Running head: IMMIGRATION AND SOCIETY

Syllabus Design: Immigration and Society

Megan Segoshi
Loyola University Chicago

IMMIGRATION AND SOCIETY

Syllabus Design: Immigration and Society

The syllabus I have designed is for an advanced-level undergraduate service learning
course. The emphasis on research is why it was designated to be an honors course, in addition to
the fact that it serves to fulfill the Honors Capstone requirement for those students. It is a
rigorous course that focuses on immigration policy, and therefore will likely be best suited to
students interested in sociology, economics, anthropology, and civic engagement. This course
has a very large research component to it, and is therefore also best suited to students who have
an interest in qualitative methods and who may be looking to gain experience in research in
preparation for graduate studies. The professors academic background is in sociology, social
justice, and social work, which undoubtedly influenced the content of the course and should be
taken into consideration for students interested in enrolling. This paper will examine the ways in
which the learning goals, learning activities, and feedback and assessment of the course are
connected to create significant learning experiences for students (Fink, 2003).
Learning Goals
Foundational Knowledge
Each learning goal is situated within one of each of the following categories:
foundational knowledge, application, integration, human dimension, caring, and learning how to
learn (Fink, 2003; Nilson, 2010). The first goal, from foundational knowledge, is that students
will be able to articulate historical patterns in U.S. immigration and key policies that have
influenced them. This learning goal will be achieved in several different ways, which can be
found in the weekly course schedule. These include guest speakers from various departments,
reading and reflection, and facilitated course dialogues based in the readings and films that will
be viewed in the class. Foundational knowledge is key in the learning environment for students

IMMIGRATION AND SOCIETY

to develop more critical thinking skills and better understand the many world views and
perspectives impacting the broad topic of immigration policy. In addition to this goal enhancing
the students knowledge of immigration itself, it is also intended to serve as practical information
that they will carry forward after the completion of the course (Fink, 2003).
Application
The application learning goal for this course is that students will be able to construct an
oral history qualitative research project on a topic of their choosing related to immigration policy
and their service organization. This learning goal is a key component of the course; the idea is
that students will be able to take the foundational knowledge they gain from the course,
understand the ways in which that information is acted out in real life (through service learning),
and then synthesize this experience through a research project. The skills developed through this
learning goal are in qualitative research, including interviewing, active listening, constructing
stories from transcripts, analyzing data, and integrating literature and previous research into their
discussion.
Integration
The integration learning goal for this course is that students will be able to explain the
ways in which policy impacts the lived experiences of communities (immigrant and nonimmigrant alike) in the U.S. This learning goal is concerned with the students ability to connect
what they learn in the course (foundational knowledge) to the experiences they see in their
nonprofit organizations (Fink, 2003). This will be monitored and assessed throughout the
semester during class discussions, but especially at the end of the year when the students conduct
their final presentations.

IMMIGRATION AND SOCIETY

Human Dimension
The fourth learning goal, human dimension, is concerned with the students understanding
their own position in relation to their surroundings and their world (Fink, 2003). It is stated that
through critical reflection, students will be able to articulate the ways in which their partnership
with their organization has influenced or changed their views on immigration. This learning
outcome can be measured through course discussion and will be developed through journaling.
Also, the students will need to articulate a stance on immigration policy in their final project.
Caring
The caring component of the course is one of the most important. There is somewhat of
an assumption going into the course that because this is an upper level, intensive honors research
course, that the students bring at least some interest or investment in the topic. My hope would
be that through their experience in this course, the students are inspired to continue engaging
with their community organizations in productive, mutually beneficial ways. At the end of the
day, even if students do not come away from this course with a thorough and integrated
understanding of policy, it is important to me as the instructor and as an advocate for social
justice that the students remain involved with, inspired by, and engaged in their communities.
Learning How to Learn
The learning how to learn outcome is that students will develop their own perspectives on
immigration policy and be able to articulate their stance. This outcome is similar to the human
dimension outcome in that it requires students to form a personal stance on the issue of
immigration policy. However, it is more comprehensive in that in doing so, the students will be
able to connect their course projects, readings, journals, and other activities to their learning and
understand the ways in which these tasks enhanced and shaped their experience. It is the goal of

