The block of courses is about doing something about the environmental issues we face – a task that, of course, will require research, analysis, organization, and writing, but that must also result in practical action.  The goals of the course are to encourage you to become an active citizen in your own educational process and our wider community; to learn about, analyze, critique, and apply some of the historical and contemporary interdisciplinary thinking regarding green urbanism and urban gardening to a particular community project; to immerse yourself in one local attempt to bring Cincinnati closer to its goals of being a greener city.

Textbooks:

1. Wendell Berry, The Unsettling of America
2. Rob Hopkins, The Transition Handbook
3. Lewis Mumford, The Culture of Cities

Assignments:

Written assignments (5, 10 and 20%)—35% total

We will ask for written submissions on three occasions: 8/31, 10/7, and 11/16. Generally, you will be expected to integrate your classroom material and project experience into a coherent discussion about what you are learning. Each assignment will build on the ideas and questions raised in the previous one as well as on the cumulative course material. Thus, each assignment is worth more than the previous one.

Practical Engagement (30%)

In addition to the written assignments above, we will assess your learning at the engagement site through oral presentations. These will be group presentations (three of them) and they will draw on your individual written assignments for content. At the end of the syllabus is a list of the potential engagement sites. You will choose an engagement site by August 31 and will be expected to work 20 hours during the semester at the site on a particular project.

Participation (20%)

In addition to active participation in class, marked by insightful references about and questions arising from reading material and your practical engagement work, there will be two field trips. One will be to Enright Urban Eco-Village and Imago Earth Center, the other to Xavier’s community garden. There are three campus lectures that you are required to attend. The first is by Will Allen, an urban gardener on September 26, the second by architect and designer William McDonough on October 24 and the third by two leaders of the Transition Town USA movement on November 7. They are all Sundays at 7 pm. The last two will be held in the Schiff Family Conference Center. The first one will be in the Cintas Center arena.

Final Essay (15%)

This will be the final version of the ideas/questions/themes raised in your three writing assignments.

Class Schedule:

August 24 (JF): Introduction—Why this class?Readings: Mumford, Preface and Introduction; Martin V. Melosi, “The Place of the City in Environmental History,” Environmental History Review 17 (Spring 1993), 1-23; bits from Botkin; Register, Burgess, Zorbaugh

August 26 (KS): Introduction—Why this class?Readings: David Orr, Ecological Literacy ?; Wes Jackson, “Prologue” Becoming Native to this Place; Jason Peters, “Destined for Failure” Orion November/December 2008

August 31 (JF): Ecology of the CityReadings: Cronon, prophecy essay and wilderness essay; ***Edwin G. Burrows and Mike Wallace, Gotham, “First Impressions,” pp. 5-13 in Part One: Lenape Country and New Amsterdam to 1664 ***Garry Wills, “Chicago Underground,” The New York Review of Books (October 21, 1993), 15ff (review essay on Cronon’s Nature’s Metropolis and other books) ***John Leonard, “California Screaming,” The Nation (October 5, 1998), 35-39 (review of Davis’ Ecology of Fear, with reference to Davis’ City of Quartz)Assignment #1: 500 words due, defining “the ecology of the city”:

Sept. 2 (JF):  The Culture of CitiesReading: Mumford, “Protection and the Medieval Town” (59); Bookchin, Alexander

Sept. 7: What Does Green Urbanism look like in Cincinnati?Guest: Larry Falkin, Office of Environmental QualityReading: Climate Action Plan

Sept. 9 (JF): The Culture of CitiesReading: Mumford, “Court, Parade, and Capital” (69); Worster, Cronon

Sept. 14 (KS): Agriculture in History (look at STEP)Reading: Wendell Berry, The Unsettling of America, chs. 1-4

Sept. 16 (JF): The Culture of CitiesReading: Mumford, “The Insensate Industrial Town,” (80); Hurley, Noxious NY

Sept. 21 (KS): Agriculture in HistoryReading: Wendell Berry, The Unsettling of America, chs. 7 and 9; The Nation, Sept. 21 2009 issue; Michael Pollan, The Omnivore’s Dilemma, introduction and “The Way We Live Now: 10-12-03; The (Agri)Cultural Contradictions of Obesity”

Sept. 23: Urban Gardening: Connections between Farming and Urban and Suburban GardeningGuest speakers: Peter Huttinger, Civic Garden Center; Melinda O’Briant, Turner Farm; Molly Robertshaw, NEXUS Community GardenReading: Christopher Grampp, From Yard to Garden, ch. 1; Gene Logsdon, “The Garden is the Proving Ground for the Farm” The Contrary Farmer

Sept. 26 (Sunday): Will Allen, E/RS Lecture, 7 pm Cintas Center Arena

Sept. 27 (Monday): Lunch with Will Allen

Sept. 28 (JF): The Culture of CitiesReading: Mumford, “The Rise and Fall of Megalopolis” (76); Brechin, Platt

Sept. 30 (JF): The Culture of CitiesReading: Mumford, “The Regional Framework of Civilization” (47); Rome, Davis

Oct. 5 (KS): Green Urbanism and Urban Gardening: The ConnectionsReadings: McKibben, “The Year of Eating Locally”, Deep Economy, ch. 2; Gene Logsdon, “A Horse-drawn Economy” and “My Wilderness” from At Nature’s Pace

Oct. 7: PresentationsWritten Assignment #2 due

Oct. 12: Green Urbanism and Urban Gardening: The ConnectionsGuest speaker: Enright Ecovillage CSA (change of date!)

Oct. 14: FALL BREAK

Oct. 19 (KS): Green Urbanism and Urban Gardening: Practical EngagementReading: : Mike Tidwell, “To really save the planet, stop going green” The Washington Post, Sunday December 6, 2009; “How Consumers Can Affect Climate Change” All Things Considered, December 8, 2009; “Environmentalist says ‘going green’ is a waste of time” NPR, December 8, 2009; Bill McKibben, “Multiplication Saves the Day” Orion November/December 2008; Rebecca Solnit, “The Most Radical Thing You Can Do” Orion November/December 2008; Franklin Kalinowski, “A Nation of Addicts” Orion July/August 2009; Derrick Jensen, “Forget Shorter Showers” Orion July/August 2009; Jerome Segal, Graceful Simplicity: The Philosophy and Politics of the Alternative American Dream, (pp to be determined)

Oct. 21 (JF): The Culture of CitiesReading: Mumford, “The Politics of Regional Development” (53); Jacobs, Seattle

Oct. 24 (Sunday): William McDonough lecture, 7pm, Schiff Family Conference Center

Oct. 26 (KS): Green Urbanism and Urban Gardening: Practical EngagementReading: Hopkins, Transition Handbook, part 1

Oct. 28: Green Urbanism and Urban Gardening: Practical EngagementField Trip: Enright Ecovillage and Imago

Nov. 2 (KS): Green Urbanism and Urban Gardening: Practical Engagement (TTs)Reading: Hopkins, Transition Handbook, part 2

Nov. 4: Green Urbanism and Urban Gardening: Practical Engagement (TTs)Guests: Transition town folks in CincinnatiReading: Hopkins, Transition Handbook, part 3

Nov. 7 (Sunday): Michael Brownlee and Karen Lanphear, Transition Town USA

Nov. 9: Green Urbanism and Urban Gardening: Practical Engagement (TTs)Guests: Michael Brownlee and Karen Lanphear, Transition Town USA

Nov. 11 (JF): The Culture of CitiesReading: Mumford, “The Social Basis of the New Urban Order” (84); Warner, Merchant

Nov. 16: PresentationsWritten Assignment #3 due

Nov. 18 (JF): The Culture of CitiesReading: Spirn, Poole, Register, Duany and Plater-Zyberg, Kay, Calthrope

Nov. 23 (KS): Green Urbanism and Urban Gardening: Practical EngagementReading: www.urbanhomestead.orgVideo: Homegrown (www.homegrown-film.com)

Nov. 25: THANKSGIVING BREAK

Nov. 30 (JF): Populism for the CitiesReading: Fairfield, Zukin, Jacobs (on ecology); Hedeen, Cincinnati Arch

Dec. 2: Presentation of Final Papers

Dec. 7: Presentation of Final Papers

Dec. 9: Presentation of Final PapersFinal Essay Due

Practical Engagement Sites

Transition Anderson (1 group)
Mission: local, earth-friendly living (Debbie’s words)
How to learn more: Transition 1.0 video; website (www.transitionanderson.org/Transition_Anderson/Home.html), newsletter

What would students do:

• Attend Oct. and Dec TA public meetings (1st week), 7-9
• Attend TA events during the fall (unscheduled so far)
• Help get films/library events going at the library again
• Communications strategy—marketing initiative and events
• Assisting with monthly newsletter—200 people (to Transition Anderson/Greater Cincinnati)
• Orientation with Debbie Weber on Fridays
• Asset mapping
• New park—Johnson Park

Hyde Park Farmers’ Market (1-2 groups)
Mission: To offer both organic and conventionally grown food, provide a growers’ only market,  help people connect to others in the neighborhood, enhance the quality of life and to celebrate local foods (taken from website).
How to learn more:
Websites

• http://www.hydeparkfarmersmarket.com/
• http://www.organic-growers.com/start_a_farmers_market_1.htm
• https://muextension.missouri.edu/publications/DisplayPub.aspx?P=G6223

Constraints: Bulk of work will need to be completed by end of October
What students could do:
Group #1:
Survey: Is produce at farmers’ markets more expensive than at the supermarket?

