Certificate in Social Justice Organizing

Program Description

Certificate in Social Justice Organizing to Be Offered by IUPUI at Indianapolis

1. Characteristics of the Program

  1. Campus(es) Offering Program: Indiana University–Purdue University Indianapolis
  2. Scope of Delivery (Specific Sites or Statewide): Indianapolis
  3. Mode of Delivery (Classroom, Blended, or Online): Classroom
  4. Other Delivery Aspects (Co-ops, Internships, Clinicals, Practica, etc.): Service Learning & Internships
  5. Academic Unit(s) Offering Program: American Studies (courses from the following departments, ANTH, COMM, ENG,

  6. Anticipated Starting Semester: Fall 2018

2. Rationale for the Program

  1. Institutional Rationale (Alignment with Institutional Mission and Strengths)
    • The certificate in Social Justice Organizing is an 18-credit hour program for students enrolled in a degree seeking program. The certificate combines classroom instruction with practical experience in the community. The core course, American Studies A341 (designated RISE -Experiential) engages students in service learning with a local community organization or labor union. The interdisciplinary certificate draws on courses from nine different departments. Students complete at least one internship of 150 hours and may choose to do another internship or a capstone project in partnership with a local organization. The certificate is intended to give tomorrow's community leaders the knowledge and practical skills they need to build viable democratic institutions and contribute to social and economic justice. The certificate is based on the curriculum followed by students who are awarded the Sam Masarachia scholarship at IUPUI, which was established in 2001.

    • A certificate in Social Justice Organizing empowers students to pursue careers in non-profit management, government, education, organized labor, law, and any other field sensitive to cultural contexts. Students completing the certificate will be prepared to work with diverse communities and help people at the margins of society find a voice in the democratic process.

    • The Certificate in Social Justice Organizing reflects the pedagogical and intellectual characteristics of the American Studies Program. As a field, American Studies emphasizes the critical analysis of United States culture, ideas, and people. As an academic program, American Studies encourages students to apply their knowledge to practical situations through case studies and internships. Any endeavor that requires the ability to synthesize broad ideas and understand oneself in a dynamic historical context benefits from the intellectual experience of American Studies.

    • The certificate is consistent with the mission of the School of Liberal Arts in that fosters the exchange of knowledge that promotes understanding of the human experience. As a generator of successful interdisciplinary programs, American Studies is poised to be a key area for the school that will leverage multiple departments to bring a variety of disciplines to bear on questions and issues of social significance. Moreover, the certificate draws upon high impact practices in liberal education by integrating methodologies from the humanities and the social sciences and involving students in applied, collaborative research experiences.

    • The students most immediately served by this certificate are the recipients of the Sam Masarachia scholarship. Additionally, this certificate appeals to those students who want to integrate the academic study of U.S. society with direct applications for their knowledge.

    • See Appendix 1: Institutional Rationale for additional detail.
  2. State Rationale
    • The state report, Reaching Higher, Achieving More notes that the area with the greatest growth will be for those people who hold at least bachelor degrees. This program provides work-aligned curriculum for students who will have a commitment to the state and its capital city. Moreover, students with this certificate will be trained to reach out to communities most in need and in danger of falling behind in Indiana’s economy. Such students will be advocates for the kind of inclusion of all Hoosiers emphasized in the report.

  3. Evidence of Labor Market Need
    1. National, State, or Regional Need
      • A 2013 study of employers conducted by Hart Associates for the AACU entitled “It Takes More Than a Major,” found that “candidate’s demonstrated capacity to think critically, communicate clearly, and solve complex problems is more  important than their undergraduate major.”1 These competencies are fundamental to a liberal arts training, as is the strong desire among employers for graduates who are innovative and creative. Furthermore, employers expressed the necessity of certain educational practices that this major specifically features in its curriculum. These practices include, requiring students to: “a) conduct research and use evidence-based analysis; b) gain in-depth knowledge in the major and analytic, problem solving, and communication skills; and c) apply their knowledge in real-world settings.”2 According to employers, they favor those graduates who have the ability to apply and adapt discrete fields of knowledge to situations that are both local as well as international. This program meets such needs by integrating applied knowledge within an international curriculum.
      • Demand for labor and community organizers exists at the regional, state, and national level. The certificate is designed to make graduates competitive for entry level positions with community organizations, unions, and non-profits by combining academic knowledge with practical experience in organizing.

    2. Preparation for Graduate Programs or Other Benefits
      • It might more accurate to describe the kinds of questions that graduates of this program will be able to investigate rather than the particular job tracks that they will enter. Moreover, through such questions—or the framing of problems—many present-day and future career tracks will be apparent. Graduates will be prepared to enter programs in which they can research the question of leadership in schools; the efficacy of national educational standards; the integration of living, commuting, and working in developing urban areas; the technological transformation of healthcare; the implications of “code-switching” for commerce and culture; and memorialization of communities whose identities are changing because of trends in labor, marriage, and education.

      • The certificate prepares students for a lifetime of active citizenship by teaching them about politics, power relationships, and the ability of average citizens to bring about social change. It also develops interpersonal skills, such as active listening and empathy, which promote healthy relationships.

    3. Summary of Indiana Department of Workforce Development and/or U.S. Department of Labor Data
      • According to the U.S. Department of Labor, the number of job openings for “social and community service managers” is expected to increase by 10%, which is higher than the projected overall increase of 7%. The bureau estimates that 13,200 jobs will be created in the field in the next ten years.

      • (Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook, 2016-17 Edition, Social and Community Service Managers, on the Internet at http://www.bls.gov/ooh/management/social-and-community-service-managers.htm (visited May 31, 2016).

      • This broad category of employment includes the narrower classification “social advocacy organizations,” which more closely aligns with the curriculum of the certificate, but no data is available for this classification. As of June 1, 2016, Indeed.com lists 139 jobs for union organizers and 1294 for community organizers

      • See Appendix 2: Summary of Indiana Department of Workforce Development and/or U.S. Department of Labor Data for additional detail.

    4. National, State, or Regional Studies
      • See Appendix 3: National, State, or Regional Studies for additional detail.
    5. Surveys of Employers or Students and Analyses of Job Postings
      • Recent job postings reveal that opportunities exist for graduates of the program at the local, regional, and national level. The qualities sought in job applicants align closely with the student learning outcomes of the certificate. As of June 1, 2016, the Indianapolis Congregation Action Network seeks a community organizer to work on solutions to some of the city’s most pressing problems (Appendix 4A). At the regional level, the Service Employees International Union (SEIU) is looking for an internal organizer for a territory that includes Indiana and Michigan (Appendix 4B). Looking farther afield, Clean Water Action is hiring a community organizer in Philadelphia to help residents address serious threats to the local water supply. (See Appendix 4: Surveys of Employers or Students and Analyses of Job Postings for additional detail.)

    6. Letters of Support
      • Letters requested from David Williams, Laborers Union local 120 Allison Luthe, Executive Director, Martin Luther King Community Center Erin Polley, Program Coordinator Indiana Peacebuilding Program, American Friends Service Committee. (See Appendix 5: Letters of Support.)

3. Cost of and Support for the Program

  1. Costs
    1. Faculty and Staff
      No additional faculty or staff will be required to run this program. See Appendix 6: Faculty and Staff for additional detail.
    2. Facilities
      No additional space or infrastructure is required for this program See Appendix 7: Facilities for additional detail.
    3. Other Capital Costs (e.g., equipment)
      No additional capital expenses See Appendix 8: Other Capital Costs for additional detail.
  2. Support
    1. Nature of Support (New, Existing, or Reallocated).
      This program uses existing faculty and staff to administer it.
    2. Special Fees above Baseline Tuition.
      No special fees will be assessed.