IMMIGRATION AND SOCIETY

this outcome that students will be able to better understand the way in which they learn (i.e. their
strongest learning style), how to think critically about immigration and policy in general, and
how to then transfer those skills into being lifelong learners (Fink, 2003).
Learning Activities
As stated by Fink (2003), active learning can be enhanced by incorporating activities that
include getting, experiencing, and acting on information and ideas. This course utilizes this
concept to form the basis for all of the learning activities and assessments. I will provide an
overview of the learning activities that take place in the classroom and through experiential
learning before delving into the tools for assessment, which overlap with learning activities but
are designed more so as graded projects and mechanisms for feedback.
As you can see in the course schedule, the students have a variety of in-class activities
that include more than just discussions on readings. Although these will happen frequently, it is
important to cater to various learning styles within the classroom. The in-class activities will
also include peer review sessions, films and documentaries (complemented with discussion),
social justice trainings and activities, and guest lecturers from other departments. Out of class
activities will consist mostly of reading, writing, journaling (reflecting), conducting research, and
volunteering. Table 1 demonstrates the learning goals associated with each of the above
activities.
Table 1
Learning Activities
Activity
In-Class Discussions

Learning Outcome(s)
Foundational Knowledge
Human Dimension

IMMIGRATION AND SOCIETY

6
Learning How to Learn

Peer Review Sessions

Learning How to Learn

Films and Documentaries

Integration
Caring

Social Justice Trainings

Integration, Human Dimension

Caring

Guest Lecturers

Foundational Knowledge

Reading

Foundational Knowledge
Application
Integration

Writing

Application

Journaling

Integration
Human Dimension

Conducting Research

Application
Human Dimension

Volunteering

Application
Human Dimension
Caring

Assessment and Feedback

This courses means of assessment and feedback are designed to provide students with
the tools they need to get a good grade, which is intended to be a reflection of their learning. The
entire course is built around a final project and presentation, with various due dates along the

IMMIGRATION AND SOCIETY

way to ensure that students are progressing in their work. This is also intentionally designed so
that students can be receiving ongoing feedback throughout the semester. At the end, the
students should have a very good idea of what their grade is before they actually get it.
The main project for this course is a research paper, coupled with a brief presentation,
which the students will work on continually once they have some foundational knowledge of
their topic and research methodology to work with. The grading rubric for this project is
included at the end of the syllabus. Students will have opportunities throughout the semester to
receive feedback from both the professor and their peers, which is intended to give them some
experience in reviewing others work and providing constructive feedback. It may also give
them a sense of comparison for their own progress.
Students are given the opportunity to assess themselves in this course. However, I am
aware that people with marginalized identities (especially those who are female) may be much
less inclined to give themselves high scores on a self-assessment tool. Therefore, I will give
them the opportunity to write, in a reflective exercise, how they think they are doing on their
progress in the class and what they have learned thus far. This assessment should be useful not
just so that I can give them a grade, but so that I also get feedback on my own teaching
effectiveness. After the students have written and submitted their (ungraded) self-assessment,
we will hold a meeting in my office to discuss it and any other concerns they may have.
One of the most important components of my assessment design is that students can
choose how many points they want allocated to their project and presentation. Of course there
are limits to this they cannot opt to have zero points towards anything but this allows for
them to tell the professor what they think their greatest strengths are, and focus their attention on