1. price tomatoes (organic, function vs. Krogers vs. Whole Foods)
   1. depending on season, several farmers’ markets
2. compared foods vs. market-bought
3. would want to aggregate information, give to consumer, students could write articles about it 
   1. Community Food Security Coalition
   2. Kellogg Foundation
4. is farmer’s markets food a reasonable solution to food deserts

Group #2
Interview survey

1. how often did you find out about it?
2. how often do you come? What’s here that gets you to come?
3. in front of Kroger—do you go?

For both groups:

1. Mary Ida would be able to sit down with students to tell her story (w/o job—almost any time; w/job unknown)
2. she can meet with you up to 3 times
3. would you want them to go to a grower to pack up for market and then sell with them?

Civic Garden Center (2-3 groups)
Mission: The Civic Garden Center is a non-profit horticultural resource that enriches lives through education, community beautification and environmental stewardship (from website).
How to learn more: Website (civicgardencenter.org)
Constraints: bulk of hours before end of October
Students would work on:
Possible projects:

1. Neighborhood Gardens with Peter Huttinger–CAT garden (at homeless facility for veteran’s (transient population), they help maintain the garden and use it in their kitchen and People’s Garden (OTR—McMicken, 30 years old)
2. Children’s gardens with Karena Bullock—cleaning up beds, winterizing, cover crops, usually not planned activities
3. Brand new garden (first year) in Walnut Hills (private owner, 4 lots, raised beds) coming out of Hunger Project
4. Urban orchard project near Riverview East school (on Straiter Avenue) might be planting in the fall, big festival in the fall, outdoor ovens
5. CGC Demonstration Vegetable Garden
6. All groups: Flavors of Neighborhood Gardens, 100 people, late September, at CGC

Imago/Enright Ecovillage (3-4 groups)
Imago’s Mission: is to foster a deeper harmony with Earth by providing educational experiences, creating opportunities for discussion and community building, and conserving natural areas.
Enright Ecovillage Mission: Enright Ridge Urban Ecovillage (ERUEV) is a community of people fostering a sustainable urban neighborhood that promotes social and economic well-being while contributing to the preservation of our planet. We are located in Price Hill, near downtown Cincinnati, Ohio; building a new way of life on the foundations of this beautiful historic area (affordable homes, the acres of forest that surround the ridge and a traditionally strong sense of community) to create a healthier, more sustainable neighborhood.
How to learn more:

• Ecovillage website (http://enrightecovillage.org/);
• Imago Earth Center (http://www.imagoearth.org/index.html)

What students could do:

1. CSA—marketing, survey
2. Bioneers Conference
3. Earth Center—teaching for thousands of students
4. Buying club—expanding membership
5. Bike co-op (like Mobo) have a shed, know how to repair

Community and Political Power Syllabus

Gene Beaupre and Liz Blume
Course Objectives

1. This course is really about sources and uses of power in civic or public life.
   1. What is common and what is different between political power (power exercised by an elected government (executive, legislative and administrative) and community-based power, i.e., power derived from  civic associations, formal and informal, intended to affect civic life?
   2. What is the interaction between political and civic power?
   3. The focus will be on local government and community – where decisions often seem to have a more proximate and immediate impact on our lives.
2. Political Power will look at:
   1. What does it take to get elected to public office?
   2. What impact does the election process have on those holding public office?
   3. What are the formal and informal powers of elected officials, especially at the local level?
   4. What power do non-elected government officials have in influencing public policy?
   5. What influence, formal and informal, do citizens play, in the policy process?  (This will transition to an examination of civic action, citizen participation and organization and, community life.)
3. Community Power will explore:
   1. How individuals and community-based groups participate in public life and policy making.
   2. How the power necessary to change (or maintain) community life is accumulated and exercised.   And, how political entities (elected officials, public administrators, public boards and commissions) and other source of power in the community (e.g., business and corporate interests, non-profit organizations, religious organizations and the media) may react to community power.
   3. What the field of community development brings to the table and how civic life is supported
   4. How to think about creating successful community change
   5. What’s the role of a “citizen” in public life

Course Methods

1. There is no is no formal text required for the course.
2. There will be specific, relatively short readings assigned.
3. The primary method for learning how politic action happens is through analysis and guided discussion of a wide range of practical engagements.  This will require your complete commitment to non-classroom experiences, working with and observing political groups (campaign organizations, City Council actions, and the administration of public policy).
4. Similarly, an understanding of community power is best learned by a combination of direct engagement with community-based initiatives and organizations accompanied by reflection, discussion and analysis of what you experience working in communities.  (Where and how, for instance, does community action become public policy?)
5. You will most often work in teams (established in the Green Urbanism half of block) to do both political and community engagement.   Class time will be devoted to discussions of readings, in-depth analysis of practical experiences, as a forum for political and community practitioners to talk with us about what they do and what they have experienced,  team meetings as needed and, team presentations.
6. You will be asked, in your established teams to develop a community change strategy based on an issue or topic you identify as part of your placement.  This will include developing a problem statement; creating an asset inventory and developing an action plan for positive change.  Each team will be required to present their findings and recommendations to the class.

Requirements and Expectations

1. You are expected to commit mind, body and spirit to the political and community engagement that is the core of this course (and, a major part of the third “P” in PPP).  The nature of this work will likely be very different from anything you have done before, especially with the combination of political experiences and community-based work.  The non-classroom, team-based aspect of the course presents challenges (not the least of which is simply scheduling) and opportunities.  Most of what is achieved in the public sector cannot happen without multiple minds and hands, working in common, over a long period of time. The public sector is the world of team effort.  (See below for examples of students’ political and community engagement.)
2. The advantage of the academic life is the opportunity to reflect with discipline and rigor on the experiences you have and to be assisted in that examination by peers, teachers and experts.  For us, this occurs, by and large, in the classroom.  Therefore, class attendance AND participation is crucial to the learning process for all of us.
3. Finally, your experience, reflection and learning are most valuable to the public when you can effectively communicate in a wide range of public forums (written, small groups, public media opportunities and presentations).  That is what public advocates do.  This includes community-based forums (formal and informal), political activities such as campaigning and public policy advocacy, and formal presentations in class and other academic settings.
4. This is an honors program offering honor-level challenges and requiring consistent, honors-level performance.  You will be graded on:
   • Your commitment to and execution of the experiential requirements of the course,
   • Your preparation and participation in class,
   • Your contribution to team assignments,
   • Your individual preparation and execution in formal presentations.
5. Students will be evaluated on the content and timeliness of their assignments, the quality of their formal presentations, their consistent class participation and team work and the final assignment for the course.   Because nature and variety of what you do does not lend itself to a numerical score, students will be evaluated on a scale of excellent, very good, good, fair and poor.

Several points about the operation of the course:

1. At your placement you represent the University, this course and your colleagues.  No matter how varied the personalities and experiences are that you face in your placements, you are expected to conduct yourself with professionalism and to respect those you work with and encounter.  To do less will be reflected in your grade.
2. We encourage open discussion in the classroom, including your experiences and observations from your placements.  Please remember that classroom discussion should be treated as confidential.  What is said in the classroom, stays in the classroom. Discretion is an important ingredient in building trust in the political world and in the community.
3. Please note that, like Drs. Smythe and Fairfield, we take very seriously the policy on page 52 of the Xavier Catalog regarding standards of ethical behavior.
4. As noted above, the political world and community is a dynamic, sometimes disorganized and often unpredictable enterprise.  The schedule we keep over the semester may need to be adjusted to match the political and public events that unfold over the next several weeks.

Examples of students’ political and community engagement: 
The Community and Political course deployed student teams to work both sides of the 2010, highly contested race for the 1st Congressional District of Ohio.  In addition to campaign engagement, teams prepared sophisticated, well-researched campaign plans for their respective candidates that included voter analysis, strategy, messages and field operation. The syllabus is intended to be fairly loosely structured to allow for the changing opportunities that arise in any hard-fought political campaign.  After the election, the teams were guided by the former director of City Planning in field analysis of a variety of neighborhood.  The block courses give student a wide range of public engagement: civic, political and public administration.

1. This course is really about sources and uses of power in civic or public life.

• What is common and what is different between political power (power exercised by an elected government (executive, legislative and administrative) and community-based power, i.e., power derived from  civic associations, formal and informal, intended to affect civic life?
• What is the interaction between political and civic power?
• The focus will be on local government and community – where decisions often seem to have a more proximate and immediate impact on our lives.

1. Political Power will look at:

• What does it take to get elected to public office?
• What impact does the election process have on those holding public office?
• What are the formal and informal powers of elected officials, especially at the local level?
• What power do non-elected government officials have in influencing public policy?
• What influence, formal and informal, do citizens play, in the policy process?  (This will transition to an examination of civic action, citizen participation and organization and, community life.)