4. Similar and Related Programs

  1. List of Programs and Degrees Conferred
    • Similar Programs at Other Institutions
      Campuses Offering (On-Campus or Distance Education) Similar Programs: A query on the listserv of the United Association of Labor Educators found no similar certificate programs in Indiana. Similar programs in other states are summarized below.
    • Related Programs at the Proposing Institution
      The Sociology department at IUPUI has recently proposed a new minor in social justice that is distinct from, yet complements, the certificate in social justice organizing. The 15-credit minor relies exclusively on sociology courses, while the interdisciplinary certificate draws from eight departments. The sociology minor is classroom based, and the certificate has an important experiential component. Despite their differences, the two programs complement each other. Three courses accepted for the minor in social justice are also on the list of courses for the certificate, making it possible for a sociology student interested in gaining practical experience to add a certificate to the minor with two additional courses and an internship or capstone project.
  2. List of Similar Programs Outside of Indiana
    • The Community Learning Partnership works with community colleges across the country to establish certificate and degree programs in community organizing, community development, and community change. They currently have seven sites, the closest being in Detroit, at Henry Ford College. http://communitylearningpartnership.org/
      The University of Iowa offers a B.A. in Social Justice. https://clas.uiowa.edu/gwss/undergraduate-program/bachelor-arts-social-justice
      The University of North Carolina Sociology department offers a minor in Social and Economic Justice. http://sociology.unc.edu/undergraduate-program/social-and-economic-justice-minor/

  3. Articulation of Associate/Baccalaureate Programs

    • N/A Proposal is for a certificate not a B.A.

  4. Collaboration with Similar or Related Programs on Other Campuses

    • None.

5. Quality and Other Aspects of the Program

  1. Credit Hours Required/Time to Completion
    • The certificate requires 18 credit hours. A full-time student can complete the certificate in two years. The degree map facilitates completion in 2-4 years and specifies critical courses to be taken by particular points in time. Since 2001, thirty-nine Masarachia scholars have completed a course of study similar to the proposed certificate.

  2. Exceeding the Standard Expectation of Credit Hours
    • The program will not exceed 120 semester credit hours.
      See Appendix 11: Details Related to Exceeding the Standard Expectation of Credit Hours for additional detail.

  3. Curriculum, Program Competencies, or Learning Outcomes
    • The overall structure of the certificate is consistent with other IUPUI certificates in number of credit hours required. There is one required core course, American Studies A341: Organizing for Social Action, that provides foundational knowledge for the certificate. The certificate complies with all required academic, administrative, and procedural policies of the university.

    • Learning outcomes: Students who complete the certificate successfully will be able to:
    • ~ Educate others on social issues
    • ~ Collaborate with diverse populations to achieve a common goal
    • ~ Understand social and political power in contemporary society
    • ~ Formulate a strategy to affect social change through collective action
    • ~ Speak and write persuasively
    • ~ Use media effectively
    • Student Learning Outcomes (SLO) and the Principles of Undergraduate Education: The certificate addresses all of the Principles of Undergraduate Learning, with special emphasis on critical thinking, integration and application of knowledge, and ethics and values.

    • Critical thinking is fostered by presenting students with conflicting ideas about social change, providing them with opportunities to debate their merits, and encouraging them to come to their own conclusions. When reflecting on their service learning and internships, students are asked to critique the policies, procedures, and actions of the organizations they work with and to suggest improvements. SLO: Students who complete the certificate successfully are able to analyze conflicting theories of social change, evaluate the practices of social justice organizations, and make informed decisions about how to organize people in diverse communities.
    • Integration and application of knowledge: The certificate includes courses from American studies, history, sociology, English, political science, communications and religious studies, challenging students to integrate diverse sources of knowledge and apply their lessons to their experiential learning in the community. SLO: Certificate holders can integrate insights from the liberal arts and social sciences and apply them to real situations in their communities.
    • Values and ethics: In the core course, students reflect on their own values and explain how values motivate them to seek social change. Ethical issues arise frequently in organizing, and they are discussed in class and in the reflective journal entries. SLO: Successful students can articulate their values and explain how their values motivate them to pursue social change and why the change they seek is ethical.
    • The certificate supports IUPUI’s RISE program by engaging students in service learning in the core course and community based research in Anthropology E380: Urban Anthropology. In addition, students complete at least one internship of 150 hours with a social-justice organization. See Assessment section (below) for additional detail.
    • Assessment: The certificate program will combine robust assessment of student achievement at the course level with careful monitoring of the internships and capstone experiences. Candidates for the certificate will be evaluated by a committee consisting of faculty and community partners to insure that they meet the student learning outcomes.
    • Course level assessment: Students in the core course (AMST A 341) have their historical knowledge of social movements and organizing principles assessed through essays and written responses to assigned readings. Communication skills are assessed through active participation in role-playing exercises. Service learning experiences are designed to combine reflection on course concepts with practical experience organizing for social change, and they are assessed through two journals and a final reflective paper (for more information on these assignments and rubrics for assessing student learning outcomes, see appendix 10). Other courses in the certificate use a variety of assessment methods, including a portfolio in English W377: Writing for Social Change and an oral history project in American Studies A302: The Question of American Community.
    • Internship Assessment: The Masarachia Scholars Program has detailed internship guidelines in place that the certificate will adopt to lead students through the process of selecting an appropriate internship, dealing with issues on the job, and reflecting on the experience in a way that combines academic knowledge with experience (Appendix 10 E). Interns meet weekly with their community mentors to assess their progress, submit bi-weekly reports to their faculty supervisor, and complete a thorough analysis of the experience in their reflective papers.
    • Summative Assessment of Certificate Candidates:The Masarachia Scholars Board consists of seven IUPUI professors with expertise in the field and seven community members with experience in labor and community organizing. The board will review candidates for the certificate using the “Civic-Minded Graduate” criteria developed by the Center for Service and Learning (http://csl.iupui.edu/teaching-research/opportunities/civic-learning/graduate.shtml). Candidates will complete a detailed questionnaire to assess the knowledge, skills and dispositions that they have developed in the certificate program. Then they will be interviewed by the board to certify that they have met the objectives of the program. Information gleaned from these evaluations will help the board determine the summative effectiveness of the program, as outlined below.
    • Program Assessment:In 2015-2016 eight local labor and/or community organizers reviewed the curriculum of the certificate’s core course. They were asked what knowledge and skills were needed in their jobs and how students might best acquire them. Then they reviewed the syllabus, role-playing exercises, service learning prompts, and student reports on their experiences. They met in a focus group facilitated by an experienced activist and former director of Central Indiana Jobs with Justice. The group endorsed many aspects of the current course design, including service learning, labor and social history, and role-playing scenarios based on local, current campaigns. They suggested that the course could engage the community even more effectively by moving to an off-campus location and recruiting community members to learn alongside the students. In fall 2016 AMST A341 met at the Martin Luther King Community Center and involved members of the local community. Letters of support from local practitioners, testifying to the certificate’s effectiveness in preparing labor and community organizers, are included in appendix 5. The Masarachia Scholars Board will assess the certificate program annually at its May meeting and make recommendations for improvement as needed.

