LOYOLA UNIVERSITY CHICAGO

School of Communications
COMM 315
Social Justice Utilizing Communications & Media
Instructor: Lillianna Franco
Time: Wednesdays, 4:15-6:45 pm
Email: lfranco1@luc.edu
Credit Hours: 3

Office: Sullivan Center, Suite 295 (LSC)

Class Location: Cuneo Hall, Room 103
Office Hours: By appointment
Required Prerequisite: COMM 305

COURSE DESCRIPTION:
The media, social media, and various forms of communication are providing individuals with
leadership to change society for better and sometimes, for worse. If we recall, social media had
helped make large political movements across the world. Furthermore, forms of communication,
such as speeches, from leaders have dominated countries into continue dictatorship. Finally,
media coverage about this events does not do the real story justice. This interdisciplinary seminar
course will discover the interjection between communication studies, media forms, and other
informal systems of communication, with a social justice lens. Students interested in this course
must have a deep desire to use communications to efficiently try to combat injustices. It is
required to have taken COMM 305 as a prerequisite to the course to have a deeper understanding
to the study of communications and its effects on society. By utilizing concepts in
communication studies and gaining an understanding of social justice issues, these forms of
communication will be critically analyzed and evaluated in order to deepen the students
understanding of the effects of communication on social justice issues.
First, students will have the opportunity to dive deeper into the meaning of social justice by
reviewing privilege and oppression in various topics that affect society today. Next, students will
review the social change model in order to understand their commitment to change. Finally,
students will be utilizing their effective communication skills to evaluate and contribute to their
main project. Students will have the opportunity to have significant learning experiences by
working on a main group project that focuses on communication solutions to improve social
justice issues. Students will learn to value social justice and equity, and feel motivated to practice
morally high professional standards when dealing with it in communication study fields or work.
By providing students with edifying literature, they will challenge themselves to learn about their
moral values and how they can commit/become advocates for themselves and others.
TEACHING PHILOSOPHY:
With Loyolas mission centered in social justice, and my personal teaching philosophy centered
on the importance of the social change model, I believe my personal teaching philosophy is
utilizing high impact learning practices to help students develop their own purpose. My
commitment to the classroom is to create learning centered environments where students feel
engaged and excited. I utilize significant learning experiences, as depicted by Dee Fink, for
students to feel truly engaged in and outside of the classroom. I believe students learn through
action and activity and hope students learn how they can continue to learn outside of the
classroom. Most importantly, I believe I am also a student in the learning community of my

classroom. I believe in the integrity of work and appreciate when students come to the classroom
with an open mind and heart.
LEARNING OUTCOMES:
Once students complete the course, they will have the ability and skills to:
Foundational Knowledge Goal
1. Identify how key concepts related to communications and media are applicable to social
justice issues.
Application Goal
2. Analyze how communications and media could influence social justice issues positively.
Integration Goal
3. Connect how communications and media negatively affect social justice issues.
Human Dimension: Self
4. Come to see themselves as advocates for social justice, as professionals in the
communications field.
Human Dimension: Others
5. Identify the diverse perspective taking of others, in terms of how communications and
media have affected their outlook on society.
Caring Goal
6. Value social justice and equity in society.
Learning How to Learn Goal
7. Classify sources of information that could be beneficial for further learning/research on
social justice issues.
REQUIRED READING MATERIALS:
* These books can be found at the bookstore or online.
Hanson, R. E. (2015). Mass communication: Living in a media world (5th ed.). Los Angeles:
Sage.
Johnson, A. G. (2006). Privilege, power, and difference (2nd ed.). Boston: McGraw Hill.
Komives, S. R., Wagner, W., & Associates. (2009). Leadersh ip for a better world:
Understanding the social change model of leadership development. San Francisco, CA:
Jossey-Bass.
Minto, B. (2009). The pyramid principle. San Francisco, CA: Pearson Education.
Reinsborough, P. & Doyle, C. (2010). Re:Imagining change: How to use story-based strategy to
win campaigns, build movements, and change the world. Oakland, CA: PM Press.
*These journal articles will be available in our online system.
Asur, S. & Huberman, B. A. (2010). Predicting the future with social media. International
Conference on Web Intelligence and Intelligent Agent Technology, 1, 492-499.
Briggs, C. L. & Bauman, R. (1992). Genre, intertexuality, and social power. Journal of
Linguistic Anthropology, 2, 131-172.
Myers, K. K. & Sadaghiani K. (2010). Millennials in the workplace: A communication
perspective on millennials organizational relationships and performance. Journal of
Business and Psychology, 25:2, 225-238.
Spitulnik, D. (1996). The social circulation of media discourse and the mediation of

communities. Journal of Linguistic Anthropology, 5:2, 161-187.