IMMIGRATION AND SOCIETY

those assignments that are worth more points. This is also intended to place some power in the
students hands, by allowing them some agency in the way they are evaluated.
Reflection
Challenges
Creating this course syllabus was challenging in a number of different ways, and
definitely opened my eyes to the amount of thoughtfulness and intention that goes into designing
a course curriculum. For me, the most challenging aspect was thinking of activities to fill in
each day with. I think part of this is because I have been conditioned to be used to lecture after
lecture, and unfortunately havent had many experiences of more creative teaching methods in
my own education. However, I was able to pull from some of what I would consider my more
original experiences and integrate them into this course. As an introvert, I was thinking of ways
to engage those who may not be apt to contribute to a larger class discussion, but who might
thrive in smaller groups, reflective exercises, and writing.
Another challenge of this course for me was integrating the learning goals into the course
activities. It wasnt until I actually put together a chart and started thinking through these goals
that things started really coming together. I was pleasantly surprised at how useful it was to
develop learning outcomes, even if it was only a few, before moving onto other stages in the
planning process (Nilson, 2010). My natural tendency is to jump right into activities and
projects rather than taking a step back and setting my intention first, so this was certainly a
learning exercise for me.
What Came Easy
I was very excited about designing this course because I am personally interested in the
topic and have some experience from previous classes that I was able to integrate here.

IMMIGRATION AND SOCIETY

Therefore it was very easy for me to think of things like course readings and assignments. In
fact, it was so easy for me to think of course readings that I had to scale it back and take a few
books off of the list. This is because I wanted the topic, which is already broad, to be more
pointed towards policy. I didnt want to do the opposite, which would have been to provide the
students with so much broad information that they lost focus.
The overall design of the course as a research and service learning course was also
relatively easy to conceive, because it was loosely based on my own service learning experience.
I had participated as a senior in a service learning capstone, which required me to spend a certain
number of hours each week volunteering at a nonprofit organization. I focused my project on
immigration, but that was not a central theme of the course. Instead, in my class students
volunteered at a variety of nonprofits targeting different social issues, and each of us selected a
different topic based on our unique experiences. I thought that for this course it would be more
manageable for the professor if all students focused on one topic, and that the professor (me) had
some academic or experiential background in the field. Of course, in order to focus on
immigration, this course would have to be situated within an urban center so that there were
enough immigrant-serving nonprofit organizations in the area to partner with. A similar course
design, though, could be applied to a number of different social and socio-political issues, such
as homelessness, addiction, social services, and youth development.
Conclusion
In creating this syllabus I learned about the extensive care one has to approach this
project with. Aside from coming away from this assignment with a renewed appreciation for the
effort all of my professors put into their own syllabi, I also felt an appreciation for the liberties I
was able to take in creating my ideal learning environment. When I entered the PhD program

IMMIGRATION AND SOCIETY

10

here I had never been empowered to think creatively and add my own voice to my work.
Through this project, though, and others like it, I am able to be innovative, creative, and have my
own voice validated. In this assignment I was able to exercise so much agency and control in the
creative process, which made me feel empowered. Although sometimes this feeling can be a bit
overwhelming (we are so used to being told what to do all the time, and how to do it), ultimately
it is freeing. I hope that someday I have the opportunity to exercise such agency in my career,
whether it is through curriculum and course design or otherwise.

IMMIGRATION AND SOCIETY

11
References

Fink, L.D. (2003). Creating significant learning experiences: An integrated approach to

developing college courses. San Francisco, CA: Jossey-Bass.
Nilsen, L.B. (2010). Teaching at its best: A research-based resource for college instructors. San
Francisco, CA: Jossey-Bass.

IMMIGRATION AND SOCIETY

12

Honors 350
Capstone: Immigration and Society
Spring 2015
Tuesdays and Thursdays 9:00 11:30 am

