Science in Action. Thousand Oaks, Ca: Sage Publications.
Obama, Barack. 1995. Dreams from My Father: A Story of Race and Inheritance. New York: Kodansha International.
Reason, Peter and Hilary Bradbury (editors). 2001. Handbook of Action Research: Participative Inquiry and Practice. Thousand Oaks, Ca: Sage Publications.
Rodin, Judith and Stephen P. Steinberg (eds). 2003. Public Discourse in America: Conversation and Community in the Twenty-First Century. Philadelphia: University of Pennsylvania Press.
Action Research Center (ARC) Cabinet Resources: In the file cabinet outside CLA 263 are materials for review, including previous research, as you work on your respective projects.
Readings, Student Challenges & Opportunities for the Seminar
(AR)—Action Research, pages and chapters from Stringer’s text
(BC)—Building Community: Social Science in Action, e-reserve
(HAR)--Handbook of Action Research, e-reserve
(BO)-- Dreams from My Father, e-reserve
(PDA)--Public Discourse in America, e-reserve
(PPDS)--Public Policymaking in a Democratic Society, e-reserve
(PSC)--Practicing Sociology in the Community, e-reserve
Aug 30:
(AR) Stringer’s pp.1-16: “Research in Professional and Public Life” and pp. 17-42: “Principles of Community-Based Action Research.”
Introductions of participants and course orientation
Discussion of Stringer’s chapters 1 and 2
Discussion of project possibilities either in process or new |
Skills building: Active listening
Sept 5:
Due: Clean draft of your resume.
(AR) Chapters 3 & 4, pp. 43-88: “Setting the Stage” and “Look: Building the Picture.” Also, (BC) pp. 240-242: “Conclusion: Collaboration Gives Hope and Voice in an Age of Disenchantment.”
Quiz on readings
Discussion of today’s readings
Assigning projects and teams for IWU and local community projects
Skills building: The art of journaling. Read (PSC), pp. 67-84, “Recording and Reflecting.”
Sept 12:
Due: Updated resumes for partners at IWU and the local community.
(BC) pp. 3-13: “University-Community Collaborative Research: Adding Chairs at the Research Table” and (AR) Chapter 5, pp.89-114: “Think: Interpreting and Analyzing.”
Quiz on readings
Discussion of today’s readings
Team project presentations and discussions
Skills building: Taking minutes and creating agendas for meetings.
Sept 19:
(BO), pp. 123-171, Barak Obama’s Dreams from My Father.
Quiz on readings
Discussion of today’s readings
Skills building: Managing and conducting meetings.
Sept 26:
Due: Journals
(BC) pp. 120-128: Case 14” “Bring the Community into the University”; pp. 202- 210: “Research, Organizing, and the Campaign for Community Policing in Chicago”; and pp. 219-225: “Case Study 25: The Imperfect Practice of Collaborative Research: The ‘Working Group on Neighborhoods’ in Toledo, Ohio.”
Quiz on readings
Discussion of today’s readings
Skills building: Brainstorming: Building a preliminary picture, (AR) 59-60.
Oct 3:
Due: Objectives and plans for team and individual projects.
(AR) Chapters 6 & 7, pp. 115-163: “Act: Resolving the Problems” and “Act: Resolving Complex Problems.”
Quiz on readings
Discussion of today’s reading.
Skills building: Developing an action plan.
Oct 10:
Due: Project binders/portfolios and logs.
(AR) Chapter 9, pp.187-215: “Understanding Action Research: The Theory Behind the Practice” Quiz on readings
Discussion of today’s reading
Skills building: Working effectively with community partners.
Oct 17:
Consultation and Team and Individual Projects. This breakout time is for team meetings and individual project critiques by the class. Because of an important conference, I will be out of town on this day.
Oct 24:
Due: Team and Individual action plans for projects. Individual and group projects presented to the class. Breakout time is for team meetings and individual appointments for consultation with the faculty partner.
Skills building exercise: Tips for giving and receiving feedback and criticism.
5-8 minute presentations of individual action plans and feedback from class
Oct 31:
Due: Journals and project logs.
Read (HAR) pp. 356-362: “Participatory Research and Education for Social Change: Highlander Research and Education Center,” and pp. 396-402: “Six Street Youth Who Could . . . .”
Quiz on readings
Discussion of today’s readings
10-minute presentations and feedback from class
Team breakout time
Skills building: Writing an editorial.
Nov 7:
Due: IWU Team project paper.
This class centers on questions about you in your partnership and team projects, about you as a citizen, and about you and the general community. Read (PPDS) pp. 153-164, “Participation, Politics, and Policymaking: Putting It Together.”
Discussion of today’s readings
Personal reflection time and journaling, in response to today’s reading.
Team breakout time
Skills building: Writing a press release.
Nov 14:
Audio-visual formal presentations of team action projects.
Nov 21:
No Class: Thanksgiving Break
Nov 28:
Audio-visual presentations of local community action projects.
Dec 5:
Audio-visual presentations of local community action projects.
Dec 12:
Due: Journals and Team Project Reports
Course Debriefing
Course Evaluations
Course Requirements and Grade: Percent of Course Grade, Requirement or Outcome:
25% Journal Notes: Each student maintains a weekly synopsis of plans and actions taken on the team and individual projects. Journal notes are in-depth notes describing activities, things you learned, information gathered from participants, changes in previous plans and actions (explain what changed, why it changed, your personal involvement during those changes, and what you have learned from the changes).
Journals must be dated, current, kept weekly throughout the semester and due to the instructor at the start of class on the dates specified in the syllabus.
15% Quizzes on readings.
15% Individual and team action plans for community partner projects.
20% Formal PowerPoint presentations, team and individual, on community projects. Include in your presentation the following: your action plan, your experiences with the community partner, background history of partner organization, table of organization, and where your project fits into the organization, timeline and objectives for this semester and beyond.
25% Project Binder/Portfolio and Progress/Status Report Project Log: A biography of your project and its attendant parts. The log is a condensed timeline that allows you to keep track of work on your individual community and team projects.
Each time you meet with others to talk about the team or your community project, at a minimum note in your log the date, place, time (start and finish of meeting), names of people who attended, subjects discussed, decisions made, and future meetings scheduled (similar to abbreviated minutes from a meeting).