    • Student OutcomeWhere will students learn the knowledge or skill?How will student achievement be assessed?Relationship to Mission, PULs, & RISE?In what setting will assessment take place?
      Analyze the power dynamics in a social situation and formulate a strategy to create change1. AMST A341
      2. Internships & service learning
      3. Sociology R463: Inequality and Society
      4. Political Science Y215: Introduction to Political Theory
      1. Final active assessment in community organizing in A341.
      2. Reflective essays on service learning & internships
      3. In course assessments in R463 & Y215
      Mission: civic engagement
      PULs 2, 3 & 5
      –critical thinking --integration and application of knowledge
      -understanding society and culture
      RISE—service & experiential
      1. AMST A 341
      2. Reflective essay on internships
      3. Capstone experience
      Speak & Write Persuasively in a Public Context1. English W377: Writing for Social Change
      2. Internships
      1. W377: Final portfolio
      2. Reflective essays on service learning & internships
      3. Mentor evaluations of internship performance
      Mission: intellectual growth of citizens
      PUL 1: Core communication
      RISE—service & experiential
      1. English W377
      2. During assessment of performance on internships
      3. Public presentations of capstone project

      Motivate and train others to work together for social change

      1. AMST A341
      2. Internships
      3. Sociology R476: Social Movements
      1. Observation during role-playing exercises
      2. Reflective essays on service learning & internships
      Mission: civic engagement & educational development
      PULs 3 & 6 –
      --values & ethics RISE—service & experiential
      1. AMST A341
      2. Reflective essay on internships
      3. Capstone experience

      Student OutcomeWhere will students learn the knowledge or skill?How will student achievement be assessed?Relationship to Mission, PULs, & RISE?In what setting will assessment take place?
      Use media effectively

      1.Communications C391: Media & Social Movements

      2. English W377: Writing for Social Change

      1. Final portfolios in courses

      2. Reflective essays on service learning & internships

      3. Mentor evaluations ofinternship performance

      Mission: intellectual growth of citizens

      PUL 1: Core communication

      RISE—service & experiential

      1. C391 & W377

      2. Reflective essay on internships

      3. Capstone experience

      Speak & Write Persuasively in a Public Context1. English W377: Writing for Social Change
      2. Internships
      1. W377: Final portfolio
      2. Reflective essays on service learning & internships
      3. Mentor evaluations of internship performance
      Mission: intellectual growth of citizens
      PUL 1: Core communication
      RISE—service & experiential
      1. English W377
      2. During assessment of performance on internships
      3. Public presentations of capstone project
      Analyze the power dynamics in a social situation and formulate a strategy to create change1. AMST A341
      2. Internships & service learning
      3. Sociology R463: Inequality and Society
      4. Political Science Y215: Introduction to Political Theory
      1. Final active assessment in community organizing in A341.
      2. Reflective essays on service learning & internships
      3. In course assessments in R463 & Y215
      Mission: civic engagement
      PULs 2, 3 & 5
      –critical thinking --integration and application of knowledge
      -understanding society and culture
      RISE—service & experiential
      1. AMST A 341
      2. Reflective essay on internships
      3. Capstone experience

      Student OutcomeWhere will students learn the knowledge or skill?How will student achievement be assessed?Relationship to Mission, PULs, & RISE?In what setting will assessment take place?
      Use media effectively

      1.Communications C391: Media & Social Movements

      2. English W377: Writing for Social Change

      1. Final portfolios in courses

      2. Reflective essays on service learning & internships

      3. Mentor evaluations ofinternship performance

      Mission: intellectual growth of citizens

      PUL 1: Core communication

      RISE—service & experiential

      1. C391 & W377

      2. Reflective essay on internships

      3. Capstone experience

      Motivate and train others to work together for social change1. AMST A341
      2. Internships
      3. Sociology R476: Social Movements
      1. Observation during role-playing exercises
      2. Reflective essays on service learning & internships
      Mission: civic engagement & educational development
      PULs 3 & 6 –
      --values & ethics RISE—service & experiential
      1. AMST A341
      2. Reflective essay on internships
      3. Capstone experience
    1. Licensure and Certification
      • This certificate does not prepare graduates for a license or certification.

    2. Placement of Graduates
      • Graduates holding the certificate will be qualified to apply for entry-level positions as community organizers or labor organizers. Although the certificate is not designed to prepare students for graduate school, several Masarachia scholars with similar academic preparation have been accepted to law school and others to graduate programs, including anthropology, urban studies, and library science. See links to resources in Appendix 2.

    3. Accreditation
      • N/A

6. Projected Headcount, FTE Enrollments, and Degrees/Certificates Conferred

The Masarachia Scholars Program supports twelve students per year, all of whom will be enrolled in the certificate. Over the course of sixteen years, the program has produced thirty-nine graduates with credentials entitling them to the proposed certificate. No one can predict the future, but three additional certificate students the first year, five the second, and seven in the third year seem like reasonable estimates.

Projected Headcount and FTE Enrollments and Degrees Conferred

Date, 2012





























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Appendix 1: Institutional Rationale 

Appendix 2: Summary of Indiana Department of Workforce Development and/or U.S. Department of Labor Data 

Appendix 3: National, State, or Regional Studies 

Appendix 4: Surveys of Employers or Students and Analyses of Job Postings 

Appendix 5: Letters of Support

Appendix 6: Faculty and Staff

Appendix 7: Facilities

Appendix 8: Other Capital Costs

Appendix 9: Articulation of Associate/Baccalaureate Programs 

Appendix 10: Credit Hours Required/Time to Completion 

Appendix 11: Details Related to Exceeding the Standard Expectation of Credit Hours

Appendix 1: Institutional Rationale

This appendix should contain links to the institution’s strategic and/or academic plan or the plans themselves. 

IUPUI Core: Vision, Mission, Values, and Diversity 

Principles of Undergraduate Learning 

RISE to the IUPUI Challenge

Appendix 2: Summary ofIndiana Department of Workforce Developmentand/or U.S. Department of Labor Data

Federal #

Type of Education/Job

Employment 2012 (in thousands)

Employment 2022/Median Salary

Percent of Change

Job Openings due to growth and replacement


Social and Community Service Managers






Urban and Regional Planner






Program Directors





Appendix 3: National, State, or Regional Studies

Surveys of graduates with doctorates in the humanities, Academy of the Arts and Sciences, Humanities Indicators

  1. American Studies Association, Careers: http://www.theasa.net/resources/careers/
  2. “It Takes More Than A Major: Employer Priorities for College Learning and Student Success,” Hart Research Associates (10 April 2013): http://www.aacu.org/leap/documents/2013_EmployerSurvey.pdf

Appendix 4: Surveys of Employers or Students and Analyses of Job Postings

Certificate in Social Justice Organizing Appendix 4

4A  Indianapolis Community Organizer

Job description
Bilingual (Spanish) Community Organizer
Linked In May 31, 2016

About The Community Organizer Position

This position is a shared position between the Indianapolis Congregation Action Network (IndyCAN) and the Archdiocese of Indianapolis. The organizer engages people of faith and congregations to deepen their prophetic ministry and in the public arena and will oversee Indiana’s multi-faith movement to uphold the dignity of family and end criminalization of immigrants and people of color by winning local, state, and national policy reforms including a pathway to citizenship for 11 million aspiring Americans. The ideal candidate is a highly experienced, energized, and self-motivated person dedicated to promote racial, economic, and social equity that demonstrates a track record of building bridges across culture, especially among immigrants, African Americans, and the working poor. Both Organizations have a strong learning culture and place a high priority on personal learning and relationship building. Strong written and verbal skills in Spanish and English is required.

