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THE UNIVERSITY OF TEXAS AT AUSTIN
SCHOOL OF SOCIAL WORK
Course/Unique Number : UGS 302 / U# 64990 Office Number : SSW 3.130K
Semester : Fall 2013 Office Phone : 471- 6266
Meeting Time/Place : MWF 2 : 30 - 5 : 00 / Main 220B Office Hours : Friday 1 - 3 pm & by appt.
Instructor : Professor Yolanda C. Padilla, PhD, LMSW-AP, ypadilla@utexas.edu
Signature Course
HOW TO CHANGE THE WORLD (UGS)
FLAG : Writing
FLAG : Ethics and Leadership
Signature Courses are an important part of becoming a successful college student at UT. Signature
courses are designed to introduce UT undergraduates to academic discussion and analysis of issues of
contemporary real-world importance from an interdisciplinary perspective. Signature Courses help
guide students to become better writers, speakers, and problem solvers and assist them in using the
research methods and critical thinking skills that are necessary to perform well in all other courses.
Information Literacy is an important component of signature courses, specifically instruction in basic
research and information evaluation skills. The learning experience extends beyond the classroom to
include the use of the unique gems and resources – museums, archives, lectures, performances – of the
University of Texas at Austin.
This course carries two flags:
Writing flag. Writing flag courses are designed to give students experience with writing in an academic
discipline. In this class, you can expect to write regularly during the semester, complete substantial
writing projects, and receive feedback from your instructor to help you improve your writing. You will
also have the opportunity to revise one or more assignments, and to read and discuss your peers' work.
You should, therefore, expect a substantial portion of your grade to come from your written work.
Ethics and Leadership flag. Ethics and Leadership courses are designed to equip you with skills that are
necessary for making ethical decisions in your adult and professional life. You should therefore expect a
substantial portion of your grade to come from assignments involving ethical issues and the process of
applying ethical reasoning to real-life situations. In this class we will reflect on real-life ethical choices
concerning social issues from people who have been leaders in changing the world. You will have the
opportunity to reflect on questions or problems in the wider society that are relevant to your own
personal and professional lives—as well as to consider how to take on a leadership role by taking the
initiative to encourage ethical action.
I. Course Description
In the spirit of the motto of The University of Texas at Austin, “What starts here changes the world,” the
aim of this course is to challenge students to view themselves as active agents of social change. We will
explore such questions as: What influences how we engage in the issues of our world? Is knowledge
enough? How can we make our own career transformational? The premise of this course is that the
basis for individual action toward social change is critical awareness, both on an intellectual and personal
level. We will read and reflect upon the stories and visions of individuals who have made a difference
and begin to imagine the kind of world we want to create.
II. Required Readings
Readings in order of assignment date (available on Blackboard)
The Cycle of Socialization, by Bobbie Harro in Readings for Diversity and Social Justice, Maurianne
Adams et. al., Ed. (NY: Routledge, 2000).
Hip Deep: Opinion, Essays, and Vision from American Teenagers , by Able Louise Young, Ed.
(Providence RI: Next Generation Press, 2006). Selected essays: Will the Tortoise Win the
Race?, Eric Green; Daniel’s Letter, Daniel Omar Araniz; A Coach’s Word, James Slusser; The
Healing Heart, Bessie Jones; The Case for Race, Candace Coleman.
Lyndon B. Johnson’s Speech Before Congress on Voting Rights , March 15, 1965. (Video)
Seeing is Believing: The Enduring Legacy of Lyndon Johnson , address by Joseph A. Califano, Jr.,
Washington, DC, May 19, 2008.
Statement from Alabama Clergymen, New York Times , April 12, 1963. [Article urging blacks to
withdraw from racial demonstration.]
Letter From Birmingham Jail, April 16, 1963, Martin Luther King, Jr. [In response to Statement from
Alabama Clergymen]
Artists and Social Change, by Curtis Carter, Philosophy Faculty Research Publications (Marquette
University 3-Publications@Marquette, 2009).
Yes, We're Queer: LGBTQ Youth Speak Out , by Anna Blackshaw (Indyweek.com, May 2, 2012).
Paul Farmer, A Man Who Would Cure the World (Biography), Academy of Achievement (1996-
2012, http://www.achievement.org/autodoc/pagegen/index.html).
To Repair the World: Paul Farmer Speaks to the Next Generation , by Paul Farmer and Jonathan
Weigel (Los Angeles, CA: University of California Press, 2013). Selections: Introduction to
Part I, Reimagining Equity (pp. 3-6); General Anesthesia for the (Young Doctor’s) Soul? (pp.
7-19); Introduction to Part III, Health, Human Rights, and Unnatural Disasters (pp. 123-127),
Global Health Equity and the Missing Weapons of Mass Salvation (pp. 128-142).
Developing a Liberatory Consciousness, in Readings for Diversity and Social Justice, by Maurianne
Adams et. al., Ed (NY: Routledge, 2000).