1. Community Power will explore:

• How individuals and community-based groups participate in public life and policy making.
• How the power necessary to change (or maintain) community life is accumulated and exercised.   And, how political entities (elected officials, public administrators, public boards and commissions) and other source of power in the community (e.g., business and corporate interests, non-profit organizations, religious organizations and the media) may react to community power.
• What the field of community development brings to the table and how civic life is supported
• How to think about creating successful community change
• What’s the role of a “citizen” in public life

Course Methods

1. There is no is no formal text required for the course.
2. There will be specific, relatively short readings assigned.
3. The primary method for learning how politic action happens is through analysis and guided discussion of a wide range of practical engagements.  This will require your complete commitment to non-classroom experiences, working with and observing political groups (campaign organizations, City Council actions, and the administration of public policy).
4. Similarly, an understanding of community power is best learned by a combination of direct engagement with community-based initiatives and organizations accompanied by reflection, discussion and analysis of what you experience working in communities.  (Where and how, for instance, does community action become public policy?)
5. You will most often work in teams (established in the Green Urbanism half of block) to do both political and community engagement.   Class time will be devoted to discussions of readings, in-depth analysis of practical experiences, as a forum for political and community practitioners to talk with us about what they do and what they have experienced,  team meetings as needed and, team presentations.
6. You will be asked, in your established teams to develop a community change strategy based on an issue or topic you identify as part of your placement.  This will include developing a problem statement; creating an asset inventory and developing an action plan for positive change.  Each team will be required to present their findings and recommendations to the class.

Requirements and Expectations

1. You are expected to commit mind, body and spirit to the political and community engagement that is the core of this course (and, a major part of the third “P” in PPP).  The nature of this work will likely be very different from anything you have done before, especially with the combination of political experiences and community-based work.  The non-classroom, team-based aspect of the course presents challenges (not the least of which is simply scheduling) and opportunities.  Most of what is achieved in the public sector cannot happen without multiple minds and hands, working in common, over a long period of time. The public sector is the world of team effort.
2. The advantage of the academic life is the opportunity to reflect with discipline and rigor on the experiences you have and to be assisted in that examination by peers, teachers and experts.  For us, this occurs, by and large, in the classroom.  Therefore, class attendance AND participation is crucial to the learning process for all of us.
3. Finally, your experience, reflection and learning are most valuable to the public when you can effectively communicate in a wide range of public forums (written, small groups, public media opportunities and presentations).  That is what public advocates do.  This includes community-based forums (formal and informal), political activities such as campaigning and public policy advocacy, and formal presentations in class and other academic settings.
4. This is an honors program offering honor-level challenges and requiring consistent, honors-level performance.  You will be graded on:

• Your commitment to and execution of the experiential requirements of the course,
• Your preparation and participation in class,
• Your contribution to team assignments,
• Your individual preparation and execution in formal presentations.

1. Students will be evaluated on the content and timeliness of their assignments, the quality of their formal presentations, their consistent class participation and team work and the final assignment for the course.   Because nature and variety of what you do does not lend itself to a numerical score, students will be evaluated on a scale of excellent, very good, good, fair and poor.

Several points about the operation of the course:

1. At your placement you represent the University, this course and your colleagues.  No matter how varied the personalities and experiences are that you face in your placements, you are expected to conduct yourself with professionalism and to respect those you work with and encounter.  To do less will be reflected in your grade.
2. We encourage open discussion in the classroom, including your experiences and observations from your placements.  Please remember that classroom discussion should be treated as confidential.  What is said in the classroom, stays in the classroom. Discretion is an important ingredient in building trust in the political world and in the community.
3. Please note that, like Drs. Smythe and Fairfield, we take very seriously the policy on page 52 of the Xavier Catalog regarding standards of ethical behavior.
4. As noted above, the political world and community is a dynamic, sometimes disorganized and often unpredictable enterprise.  The schedule we keep over the semester may need to be adjusted to match the political and public events that unfold over the next several weeks.

Addendum to the Community and Political Power Syllabus

Community and Political Power was part of an experimental “block” (i.e. two courses taught back-to-back with, in this case, four faculty and the same student cohort enrolled in both courses) that was offered with Green Urbanism (syllabus attached).

The faculty members collaborated to provided community-based placements (also attached) through the Green Urbanism and Urban Gardening course (taught by two full professors from the History Department) that had an underlining theme consistence with the academic content of the course.  Students worked in teams at these placements.  The practical engagement, which helped inform both courses, was worth 30% of the students’ grades in the Green Urbanism course.

The Community and Political course deployed these same student teams to work both sides of the 2010, highly contested race for the 1^st Congressional District of Ohio (Steve Driehaus v. Steve Chabot).  In addition to campaign engagement, teams prepared sophisticated, well-researched campaign plans for their respective candidates that included voter analysis, strategy, messages and field operation. As with any campaign course I teach, the syllabus is intended to be fairly loosely structured to allow for the changing opportunities that arise in any hard-fought political campaign.

After the election, the teams were guided by the former director of City Planning in field analysis of a variety of neighborhood.  The power point that was used for the community analysis portion is attached. The third page, entitled “The Assignment,” describes team assignment for this portion of the course.

The theme of the Community and Political Power course was very hands-on with two purposes.  The first was to use both block courses to give student a wide range of public engagement: civic, political and public administration.  Second was to expose students to a great variety of ways they might enter public life when they graduate, whether as a community organizer, advocating through a non-profit, or working in the legislative or administrative branches of government.  We want our students to think critically; to see the inter-relationship of all these elements of public life. It was a successful block which we plan on offering again.

Investigates the relationship between language and thought, theories of language development, changes in the young child’s cognitive structure, and the role of the teacher in literacy development.  It is designed to address the Texas State Board of Educator Certification (SBEC) Standards for Reading/Language Arts.

Prerequisites and Credit Hours:

Completion of READ 3305 and admission to the Teacher Education program of the Urban Education Department is required for this

3-hour course.

Text:

Bear, D. R., Invernizzi, M., Templeton, S., and Johnston, F. (2008). Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction (4th Ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.

Literacy Portfolio – created in READ 3305

Educational Objectives are based on the Competencies for EC-6 Reading/Language Arts for Students in the EC-6 Program:

Competency  I: Oral Language: Teachers of young students understand the importance of oral language, know the developmental processes of oral language, and provide a variety of instructional opportunities for young students to develop listening and speaking skills.

Competency II: Phonological and Phonemic Awareness: Teachers of young students understand the components of phonological and phonemic awareness and utilize a variety of approaches to help young students develop this awareness and its relationship to written language.

Competency III: Alphabetic Principle: Teachers of young students understand the importance of the alphabetic principle to reading English, know the elements of the alphabetic principle, and provide instruction that helps students understand that printed words consist of graphic representations that relate to the sounds of spoken language in conventional and intentional ways.

Competency IV: Literacy Development and Practice: Teachers of young students understand that literacy develops over time and progresses from emergent to proficient stages. Teachers use a variety of contexts to support the development of young students’ literacy.

Competency V: Word Analysis and Decoding: Teachers understand the importance of word analysis and decoding to reading and provide many opportunities for students to improve word analysis and decoding abilities.

Competency VI: Reading Fluency: Teachers understand the importance of fluency to reading comprehension and provide many opportunities for students to improve reading fluency.

Competency VII: Reading Comprehension: Teachers understand the importance of reading for understanding, know the components of comprehension, and teach young students strategies for improving comprehension.

Competency VIII: Development of Written Communication: Teachers understand that writing to communicate is a developmental process and provide instruction that helps young students develop competence in written communication.

Competency IX: Writing Conventions: Teachers understand how young students use writing conventions and how to help students develop those conventions.

Competency X: Assessment and Instruction of Developing Literacy: Teachers understand the basic principles of assessment and use a variety of literacy assessment practices to plan and implement literacy instruction for young students.

Competency XI: Research and Inquiry Skills: Teachers understand the importance of study and inquiry skills as tools for learning and promote students’ development in applying study and inquiry skills.

Competency XII: Viewing and Representing: Teachers understand how to interpret, analyze, evaluate, and produce.

Educational Objectives are based on the Competencies for 4-8 Reading/Language Arts for Students in the 4-8 Program:

Competency I: Oral Language: Teachers of students in grades 4-8 understand the importance of oral language, know the developmental processes of oral language, and provide a variety of instructional opportunities for students to develop listening and speaking skills.

Competency II:            Foundations of Reading: Teachers of students in grades 4-8 understand the foundations of reading and early literacy development.

Competency III: Word Analysis Skills and Reading Fluency: Teachers understand the importance of word analysis skills (including decoding, blending, structural analysis, sight word vocabulary) and reading fluency and provide many opportunities for students to practice and improve their word analysis skills and reading fluency.

Competency IV: Reading Comprehension: Teachers understand the importance of reading for understanding, know the components of comprehension, and teach students strategies for improving their comprehension.

Competency V:            Written Language: Teachers understand that writing is a developmental process and provide instruction that helps students develop competence in written communication.

Competency VI: Study and Inquiry Skills: Teachers understand the importance of study and inquiry skills as tools for learning and promote students’ development in applying study and inquiry skills.