*Other reading materials (such as links to online articles) will be distributed in our online
system.
GRADED COURSE REQUIREMENTS:
1. Attendance, Participation, and Timely Assignments are necessary.
Being present and participating in weekly discussions and activities will allow you to learn
about how to apply knowledge to other assignments. Your performance depends on this. In
order to be able to participate effectively it is required that you read assigned reading
material on the date it is due. Additionally, late assignments will be deducted half a grade
letter each day it is late.
2. Pre and Post Self-Learning Assessment.
Students are required to submit a self-assessment about their learning on the first day of class
and after the course is completed. This self-assessment will allow you to evaluate yourself
and your learning style. It will also give the instructor a better understanding about the style
of learning you require.
3. 2 Social Justice Media Reflections.
Students will select 2 media forms (which may include images, videos, articles, and other
media outlets approved by the professor) and write a 3 page reflections for each.
Communication and media key concepts must be integrated to the social justice issue these
media forms present and must decide if they positively or negatively influence the issue.
4. Journal Reflection for FIDeLity Feedback.
Students must submit 3 journal reflections online during the duration of the class that each
shows one of the following: how your understanding of others has been influenced? How you
feel committed to a social justice cause? How you see yourself utilizing what you have
learned and applying it in your profession or in life? Journal reflections must be deep and
abundant in critical self-reflection. They should be between 2-4 pages long.
5. Group Case Study Project.
Students will get in groups of 2-4 and identify a social justice issue that they want to help
change and creatively come up with a media/ communications solution. The 10-minute
presentation must be creative and the 6-8 page paper must reflect on the issue at hand, how
communication/media currently affect it, and how a new communications/media plan can
help impact change on that issue. (*See rubric at end.)
GRADE DISTRIBUTION:
Attendance and Participation (attendance &discussion)
Pre and Post Self-Learning Assessment
Social Justice Media Reflections
Journal Reflection for Fidelity Feedback
Groups Case Study Project

10 Points
20 Points
20 Points
20 Points
30 Points

GRADING SCALE
94-100 = A
93-90 = A88-89 = B+

84-87 = B
80-83 = B78-79 = C+
74-77 = C
70-73 = CINSTITUTION POLICIES:
Academic Honesty
Academic honesty is an expression of interpersonal justice, responsibility
and care, applicable to Loyola University faculty, students, and staff, which
demands that the pursuit of knowledge in the university community be
carried out with sincerity and integrity.
The School of Educations Policy on Academic Integrity can be found at:
www.luc.edu/education/resources/academic-policies/academic-integrity/
For additional academic policies and procedures refer to:
www.luc.edu/education/resources/academic-policies/
Accessibility
Students who have disabilities which they believe entitle them to
accommodations under the Americans with Disabilities Act should register
with the Services for Students with Disabilities (SSWD) office. To request
accommodations, students must schedule an appointment with an SSWD
coordinator. Students should contact SSWD at least four weeks before their
first semester or term at Loyola. Returning students should schedule an
appointment within the first two weeks of the semester or term. The
University policy on accommodations and participation in courses is
available at: www.luc.edu/sswd/
EthicsLine Reporting Hotline
Loyola University Chicago has implemented EthicsLine Reporting Hotline,
through a third party internet & telephone hotline provider, to provide you
with an automated and anonymous way to report activities that may involve
misconduct or violations of Loyola University policy. You may file an
anonymous report here on-line or by dialing 855-603-6988. (within the
United States, Guam, and Puerto Rico)
The University is committed to the highest ethical and professional
standards of conduct as an integral part of its mission of expanding
knowledge in the service of humanity through learning, justice and faith.
To achieve this goal, the University relies on each community member's
ethical behavior, honesty, integrity and good judgment. Each community
member should demonstrate respect for the rights of others.
www.luc.edu/ethicsline
Electronic Communication Policies and Guidelines
The School of Communication faculty, students and staff respect each
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others rights, privacy and access to electronic resources, services, and

