The ICNC Hybrid Curriculum Fellowship offers a grant of $1,300 for instructors to develop and teach an online course or curriculum unit on civil resistance.

Applicants for ICNC’s hybrid curriculum fellowship are expected to select one of the following options:

• develop and teach a full term course on civil resistance combining a significant amount of both classroom-based and online learning,
  OR
• develop and teach a curriculum unit on civil resistance that consists of at least 5 weeks of focus on civil resistance that includes regular online work each week and a minimum of one or two face-to- face sessions during each five weeks of the course devoted to civil resistance.

In this hybrid of classroom and online learning, students should be able will to review relevant session notes, videos, and readings and then engage in classroom activities and forum discussions moderated by the instructor.

Fellows will also be expected to set up and offer the online portion of the course on civil resistance through the ICNC Online Courses platform, unless prohibited by your institution’s policies.

The ICNC Hybrid Curriculum Fellowship offers a grant of $1,300 for fellows to:

• develop and teach a full term course on civil resistance combining a significant amount of both classroom-based and online learning,
  OR
• develop and teach a curriculum unit on civil resistance that consists of at least 5 weeks of focus on civil resistance, including regular online work each week, and a minimum of one or two face-to- face sessions during each five weeks of the course devoted to civil resistance.

To apply for a hybrid curriculum fellowship, you will generally need to craft a proposal that involves a minimum of five weekly units of online learning and a minimum of one or two 90 minute classroom sessions per each a five unit period. Other options of multi-day face-to-face intensive sessions combined with extended online learning could be considered. Where possible, the hybrid fellowship will use the designated ICNC’s online platform for the online portion of the course or unit. We are open to hybrid curriculum fellows offering civil resistance learning opportunities to students and interested learners from applicant’s university, town, district, country, or region.

In addition to a hybrid curriculum fellowship grant, awardees will receive ICNC staff consultation on curriculum planning, as well as a package with academic books and documentaries on civil resistance. ICNC provides these resources free of charge as part of its curriculum fellowship package to help its fellows develop the content on and teach civil resistance.

Fellowship Length

2019-20 ICNC Curriculum Fellows are expected to teach their courses either in Fall 2019 or Winter, Spring, or Summer 2020

Stipend Distribution

The fellowship grants will be disbursed in two equal installments. If a teaching team is granted the fellowship, they will split the grant of $1,300

1. The first installment will be made after the course begins, the student enrollment is confirmed and the syllabus with a civil resistance component has been satisfactorily reviewed by ICNC.
2. The second installment will be made after the online seminar ends and ICNC receives fellow’s final report and results of students’ evaluations pertaining to their learning on civil resistance and course assessment.

As part of the fellowship it is expected that:

a. Applicants for ICNC’s hybrid curriculum fellowship are expected to develop and teach:

-a full-term course on civil resistance that combines a significant amount of both classroom-based and online learning

or

-a curriculum unit on civil resistance within an existing course that will consist of at least five (5) weeks of focus on civil resistance with a significant amount of both classroom-based and online learning

Note: The amount of classroom-based and online learning should be more or less evenly distributed in the proposed hybrid curriculum with a minimum of two face-to-face sessions spread out during five weeks of teaching on civil resistance.

b. A fellow will be expected to develop and set up an online curriculum for a hybrid civil resistance course on the ICNC Online Courses with some technical assistance provided by ICNC. ICNC will provide fellows with an online instructors guide.

c. Proposal for the hybrid course or unit will include, at a minimum, teachable content (such as audio/videos, readings, exercises, forum discussions) on:

• what civil resistance is, including prevailing misconceptions

• historical record and effectiveness of civil resistance

• strategies and tactics of civil resistance

• dynamics of civil resistance including but not limited to the phenomenon of backfire, defections, movement mobilization, sustainability and/or tactical innovation and sequencing

d. Fellows will actively moderate the online portion of the curriculum’s different forums where learners comment on the materials reviewed and exchange ideas about specific topics and respond to moderator’s questions and comments.