Development of the Role of Public Health Nurses in Addressing Child and Family Poverty: A
Framework for Action, by Benita E. Cohen and Linda Feutter in Journal of Advanced
Nursing (2007, 60:1, pp. 96-107).
An Appeal to the Young (1880), by Peter Kropotkin, in The Communist Manifesto and Other
Revolutionary Writings, edited by Bob Blaisdell (Mineola, NY: Dover Publications, Inc.).
B. Everything but the Paper Annotated Bibliography Research Project
(Written and Oral Report)
Students will conduct research and prepare an annotated bibliography on national or international social
change efforts toward a contemporary cause, such as poverty, gay social exclusion, human trafficking,
etc. The purpose of this assignment is to gain skills in the process of conducting research: selecting
sources, reading those sources, evaluating them, and then seeing which sources provide a unique
perspective into your topic. Students will engage in all aspects of conducting a research project except
for writing the report.
Students will work in groups of three on a common topic and address three content areas:
Part 1. Description of the social problem
Part 2. Efforts toward social change
Part 3. Work by a leader who has made a difference during any period in history
Each of the three students will be responsible for writing an annotated bibliography on one of the three
content areas and giving a 5-minute PowerPoint oral presentation on it. However, the three parts must
flow together and be approached as a single coherent project. It must be obvious that all group
members worked together on the project and read each other’s sections.
C. Engagement in Class Discussion and Other Required Activities
To be ready for class discussion, please bring a sheet of paper with a few observations on the readings.
I will pick up your notes (at unannounced times). Each student will have the opportunity to comment
about an aspect of the readings or other learning experiences (such as visits to museums) that is
important to him or her. For example, this could mean talking about what part of the readings or other
activities most impact or resonate with you or taking issue with some aspect of the readings/material. At
the end of the semester I will judge your overall contribution to class discussion. This portion of your
participation grade will be based on your: (a) familiarity with readings; (b) ability to hear and understand
what others say; (c) ability to express yourself clearly; (d) ability to synthesize the thoughts of others to
form new insights, conclusions, or questions; (e) ability to disagree constructively; (f) cooperation in
building a stimulating and supportive intellectual atmosphere in class; and (g) ability to use Socratic
questioning (see http://changingminds.org/ techniques /questioning/socratic_questions.htm).
Examples of critical thinking skills to be used in all assignments
Note your observations about what you read/see/hear using critical thinking:
let yourself be inspired
identify themes
analyze (break down) ideas
synthesize ideas (uncover
relationship among ideas)
make your own interpretations
draw on your experience
challenge your patterns of
belief
consider implications
uncover unstated assumptions
raise vital questions
draw conclusions
imagine what things mean for
your own life
IV. Course Schedule (Dates for out of class events tentative.)
Date Class theme and activity Readings Due today
Aug 28 Introduction to the course
Sept 4 “Who am I?” How the roles we have been socialized into influence how we engage in the issues of our world
RESEARCH REPORT ~ Groups select research topics *Bring your laptop if you have one.
“The Cycle of Socialization,” Readings for Diversity and Social Justice Hip Deep: Opinion, Essays, and Vision from American Teenagers, selected essays o Will the Tortoise Win the Race? o Daniel’s Letter o A Coach’s Word o The Healing Heart o The Case for Race
ESSAY 1 OUTLINE ~
Interpretive Analysis (Preliminary draft)
RESEARCH REPORT ~
Annotated Bibliography
- Choice of Topic Worksheet
Bring a news article on a social problem that interests you.
Sept 1 1
Meet at LBJ Museum at 9 : 30 am
A vision for a more just society: US President Lyndon B. Johnson and the Great Society
TOUR: LBJ Presidential Museum ( On the UT campus at 2313 Red River St.)
Johnson’s Speech Before Congress on Voting Rights (video and transcript) “Seeing is Believing: The Enduring Legacy of Lyndon Johnson”
Sept 1 8
Meet at PCL 1. at 9 : 15 am
Research Project
LIBRARY VISIT: Research Skills Workshop (2:30 to 4:15)
ESSAY 1 OUTLINE ~
Interpretive Analysis (Final draft)
Sept 25 The elements of good writing Essay 2 - Peer Review
Workshop: Writing with Clarity & Grace
Discussion of museum visit ESSAY 2 ~ Textual Analysis
University Lecture Series: October 1, 2, or 3, 7:00-8:00 pm, Hogg Auditorium (select one). Details on Bb. Attendance required.
Nov 13 Can a book change the world? Bio: Betty Friedan
“The Feminist Movement in the 20th Century” “Books as Bombs: Why the Women’s Movement Needed The Feminine Mystique ” Student Reading 4: See Blackboard
Come prepared to tell us about a book that has challenged the way you look at the world
Group 4 Research Presentation
Nov 20 Advocacy in the public arena “Advocacy and Argumentation in the Public Arena”
Student Readings 5 & 6: See Blackboard
Groups 4 & 5 Research Presentations
Nov 27 No class, in lieu of attendance at a university event TBA
Dec 4 Advocacy in the public arena (cont.)