About the Archdiocese of Indianapolis- Justice for Immigrants Campaign (JFI)

The Archdiocese of Indianapolis is the Catholic Church of Central and Southern Indiana. The Justice for Immigrants Campaign is a national effort of the USCCB to educate the public about Church teaching on immigrants and enact legislation at the local, state, and national levels consistent with the principles articulated by the Bishops. Under the supervision of Catholic Charities, the Community Organizer will be responsible to develop teams of immigrant and non- immigrant to teach the skills of faith based community organizing as we build momentum for comprehensive immigration reform, protect and implement the new Deferred Action Programs, and win state and local policy reforms that promote family unity, life and human dignity for immigrant families. For more information visit www.justiceforimmigrants.org and www.archindy.org .

About IndyCAN-PICO

The Indianapolis Congregation Action Network (IndyCAN) is training the next generation of prophetic leaders to transform people, institutions, and public systems to live out a divine vision for racial and economic equity that upholds the dignity of each person and recognizes our common destiny. Organizing teams in over 30 congregations engage tens of thousands of people across Central Indiana to advance the Opportunity for All Platform including; create good jobs and career pipelines, transit equity that gets people to work, dismantle mass incarceration, end the gun violence epidemic, and provide a pathway to citizenship for 11 million aspiring Americans. IndyCAN is a proud affiliate of the PICO National Network one of the largest and fastest growing community organizing efforts in the country. For more information visit IndyCAN at www.indycan.org and the www.piconetwork.org .

This position is full time with significant evening and weekend work. Starting salary is competitive, depending on experience; benefits include excellent health plan and retirement plan. Candidate must successfully complete a series of group and one-on-one interviews.


  • Coaching leaders to develop competencies of community organizing thru; one to one conversations, storytelling and story-mining, inviting leaders into public roles, (completing 105 personal visits in first 7 weeks)
  • Build, manage, and develop leaders to lead multi-racial, multi-generational teams and coalitions
  • Construct long term strategic plans to identify and win policy reform that strengthens families and ends criminalization of immigrants, youth, and people of color
  • Train congregational leaders in effective civic engagement; discussions of values, faith, and current events, identifying issues, strategic partnerships with public officials thru public action, research meetings, community forums, media events, policy analysis, voter activation phone banks and canvasses
  • Partner with clergy and religious leaders to develop their prophetic capacity and support parishes to construct strategies to strengthen prophetic ministry of congregation
  • Oversee Archdiocese Justice for Immigrants Campaign including: outreach to congregations, communications strategy, develop materials for parishes, coordinate diocesan events, and other duties as assigned
  • Participate in regular training and organizer development provided by IndyCAN, PICO, & the Archdiocese
  • Build sustainable accountable relationship with supervisors. Is willing to learn thru self- reflection, constructive feedback/challenge, and evaluation from staff and leaders

The Ideal Applicant Will Have The Following Qualifications:

  • Bachelor’s degree preferred or equivalent work experience
  • Disciplined, able to work effectively and manage multiple priorities in fast paced, highly unstructured, deadline driven environment
  • A clear analysis of systemic racism, implicit bias, and structural racialization
  • Strong ability to understand public policy and develop policy change campaigns
  • Strong public speaking, writing, and analytic skills in both Spanish and English
  • Demonstrated ability to build, manage, and lead multi-racial teams and coalitions
  • Highly enthusiastic, creative with ability to motivate others
  • Must be flexible and able to work in versatile environment, available to work evenings and weekends
  • Experience working with low-income people, communities of color, youth, and religious congregations particularly Catholic immigrant communities
  • Computer Skills, including proficiency in IOS programs, social media, Voter Activation Network, a plus
  • A strong understanding of faith formation, religious education, and Catholic Social Teaching
  • Must have reliable transportation, a valid driver’s license and be able to show proof of valid auto insurance.

Personal Characteristics:

  • Highly enthusiastic* Creative*Quick learner
  • Integrity, strong work ethic and a “do whatever it takes” approach
  • Self-starter, flexible problem solver
  • Curious and loves people
  • Eager to learn, a good listener, and capable of working well with people from different backgrounds; ability to quickly build rapport
  • Political sophistication as relates to organizing strategies
  • Able to independently set goals and use them to guide daily actions
  • Open to evaluation and direction from supervisor and peer learning with agitation from colleagues* comfortable with tension* Strong analysis of systemic racism and implicit bias*

Application Procedure:

All applicants must apply for this position online. (Click the "Apply for this Position" button below)

Please Have The Following Three (3) Documents Ready To Upload To Your Online Application

  • An electronic file of your resume (preferably in PDF format) including 3 references
  • A cover letter (stating why you would be the ideal person for this position)
  • Writing Sample

If you need assistance or experience any technical difficulties with your online application, please contact careers@piconetwork.org.Resumes will not be accepted via this email address.

Questions about this position can be addressed to Shoshanna Spector at Shoshanna@indycan.org .

Deadline: Interviews begin immediately. Available until Filled.

Appendix 4B

SEIU Healthcare Michigan

Internal Organizer Metro Detroit Area, MI

SEIU Healthcare Michigan represents home care, nursing home and hospital workers across the State of Michigan. We are seeking candidates for an Internal Organizer position in the Metro Detroit area with a passion for improving all aspects of the lives of working people, their families and their communities. Together our members are building a true 21st century union fighting to empower our members and improve our society. We are looking for energetic, hard•working staff who are committed to real change, who believe in the value of work and the value of public services and who want to be part of the team that wins for workers, their families and their communities.


Foster worksite communication and leadership structures  Assist across the union to support new organizing, collective bargaining fights, and the fight against inequality Develop and execute internal organizing and bargaining support campaigns Develop and execute plans for worksite campaigns for specific issues including budget concerns, contract negotiations, health & safety, etc. Negotiate and enforce contracts Conduct worksite meetings and labor management meetings Encourage participation in political and lobbying activities Prepare and manage work plans, calendars, files, reports and other records

Job Requirements:

Strong commitment to social justice and the labor movement Experience as a local activist or experience in community or grassroots organizing Strong communication and interpersonal skills Demonstrated ability to motivate others Ability to solve problems creatively Ability to work with people from diverse backgrounds and cultures Willingness to work long and irregular hours Ability to work independently as well as with a team Must possess a valid U.S. driver’s license, auto insurance and a reliable automobile, for business use Ability to travel across and within the state, Microsoft Word and Excel proficiency. 

Salary is $35,000 • $45,000 depending on experience with excellent benefits. Please send cover letter and resume to vicki.speer@seiuhealthcaremi.org.

WHEN APPLYING: Be sure to indicate that you saw this information at UNIONJOBS.COM.

Appendix 4C

Clean Water Action, Philadelphia, PA

Linked In May 31, 2016

Job description:

Clean Water Action and Clean Water Fund are seeking an experienced Community Organizer to work in our Philadelphia office on health related environmental issues in eastern Pennsylvania. Clean Water Action (CWA) is a national, grassroots environmental organization that seeks to protect the environment and safeguard public health, promote passage of strong environmental laws, and help communities address local environmental problems affecting them. Clean Water Fund (CWF) is a national research and education organization which promotes the public interest on issues related to water, waste, and toxics. 

This position will involve coordinating and organizing local campaigns for clean water and a healthy environment in eastern Pennsylvania, and to assist with CWA’s state campaigns. Current local campaigns consist of efforts to reduce stormwater pollution in southeast PA, to prevent businesses from giving out single use bags in Philadelphia, and to protect the public from the huge increase in hazardous shale oil shipments to the City. The main focus of CWA’s state campaigns is to stop Marcellus Shale natural gas drilling from contaminating our water resources.


  • Organize community-based campaigns for clean water, helping residents address pollution problems that threaten their health.
  • Work on local and state campaigns to protect water resources, mobilizing the public to demand strong standards and to protect the sources of our drinking water.
  • Assist with voter education efforts on environmental issues, and through Clean Water Action, help elect pro-environment candidates.
  • Help coordinate media and public relations activities in eastern Pennsylvania.
  • Help with local fundraising activities.
  • Provide support for Clean Water Action’s field and phone canvasses.