Competency VII: Viewing and Representing: Teachers understand how to interpret, analyze, evaluate, and produce visual images and messages in various media and provide students with opportunities to develop skills in this area.

Competency VIII: Assessment of Developing Literacy: Teachers understand the basic principles of assessment and use a variety of literacy assessment strategies to plan and implement literacy instruction.

Course Requirements:

1. Prompt and regular attendance and participation is important and expected in this class that prepares you for children’s literacy instruction.
2. Creating a community of learners is critical in a literacy classroom.   Mutual respect will be expected to ensure success for all learners. Please refrain from using cell phones, texting, or working on your laptops during class time. Your professional demeanor and participation during your classmates’ presentations is considered in your points for class participation.
3. The class involves learner-centered discussions and activities.  Each student has a commitment to the class and/or group to come prepared to actively participate and to apply the information acquired through the assignment.  Assignments are due on the day indicated on the calendar unless otherwise noted. Points will be deducted for assignments turned in late – one point per class meeting.

Course Assignments:

1. Class participation (5 points): Class participation includes prompt and regular attendance as well as active participation in classroom discussions and activities based on the reading assignments.  Assignment completion is critical and will be assessed each class session.  Please bring your Literacy Standards Portfolio and textbook to each class meeting. One point will be deducted for each absence.
2. Professional Development/Community Service Activity (5 points): It is critical for literacy professionals and educators to develop their understandings of the members of their community and literacy issues. Your career as an educator will involve you in professional development and community service and it is important that you begin learning what this means while you are engaged in your university course work and preparing to become a teacher.  Using the calendar provided to you on the first day of class, choose and participate in one of the university sanctioned professional development or community service activities listed. To receive credit you must hand in evidence of your attendance/participation.
3. Learning Activity Incorporating a Poem or a Song (10 pts.): You will work with a small group in class to choose a poem or a song and develop a learning activity focused on phonemic and phonological awareness and/or the alphabetic principle to accompany the poem or song. Please create your own visual representation of the poem or song. Do not make a copy of the page from the poetry or song book. Your poem or song/activity write-up should include the following: your names; the competency (ies) addressed with your activity; the name of the poem or song; the poem or song in a reproducible format; and a detailed description of the activity you have developed to “teach” literacy elements as you and your students enjoy reading the poem or singing the song.  Each group will have the opportunity to engage the whole class group in their activity. I will then make photocopies of your activity for the members of the class and we will file them in our Literacy Portfolios.
4. Spelling Inventory and Reflection (10 pts.): Use the Elementary Spelling Inventory on pp. 270-271 to assess a child whose grade placement falls between 1^st and 4^th grade, or the Upper Level Spelling Inventory on pp. 273-274 to assess a child whose grade placement falls between 4^th and 6^th grade. See pages 34 and 35 to help you determine your student’s stage of   spelling development. Complete the Reflection Sheet. Think about your process and what you have learned to prepare for small and large group class discussions of yourfindings, conclusions, and implications.
5. Student Storytelling and Interview (10 pts.): Oral language is critical to the development of reading and writing. You will read an excerpt from Gunning, T. G. (2006). Closing the literacy gap. NY: Pearson provided to you. You will then work with the same child you partnered with for the Spelling Inventory and Reflection project. Ask him/her to share a story with you. If possible, tape the story and then transcribe it after the child is finished. If this is not possible, write the story as the child is telling it. Write the exact words of the child. When the child has finished telling the story, extend the story by asking questions and commenting. Note the child’s responses to what you say. Next, complete the student interview provided to you in class. When you have completed the session, write a reflection for your Reflective Portfolio.
6. Learning Activity Teaching the Essentials of Reading with a Picture Book (10 pts.): Based upon my demonstrations from Teaching the Essentials of Reading with Picture Books, and our in-class discussions, you will work with a small group on one topic: phonemic awareness, phonics, fluency, vocabulary, or comprehension. You will work with your peers and myself in class. Your group will choose a book and develop a lesson focused on one of the afore-mentioned topics. You will make copies of your lesson for all members of the class to be filed in our literacy portfolios. During the last two class periods the small groups will have the opportunity to engage their classmates in the learning experience they have designed. Note (1): A lesson  framework and checklist will be provided prior to our planning sessions.  Note (2): Before choosing a topic, think about what might be helpful to the child you are working with and let that guide the topic you choose and the experience you  design. When you and your group have designed a lesson, you will meet individually with the child you are working with and engage him/her in the experience and write a reflection about the session for your Reflective Portfolio. Note (3): Your reflection should describe the session in detail including descriptions of how the child responded and interacted with the materials, your thoughts about the experience and the impact upon the child’s literacy learning. In order to receive credit, the reflectionshould be typed, double-spaced, and no less than one page in length.
7. Learning Activity Stages of Word Knowledge (10 pts.): Based upon your text, Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction, you will refer back to the results of your Spelling Inventory and Reflection with the child you are working with, and choose one stage: Emergent, Letter-Name Alphabetic, Within Word Pattern, Syllables and Affixes, or Derivational Relations. Within the chapter devoted to this topic there is a section describing suggested teaching/learning activities for learners in this stage of word knowledge development. You will turn to the section in the chapter with activities devoted to the stage at which the child you are working with is beginning to perform (uses, but confuses) with the suggested activities and choose one activity to develop, demonstrate in class, and to engage the child you are working with.

Note:  A sign up sheet will be provided in class. Please be sure that you have signed up for a demonstration, and that you have noted the date on your personal copy of the syllabus.

Please develop a write-up to accompany your demonstration/teaching session which includes:

• The stage of word knowledge
• The name of the activity
• Description of the activity as included in your text
• Explanation of your understanding of the activity and how you went about thinking through it and preparing for your presentation and teaching session
• Extension for the activity – How would you add to the activity or adapt it for English Language Learners or Bilingual students?

You should make a copy of your activity for each member of the class. These activities will be filed in your Literacy Portfolios. If appropriate, create materials you will need to help you demonstrate your learning activity to your peers. Please plan to actively engage all your classmates in the learning experience. Note: You will meet with the child you are working with and engage him/her in the learning experience. After the session you will write a reflection for your Reflective Portfolio.

Note: Your reflection should describe the session in detail including descriptions of how the child responded and interacted with the materials, your thoughts about the experience and the impact upon the child’s literacy learning. In order to receive credit, the reflectionshould be typed, double-spaced, and no less than one page in length.

8. Reflective Portfolio (20 points): The reflective portfolio on your assessment and instruction experiences with a child in our community includes the following:

• • Spelling Inventory and Reflection
  • Student Storytelling, Interview, and Reflection
  • Learning Activity Teaching the Essentials of Reading with a Picture Book and Reflection on Teaching Session
  • Learning Activity for a Stage of Word Knowledge and Reflection on Teaching Session
  • Final reflection on what you have been able to learn about the evaluation/teaching process and the literacy of this particular child

Note: All reflections should be written in a clear and professional manner which could be shared with a parent or another educator.

9. Final Exam (20 points): You will have a comprehensive final exam that will include key terms in literacy as well as opportunities to reflect upon the knowledge you have acquired this semester.

Evaluation:

Participation –  5 points

Prof. Dev./Comm. Svc. Activity –  5 points

Learning Activity Incorporating a Poem or Song         – 10 points

Spelling Inventory and Reflection – 10 points

Student Storytelling and Interview and Reflection – 10 points

Learning Activity/Demo/Teaching Session/Reflection Using Teaching the Essentials of Reading with a Picture Book – 10 points

Learning Activity/Demo/Teaching Session/Reflection Stages of Word Knowledge – 10 points

Reflective Portfolio  -  20 points

Final exam –  20 points

Total – 100 points

Tentative Calendar

Date/Topic/Assignment Due/Assignment

1/19

TOPIC: Introduction, Review of the Syllabus, Building a Literate Community on the First Day of School, Using Students’ Names for Reading and Writing from Day One

ASSIGNMENT FOR NEXT MEETING: Read excerpts from Fountas and Pinnell Word Matters “Eight Principles of Literacy Learning” and “Designing a Quality Literacy Program”. Reflect on your reading by completing a dialogue journal where you use the following three headings: “What I Read” (includes page and paragraph number as well as written copy of excerpt from the text); “What I Think About It” (includes your personal reflections and the connections you make to your previous learning; and “How Might This Impact My Teaching” (includes thoughts about how you might adapt/incorporate your readings and reflections into your own classroom practice.

Bring a selection of personal/family photographs with your name written lightly on the back of each photograph. These photographs will be used to demonstrate sorting and for other literacy related activities in the next class period.

Go to Blackboard VISTA and print out the course documents associated with this course. Three hole punch the documents and bring them AND your literacy portfolio binder to the next class meeting. I will have print-outs of other documents and we will organize your course materials for the semester together.

1/26

TOPIC: Fountas and Pinnell “Eight Principles of Literacy Learning: and “Designing a Quality Literacy Program”; Classroom Discourse: Sharing Time; Organize course materials in literacy portfolio binders

ASSIGNMENT FOR NEXT MEETING: Oral language is critical to the development of reading and writing. You will read an excerpt from Gunning, T. G. (2006). Closing the literacy gap. NY: Pearson provided to you. You will then choose a child (EC-6). Ask him/her to share a story with you. If possible, tape the story and then transcribe it after the child is finished.