e. Fellows interact with learners in face-to-face classroom instruction and activities as well as regular, live video-conferencing and creative online content (e.g. case studies/exercises) to ensure learners’ active engagement and to reduce attrition from the hybrid course once it begins

f. No less than 10 and no more than 20 students per fellow are actively engaged throughout the hybrid course or unit to ensure effective course moderation and supervision for both online and face-to-face learning

g. Materials on civil resistance that a fellow selects, develops, and uploads into the hybrid course or unit can be in language other than English (check recommended resources) though the initial curriculum proposal for ICNC consideration must be in English

h. Forum conversations and moderation can be conducted in a language other than English

i. Fellows prepare and share with ICNC bi-weekly English-language reports on the progress of the hybrid course or unit, including participants’ interactions in online or classroom discussions, activities,  and assignments

j. Fellows are encouraged to arrange a minimum of one or two  guest online or classroom speakers who will present on a selected topic on civil resistance

k. Fellows develop online evaluation instrument to be used to assess progress in students’ learning about civil resistance, based on a customized

• template of a pre-seminar learning gains survey (distributed prior to the start of the seminar)

• template of a post-seminar learning gains survey (distributed at the end of the seminar)

l. Fellows develop online final course evaluation to solicit students’ feedback on the course content on civil resistance based on a customized template of a final course evaluation

m. Fellows submit a final report to ICNC soon after the course or curriculum unit ends. The report will summarize content on civil resistance delivered, including any innovative teaching tools used, completed assignments, aggregate results from the students’ learning gains surveys, results from the final evaluation and general lessons learned

n. Fellows develop online follow-up survey for students to complete 3 months after the course ends. The fellow is responsible for sending the follow-up survey to their students that customizes the following template of the 3 month follow-up survey

In developing the hybrid curriculum proposal on civil resistance, applicants are strongly encouraged to consider integrating elements from the following resources:

• ICNC Online Academic Curriculum

• People Power: The Game of Civil Resistance

• ICNC conflict summaries on civil resistance

• ICNC educational resources

• ICNC translations: if a proposed course is taught in a language different than English, a fellow will be expected to incorporate translations of civil resistance literature available in the ICNC library, which houses materials on civil resistance in 55 languages.

• A Force More Powerful, 2000 documentary

• Bringing Down a Dictator, 2001 documentary

• Orange Revolution, 2007 documentary

• Erica Chenoweth and Maria Stephan, Why Civil Resistance Works. The Strategic Logic of Nonviolent Conflict (New York: Columbia University Press, 2011)

• Maciej Bartkowski, ed. Recovering Nonviolent History. Civil Resistance in Liberation Struggles (Boulder, CO: Lynne Rienner Publishers, 2013)

• Peter Ackerman, and Jack DuVall, A Force More Powerful: A Century of Nonviolent Conflict (New York: Macmillan, 2000)

• Shaazka Beyerle, Curtailing Corruption. People Power for Accountability and Justice (Boulder, CO: Lynne Rienner Publishers, 2014)

• Veronique Dudouet, ed. Civil Resistance and Conflict Transformation. Transition from Armed to Nonviolent Struggle (London: Routledge, 2015)

• A Diplomat’s Handbook for Democracy Development Support

Check also Selected Bibliography on Civil Resistance (2016)

Applicants’ curriculum proposal – to be submitted as part of the application process – is expected to include a list of resources on civil resistance that the applicant plans to incorporate into an online seminar and is encouraged to identify a potential guest speaker suitable for a proposed civil resistance topic.

To be considered, applicants should review ICNC recommended list of resources, fill out the online application form, submit CV and a curriculum proposal, and other information as requested.

The hybrid curriculum proposal should include a detailed description of at least five weekly units combining face-to-face, classroom-based sessions, and online learning on civil resistance in which participants are asked to engage in various classroom activities and review a relevant session descriptions, videos, and readings and engage in forum discussions moderated by the Fellow. Once the applicant is selected and becomes familiar with the ICNC online learning management system, they will set up the proposed curriculum (with any requested modifications) on the designed space within the ICNC online learning platform.

In addition to the hybrid fellowship, ICNC also offers a curriculum fellowship for online courses and for classroom courses.

To learn more about the online courses curriculum fellowship, please click here.

To learn more about the classroom curriculum fellowship, please click here.