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Engagements with the Common Good (The ECGs)

ECG 100 (3 credits)

This course is the first in a series (ECG 100, 200, and 300) of the core curriculum Engagements with the Common Good classes. Ideally, all students will complete ECG 100 in the spring semester of their first year at Cabrini University. This course is designed to build upon the writing and information literacy skills students learned in their WNA 101 course. Additionally, this course is designed to connect to Cabrinian Religious Literacy core area and to run concurrently with the History of Racism and Anti-Racism course.

A student may withdraw from ECG 100 only with the permission of the Assistant Dean for the Core Curriculum. Additionally, no student may enroll in ECG 100 and ECG 200 concurrently. ECG courses cannot count for other areas of the core curriculum, nor can they be counted toward majors and minors. Due to the sequential nature of the core areas, all ECG 100 courses carry a prerequisite of a final grade of C- or higher in WNA 101.

Learning Outcomes
  1. Students will understand and/or demonstrate how dispositions about social justice are influenced and formed by differences in both the written and spoken word, including the consumption of mediated messages. (Written Communication/Oral Communication/Sense of Self/Knowledge)
  2. Students will use the writing process (brainstorming, drafting, revision), acknowledge and cite sources appropriately, and improve their style, grammar, and punctuation when they articulate their own dispositions about social justice. (Written Communication/Sense of Self/Knowledge)
  3. Students will analyze how their dispositions about social justice connect with the knowledge they gained in their Cabrinian Religious Literacy course. (Written Communication/Sense of Self/Knowledge)
  4. Students will examine multiple positions, assumptions, and biases as they articulate and/or act upon the connections between their social justice dispositions and the knowledge they gained in their Cabrinian Religious Literacy course. (Written Communication/Sense of Self/Knowledge)

ECG 200 (3 credits)

This experiential, writing-intensive course explores through texts and community partnerships how power, privilege, and difference affect solidarity, equality, and dignity—the essential elements of the Common Good.

Students will expand their moral imaginations through their exploration of contemporary, historical, and cross cultural causes of systemic justice and injustice in the world. All ECG courses have a grade requirement of C- or above. Students should not take ECG 200 and 300 concurrently and can only do so with an exception approved by the Assistant Dean of the Core Curriculum. ECG courses also cannot count for other areas of the core curriculum, nor can they be counted toward majors and minors.

Learning Outcomes
  1. Students will create a project in collaboration with a community partner that contributes to the common good of a community and addresses people on the margins of society. (Self-Direction, Values)
  2. Students will take responsibility for their leadership development through an understanding of concepts like Integral Human Development and/or the Social Change Model of Leadership and will analyze how they can work with others in groups to create positive change within communities. (Self-Direction, Values)
  3. Students will reflect upon their advocacy project to demonstrate that they can assess their personal strengths as a learner, understand how to properly address audiences through the written word, and assess the knowledge they gained since completing their Cabrini Success Seminar, Cabrinian Religious Literacy and ECG 100 courses. (Written Communication, Self-Direction, Values)
  4. Students will use the writing process (brainstorming, drafting, and revising) to compose and organize ideas, to properly use and cite research, to support a claim, and to build upon the knowledge and skills gained in their ECG 100 course. (Written Communication)

ECG 300 (3 credits)

This course is the third in a series (ECG 100, 200, and 300) of the core curriculum Engagements with the Common Good classes. Ideally, all students will complete ECG 200 in their sophomore year at Cabrini University. This course is designed to build upon the writing and information literacy skills students learned in their WNA 101, ECG 100, and ECG 200 courses. Additionally, this writing-intensive and writing-instructive course will challenge students to further develop their leadership skills through their work with a community partner. Students will work with community partners, contributing to research that will be used to expand the capacity and quality of the partner organizations while providing students with life-long tools for civic engagement. This research also may be used to advocate for systemic changes that will affect greater solidarity with local and global communities. Students will develop skills and strategies to advocate for policies with U.S. and international public and private decision makers.

Students should not take ECG 200 and 300 concurrently and can only do so with an exception approved by the Assistant Dean of the Core Curriculum. ECG courses also cannot count for other areas of the core curriculum, nor can they be counted toward majors and minors. All ECG 300 courses carry a prerequisite of a final grade of C- or higher in ECG 200.

Learning Outcomes
  1. Students will build upon the knowledge and skills they gained other core courses, particularly their two previous ECG courses, and demonstrate ability to advocate on behalf or alongside others. (Written Communication; Adaptability; Skills)
  2. Students will exhibit organizational and leadership skills in developing community partnerships and demonstrate an awareness of the social and economic trends impacting themselves and others. (Adaptability; Skills)
  3. Students will actively participate in community partnerships and educate others about how social justice concepts, such as Integral Human Development and the Social Change Model of Leadership, can offer solutions to societal injustices. (Adaptability; Skills)
  4. Students will use the writing process to build upon the writing and research skills gained in their ECG 100 and ECG 200 courses, will properly use and cite research to support a claim, and will demonstrate an understanding of how they can communicate to a variety of audiences. (Written Communication)