Selected impact assessment shared by the ICNC Curriculum Fellows who taught courses on civil resistance or courses with a significant civil resistance component in the Fall 2020 and Winter/Spring 2021.

See impact assessments for all curriculum fellowships.

Mayong Aguja taught “Seminar in Peace Studies” at the Department of Sociology of the Mindanao State University–General Santos City, Philippines, during the Fall 2020 semester. Student knowledge of civil resistance increased from 6% to 56%. Students also became more involved in civil resistance campaigns, increasing from 13% to 31%, and demonstrated an increased comfort in speaking to others about the subject and increased confidence in their ability to achieve campaign goals within their movements.

Kepeh Eric and Jimm Chick taught “Understanding Nonviolent Conflict,” an online course for youth in Cameroon. Student knowledge of civil resistance increased from 27% to 92%, and they demonstrated increases in their engagement in their own communities and the ability to use civil resistance to effect positive change. Three months after the course, 78% of the students credited the course with their involvement in a civil resistance campaign.

Eric Lepp taught “Contemporary Nonviolent Movements” in the Department of Peace and Conflict Studies at Conrad Grebel University College, University of Waterloo, Canada, in the Winter 2021 term. Students reporting competency in civil resistance knowledge increased from 25% to 92%. At the start of the course, one-third of students reported no involvement in writing, researching, or teaching about civil resistance, while after the course, all students were involved in this pursuit. 75% of students reported an increased interest in learning more about civil resistance three months after the course.

Nara Roberta Silva taught “The Tools of Social Movements” at the Brooklyn Institute for Social Research, New York, United States, in the Spring 2021 quarter. Students who were fairly knowledgeable on the subject increased from 9% before the course to 50% after the course finished, while all students felt comfortable discussing the subject with others following the course completion. Students who reported skill in planning or implementing a campaign increased from o% to 50%.

Sergio Zabaleta taught “Reflections on Civil Resistance from Social Movements in Colombia” in the Faculty of Human, Social and Educational Sciences at the Universidad INCCA de Colombia, in the Fall 2020 semester. Students who recognized civil resistance as an important tool to secure rights increased from 65% to 90%. Three months after the course, 43% of students reported that the course contributed to their decision to join a civil resistance movement.

Katie Zanoni taught “Introduction to Peace Studies” in the School of Behavioral and Social Science, Consumer and Family Studies at the San Diego City College, United States, in the Fall 2020 semester. Students knowledgeable of the subject increased from 50% to 100% by the end of the course, and their comfort level speaking about civil resistance to others increased from 67% to 83%. Three months after the course, every student reported that the course influenced their decision to join a civil resistance campaign.