communications while in the pursuit of academic and professional growth,
networking and research. All members of the university community are
expected to demonstrate the highest standards of integrity, communication,
and responsibility while accessing and utilizing technology, information
resources, and computing facilities. A link to the Loyola University
Chicago and School of Education official policies and guidelines can be
found at:
www.luc.edu/media/lucedu/education/pdfs/SOE_Cyberbullying_Policy.pdf
www.luc.edu/media/lucedu/education/pdfs/SOE_Netiquette_Guidelines.pdf
www.luc.edu/its/itspoliciesguidelines/index.shtml
Technology
This course will utilize an online system to submit assignments and receive
grades and feedback. This is a technology related course, and the use of
different forms of media will be shared and written about. The use of
electronic communication devices during class meetings is prohibited.
Students found to be disruptive to class will be asked to leave the class for
the remainder of the meeting.
Diversity
This course will engage participants in dialogue around three major themes
related to diversity: 1) diversity in learning perspectives, styles, and
approaches related to constructing significant learning experiences; 2) the
tension presented by constructing high impact learning and encouraging
diverse groups to engage with them; 3) developing welcoming educational
spaces for individuals from diverse backgrounds.
COURSE OUTLINE:
WEEK

Topics/ *Learning
Activities

Readings (Due on
This Date)

WEEK 1

Introduction, overview of
syllabus, and Discussion of
Social Justice Video.
*Discussion on Privilege,
Oppression, and Difference.
Capitalism, Class and
Domination.
*Problem solving activity.
Discussion on How the
system works and what we
can do?
*Small Group Discussion.

Johnson Ch. 1-2

Hanson Part I

WEEK 2

WEEK 3

Assignments (Due on
This Date)

Complete Pre SelfLearning Assignment.

Johnson Ch. 3-6

Hanson Part II
Johnson Ch. 7-9

Journal Reflection #1How your understanding

of others has been
influenced?

WEEK 4
WEEK 4

WEEK 5
WEEK 6

WEEK 7
WEEK 8
WEEK 9

WEEK 10

Overview of Social Change

Model.
*Activity in class.
Overview of the power of
story, narrative, and the
battle.
*Self-reflection in class.
Discussion on Change and
Commitment.
*Case study in class.
Changing the story through
innovation.
*Activity in Class.
SPRING
Overview of Pyramid
Principle.
*In class problem solving.
Overview Restructuring
Stories.
*Activity in Class.
*Watch Documentary and
Discussion.

WEEK 11

Discussion about
Communication and Social
Justice in the workplace.
*In class community
project.

WEEK 12

In Class Group Project

Time.
Group Case Study
Presentations
Group Case Study
Presentations
Closing Remarks
*Final in class activity.

WEEK 13
WEEK 14
WEEK 15

Komives Ch. 1-3

Hanson Part III
Reinsborugh Ch. 1-3 Social Justice Media
Reflection #1
Komives Ch. 4-11

Journal Reflection #2How you feel committed

to a social justice cause?

Reinsborugh Ch. 4-6

Asur Article
BREAK
Minto Ch. 1-5
Hanson Part IV

Social Justice Media

Reflection #2

Minto Ch. 7-10

Hanson Part V
Spitulnik Article
Briggs Article
Myers Article

Choose Group Project

Team and decide on
Social Justice Issue.
Journal Reflection #3How you see yourself
utilizing what you have
learned and applying it in
your profession or in
life?
Research group social
justice issue.
Group Case Study
Project Paper Due.

Complete Post SelfLearning Assignment.

*GROUP CASE STUDY RUBRIC:

Levels/
Criteria

Does not meet/

Meets
Exceeds expectations
Score
Partially meets
expectations
(8/9)
expectations
(5/6)
(2/3)
Presentation Does not clearly Articulates some Clearly demonstrates
utilize
communications/ communications/
communications/ media
media frameworks to
media
frameworks to
define the issue and
frameworks to
showcase the
present a plan. Meets
articulate issue
issue and present 10-minute expectation.
and present a
a plan. Meets 10plan. Is less than minute
10-minutes.
expectation.
Articulation Lacks a clear
Articulates and
Clearly articulates and
of Solution
articulation of
describes how
describes how
Plan
how
communications/ communications/
communications/ media
media frameworks will
media
frameworks will be utilized to create an
frameworks will be utilized to
effective solution to
be utilized to
create an
the social justice issue.
create an
effective solution
effective solution to the social
to the social
justice issue.
justice issue.
Reflective
Does not reflect
Reflects on the
Critically reflects on
and
on the process of process of
the process of
Integrative
developing the
developing the
developing the social
Paper
social justice
social justice
justice solution and
solution, in the
solution and plan plan by focusing on
context of
but only focusing the context of
frameworks
on a few
frameworks discussed
discussed in
frameworks
in class/readings. Does
class/readings.
discussed in
meet the 6-8 page
Does not meet
class/readings.
limit.
the 6-8 page
Does meet the 6limit.
8 page limit.
*** Three points (for a total of 30) will be added for proper grammar and writing
structure.