Course Description
Professor: Megan Segoshi, PhD student (she/her/hers pronouns)
Office Hours: Monday and Tuesday 12-2 pm
Office Location: University Hall 725
Email: msegoshi@university.edu
*Email is the best way to contact me. Please allow at least 48 hours for a response.
This course is a six credit intensive senior capstone course for honors-track students in the social
sciences. As a major component of the course, students will engage in experiential learning
through volunteering and observing at one of three local nonprofit organizations that primarily
serve immigrant communities. Students will conduct their own individual research projects on
issues impacting the experiences of the clientele. The staff of each organization has delineated
the ways in which the structure of each project can be most useful for the organization to use in
their marketing and grant writing activities.
Students will complete an oral history project as the culminating project for the course.
As such, this course has a strong emphasis on qualitative research. Students will be engaged in
their own research projects, from the design of their project to the presentation at the end. Along
the way, course material on immigration policy will be integrated into the framework through
which students will gain valuable research skills. Students are encouraged throughout the
process to integrate their own experiences and voices into their work.
This syllabus serves as an agreement between students and the professor. I expect you to
be actively engaged in your learning, as you can expect me to be actively engaged in the
teaching of the course. The syllabus is subject to change.
Course and University Policies
Attendance
Students are expected to be on time, present and engaged in every course session. Excused
absences due to family emergencies, illness, or other unforeseen events must be communicated
to the professor as early as possible. Unexcused absences may impact your participation grade.
Late Assignments
Late assignments will not be accepted. You are expected to plan according to the course outline
(below) and be prepared to turn in assignments when they are due. This should not be an issue
as many of the assignments are part of your ongoing project which you will receive support and
feedback on continuously.

IMMIGRATION AND SOCIETY

13

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:
http://www.luc.edu/education/academics_policies_integrity.shtml. For additional academic
policies and procedures refer to: http://www.luc.edu/education/academics_policies_main.shtml
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: http://www.luc.edu/sswd/
Learning Outcomes
Foundational Knowledge
Students will be able to articulate historical patterns in U.S. immigration and key policies that
have influenced them.
Application
Students will be able to construct an oral history qualitative research project on a topic of their
choosing related to their service organization.
Integration
Students will be able to explain the ways in which policy impacts the lived experiences of
communities (immigrant and non-immigrant alike) in the U.S.
Human Dimension
Through critical reflection, students will be able to articulate the ways in which their partnership
with their organization has influenced or changed their views on immigration.
Caring
Students will be able to express the ways they can continue to be engaged with their
communities after completing college and moving on.
Learning How to Learn
Students will develop their own perspectives on immigration policy and be able to articulate their
stance.

IMMIGRATION AND SOCIETY

14
Learning Activities

Service Learning
Each student will partner with a local nonprofit organization that provides services to
immigrants. This may be an organization that provides English classes, shelter or transitional
housing, or other services. The partnerships with the organization were formed by the teacher
before the course started. The students are required to volunteer with the organization for at least
5 hours per week for the duration of the semester.
Class Discussion
Each week, students will be assigned readings and are expected to come to class prepared to
engage in thoughtful discussion on these readings. These discussions will be facilitated in ways
that encourage students to draw connections between their volunteer experience, lived
experience, and course material.
Reflective Dialogue
Students will be required to keep a journal of notes on their volunteer experience as a way of
documenting their experience at their organization. This is also a way for them to engage in
ongoing reflection that will document any changes in their own perspectives or development of
new ideas.
Course Materials
The following books are required for this course. They will be available at your local downtown
bookstore and on course reserves at the library:
Books:
Ronald Takaki, A Different Mirror
Donald A. Ritchie, Doing Oral History
William Henry Chafe and Raymond Gavins, Remembering Jim Crow: African Americans
Tell about life in the Segregated South
Mark Bixler, The Lost Boys of Sudan
The following films will be viewed during class. There is no need to purchase them.
Documentary/Films
Undocumented (available on Netflix)
Amreeka
A Day without a Mexican

