Using the Occupy Movement as a Teaching Tool for Civic Engagement Judith S. Willison, Assistant Professor of Social Work Madonna LaRocque, undergraduate student Bridgewater State University Bridgewater, Massachusetts Judith S. Willison, Assistant Professor of Social Work Madonna LaRocque, undergraduate student Bridgewater State University Bridgewater, Massachusetts Photo: Danielle Mooney

Learning Objectives: Discuss the integration of relevant course content into students’ learning process. Explore strategies that prepare students for active civic engagement Address challenges of translating social problems and solutions into collective engagement.

Civic Engagement vs Service Learning Service Learning assignments are often viewed as something one needs to “get through,” whereas becoming engaged in a civic activity implies one become an active citizen participant, which has far - reaching implications for our young people.

The Visit Your role is to gather information about the social welfare issues that intersect with the Occupy Boston movement. These social problems include homelessness, poverty/working poor, health care accessibility/affordability, and higher education accessibility/affordability. Your role is not to engage in advocacy while you are at Occupy Boston as part of this field trip. Rather, you will be observing, asking questions, and gathering information in order to better understand how these social issues impact individuals who may become consumers of social work services. Please bring paper and pen in order to take notes on your conversations with people.

Some potential questions for students to consider prior to going to Occupy Boston As you prepare to go to Occupy Boston what are your thoughts? As you prepare to go to Occupy Boston what are your feeling/emotions? What do you hope to learn by going to Occupy Boston (What is your learning intention)? What additional questions might you wish to ask individuals with whom you speak?

Reflection Assignment Below are some questions to guide your information gathering and the format of the 1-2 page paper you will submit. You can pick one social issue and focus on that or you can gather information on multiple issues: homelessness, poverty/working poor, health care accessibility/affordability, and higher education accessibility/affordability. What are the main causes of this social problem? How does this social problem impact individuals and families? What social policies are related to this social problem What policy changes might address this social problem What services can social workers provide to those who are struggling with this social problem? Photos by Danielle Mooney

Some potential questions for students to consider after going to Occupy Boston After going to Occupy Boston: what are your thoughts? After going to Occupy Boston: what are your feeling/emotions? Did you achieve what you hoped to learn by going to Occupy Boston? What additional questions may have emerged upon reflection, following the experience that you wish you could have asked or that remain to be answered? After going to Occupy Boston: what are your thoughts? After going to Occupy Boston: what are your feeling/emotions? Did you achieve what you hoped to learn by going to Occupy Boston? What additional questions may have emerged upon reflection, following the experience that you wish you could have asked or that remain to be answered? ? ? ?

Student Reflections: Impact on Learning Course Content Real and relatable Civic Engagement Served as a catalyst for future involvement Provided a change in ideological perspective Micro/Macro Practice Link Micro practice is generally indicative of a narrow focus on the client/issue without much consideration for the larger social problem Participating in this project illuminated the notion that a macro perspective is integral and should be enmeshed within micro practice. Course Content Real and relatable Civic Engagement Served as a catalyst for future involvement Provided a change in ideological perspective Micro/Macro Practice Link Micro practice is generally indicative of a narrow focus on the client/issue without much consideration for the larger social problem Participating in this project illuminated the notion that a macro perspective is integral and should be enmeshed within micro practice.

Student Reflections: On Becoming Engaged in Civic Opportunities Increased awareness of macro social issues as they affect clients and their family systems. Heightened awareness of opportunities to engage in civic work both on and off campus Increased awareness of macro social issues as they affect clients and their family systems. Heightened awareness of opportunities to engage in civic work both on and off campus Photo: Danielle Mooney

Student Reflections: Classroom learning vs. Active Learning Classroom learning tends to feel more hypothetical in nature. Active learning at the Occupy camp allowed the learner to connect with the people involved in real time and space. Classroom learning tends to feel more hypothetical in nature. Active learning at the Occupy camp allowed the learner to connect with the people involved in real time and space. Photo: Danielle Mooney

Student Reflections: What supported the learning? Pre visit research Focus questions Post visit reflection assignment Follow up classroom discussion Pre visit research Focus questions Post visit reflection assignment Follow up classroom discussion Photo: Danielle Mooney

Student Reflections: Final Thoughts and an Observation or Two Passive Model = Apathetic, Disengaged Students Active Model = Engaged Students, Connections Developed Flexibility, Choice, Self-Directed Learning Advanced planning difficult as assignment emerged from an evolving, current event. Non-Participant remorse?

Tell me and I forget. Teach me and I remember. Involve me and I learn. – Benjamin Franklin

Discussion Questions:  Is it appropriate for students to observe or participate in civil disobedience on or off campus?  How does this relate to faculty concerns associated with tenure and promotion?  How can academic institutions promote students’ learning around civic engagement without being partisan?  How might faculty manage the learning process related to civic engagement with students who are ideologically opposed to civil disobedience?  Is it appropriate for students to observe or participate in civil disobedience on or off campus?  How does this relate to faculty concerns associated with tenure and promotion?  How can academic institutions promote students’ learning around civic engagement without being partisan?  How might faculty manage the learning process related to civic engagement with students who are ideologically opposed to civil disobedience? Photo: Danielle Mooney