Articulation/ Description of Course Syllabus

In developing the syllabus the first appropriate thing to do was to decide on the type of
subject that would be taught. I landed on teaching a course focused on the integration of
communication studies and social justice. In order to create the course syllabus, I followed the
steps outlined by Dee Fink in order to design a course that promotes significant learning. Fink
(2013) highlights the importance of designing a quality significant learning experience through
the preparation of the course syllabus. He outlines a step-by-step process that I followed. First, I
considered my dream for the students taking my course. I found that I desired to create a course
in which students would be impacted to come up with solutions to overcome social injustices.
Furthermore, that those solutions utilized their talents and skills in their major of communication
studies. Then, I considered the major situational factors within the teaching and learning
situation. In this case, students would come to the course with prior knowledge in
communications because they would have taken a prerequisite to take this course. The nature of
the subject would be an interdisciplinary one and students who decide to take this seminar should
have an interest in both subjects because it is not a required course for the communication studies
degree. The context of teaching would focus on the theoretical frameworks of communications
and media but would highlight the practical use of the tools gained through high impact
practices. Moreover, the course would be considered divergent because its goal would be to find
multiple perspectives on the subjects (Fink, 2013). Loyola University Chicago is not a diverse
campus in terms of the racial makeup therefore, I can assume that my course will not be as
diverse as I would like. However, this gives me an opportunity to have very important learning
moments with my students because I will be able to encourage them to see different perspectives
and become social justice advocates.

Next, I utilized Finks backward design to make sure that the process I used to create my
syllabus focused on significant learning goals. Step two, is about generating learning outcomes
that fit within Finks taxonomy of significant learning. The taxonomy of significant learning is
composed of foundational knowledge, application, integration, human dimension of self and
others, caring, and learning how to learn. At this point, I re-created my own 3-column table that
included learning outcomes, assessment activities, and learning activities. In order for students
to gain foundational knowledge, I decided to focus on them learning the key concepts in
communications that are applicable to social justice issues. In terms of application, their goal is
to be able to analyze how communications influence social justice. Additionally, in order to
have them integrate, they are to connect how communications affects social justice issues
negatively. Since human dimension is seen as two separate goals, the first is to be able to see
themselves as advocated for social justice and to identify others diverse perspectives. In
relationship to caring, students should value social justice after completing this course. Finally,
students should learn to classify sources of information to insure they can further research issues
and discover social injustices within their professional life.
After completing this step, I focused on step three that is about feedback and assessment
and step four that is about teaching/learning activities, simultaneously. Fink (2013) encourages
professors to focus on educative assessment rather than audit-ive assessment because it allows
for better learning and authentic grading. For example, in order to assess the learning outcome
of both foundational knowledge and integration I decided the assessment should come in the
form of social media reflections. Students would be able to pick two current articles, videos,
images, and from other forms of media, to reflect on how key terms from communications and
media connect to these media formats and affect the social justices or injustices they face. These

assignments would allow me to see if they understand the key concepts and how they relate and
can be integrated to social justice. This assessment would fit under criteria and standards for
educative assessment. Additionally, for learning activities, students will learn about these key
concepts through readings and in class discussions. In terms of application, the main group case
study project will identify for me if student can analyze social justice issues within
communications and media, and can apply solutions to them. The project will include a 10
minute presentation and six to eight page paper. Student must showcase how their plan will
bring justice to the issue. This would be considered a forward-looking assessment because it will
allow us to replicate a situation they may face in their professional career. Additionally, for in
class learning activities, students will have smaller case studies to work through together.
For the human dimension (self and other) and caring learning outcomes, the assessment
would focus on FIDeLity feedback that Fink describes as feedback that is frequent, immediate,
discriminating, and delivered lovingly (2013, p. 94). Students will be allowed to submit three
journal reflections in which they will answer three guiding questions. This will allow me to
analyze if they are reflecting deeply about themselves and others, and if they are gaining a sense
of commitment to their community. As the professor, I will do my best to follow the FIDeLity
feedback structure in order for the student to learn as much as possible from these assignments.
Additionally, student in-class learning activities will allow them to discuss in small group and
journal about these issues. Finally, so that we obtain our learning outcome of learning how to
learn, students will be assigned a pre and post self-learning assessment for them to gage their
learning in the beginning and at the end. This would be considered self-assessment and would
allow me, as the instructor, to better understand the students learning styles. Finally, during
class, we will host activities that allow students to reflect on their learning styles and their