IMMIGRATION AND SOCIETY

15
Grading

Journals
10 pts
Participation/Attendance 20 pts
Feedback from your organization will be taken into account, discussed with student, and
included in the participation grade.
Final Project
Presentation
20 pts
Paper
80 pts
*For these two components, students can opt to have the presentation weigh between 1530 points and the paper weigh between 70-85 points, so long as the total is 100 points.
Journals
Each week, students should keep track of their experiences, questions, concerns, and reflections
on their volunteer organization. They will be responsible for maintaining the journal throughout
the semester, and turn it in at the end. Full credit will be given to students who exhibit
thoughtful reflection and insight and have at least once weekly entries.
Participation/Attendance
Students will be graded on their participation in class, including attendance. Failure to attend
class without excused absences will result in a decrease in participation grade. Participation
grades not only depend on students verbal contributions during class, but also their ability to
engage in active listening, dialogue, and group work. At least twice during the semester I will be
meeting with staff from your organizations to discuss your contributions and attendance. Any
feedback I receive from them will be discussed with you before affecting your grade.
Final Project and Presentation
Throughout the semester, students will work on, submit, and receive feedback on various
portions of their final paper. The grade will be based upon several factors, including the strength
of the following components:
Introduction & Literature Review
Methodology
Findings/Analysis
Discussion
Presentation
It will be crucial that students take into account the feedback they are given throughout the
semester.
The presentation will be practiced and graded in class, but will ultimately be presented at the
Undergraduate Honors Research Symposium at the conclusion of the semester.

IMMIGRATION AND SOCIETY

16
Course Schedule

Week
1 Intro to
Course

In-Class
-Syllabus overview
-Introduction of
organizations
-Matching of
organizations (bring
org staff members to
class)
-Introduction to
2
methodology and
Intro to
qualitative research
Research
-Preparation for
volunteering; what to
expect, etc. (class
discussion)
Introduction to
3
immigration (history;
Intro to
Immigration bring guest speakers
with different
expertise; i.e.
economics, public
health, sociology)
Introduction to
4
immigration (history;
Intro to
Immigration bring guest speakers
with different
and
expertise; i.e.
Research
economics, public
continued
health, sociology)
Literature review due
Methodology section
5
Constructing due
a Methods Undocumented
immigrant policy
section
introduction
View film:
Undocumented
Mid-semester reviews
6
Integrating View film: A Day
without a Mexican
Social
Justice

Between
Reading

In-Class
Social justice and
team building
activities bring in
facilitators from
multicultural affairs
or other trained
facilitators
-Report out on
volunteering (class
discussion: clear up
expectations, ethical
issues)
-Issues in Qualitative
Research (ethics)
Introduction to
immigration (history;
bring guest speakers
with different
expertise; i.e.
economics, public
health, sociology)
Continue with
methodology:
constructing an oral
history project

Between
Reading

Volunteering
Reading
Journaling

Continued: policy on
undocumented
immigrants and
students (DACA,
DREAM Act, etc)

Volunteering
Reading
Journaling

Volunteering
Reading
Journaling

Class visit from

Freedom University
professors and
students
Discussion: How do
your identities impact
your research?

Volunteering
Reading
Journaling

Volunteering
Reading
Journaling

Volunteering
Reading
Journaling

Volunteering
Reading
Journaling

Volunteering
Reading
Journaling

Volunteering
Reading
Journaling

Volunteering
Reading
Journaling

IMMIGRATION AND SOCIETY

No Class- Data
collection
Introduction to data
8
analysis
Data
View film: Amreeka
Analysis
Topic: Refugee and
asylee policy
No Class- Data
9
collection and selfassessments
Reflexive activity:
10
Reflexivity How did your
and Findings identities impact your
research?
Group discussion on
data collection
In-class practice of
11
Constructing constructing findings:
students bring their
your
transcripts to class and
Findings
work individually on
their findings
Findings section due
12
Structuring the rest of
Findings
your paper: situating
wrap-up
your research within a
larger context.
Peer review sessions
13
for paper edits
7

14

Final Presentations

15

Journals Due
Wrap-up
Report out: overall
experience?