  • Paid or volunteer experience in issue organizing or community/neighborhood-based campaigns. Must have experience in community outreach and campaign strategy and development. Over one year’s paid experience preferred.
  • Strong oral and written communication skills.
  • Experience with canvass programs and/or environmental issues desirable.

TO APPLY: Send your resume to Steve Hvozdovich, PA Campaigns Director, Clean Water Action, 100 Fifth Ave., #1108, Pittsburgh, PA 15222 or email to shvozdovich@cleanwater.org. Application taken until position filled.

Appendix 5: Letters of Support

February 26, 2017

To Whom it May Concern,

I write this letter to show my support for the proposed certificate in social justice organizing at IUPUI. I am a community organizer who has been doing social justice work in Indianapolis since 2008. When I first moved here from Chicago to start a program for the American Friends Service Committee, I learned about the Masarachia Scholars very quickly from other organizers who had worked with these very talented and prepared students. The proposed certificate in social justice organizing would give these students and others a credential that would qualify them for entry-level positions with non-profit organizations. 

I have had the privilege of working with many of these students as interns and volunteers for my programs. Their knowledge of community organizing practices and theories is greatly appreciated and adds so much value to the work we do. In my work, I focus a lot of efforts on narrative change and creating messages for the media that frame our issues and the change we seek in an effective way to change people’s hearts and minds. It has been very fulfilling to do this kind of work with Masarachia Scholars who each have a deep commitment of social justice issues and a commitment to do the work necessary to achieve justice for all. 

I also had the privilege in participating in an evaluation of the organizing class taught by Tom Marvin. The process of consulting community organizers who have engaged with the program was very thoughtful and it has been refreshing to see the suggestions we made implemented in the program. 

In these times when so many of our rights are being attacked and it is more important than ever to organize for social justice, I so appreciate this program and the great work it does to train up the next generation of leaders in our community.

Thank you for your consideration,
Erin Polley
Program Coordinator
American Friends Service Committee

March 1, 2017

To Whom It May Concern: It is my great pleasure to offer this letter of support for the Social Justice Certificate program at IUPUI.

First, please allow me to outline my experience with IUPUI and the Masarachia Program. I was a member of the Masarachia Board for approximately ten years, first as a non-tenured faculty member of the Division of Labor Studies and later, after I left the university, as a community member. IUPUI is also my alma mater.

I left the university to take a position as Partnership Development Coordinator with the regional office of the Laborers International Union of North America. One of my core duties in this position is directing the Partnership Development Program for Indiana. This includes hiring and managing a staff of seven to twelve Partnership Development Representatives (PDR) throughout the state. In years past, our program would have been known as the Organizing Department and the PDRs as Organizers.

While at IUPUI, I had the opportunity to employ one of the Masarachia Scholarship students, Desiree Handley, as a research assistant for two years. Simply put, she was outstanding.

In my current position, I also interact professionally on a regular basis with a Masarachia Scholarship graduate who now works for the National Labor Relations Board (NLRB), Region 25. I knew her as a student when I served on the Masarachia Board and now know her in her professional capacity as an NLRB attorney. Her name is Caridad Austin. Once again, she is simply outstanding.

Over the years, I have found all of the Masarachia Scholars to be exceptionally well prepared as well as quite passionate about the work they do.

I can say without hesitation or qualification that the idea of students receiving a certificate in Social Justice is extremely appealing to those of us who engage in hiring for union staff positions. We are continually searching for that special mix of skills and education as well as a deeper understanding and passion for the work we do. I believe a certificate in Social Justice would greatly enhance the qualifications people like me seek in potential job candidates. I am excited by the prospect of having a pool of well-prepared candidates from which to potentially hire new staff.

In closing, please allow me to reiterate - I strongly support and greatly welcome the creation of the Social Justice Certificate program and look forward to seeing its graduates apply for positions with my organization.

David Williams
Partnership Development Coordinator  Midwest Region, Laborers International Union of North America

March 8, 2017

To Whom It May Concern:

This letter is to provide support for the Certificate in Social Justice Organizing at IUPUI. As an employer located in Indianapolis, we believe it is important that graduates are prepared for entry-level positions in community organizations. As evidence, I required one of my new employees with a Bachelor’s Degree to participate in one of the courses offered here at the MLK Center by Professor Tom Marvin.

Over the years, I have supervised numerous students completing their internship requirement for the Masarachia Scholarship program. The scholars complete the course work included in this Social Justice Organizing Certificate, and they hold a different skill set, and were more prepared than interns from other disciplines.

I obtainedmyMastersinSocialWorkfromIUPUI in2000, and identified social change as my passion while in the second year of my program. It has taken years to obtain the professional development that this Certificate includes. This is a valuable opportunity for future graduates with any degree.

If you need any additional information, I can be reached at Allison@MLKCenterIndy.org or 317-923- 4581. Thank you for considering this opportunity for students.

Peace and Grace,

Allison Luthe, MSW ‘00 Executive Director

Appendix 6: Faculty and Staff

Current faculty:

  • Ramla Bandele, Political Science Gail Bennett, English
  • David Craig, Religious Studies Chuck Davis, Labor Studies Sue Hyatt, Anthropology
  • Jack McKivigan, History
  • Tom Marvin, English/American Studies Peter Seybold, Sociology
  • Michael Snodgrass, History Joseph Varga, Labor Studies Wendy Vogt, Anthropology Marquita Walker, Labor Studies Robert White, Sociology
  • Kim White-Mills, Communication Studies

No new faculty positions are needed.

Appendix 7: Facilities

No new space is needed.

Appendix 8: Other Capital Costs

No additional resources are required.

Appendix 9: Articulation of Associate/Baccalaureate Programs


Appendix 10: Credit Hours Required/Time to Completion 

18 total credits (typical of current certificates).

Required Core (3 credits): American Studies A341: Organizing for Social Action.

Advanced seminars (9 credits):

American Studies A302: The Question of American Community American Studies A303: Asian American Culture

Anthropology E380: Urban Anthropology Anthropology 460: Women and Social Action

Communications Studies C481: Current Issues in Organizational Communication Communications Studies G391: Media and Social Movements

English W377: Writing for Social Change English L 411: Working Class Literature

History A352: History of Latinos in the United States History A328: History of Work in America

History A330: American Dissent

History A 421: The Civil Rights Movement History F346: Modern Mexico

History F432: Modern Latin American History: Evolution and Revolution Labor Studies L314: Ethical Dilemmas in the Workplace

Labor Studies L331: Global Problems, Local Solutions Labor Studies L385: Class, Race, Gender and Work Political Science Y215: Introduction to Political Theory Political Science Y308: Urban Politics

Religious Studies R 386: Ethics of Consumption Religious Studies R 383: Religions, Ethics, US Society Sociology R476: Social Movements

Sociology R463: Inequality and Society Sociology R467: Social Change

(other courses may be approved by the Masarachia Scholars board)

Internship(s) with a Social Justice Organization / (3-6 credits)

This certificate can be completed by doing two internships, as Masarachia scholars currently do, or with one internship and a capstone project.

Optional Capstone Project (3 credits)

Working with a local social-action organization, the student designs a project that meets a specific need of the organization. With the help of a sponsoring faculty member, the student draws upon coursework in the certificate to inform this service project.

Minimum GPA required: 2.7.

Time to completion: 2-3 years.