If this is not possible, write the story as the child is telling it. Write the exact words of the child. When the child has finished telling the story, extend the story by asking questions and commenting. Note the child’s responses to what you say. Then, complete the student interview provided to you in class. Finally, write a reflection about your experience. We will share our experiences with this in the next class meeting.

Read Words Their Way, Chapter 1, “Why Word Study”

Use the five post-it notes provided in class to summarize your reading as if you were explaining to a parent the following topics: 1. Why word study? Why is it important? What is the purpose of word study?  2.  What is the basis for word study?  3. Compare the stages of word knowledge to the reading stages. How does a teacher know a child’s stage of development?  4.  Briefly explain each stage of word knowledge. (2 post-its)

Begin preparing the sound boards and pictures for sorts and games found in the appendix on pp. 277-319 on cardstock. Copy the pictures on pp. 282-319 on cardstock and cut each page into individual letters and pictures. Determine a system of organizing the pictures with the corresponding letters for easy accessibility. (If you have access to free laminating or if it is within your budget, you may want to consider it. It is not a requirement and will not influence your grade. You may also want to color the pictures if you wish; you are making these for your classroom use. Again, this is not a requirement and will not influence your grade)

2/2

TOPIC: Words Their Way, Chapter 1 “Why Word Study?”; Cazden – Assessment/Evaluation of Children’s Narratives; Spelling Inventory – Introduction; Student Storytelling, Interview, and Reflection Due

ASSIGNMENT FOR NEXT MEETING: Read Words Their Way, Chapter 2, “Getting Started: The Assessment of Orthographic Development” and “Assessment Materials for Chapter 2”; Using the Primary Spelling Inventory and Feature Guide (pp. 266-267) or the Elementary Spelling Inventory on pp. 270-271 of the Appendix, assess a child whose grade placement falls between 1^st and 4^th grade. Or, you may use the Upper Level Spelling Inventory on pp. 273-274 to assess a child whose grade placement falls between 4^th and 6^th grade. There is also a Spanish Spelling Inventory you may use in the CD that accompanies your text.(See sample of a completed evaluation on p. 35 in your textbook). (Note: the Feature Guide and Reflection Sheet are filled out after the session with the child has been completed, not when the child is present.)

Think about your process and what you have learned to prepare for small and large group discussions of your findings, conclusions, and implications.

2/9

TOPIC: Words Their Way Chapter 2, “Getting Started: The Assessment of  Orthographic Development; Introduction to Phonemic Awareness; Working with a small group to develop a literacy activity based upon a poem or song; Spelling Inventory and Reflection Due

ASSIGNMENT FOR NEXT MEETING: Read Words Their Way, Chapter 3, “Organizing for Word Study: Principles and Practices”; “The Language Experience Approach to Word Learning”; excerpt from “Teaching Writing Balancing Process and Product.”  Bring to class the write-up for the poem or song for your group.

2/16

TOPIC: Words Their Way. Chapter 3, “Organizing for Word Study: Principles and Practices”; Sharing picture sort (5 students); Sharing literacy activity based upon a poem or song (Due); The Language Experience Approach and Student Writing

ASSIGNMENT FOR NEXT MEETING: Read Rasinski and Padak handout, “Teaching Phonemic Awareness,” from From Phonics to Fluency. Use the post-it notes provided to you in class to place notes in the text of this  reading. Your notes should provide you with an opportunity to respond and reflect directly to what you have read in the place where you have read it. The notes will be a point of reference for you during discussion of the readings at the next class meeting.

2/23

TOPIC: Sharing picture sort (5 students); Rasinski and Padak handout, “Teaching Phonemic Awareness,” from From Phonics to Fluency; Van Horn – Demonstration/Discussion – Teaching the Essentials of Phonemic Awareness with Picture Books

ASSIGNMENT FOR NEXT MEETING: Read Words Their Way Chapter 4, “Word Study for Learners in the Emergent Stage”

3/2

TOPIC: Words Their Way, Chapter 4, “Word Study for Learners in the Emergent Stage”; Learning Activity/Demo/Teaching Session/Reflection – Emergent Stage (Due); Sharing picture sort (5 students); Van Horn – Demonstration/Discussion – Teaching the Essentials of Phonics with Picture Books

ASSIGNMENT FOR NEXT MEETING: Read Words Their Way, Chapter 5, “Word Study for Learners in the Letter Name Alphabetic Stage”

3/9

TOPIC: Words Their Way, Chapter 5, “Word Study for Learners in the Letter Name Alphabetic Stage”; Learning Activity/Demo/Teaching Session/Reflection – Letter Name Alphabetic Stage (Due); Sharing picture sort (5 students); Van Horn – Demonstration/Discussion – Teaching the Essentials of Fluency with Picture Books

ASSIGNMENT FOR NEXT MEETING: Read Words Their Way, Chapter 6, “Word Study for Learners in the Within Word Pattern Stage”

3/16

No class – University closed for spring break

3/23

TOPIC: Words Their Way, Chapter 6, “Word Study for Learners in the Within Word Pattern Stage”; Learning Activity/Demo/Teaching Session/Reflection – Within Word Pattern Stage (Due); Sharing picture sort (5 students); Van Horn – Demonstration/Discussion – Teaching the Essentials of Vocabulary with Picture Books

ASSIGNMENT FOR NEXT MEETING: Read Words Their Way, Chapter 7, “Word Study for Learners in the Syllables and Affixes Stage”

3/30

TOPIC: Words Their Way, Chapter 7, “Word Study for Learners in the Syllables and Affixes Stage”; Learning Activity/Demo/Teaching Session/Reflection – Syllables and Affixes Stage – Due; Sharing picture sort (5 students); Van Horn – Demonstration/Discussion – Teaching the Essentials of Comprehension with Picture Books

ASSIGNMENT FOR NEXT MEETING: Read Words Their Way, Chapter 8, “Word Study for Learners in the Derivational Relations Stage”; Read excerpt from Teaching the Essentials of Reading With Picture Books

4/6

TOPIC: Words Their Way, Chapter 8, “Word Study for Learners in the Derivational Relations Stage”; Learning Activity/Demo/Teaching Session/Reflection – Derivational Relations Stage – Due; Sharing picture sort (5 students); Discussion of excerpt from Teaching the Essentials of Reading With Picture Books (pp. 5-13 – “Introduction,” “Teaching Reading Through Reading Aloud,” “Choosing Books for Reading Lessons,” and “The Five Building Blocks of Reading: An Overview”; Small groups work to develop a literacy lesson to teach the essentials of phonemic awareness, phonics, fluency, vocabulary or comprehension.

4/13    

TOPIC: Creative writing experiences with Myra Cohn Livingston’s poetry; The Subtext Strategy and Readers Theater; Classroom Discourse: Reconceptualization and Variations in Discourse

of phonemic awareness, phonics, fluency, vocabulary, or comprehension.

ASSIGNMENT FOR NEXT MEETING: Be prepared to present your literacy lesson to the class. Please bring copies for each of your classmates to file in his/her Literacy Portfolio.”

4/20

TOPIC: Teaching the Essentials of Phonemic Awareness and Phonics Using Picture Books; Demonstrations Teaching the Essentials of Phonemic Awareness and Phonics Using Picture Books

4/27

TOPIC: Teaching the Essentials of Fluency, Vocabulary, and Comprehension Using Picture Books; Demonstrations Teaching the Essentials of Fluency, Vocabulary, and Comprehension Using Picture Books; Reflective Portfolio Due – This includes: Spelling Inventory and Reflection; Student Storytelling, Interview, and Reflection; Learning Activity Teaching the Essentials of Reading with a Picture Book and Reflection on Teaching Session; Learning Activity for a Stage of Word Knowledge and Reflection on Teaching Session; Final reflection on what you have been able to learn about the evaluation/teaching process and the literacy of this particular child

ASSIGNMENT FOR NEXT MEETING: Prepare for Final Exam

5/4

No class – University Reading Day

5/11

Final Exam during regular class period at usual location

The goal of this course is to develop a working knowledge of various principles and theories based in the discipline of psychology and the practical application of these formulations to the teaching/learning process. The content includes theories of learning, motivation and intelligence; theories of cognitive, social, and emotional development; influences of social and cultural background on development and learning; assessment and evaluation; theoretical basis for instructional models; theoretical basis of strategies for managing the learning environment.

Prerequisites:

None. Concurrent enrollment in EDU 3150 is required for education minors.

Required Texts:

Woolfolk, Anita (2009).  Educational Psychology, Active Learning-11^th edition, Allyn and Bacon. Recommended readings, articles, etc. will be handed out in class.