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understanding about how they make decisions, work with others, and engage in community
learning activities. Students will receive educative assessments in order to ensure significant
learning experiences and they will be actively learning by being engaged with experiences and
dialogues that they are active in.
During step five, I reviewed the syllabus so that my format made sense together and was
integrated and aligned. Then, I went to the intermediate phase, which is composed of steps six
and eight. Here I decided to create my sequence for the course design. My course structure was
designed in a sequence that builds on each other. The sequence of themes is as follows: Social
Justice, Mass Communication, Social Change Model, Creating Narratives and Storytelling,
Pyramid Principle, and Innovating and Reconstructing stories. In order to follow step seven, I
went back and compared my themes to my in-class activities and out-of-class activities. This
ensured that my instructional strategy would work and be the best learning experience for the
students. Finally in Step eight, I was able to create the overall scheme of the learning activities
over the course of the entire semester. The example of how this is organized can be seen in the
course schedule. During the final steps from nine to 12, I decided I would grade by points to
keep it simple (step nine). For step 10, I looked over what could go wrong and found that
students would not have enough time to do the reading and the assignments, so I moved the
schedule around to cater to the students. In step 11, I decided to use the list of appropriate
syllabus items depicted by Nilson because I felt it gave a great overview and order to all the
additional items I need to add to the syllabus. Nilson (2010) described the syllabus as a course
handbook and a true introduction to the course. I appreciated Nilsons way of seeing a syllabus
because it made the syllabus more valuable than what I had expected it to be to the course. I
organized the syllabus with: the course and my personal information, the course description, my

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teaching philosophy, the learning outcomes, required reading material, graded course
requirements, the grade and scale distribution, institution policies, the course outline, and the
group case study rubric. Finally, to complete step 12, I decided that I would utilize the threejournal reflections assignments that I would gain consistently throughout the semester from each
student, to evaluate if the course is continually taking students forward in their learning
outcomes. If I notice that students are not consistently gaining the learning outcomes desired, for
the course, I would reevaluate the syllabus and stay flexible in order to provide students with
significant learning experiences that they need in the development of their learning.
Reflection
Reflecting on the process of creating a syllabus I realized just how difficult creating a
course really is. Although I absolutely loved and enjoyed the challenge, I found myself secondguessing my thoughts and words with every aspect. However, I felt the integrated course design
and beginning with the backward design was truly helpful. It allowed me to really think about
what I really wanted to teach rather than to have to create learning outcomes to fit the
assessments or activities I had in mind. I found steps one through four to be exceptionally
helpful in guiding me through the process of understanding the context, creating learning
outcomes, finding assessments, and designing activities. However, once I got to step five, I felt
truly challenged. I feel that my mind is so used to going in forward design that I just could not
think in backward design any longer. This made me realize how we are truly programed to
follow an order that at times needs to be broken to be able to create something of quality.
Although this was the biggest challenge I faced, I continued on with the steps but felt uneasy and
insecure if I was completing the tasks appropriately. For example, I was not sure if my scheme
and sequence was continuously appropriate for the students individuals learning styles.

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Nevertheless, I continued on and created my syllabus. I found the Nilson article to be helpful
with organizing the syllabus and helping me with the design of what sections I wanted to include
and not include. Moreover, I struggled with the element of creating my teaching philosophy. As
I was working on it, I decided that I really need to reflect further on the type of teacher and
learner I want to be in the classroom. This allowed me to learn that I have a lot of work to still
do in my own personal development and that I must continue to reflect on how I was taught, how
I learned, and what I desire to see in myself in the future. The one breakthrough I had while
writing the teaching philosophy was that I discovered that I never want to be seen as just a
professor or gatekeeper of knowledge. I truly hope I can be a co-educator and co-learner with
the students. While I find the dynamic of teacher-student to be framed in hierarchal setting, I
would hope that my students see me an equal. With this said, I feel that I learned that being a
professor starts with a strong syllabus that organized, informs, and welcomes students to engage
in significant learning experiences so that they too can have significant learning.

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References
Fink, L.D. (2003). Creating significant learning experiences: An integrated approach to
developing college courses. San Francisco: Jossey-Bass.
Nilson, L.B. (2010). Teaching at Its Best: A Research-Based Resource for College Instructors.
San Francisco, CA: Jossey-Bass.

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