Certificate in Social Justice Organizing Appendix 10

10 A    Syllabus for core course -- American Studies A 341: Organizing for Social Action

10 B    Prompt for Service Learning Journals

10 C    Prompt for Service-Learning Reflective Paper 

10 D    Rubric for assessing Service-Learning Reflective Paper

10 E     Masarachia Scholars Program Internship Guidelines


American Studies A341, section 24284 (3 cr.)
Fall 2016

Tom Marvin
Office: Cavanaugh 501J
Hours: Tuesday & Thursday 12-1:15 and by appointment.
Phone & Voice Mail: 274-9844 / Fax: 274-2347
E-mail address: tmarvin1@iupui.edu

In this course we will study the social movements of the past and meet the activists who are working for social justice today. We will learn about the history of American protest in order to understand how mass organizations are created and how they can be used to realize the American ideals of liberty, equality, justice, peace, and opportunity for all. Originally designed as the centerpiece for the first year of the Sam Masarachia Scholars Program, this seminar is now open to anyone interested in social-action organizing.

Emphasis throughout is on bridging the academic perspective of the classroom with the practical concerns of different communities. We will enjoy frequent visits from labor and community organizers, and students will be encouraged to attend a wide range of events and participate in a service-learning project to experience the connections between assigned readings and the practice of organizing.

Our central question will be: what can the social-action organizations of the past and present teach us about the possibilities for progressive social change in our world today?

OBJECTIVES: This course is designed to help students achieve the goals outlined in IUPUI’s Principles of Undergraduate Learning, with special emphasis on:

  • Critical Thinking: Students will be encouraged to examine the assumptions that underlie the viewpoints expressed in the assigned readings. They will be asked to compare and contrast the ideas of various authors, to question what they read, and to come to their own conclusions.
  • Integration and Application of Knowledge: This interdisciplinary course will show students the connections between the humanities and the social sciences and encourage them to apply what they have learned about American culture and society to their everyday lives.

EVALUATION: You will earn your grade by accumulating points for completing various learning opportunities -- some of them required (*) and others optional. This system provides you with flexibility, so you can customize the course to fit your goals and learning style, but it also requires responsibility and discipline to earn enough points for a good grade. You will develop a learning plan early in the semester and keep track of your progress by tallying the points you earn.

N.B. To remain in the course, you must earn at least 20 points by the end of week three and 40 by the end of week five.

There are five different ways to earn points (refer to canvas for detailed instructions):

Ungraded Learning Opportunities (you do the work you get the points):

*Weekly Forum Posts: Earn up to 20 points per week by participating in an online discussion. Each post, consisting of 100 words plus one discussion question, is worth 5 points. Maximum of four per week for credit. Minimum of eight per semester and four in the first three weeks. 260 total points possible.

*In-class discussion leaders: Let me know the day before if you would like to help lead our discussion of the assigned reading. Discussion leaders earn 30 points by formulating at least three questions designed to provoke analysis and leading the class discussion for about 10-15 minutes. Maximum of five, minimum of one for 150 possible points.

Graded Learning Opportunities (points depend on performance):

Service learning: If you decide to do a service-learning project, you will work with a labor or community organization and reflect on how the experience has contributed to your understanding of course themes. I will provide a list of servicelearning opportunities, and invite representatives of the organizations to visit the class. The project will begin with a contract, signed by you and by your supervisor at the organization and due September 14. The contract will specify your work hours (usually 3-4 per week for 8-10 weeks) and the duties you will perform. These duties must be directly related to the mission of the organization and the goals of this class. Routine office work (typing, filing, etc.) is not appropriate for a service-learning project. You will complete two service journals (50 points each), which link your service experiences with course themes and issues. Service journals should be a minimum of 500 words, but more information is welcome. The week of December 7, you will give a brief oral report (50 points) on how your experience relates to the course. A final reflective paper (5-7 pages, worth up to 100 points) will summarize what you have learned about organizing by completing the service-learning project (250 possible points).

Event reports: Attend a rally, march, or meeting of a social-justice organization and write a 500-word description and analysis. Event reports may not overlap with service learning, so if you’re doing service learning with the Sierra Club, you can’t also report on one of their events, but you may report on a Jobs with Justice, UNITE/HERE, or other social justice event. Earn up to 25 points for each report and an additional 5 points for an oral report in class (maximum of three event reports for 90 possible points). I’ll notify you in class and via canvas when I hear of an appropriate event and please do the same for the rest of us.

Issue papers of 1200-1500 words deal with a specific, controversial issue in organizing or working class history (maximum of two, up to 100 points each, 200 possible points).

Class Project: If there is sufficient interest, we will collaborate on a research/action project on a topic to be determined collectively, so that we can apply what we’re learning about organizing to a real-life situation. Everyone will be required to read about the issue, discuss it in class, and help us come up with a strategy for the campaign. Those who are interested can conduct research, organize events, and write op-ed pieces about the issue to earn points. Specific opportunities will emerge as the project develops.

Create your own learning opportunity: If you’re already working on a social justice issue, you can get credit for it by writing it up as if it were service learning. Or maybe you can think of an activity that will improve your organizing skills and knowledge that isn’t listed. Give me a brief written or oral proposal, and we’ll work out the points.

Points required for final grades: 520=A 500=A- 480=B+ 460=B 440=B- 420=C+ 380=C 360=C- 340=D.

ATTENDANCE: Faithful attendance and active participation are vital to your success in this course. However, since emergencies plague even the most diligent, students are permitted to miss three classes without penalty, no questions asked or excuses required. Each subsequent absence will cost you ten points. Students who miss more than seven classes receive an automatic F for the course.


  • ‘A’ work (80-100 points on a 100 point assignment) demonstrates mastery of the material and underlying concepts, thoroughly addresses the assigned or chosen question(s), and displays an impressive depth of analysis and critical ability. One reads with excitement and interest, sensing that the writer is in full control of the material. In short, ‘A’ is for excellence.
  • ‘B’ work (60-80) typically falls short of excellence either in coverage, depth of analysis, or imagination, but with substantial redeeming merit. It may balance excellence in one or two areas with something short of it in other areas. A reader senses that the author understands the subject well, and sees the connections between important ideas and principles.
  • ‘C’ work (30-60) does an adequate job of discussing some key concepts, but may ignore or give scant coverage to others. It often repeats ideas verbatim rather than analyzing them, and rarely discusses the connections between ideas.
  • ‘D’ work (20-30) fails to engage the assigned or chosen question, lacks coherence, and/or demonstrates a shaky grasp of basic concepts and the connections between them.
  • ‘F’ work (0) fails to connect in any significant way with the relevant concepts.

A WARNING ABOUT PLAGIARISM: According to the Indiana University Bulletin: “Plagiarism is the offering of the work of someone else as one’s own. Honesty requires that any ideas or materials taken from another source for either written or oral use must be fully acknowledged.” For further information on plagiarism, refer to the IU Code of Student Ethics.

Students needing accommodations because of disability will need to register with Adaptive Educational Services and complete the appropriate forms issued by AES before accommodations will be given. The AES office is located in Taylor Hall, UC 100. You can also reach the office by calling 274-3241.

Even the best writers receive help, and one resource available to student writers at IUPUI is the University Writing Center. Appointments can be made with consultants to go over papers at any point in the writing process. Appointments are generally 45 minutes each and need to be made ahead of time (generally for a day or so from when you call or visit). To schedule a session, call 274-2049 or visit the UWC website at http://liberalarts.iupui.edu/uwc/


  • Saul Alinsky, Rules for Radicals.
  • Kim Bobo, Jackie Kendall & Steve Max, Organizing for Social Change: Midwest Academy Manual for Activists (page numbers refer to 4th edition).
  • Fran Quigley, If We Can Win Here: The New Front Lines of the Labor Movement
  • Michael D. Yates, Why Unions Matter.