EDUCATION PROGRAM CONCEPTUAL FRAMEWORK

The Undergraduate Education Program at Hamline University is committed to developing teachers-leaders who:

I.  Promote Equity in Schools and Society

• Understand the role education has played and plays in shaping society
• Value all children and youth regardless of race, class, gender, exceptionality, home language, or other social, physical, or cultural characteristics
• Utilize social and cultural backgrounds and the variety of ways individuals learn to enhance teaching and learning
• Act as agents of change in their classrooms, schools, and communities

II.  Build Communities of Teachers and Learners

• Construct supportive communities with learners and colleagues
• Recognize that teaching and learning are social and cultural processes
• Create physically and psychologically welcoming environments that foster self worth

III.  Construct Knowledge

• Understand that bodies of knowledge are constructed and interpreted
• Transfer theoretical, foundational and pedagogical knowledge to practice intentionally
• Use best practice, including technology, in the construction of learning

IV.  Practice Thoughtful Inquiry and Reflection

• Reflect on practice to improve teaching and learning
• Research issues related to educational practice and theory
• Use practice as a basis for more in-depth study

COURSE OUTCOMES:  STANDARDS OF EFFECTIVE PRACTICE FOR BEGINNING TEACHERS (SEPBT Standards):

The pre-teacher:

1A. understands the major concepts, assumptions, debates, processes of inquiry, and ways of knowing that are central to disciplines taught.

2A. understands how students internalize knowledge, acquire skills, and develop thinking behaviors, and know how to use instructional strategies that promote student learning.

2B. understands that students’ physical, social, emotional, moral and cognitive development influence learning and knows how to address these factors when making instructional decisions.

2C. understands expected developmental progressions of learners and ranges of individual variation within each domain (physical, social, emotional, moral, and cognitive) is able to identify levels of readiness in learning and understands how development in one domain may affect performance in others.

3A. understands and identifies differences in approaches to learning and performance, including varied learning styles, multiple intelligences, and performance modes; and knows how to design instruction that uses student’s strengths as the basis for continued learning.

3C. understands the process of second language acquisition and strategies to support the learning of students whose first language is not English.

3D. understands how to recognize and deal with dehumanizing biases, discrimination prejudices and institutional racism and sexism.

3E. understands how a student’s learning is influenced by individual experiences, talents and prior learning, as well as language, culture, family and community values.

4B. understands the cognitive processes associated with various kinds of learning and how these processes are stimulated.

5A. understands human motivation and behavior and draws from the foundational sciences of psychology, anthropology, and sociology, to develop strategies for organizing and supporting individual and group work.

5D. knows how to help people work productively and cooperatively with each other in complex social settings.

5F. knows factors/situations that promote/diminish motivation and knows how to help students become self-motivated.

5G. understands how participation supports commitment.

5J. recognizes the relationship of intrinsic motivation to student lifelong growth and learning

6A. understands communication theory, language development, and the role of language in learning.

8B. understands the characteristics, uses, advantages and limitations of different types of assessments including criterion-referenced and norm-referenced instruments, traditional standardized and performance-based tests, observation systems, and assessments of student work.

8C. understands the purpose of and differences between assessment and evaluation.

8D. understands measurement theory and assessment-related issues, including validity, reliability, and bias and scoring concerns.

9B. understands methods of inquiry, self-assessment, and problem-solving strategies for use in professional assessment.

9C. understands the influences of teachers’ behavior on student growth and learning.

9E. understands the role of reflection and self-assessment on continual learning.

10D. understands the concept of addressing the needs of the whole learner.

COURSE OUTCOMES – HAMLINE PLAN

In addition to meeting the Social Science Requirement (S) this course meets the following:

Writing Intensive Outcomes (“t”)

Students will:

t1) write clearly, concisely, coherently and engagingly

t2) review and evaluate own work for rewriting and revising

t3) coordinate arrangement of introduction, paragraphs and conclusions

t4) use spell checkers with the appropriate cautions

t5) proofread own writing consistently and carefully

t6) read a peer’s draft carefully and critically

t7) generate appropriate global and local feedback for peers

t8) document, attribute and cite sources and paraphrase accurately and honestly

Individual Ability in Learning Outcomes (“Q”)

Students will:

Q1) use service-learning to explore, investigate, and reflect on theory to practice.

Q2) identify for themselves question(s) for independent investigation that will incorporate readings and class discussions on development.

Q3) select inquiry methods best suited to their subject, including Piagetian tasks, clinical interviews, and focused observations (observation project).

Q4) write a formal research proposal that clearly describes specific hypotheses and methods.

Q5) present their research as an oral research report, a written research report, or as a poster presentation

Computer Intensive (“c”)

c1) Students will word process their papers and projects

c2) Students will use e-mail for communication with peers and with instructor

c3) Students will use e-mail attachments to review/edit group products

c4) Students will use CLICNET to locate sources for papers

c5) Students will add entries to a portfolio

c6) Students will use blackboard on-line course format to communicate to class members and gain additional information for the class (this includes grades).

Grading Procedure:

There are several components to your final grade for this course.  Each assignment will be discussed further in class.  These assignments include:

1.  Clinical placement (education minors) Service-learning (everyone)—this course coincides with the school and society clinical. Various activities for educational psychology can be completed in the same 30 hour clinical requirement. However, students registered for this course only are required to complete a 20 hour service-learning placement. A community service diary (20 points) and completion of your clinical/service hours (30 points) will be completed as you do your work and turned in at the end of the semester to receive credit.  (50 points),

2.  Reflection papers:  These two-page papers are reflections that will tie textbook class instruction with prior knowledge. A total of five reflection papers are due and are worth 20 points each. (100 points total),

3.  Observation Project:  This project involves a systematic observation of three children of different chronological ages.  You will observe children at the age which you intend to teach. A packet of information will be handed out in class which explains this project in detail.  (100 points), (20 pts first two student drafts—20+20, and 60 for total project)

4.  Jung typology:  This project gives each student a chance to see how they perceive themselves and how students will perceive them.  This is a good method to identify teaching styles. We will complete this in the first few classes. It is placed on a website for our use.    (P/F),

5.  Practice teaching exercise:  Each student will prepare and deliver a developmentally-appropriate learning experience to his or her classmates. This consists of a lesson plan and an 8 minute presentation of the lesson.  A packet of information will be handed out in class which explains this project in detail (50 points)

6.  Peer Reviews of practice teaching, class participation/study guides/on-line work: For class participation, study guides and written work will be done in class. On-line work also is part of participate as is attendance at your service-learning placement.  Because contact hours are so important to course content, work done in class cannot be made up. Study guides will be completed in and out of class and will be discussed in class.  Incomplete study guides will receive a “0” for that class.  If you attend only half the class, only half credit will be possible.  Failure to do the on-line assignments or missing face-to-face service-learning will also result in a “0” for that assignment. Service-learning can only be made up if quarantined for Flu.  (250 points),

7. Quizzes:  three quizzes will be given in class throughout the semester on readings, in class information. Please see the syllabus outline for scheduled dates. Each is worth 50 points. (150 points),

8. Final test:  Each student will complete a take home final exam to be presented in class at the final scheduled date (50 points).

Service-Learning

What is service learning? Simply put, service learning is a teaching methodology that combines community service with classroom instruction in a mutually beneficial collaboration. We can clarify this definition by looking at three essential aspects of service learning: it is reciprocal, it involves reflection, and it aims to cultivate a sense civic responsibility.

Service learning must be reciprocal in that the “agency” (where the service is done by students), and the students themselves, both gain from the experience. In part, this is what makes service learning different from volunteering, because students are not just providing a service to the community. Rather, they are participating in a substantive activity that fulfills a community need, AND the students are using skills, applying theories, and integrating course content while they serve. They are engaged in “learning by doing,” extending the walls of the classroom to the community at large. Students benefit from the opportunity to practice skills and gain experience, while the agency benefits from the service the students provide.

Service learning must involve reflection in order to be an effective teaching technique. Students must engage in the process of thinking critically about connections between their service and the academic content. They must apply the subject matter from the classroom to the service they are performing. This can be done through writing journals, participating in classroom discussion or on- line “chats,” preparing research papers, conducting self evaluations, etc. There are unlimited ways instructors can engage students in thinking about and connecting the course content to the service they provide. These reflection activities are where the “learning” of service learning takes place.

Service learning aims to cultivate civic responsibility by helping students experience and understand their community, and to fulfill community needs. One of the goals of educational institutions is to help students become responsible citizens: to see themselves as a part of the community, and to recognize their roles in making society a better place. Through service learning, we can provide opportunities for students to develop into a responsible citizenry.

Andrew Furco describes service learning as falling midway on a continuum between volunteerism and internships. Volunteerism engages students in activities emphasizing the service that is provided, with the agency being the primary beneficiary. Internship programs engage students in activities providing hands-on experience that enhance particular areas of study or career planning, with the student being the primary beneficiary. Service learning lands squarely in the middle, with the agency and the student benefiting equally.

Assessment Expectations:

A combination of projects, papers, presentations, role play, text and portfolio will be used to assess students’ attainment of the SEPBT standards, the Hamline plan outcomes, and the undergraduate curriculum framework aligned with this course. The focus will be on performance-based assessment strategies, as indicated by the assessment descriptions that follow.