17
Volunteering
Journaling
Volunteering
Journaling

No Class- Data
collection
Data analysis
continued

Volunteering
Journaling
Volunteering
Journaling

Volunteering
Reading
Journaling
Volunteering
Journaling
Transcribing

No Class- Data
collection and selfassessments
Continued group
discussion on data
collection processes
How to present your
findings

Volunteering
Reading
Journaling
Volunteering
Journaling
Transcribing

Volunteering
Reading
Journaling

In-class practice of
constructing findings:
students bring their
transcripts to class
and work individually
on their findings
Peer review session
for paper edits

Volunteering
Reading
Journaling

Final papers due

Volunteering
Reading
Journaling
Volunteering
Reading
Journaling

Volunteering
Reading
Journaling

Volunteering
Reading
Journaling
Volunteering
Reading
Journaling
Volunteering
Journaling

Final Presentations

Present at
undergraduate
research forum

Volunteering
Reading
Journaling

IMMIGRATION AND SOCIETY

18
Final Project Rubric

Introduction &
Literature Review

Methodology

Findings/Analysis

Excellent (A)
Literature
review situates
research within
relevant
context.
Diversity of
resources (1015) are used and
cited.
Synthesizes
themes in
existing
literature to
provide context
for research.
Methodology is
explained in
detailed
manner.
Exhibits a
thorough
understanding
of oral history
methods and
justifies its use.

Good (B)
Literature
review situates
research within
relevant
context.
Several
resources (7-10)
are used and
cited.
Demonstrates a
thorough
understanding
of existing
literature.

Fair (C)
Literature
review is related
to research.
A limited
number (5-7) of
resources are
used and cited.
Demonstrates
some
understanding
of the existing
literature

Poor (Failing)
Literature review
is not connected
to the research
being conducted.
Few sources (05) are used and
may be
improperly cited.
Demonstrates a
lack of
understanding of
current literature
on the topic.

Methodology is
explained.
Exhibits an
understanding
of oral history.

Methodology
lacks detail in
its explanation
(i.e. lacks
procedural
description).
Oral history is
not presented as
valid
methodology.

Methodology is
incomplete.
Lack of
description of
oral history as
methodological
tool.

Findings are
presented in a
structured, well
thought out and
easily readable
manner.
Careful
attention has
been paid to
representing the
experiences of
participants in a
socially just
manner.
Analysis
identifies and
integrates

Findings are
presented in a
well thought out
and easily
readable
manner.
Demonstrates
attention to
representing the
voices of
participants.
Analysis
identifies
several themes
across data.

Findings are not

presented in a
structured or
well thought out
manner.
Findings are not
represented in a
way that
represent or
reflect the
actual
experiences of
participants.
Analysis
identifies some
themes across
data.

Presentation of
findings is
difficult to make
sense of
(incorrectly
ordered).
Findings do not
represent or
reflect the actual
experiences of
participants.
Analysis fails to
identify themes
across data.

IMMIGRATION AND SOCIETY

Discussion

Presentation

Other

themes across
data.
Literature is
thoughtfully
integrated into
the discussion.
Discussion
includes
implications for
current policy
and future
research.
Presentation is
well prepared
(evidently
rehearsed) and
emphasizes
findings and
discussion.
Presentation is
within the
allotted time
limit.
No grammar or
spelling
mistakes.
Proper use of
grammar and
spelling.
Properly utilizes
APA format.
Paper is turned
in complete and
on time.

19

Some literature
is referenced in
discussion.
Discussion
includes
implications for
current policy
and future
research.

Literature is not
referenced in
discussion.
Discussion does
not make
reference to
current policy or
future research.

Presentation is
well prepared,
mostly
emphasizing
findings and
discussion.
Presentation is
within the
allotted time
limit.
Few grammar
or spelling
mistakes.

Literature is not
referenced in
discussion.
Discussion
might mention
but not delve
into
implications for
current policy
and future
research.
Presentation
fails to
emphasize
findings and
discussion.
Presentation is
over or under
allotted time
limit.
Several
grammar or
spelling
mistakes.

Few mistakes in
grammar and
spelling.
Few APA
formatting
errors.
Paper is turned
in complete and
on time.

Several
mistakes in
grammar and
spelling.
Incorrect APA
formatting.
Paper is turned
in complete and
on time.

Distracting
amount of
mistakes in
grammar and
spelling.
Incorrect APA
formatting.
Paper is not
turned in
complete and/or
on time.

Presentation fails
to emphasize
findings and
discussion.
Presentation is
over or under
allotted time
limit.
Distracting
number of
spelling and
grammar
mistakes.