  • Howard Zinn, A People’s History of the United States. If you haven’t already read this book, get a copy. If you have, refer to it as we look at various periods in US history.

A Note on the Schedule: Each week has a theme in boldface and a set of readings that must be completed before class on Tuesday, so Thursdays do not appear on the schedule unless an assignment is due, but we still have class!


The schedule is likely to change to accommodate our guest speakers. If you miss a class, check canvas for updates, including additional readings.

25Introduction to Social Action Organizing and Current Local Conditions
We’ll talk about what motivates people to organize, the difference between organizing for social change and providing social services, and review local conditions and current campaigns. We’ll get to know one another and take our first steps in organizing by conducting “one on ones” with our classmates.
31Organizing in Indianapolis
We will meet local organizers who will describe their work and outline service-learning opportunities. Quigley’s book provides an overview of recent labor organizing in Indianapolis.Read:
Quigley, If We Can Win Here, Introduction & chapters 1-3 (1-46).

The Democratic Promise: Saul Alinsky and His Legacy
7Why Organize? Values and Social Change
We will discuss personal values, how they motivate us to create change, and how we can communicate with people whose values differ from ours.

For help in clarifying your values, take these two surveys and bring your results to class:
The “Moral Foundations Questionnaire”
“Political Compass Test”

Quigley, If We Can Win Here, chapters 4 & 5 – Fight for $15 (35-62).
14Power and Direct Action
We will look at power relationships in contemporary society and how direct action can be used to redistribute social and political power.
Alinsky, Rules for Radicals, Prologue and “The Purpose” (xiii-23).

Midwest Academy Manual, chapters 1 & 2 “Intro” & “Fundamentals”(2-21).

Service-Learning contract due.
21Issues, Strategies and Tactics
Today we’ll use the Midwest Manual’s strategy chart (33) to plan our campaign for the class project.Read:
Alinsky, Rules for Radicals, chapters 6-7 (98-164).

Midwest Academy Manual, chapters 3-5 (22-61).
28Getting Started as an Organizer
In class, we’ll be role playing to develop some fundamental organizing skills: the short rap, leafleting & tabling, recruiting new members to your organization, and developing leaders.
Alinsky, Rules for Radicals, chapters 4-5 “The Education of an Organizer” & “Communication” (63-97).

Midwest Academy Manual, chapters 10-11 “Recruiting” & “Developing Leadership” (110-171).
5Building a Community Organization
Now that we have some members and we’ve identified our issues, how can we build the power of our organization? Which organizing model best suits our goals? How can we put pressure on decision makers?Read:
Alinsky, “Of Means and Ends” (24-47).

Midwest Academy Manual, chapters 6-8 (61-96).
12Organizing Tools: Media
Read: Midwest Academy Manual, chapter 14
Quigley, chapters 11-12 “Advocacy for Citizenship (IndyCAN)” (125-41).
Special Guest: Erin Polley, American Friends Service Committee.
19Organizing Skills: Public Speaking, Facilitating Meetings
This week we’ll explore several methods of getting our message out to the public, practice them in class, and talk about how to apply them to our organizing.
Alinsky, “A Word about Words” (48-62).

Midwest Academy Manual, chapters 12-13 (127-158).

Quigley, chapters 6 & 7 “UNITE/HERE” (73-91).
26How and Why Labor Unions are Created
Yates debunks many myths about unions and explains how they protect workers’ rights on the job.Read:
Yates, Why Unions Matter, Preface – chapter 2 (11-67).

Quigley, chapters 9 & 10 -- Homecare workers and security guards (103-124).

Service-Learning Journal #1 due.
2How Unions Work: Democracy and Collective Bargaining
We will look at the democratic structure of unions, their role as bargaining agents for workers, and their place in US politics.Read:
Yates, Why Unions Matter, chapters 3 - 5 (69-139).
9The American Labor Movement in Crisis
Union membership is at its lowest point in decades. What can unions do to rouse themselves to meet the challenges of the twenty-first century workplace?Read:
Yates, Why Unions Matter, chapters 6 - 8 (141-212).
16Working Together and Creating Coalitions
What other groups are interested in our issues and how can we get them involved? Does it make sense to create a formal coalition and if so, how?Read:
Midwest Academy Manual, chapters 9 & 20-22 (97-105 & 255-296).

Quigley, chapters 14 & 15 – UNITE/HERE hotel campaign (151-171).

Marvin, “Starting from Scratch: Building Community Support for Labor Organizing in Indianapolis” (canvas files).

Special Guest:
Becky Smith, Indiana State Teachers Association.

Issue Paper #1 due.

Service-Learning Journal #2 due.
30Student presentations on research and service learning.
7LAST WEEK OF CLASS- Role-playing exercise in community organizing.
Issue Paper #2 and Service Learning Reflective Paper due.

Service Learning Journals

The service learning journals give you an opportunity to describe your service learning experiences and link them with course themes and issues. Each service-learning journal must be a minimum of 500 words, typed, and double spaced, but more information and reflection is welcome. Your grade will be based on the thoroughness of your descriptions and your ability to link them with significant issues in the theory and practice of organizing. The following prompts may help you to put together a good service-learning journal. Depending on the organization, some will be more important than others. Ignore those that don’t apply.

1. What have you been doing for the organization? Describe specific duties and outcomes.

2. How does your work contribute to the goals of the organization?

3. What have you learned about how the organization operates?

4. Have you encountered any problems? If so, describe the problem in detail and discuss what you have done in response, or what you plan to do.

5. How has your service learning experience helped you to better understand a specific issue or issues faced by organizers today?

Service-Learning Reflective Paper Guidelines

Purpose: The reflective paper provides you with an opportunity to look back on your service experience and think about what you learned about yourself, the organization, and organizing in general. The clarity and comprehensiveness of your report will be judged to determine your grade for this assignment. For more information on grading standards, consult the grading rubric in the syllabus.

Audience: The primary audience for the paper consists of the members of the class and the instructor. Particularly effective papers may also be used as models for subsequent classes and/or distributed to IUPUI’s Center for Service and Learning. Papers will be made available to sponsoring organizations only if they have asked for a copy and you have given your approval because it is important for you to feel free to criticize the organization.

Suggestions: Any piece of writing should begin with a clear understanding of its purpose and audience, and every decision during the writing process should be based on achieving the stated purpose for the intended audience.

Thoroughly answering the following questions should help you to produce a good reflective paper, but more may be needed depending on your experiences, and all questions will not be relevant to all situations. Use your judgment based on your understanding of purpose and audience. Give concrete examples to back up any general claims.

1. What is the purpose of the organization? What population does it serve?
2. What structures are in place to help it achieve its purpose? (If your service brought you into contact with only a part of the organization’s structure, describe that part.)
3. What did you do for the organization?
4. How did your service help the organization achieve its goals?
5. How effective do you think the organization is in achieving these goals?
6. What could the organization do differently to improve its performance?
7. What connections can you make between the organization and the history and theory of organizing for social change that we have studied this semester?
8. What, if anything, have you learned about yourself as a result of this experience?


The paper should be double-spaced, 12 point standard font, one-inch margins all around, and 5-7 pages in length. Append your previous service learning journals to the back of your report. Please do not use a cover or even a cover sheet. Just staple the pages together.