Final thoughts on the class and course evaluations
Last day of class
ESSAY 4 & ~ Argumentation (Read and submit essay)
V. Classroom and University Policies
Classroom Policies
Use of Blackboard in Class. This course uses Blackboard, a Web-based course management system with password-protected access at http://courses.utexas.edu. Blackboard can be used to distribute course materials, to communicate and collaborate online, to post grades, to submit assignments, and other course- related work. You will be responsible for checking the Blackboard course site regularly for class work and announcements. Students can find support in using Blackboard at the ITS Help Desk by calling 475-9400. Please check the Blackboard website for hours of operation.
Classroom Etiquette on Electronic Gadgets. Cell phones must be put away during class and computers turned off (except when used with professor authorization). Students who use gizmos for non- class related activities will be marked absent and asked to leave for the remainder of that class.
Assignment Submission. All assignments must be submitted in hard copy in order to receive credit. No electronic submissions.
Late Work All assignments submitted after the beginning of class are considered late. Student presentations can only be given on the allotted dates. Assignments will be penalized 5 points for each calendar day late. Presentations cannot be re-scheduled. Films shown in class are not available for individual viewing (with the exception of limited films available at the SSW Learning Resource Center).
Style Manual and Proper Credit. The Publication Manual of the American Psychological Association is the style manual used by the School of Social Work. It provides guidelines for formatting papers and referencing sources. To avoid plagiarism, you must correctly cite your sources when using words or ideas that are not your own. When you use exact quotes, use quotation marks and cite the source. Give credit as well when using someone else’s ideas, even if you reword the idea.
Writing Center I encourage you to use the Undergraduate Writing Center, FAC 211, 471- (http://uwc.utexas.edu/home). The Undergraduate Writing Center offers free, individualized, expert help with writing for any UT undergraduate, by appointment or on a drop-in basis. Any undergraduate enrolled in a course at UT can visit the UWC for assistance with any writing project. They work with students from every department on campus, for both academic and non-academic writing. Whether you are writing a lab report, a resume, a term paper, a statement for an application, or your own poetry, UWC consultants will be happy to work with you. Their services are not just for writing with "problems." Getting feedback from an informed audience is a normal part of a successful writing project. Consultants help students develop strategies to improve their writing. The assistance they provide is intended to foster independence. Each student determines how to use the consultant's advice. The consultants are trained to help you work on your writing in ways that preserve the integrity of your work. Open from 9 a.m. to 7 p.m. Monday- Thursday and from 9 a.m. to 3 p.m. on Friday.
University Notices and Policies
The University Of Texas Honor Code. The core values of The University of Texas at Austin are learning, discovery, freedom, leadership, individual opportunity, and responsibility. Each member of the
of hearing). Present the letter to the professor at the beginning of the semester so that needed accommodations can be discussed. The student should remind the professor of any testing accommodations no later than five business days before an exam. For more information, visit http://www.utexas.edu/diversity/ddce/ssd/.
Religious Holidays. By UT Austin policy, students must notify the professor of a pending absence at least fourteen days prior to the date of observance of a religious holy day. If the student must miss a class, an examination, a work assignment, or a project in order to observe a religious holy day, the professor will give the student an opportunity to complete the missed work within a reasonable time after the absence.
Use of E-Mail For Official Correspondence To Students. Email is recognized as an official mode of university correspondence; therefore, students are responsible for reading their email for university and course-related information and announcements. Students are responsible to keep the university informed about changes to their e-mail address. Students should check their e-mail regularly and frequently—daily, but at minimum twice a week—to stay current with university-related communications, some of which may be time- sensitive. Students can find UT Austin’s policies and instructions for updating their e-mail address at http://www.utexas.edu/its/policies/emailnotify.php.
Safety. As part of professional social work education, students may have assignments that involve working in agency settings and/or the community. As such, these assignments may present some risks. Sound choices and caution may lower risks inherent to the profession. It is the student's responsibility to be aware of and adhere to policies and practices related to agency and/or community safety. Students should notify the professor regarding any safety concerns.
Behavior Concerns Advice Line (Bcal). If students are worried about someone who is acting differently, they may use the Behavior Concerns Advice Line to discuss by phone their concerns about another individual’s behavior. This service is provided through a partnership among the Office of the Dean of Students, the Counseling and Mental Health Center (CMHC), the Employee Assistance Program (EAP), and The University of Texas Police Department (UTPD). Call 512-232-5050 or visit http://www.utexas.edu/safety/bcal.
Emergency Evacuation Policy. Occupants of buildings on the UT Austin campus are required to evacuate and assemble outside when a fire alarm is activated or an announcement is made. Please be aware of the following policies regarding evacuation:
Familiarize yourself with all exit doors of the classroom and the building. Remember that the nearest exit door may not be the one you used when you entered the building. If you require assistance to evacuate, inform the professor in writing during the first week of class. In the event of an evacuation, follow the professor’s instructions. Do not re-enter a building unless you are given instructions by the Austin Fire Department, the UT Austin Police Department, or the Fire Prevention Services office.