Standards Assessed: t1, t2, t3, t4, t5 ; c1,c2,c3,c4,c5,c6 ; 2B,2C, 3D, 3E, 9C ; Q4; IV

Assessment Items and Point Values: Observation Project, 100; Community Service Diary, 20; clinical service, 30

Standards Assessed: c1,c2,c3,c4,c5,c6; t6, t7; 5A5D,5G, 9E, 10D; II, III, IV

Assessment Items and Point Values: Jung typology (P/F); practice teaching (50); study guides, participation, peer reviews (250)

Standards Assessed: t1, t2, t3, t4, t5, t8; Q1, Q2, Q3,Q4; c1,c2,c3,c4,c5,c6; 1A, 2B, 2C, 3E, 4B, 6A, 8C, 8D, 9B

Assessment Items and Point Values: Reflection papers (5@20=100)

Standards Assessed: t1, t2, t3, t4, t5, t8; c1,c2,c3,c4,c5,c6; 1A, 2A, 3A, 3C,  4B, 5D, 5G, 6A, 8B, 8C, 9C, 9E, 10D; I, II, III, IV

Assessment Items and Point Values: practice teaching and packet (previously mentioned); Clinical/Service-Learning (previously mentioned)

Standards Assessed: 1A, 3C, 3E, 5A, 5D, 5F, 5J, 8B, 8C, 8D; c1,c2,c3,c4,c5,c6

Assessment Items and Point Values: Quizzes (3@50=150); Final Test (50)

Total Points:  750

Course Schedule:

This schedule may change because of unforeseen circumstances.

Date/Topic/Assignment

2/2/Introduction; Syllabus/Student expectations

2/4/Read electronic articles on line; Discussion of reflection papers/What is a good teacher?

2/7/Chapter 1; Read Ch. 4

2/9/Begin Ch. 4 Individual differences; Reflection paper #1 due; Complete Jung Typology profile

2/11/Chapter 4 part II; Read Ch. 2

2/14/ Jung Typology discussion; Oral lang. Handout; Begin Ch. 2 cognitive dev

2/16/ Finish Ch. 2; How does all this impact learning language?; How does this impact teaching? 2/18/Quiz #1   (Ch. 1, 2, 4)

2/21/ Introduction to observation project; Begin Ch. 3 Personal, social, and moral dev. Read Ch. 3

2/23/ Developmental risks; Ref. #2 due

2/25/ Begin Ch.5 Culture and Community; Read Ch. 5

2/28/ Ch. 6 Behavioral Views of learning; Read Ch. 6

3/2/ Finish Ch. 6

3/4/Quiz#2 on-line (ch. 3/5); Read Ch. 7

3/7/Start on Ch. 7 Cognitive Views of learning; Reflection paper #3 due

3/9/ Finish Ch. 7; Begin Ch. 8—Complex Cog. Processes; Read Ch. 8

3/11/ Quiz #3 (ch. 6 and 7)

3/14/ Study skills what are they and how do they promote thinking?; Reflection #4 due

3/16/ CH. 9 Social Constructivist; Read Ch. 9; Views of learning

3/18/ Ch.11. Creating Learning Environments/ Read Ch. 11; Ch. 12 Teaching for Learning; Reflection #5 due

3/21-3/27/SPRING BREAK

3/28/ Practice teaching directions;  begin the plans; Ch. 10 Motivation; Four ways to understand motivation; Part I Obs. Due

3/30/ Ch. 13–Classroom Management; Read Ch. 11; Creating our own management plan

4/1/ On-line discussion—Ch. 10, 11, 12, 13)

4/4/ How do you handle conflict?; Complete and score

4/6/ Ch. 14 Classroom Assessment; Read Ch. 14

4/8/ Ch. 15 Assessment and Evaluation; Read Ch. 15

4/11/In class work-time with Jean on Observation project

4/13/In class work-time on portfolios

4/15/Discussion of Final test and working on practice teaching; Samples shown here and learn podium technology.

4/18/ Practice teaching presentations 1-4; Peer evals. due each day

4/20/ Practice teaching presentations 5-9; Peer evals due each

4/22/ Earth day at Hamline

4/25/ Practice teaching presentations 10-13; Peer evals. Due each day

4/27/ Practice teaching presentations 14-17; Peer evals. Due each day

4/29/ Practice teaching presentations 18-21; Peer evals. Due each day

5/2/ Practice teaching presentations 22-25; Peer evals. Due each day

5/4/ Final Practice teachings (25-?); Peer evals. Due each day

5/6/ Make up day

5/10-14/ TBA— we will work on portfolios and use time as needed to finish content and clinical

This course examines human development from conception through early adulthood with special a special focus on issues related to race, class & gender.  It involves a 12-hour service-learning component in Head Start preschool classroom in Bridgeport CT where you will have the opportunity to act as “participant observers” and learn directly from the children, their teachers, and their families about child development and the complex array of biological, psychological, social, and political issues that impact on the course of healthy development. This course fulfills the U.S. Diversity requirement.

Required Text:

Berk, L.E.  (2012).  Infants, children and adolescents. (7^th Edition).  Boston:  Allyn & Bacon.

For this course we will be using Blackboard for quizzes & videos and access through Mozilla Foxfire works best.

Determination of Final Grade:

20% – 5 online quizzes

20% – Head Start (service learning) journal assignment – there are 3 assignments journals. It is expected that you will integrate your on-site observations with material from your textbook, the class videos, and outside research with your classroom observations.

20%   – essays – You will have a choice of doing 3 of 4 optional assignments.  Late assignments

will not be accepted. If you do all 4 essays, the lowest grade will be dropped.

20% – class research project – we will design the study, collect the data, discuss results as a class but you will write your own individual report

20% – final exam – a take-home written assignment designed to assess your cumulative knowledge of what you have learned this semester.

Class participation & attendance:

This class is designed for active involvement in the learning process; you are expected to participate & contribute to class discussion. This course deals with the development of a person from conception into young adulthood.  Since you are all human beings and since you all have experienced developing into a young adult, I expect that you will have many valuable insights to contribute to our discussions.  However, you have to be there to contribute.  Excessive absences will detract from your final grade.

Course Schedule:

Tues – Friday class @ 10 am – 12:15 pm

Head Start days 9:20-noon

1/18     Introduction to course; Theory & Research   (Chapter 1)

1/21     Overview: Healthy Dev. in Adolescence & Early Adulthood (skim Chap 14, 15, 16 & 17)

1/25     Environmental Foundations  (Chapters 2 & 3)

– a focus on issues of race, class & gender

1/28     Genetics, Biological Foundations; Prenatal Development  (Chapters 2 & 3)

2/1       Head Start staff visit to class to meet us

SERVICE LEARNING JOURNAL #1 due in class Tuesday Feb 1

2/4       Birth & Infancy  (Chapters 4 & 5; skim 6 & 7;

QUIZ 1 on chapters 1 – 4 must be taken by Wednesday night Feb 9 @ midnight

2/8       Infancy (Chapter 6)

2/11     Infancy (Chapters 7)

2/15     first Service Learning trip to Head Start – meet inside Kelley Center at 9:20 am

2/18     Infancy (Chapter 7)

2/22     no class; Monday classes meet on Tuesday

ESSAY #1 due in class Friday Feb 25

2/25     Early Childhood  (chapters 8, 9)

3/1       second Service Learning trip to Head Start – meet inside Kelley Center at 9:20 am

QUIZ 2 on chapters 5 – 7 must be taken by Wednesday night March 2 @ midnight

3/4       Early Childhood  (chapters 9, 10)

3/8       third Service Learning trip to Head Start – meet inside Kelley Center at 9:20 am

ESSAY #2 due in class Friday March 11

3/11     Early Childhood  (chapters 9, 10)

3/15     fourth Service Learning trip to Head Start – meet inside Kelley Center at 9:20 am SERVICE LEARNING JOURNAL, Part 2 due in class Friday March 18

3/18     Early Childhood  (chapters 9, 10) & discuss research paper

spring break

3/29     fifth Service Learning trip to at Head Start – meet inside Kelley Center at 9:20 am

QUIZ 3 on chapters 8 – 10 must be taken by Wednesday night March 30 @ midnight

4/1       Middle Childhood  (Chapters 11, 12)  Seasons of Life Video

4/5       sixth Service Learning trip to Head Start – meet inside Kelley Center at 9:20 am

ESSAY #3 due in class Friday April 8

4/8       Middle Childhood  (Chapters 12, 13)  Mad Hot Ballroom

SERVICE LEARNING JOURNAL #3 due in class Tuesday April  12

4/12     Process Head Start service learning experience

QUIZ 4 on chapters 11 – 13 must be taken by Wednesday night April 20 @ midnight

4/15     Middle Childhood  (Chapters 12, 13)  Middle School Confessions

4/19     Adolescence  (Chapters 14, 15) – Seasons of Life Video

Easter Break

4/26     Adolescence & Young Adulthood  (Chapters 16 & 17)

ESSAY #4 due in class Tuesday April 26

4/29     Adolescence & Young Adulthood  (Chapters 16 & 17) age 21 & up

QUIZ 5 on chapters 14 – 17 must be taken by Monday night May 2 @ midnight

5/3       young adulthood & a look to the future

Final Exam: hand in take home exam (typed) by Wednesday May 11 by 12 noon – Bannow 122

Head Start Service Learning Component:

As a service learning component of PY264, you will be participating in the Adrienne Kirby Family Literacy Project at ABCD Head Start in Bridgeport, CT.   We will be traveling to Head Start together in university vans for 6 visits.  Be in the Kelley Center lobby at 9:20 SHARP!   You will be assigned to work with preschool children in their classrooms in the hopes of enhancing their language and school readiness skills.   There is a Journal assignment worth 20% relating your service learning experiences to your readings and class discussions.  Attendance for labs in Bridgeport are mandatory.  However, if for some good reason, you miss a lab session it is your responsibility to (1) notify me by calling my cell phone BEFORE 9:15 am and (2) to make up the session by arranging transportation to Head Start on your own.  Documentation of the make-up session will be required.

