The mission of the program in Community & Social Change is to prepare globally aware leaders, researchers, and agents of change who create, inspire, and engage community organizations to foster well-being in diverse community settings.
To be a hub for innovative and applied leadership in community well-being and social change.
Purpose and Goals
The 30-credit master’s degree program in Community and Social Change (C&SC) is designed to prepare a new generation of creative leaders for the not-for-profit sector. The program will enhance our students’ abilities to:
Lead, administer, and inspire within educational and community settings;
Lead group processes and consultations;
Develop and evaluate programs;
Engage in ethical practices;
Develop collaborative efforts;
Think and act as advocates and agents of change;
Think and act in ecological, multicultural, and global ways;
Understand and utilize theory and research;
Understand power dynamics, systems, and social sources of well-being; and
Communicate well in oral, written, and electronic media formats.
for a printable Course Sequence Plan. Please meet with your advisor to obtain his/her approval signature and submit a copy of the signed Course Sequence Plan to the Associate Dean’s office, MB 312, no later than the end of your first semester of study.
This program of study and course sequence plan is subject to change.
Elective courses allow for deeper specialization in a student’s area of interest and capitalize on the existing discipline strengths within the School of Education and in other Schools and Colleges at UM.
The field experience is designed to integrate students’ didactic learning with practical experience and translate community organizational skill-building and leadership tools to a real-world environment.
The field experience will:
Involve 120 hours in a community placement for a period of one year, supported by biweekly class meetings (EPS658: Seminar in Community and Social Change).
Provide opportunities to integrate theory, research, practice, ethics
Provide opportunities to build skills and practical knowledge
The purpose of the capstone requirement is to provide a culminating experience that synthesizes student learning and allows students to demonstrate mastery in the field. In consultation with faculty advisors, students choose ONE capstone from among three options:
– Students and/or faculty advisors with an established working relationship with existing community organizations may opt to have students develop and conduct an independent community-based project that is conceived and carried out in collaboration with the organization to fulfill or satisfy an existing need. The timeline will vary based on the details of the project with a deadline for completion by the final weeks in the spring term of the student’s final year. In addition to completing the project the student will complete a detailed report that explicitly characterizes the project processes and outcomes in relation to the theories and methods of community psychology. The report will be read and graded by the student’s advisor and a program faculty ‘second reader’ selected for expertise in the project domain. Examples of potential independent projects may include formal program evaluation conducted for a school or community, comprehensive needs assessment and consultation report for a community or educational organization, or a small scale or feasibility-stage program prevention or intervention design and implementation. If the project or report is deemed insufficient for passing, the student may petition the department for one academic term allowance to correct, adapt, or revise the project and/or report.
– The Capstone Portfolio is the culminating activity of all classroom and field experiences and should be reflective, not only of student’s experiences, but also of the knowledge, strategies, and skills acquired and/or applied during these experiences. The Capstone Portfolio is an intentional repository of evidence reflecting the scholarly and professional progress, goals, and reflections of the learner; integrating knowledge, theory, and skills from multiple sources. The portfolio is the property of the student and is largely student-driven. Because the portfolio is largely student-directed, the learner is free to demonstrate creativity and artistic design that are not generally allowed by other forms of assessment.
– In rare cases, students may wish to complete a master’s empirical or theoretical thesis. This option is expected to be the exception rather than the norm, but the program will support students who have a strong desire to complete a thesis project. Students considering this option should 1) have an existing community project that offers an opportunity for data collection and analysis, 2) have a compelling reason for wanting to complete a master’s thesis (e.g. interest in a PhD program), and 3) have the support of core faculty in the program.