TopicExcellent (A-B+)Acceptable (B-C)Unacceptable (D-F)
1. IntroductionInteresting, relevant info introduces organization & provides clear context for the reportGood basic information, useful to understanding the organization.What is this report about?
2. Summary of work performedClear, specific account of significant activities connected to the org’s mission.Clear overview of work performed. May not be as specific or well connected to mission.What did you do again?
3. Logic and TransitionsInformation is presented in a logical order. Good transitions between ideas.Most ideas are well connected. May be some abrupt transitions or a lapse in logical order.Skips from one topic to next with few specific, meaningful transitions. Some lapses in logic.
4. Connections to course themesConnects service with important course concepts in meaningful ways.Mentions some connections but doesn’t develop them fully.Fails to connect service with course themes.
5. Analysis of the organizationExcellent analysis of the effectiveness of the org. with thoughtful suggestions for improvementSome comments on the effectiveness of the org. with reasonable suggestions for improvementLittle or no analysis of the organization.
6. Connections between service and personal growth as an organizerClearly demonstrates significant personal growth as an organizer.Discusses some positive outcomes of the experience. May be somewhat vague on details.Little evidence of personal growth.

Sam Masarachia Scholars Program Internships

May 2016

The Masarachia Program is both a scholarship and a path to study and activism. It engages students at IUPUI in study and experience built around organizing and the representation of workers, seniors, and communities. The program emphasizes the concerns of social action and social justice and the “peoples’ organizations” involved in these pursuits. It addresses power and change. As such the Masarachia Program is distinct from programs associated more broadly with non-profit organizations, philanthropy, service, and service learning.

Organizing for social action is not learned in the classroom alone. It requires real world engagement in the conflicts that bring people together. Effective social action grows from the combination of theory and practice. Accordingly, the internship component of the Masarachia Program is one effort to involve participants in the work of social change.

The intent of the Masarachia internship program is to expose participants to a variety of facets of the sponsoring organization’s work in such a way as to learn about the work and inform career choices, but also to contribute to the work of the organization. This may occasionally involve licking a few stamps or answering phones, but is principally about assisting with the tasks of organizing and representation.

What internship opportunities are available?
We work primarily with labor and social action organizations in the Indianapolis area. Many of these organizations have representatives who meet with introductory or advanced seminars, serve on the Masarachia Board, or are otherwise involved with the Program. This affords students opportunities to learn about their work before making internship decisions. The relationship also helps those in other organizations understand the unique aspects of the Masarachia Program, thus easing coordination with intern supervisors. Of the two internships, one should be with a labor union, the second with either a senior or community organization engaged in social action or with a second union. In the latter case, if the first internship is with a building trades union, the second should be with a non-building trades union.

Are there exclusions?
Yes. Internships should not be with one’s “home” organization or one in which a close family member is engaged. Nor do political candidate campaigns ordinarily qualify. The same goes for “social production” organizations, those emphasizing individual service and the provision of goods and services. Also, occasional exceptions to the “Indianapolis area” expectation may be made, but only with organizations that have a proven record of successful work with student interns.

What is the time commitment?
Interns are expected to work a total of 150 hours. Over the course of a 15 week semester that would be 8 to 10 hours per week. Summer internships often allow scholars to devote more hours per week and thus finish the internship sooner. Hours should ordinarily be concentrated rather than spread out in small amounts over a week. Most tasks should be supervised, at least on a regular check-in basis on the premises of the sponsoring organization. Interns need to recognize that organizing is not a 9 -5 job, and that they must be flexible about hours if they are to contribute meaningfully to the work of the sponsoring organization.

Can interns accept pay?
Not for the internship hours. However some organizations would like to hire interns, in which case the additional work can be compensated as long as the first hours are performed without compensation for the internship.

Is there academic credit involved?
This is up to you. Credit is typically arranged through the student’s major department under an internship or experience course number. Course obligations are similarly arranged through the department, with requirements for journals and submissions handled with the supervising faculty member. If you want to receive credit for an internship, you must get it approved by a faculty member BEFORE you begin. Fill out an “Internship Proposal Form,” available from the Masarachia Oncourse site, and get it approved by a faculty member in your major department or another appropriate department.

Even if you choose not to do the internship for academic credit, you must complete the following assignments and submit them to the Masarachia director in order to complete the internship requirement of the program.

How do I get started?

  • If you enter as a freshman or sophomore, talk with other participants about their internship experiences and talk with those making guest presentations in the seminars who may be prospective internship sponsors.
  • TeDevelop the skills that you can bring to an organization. Examples range from grant writing, to production of organizing literature, website development, survey research, corporate or other forms of research, etc.a
  • Develop a resume in which you include these skills. The resume can be presented to prospective internship contacts and serve as a good basis for starting the conversation about the “match up” and your prospective contributions.
  • Talk with the Masarachia director in late winter or early spring about the possibilities for the coming summer. This person will help to match you with an organization from the list above and, if necessary, get in touch with someone from the organization.
  • When you meet with the contact, take along a “proposal form,” available from the Masarachia director. Complete the form with the sponsor, and then take immediate responsibility for turning it in to the Masarachia director or intern coordinator. Remember, it should be clear that primary responsibilities do not include such tasks as answering phones and getting out mailings. Ideally, completed proposals for summer internships should be submitted by April 15th.
  • Be responsible in your participation. Be on time and follow through on your commitments. Keep in touch with the Masarachia contact and your departmental internship supervisor. You must wait until your internship is officially approved before beginning work.
  • At the end of the internship term, get formal closure with the organization and the Masarachia contact. Submit your report to the Masarachia contact within thirty days of completing the internship.

How should I document my internship experience?


Throughout your internship you must keep a journal your activities. The journal is intended to help you write the final report at the end of the internship. A few minutes spent journaling each week will save you hours at the end of the internship, so don’t neglect the journal. Follow these guidelines andsubmit your journal to the Masarachia director via e-mail every other week during your internship.

  1. In each weekly entry, include the date, the hours spent on the internship, all activities done, and, most importantly, what you learned about yourself and about the organization.
  2. Be specific. Give details as though you were explaining your activities to a friend who is not familiar with the organization. Spell out all abbreviations and give full names (at least the first time).
  3. Write the entry the same week. Don’t fall into the trap of waiting several weeks before writing in your journal. It’s amazing how much you’ll forget and how difficult it will be to write the entries.
  4. At the end of each month, total the number of hours you spent on your internship. This will save you and your sponsor time at the end of the internship.
  5. Every other week send the two new journal entries to the Masarachia director. Turn in your complete journal with your final report at the end of your internship.


Within one month of completing the internship, you must submit a final report of 8- 10 typed pages summarizing the work you performed, what you learned from it, and how the internship experience helped you achieve the goals of the Masarachia Program. Don’t fail to mention any problems you encountered and describe how you dealt with them. Model internship reports are available on the Masarachia oncourse site. An effective report should answer the following questions:

  • How did your work contribute to the goals of the organization?
  • How effective was your work? How significant was your contribution?
  • What did you learn from the experience about your skills, about organizing, about the organization?
  • Was the internship a good learning experience? What could be improved?
  • How well did your Masarachia courses prepare you for the internship?
  • How did the theory we discussed in class compare with your experiences on the job?
  • Are you willing to let your internship sponsor read your report?

What to do if problems arise?
This happens occasionally. Get in touch with the Masarachia contact immediately. Don’t let a problem fester.

Are there guidelines concerning confidentiality?
All organizations have internal politics, face problems, and operate at something less than maximum efficiency. Interns are expected to discuss organizational experiences in academic settings, notably in Masarachia seminars, as appropriate. This is different from putting that organization’s internal business “on the street.” Questions should be raised with intern supervisors or the Masarachia director or coordinator.

Appendix 11: Details Related to Exceeding the Standard Expectation of Credit Hours

The program will not exceed 120 semester credit hours.

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