Head Start Journal Project:

PART 1:  Background Information – due 2/1/11

As psychologists from a university about to enter a community agency, it is important that you know something about the community setting you are about to form a partnership with.  On 2/1/11, teachers and site managers from Action for Bridgeport Community Development’s Head Start program will come to our class to meet you and to introduce you to ABCD, to the Head Start model, and to classroom etiquette and expectations.  Before their visit, you will do some research about both ABCD as an agency and about the history of the Head Start program, its original purpose, the controversy over its effectiveness, the research about its long term outcomes, etc.

Answer the following questions:

1. When did Head Start begin?

2. What was its purpose?  What was the rationale for creating Head Start?

3. What types of services did Head Start originally provide?

4. How many children are served today?  What is the family income criteria?

5. Under the Nixon administration there was a controversy over Head Start’s effectiveness – what was it?  What types of research did opponents of Head Start use to try to disband it?  What were the arguments supporters of Head Start used to save funding?

6. What are some of the areas where there have been documented positive long term effects of Head Start?

7. Edward Zigler & others have argued that Head Start is cost effective because it prevents many of the problems faced by low income children & their families … what are those statistics?

8. What are the major challenges Head Start faces today?  What is stopping it from being effective?

9. Look at ABCD’s website:  www.abcd.org ABCD was created in the 1960’s as a part of President Johnson’s War on Poverty, what services does this agency provide to the greater Bridgeport community?  How many people does it serve?

PART 2: First Service Learning Journal – due 3/15/11

Additional Readings for this journal first assignment:

Berk, L.E., Mann, T.D., & Ogan, A.T. (2006). Make-believe play: A wellspring for development of self-regulation. In D.G. Singer et al. (Eds). Play = learning: How play motivates and enhances children’s cognitive and social-emotional growth. NY: Oxford University Press.

Use the notes that you kept from each of your first three sessions at Head Start and respond thoughtfully to each of the following prompts integrating your classroom observations, assigned course readings, assigned course videos, and additional library and internet research.

(1) Observation: social ecology: Your textbook stresses the importance of the social ecology of an individual’s environment.  Do an ecological assessment of the Head Start environment both at the site level and the classroom level. Remember that all environments have positive resources that contribute to a child’s ability to develop resilience as well as risk factors and liabilities that have the potential to detract from optimal development.  For this part of the assignment, you are expected to provide an assessment of two important ecological factors: the school and the individual classroom. Suggest what impact you think this “ecology” might have on the children’s development (positive and/or negative). Consider the following:  the “feel” of the school when you enter, the “feel” of the classroom; its physical lay-out; the quality, quantity, and developmental appropriateness of learning materials available; cleanliness; structure vs. chaos; the behavior of the adults; the noise level, and the “mix” of the children (ask your teacher about this-gender, age, behavior problems, special needs, etc.).  NOTE: You are expected to relate your observations to research/theory in your textbook AND you are expected to do some additional research related to school-classroom factors related to school adjustment/success.

(2) Observation: Vygotsky’s zone of proximal development. Your textbook and the reading by Berk, Mann & Ogan (2006) provide you with a good description of how much cognitive development depends on social dialogues & social interaction.  Work with a child – you be the more knowledgeable person and stretch a child’s cognitive development a bit.  Describe one example of a child’s learning being advanced using the zone of proximal development.  Are there instances of children being asked to do things out of their zone of proximal development? Describe one example.  As a developmental psychologist, what is the “take home” lesson you have learned from these observations?

(3) Observation:  make believe play & self regulation Refer to the article by Berk, Mann & Ogan (2006).  Either on your own or with the help of your teachers identify TWO of the youngest children in your classroom and TWO of the oldest children.  Spend time talking to an interacting with these four children, try to engage each of them in make-believe  play.  Use the Berk et al. (2006) article and discuss the differences you see in (a) the children’s language skills and (b) the children’s self-regulation skills. Describe and discuss (using professional psychological terminology) your observations of the connection between make-believe play, language & self- regulation.  As a developmental psychologist, what is the “take home” lesson you have learned from these observations?

(4) Personal reflection: discuss your personal reactions to the experience thus far :

(a) what were some of your thoughts in reaction to your experience?

(b) how do you feel (personally) when you are at Head Start and/or when you leave?

(c) discuss one link/connection to your personal life & experience.

(5) Questions: And, since every experience should generate more questions & encourage you to wonder “why?”   What did your experience at Head Start this week make you wonder about?  What do you want to know more about?  (please do not say “what will happen to these children when they grow up”  -  you are capable of much deeper thinking that that.)

(6) References: give the complete and correct APA style formatted citations for the resources you used.

PART 3: Second Service Learning Journal – due 4/12/11

Additional Readings for this journal second assignment:

Albee, G.W. (1992). Saving children means a social revolution. In G.W. Albee et al. (Eds). Improving children’s lives. Newbury Park: Sage.  Zigler, E.F. & Styfco, S.S. (2007). America’s Head Start program: An effort for social justice. In C. Wainryb (Ed.). Social development, social inequalities, and social justice. Hoboken: Erlbaum.

(1) Observation: discipline style & behavior The preschool years are noted for being a time of “socialization.” Adults “teach” children about how society expects them to behave through discipline.  Similar to what we learned about attachment, the type of discipline style a child is exposed to provides additional information to the child’s “internal working model” about self-worth, how relationships work, and the rules that govern behavior in the world. Do a behavioral assessment of your classroom – what can you say about the relationship between rewards/punishments and the children’s behavior?  Just like families, classrooms can be categorized can according to the predominant discipline style used and there is a rich research literature about the effects of teacher discipline style on children’s behavior.  How would you describe the discipline style in your classroom – authoritative, authoritarian, permissive, or neglectful/uninvolved?  Explain your reasons for that classification.  Identify at least one child you know well and evaluate the impact that that discipline style is having on his/her development.  Be sure to consider the bidirectional interaction of child characteristics & discipline style.  [use your textbook; the videos & additional research as resources]

(2) Observation & Reflection: Head Start Social Justice

Read Zigler & Styfco (2007) and Albee (1992). These two readings should encourage us all to think about how we can use our knowledge of psychology to encourage an approach to child development that is truly “socially just.”  Nearly two decades ago, Albee (1992) proclaimed that saving children would require a “social revolution” … Zigler & Styfco’s (2007) tell us that the benefits of a high quality early intervention like Head Start may not level the playing field between the poor children and their middle class counterparts but it is better than having nothing at all.  Here is my question to you:  Is this the best we can do for the children of the poor?  Answer the following questions:

(a) How do you evaluate the children’s preschool experience your Head Start classroom in terms of social justice?  Remember to consider strengths as well as weaknesses

(b) Using your knowledge of developmental psychology (textbook, readings, videos), suggest two policy changes that would help level the playing field and make Head Start a more “socially just” early childhood intervention.

(3) Reflection

Consider the following passage taken from “Ordinary Resurrections” by Jonathan Kozol:

“The lives of children in poor neighborhoods are studied, and their personalities  examined and dissected, often with a good deal of self confidence, by grown-ups far away who do not know them but rely on data generated by researchers to come up with various conclusions that are used to justify political decisions.  This is inevitable, I guess.  Societies and governments need to rely on generalities to organize their understandings and establish policies.  Sometimes, though, these generalities seem much too big, too confident, and too relentless.  It feels at times as if the world of adult expertise is taking hundred-pound cement blocks, labeled “certitude” and “big significance,” and lowered them down onto the shoulders of a [young child], then telling him, “Okay, you carry this for ten years or fifteen years.  Then, if we learn something new, we will come back and give you new labels you can carry.”  Sometimes the size and weight of all this significance make it hard to see if there is still a living body underneath” (Kozol, 2000, p. 14-15).

The children you have gotten to know at Head Start are known by many stereotypes – they are called low income children, children at risk, poor children, disadvantaged children, etc.  The children you have come to know are innocent victims of these stereotypes and many “generalities” researchers report in our professional journals and politicians use to make social policies.  For the past 6 weeks you have been able to see these children for who they really are … With that in mind, answer the following:

What did the children at Head Start teach you about the lives of children (and their families) who researchers “study” and “explain” & who politicians pass policies about that no textbook or published research study ever could tell you? Give two specific examples from your time at Head Start. Use whatever resources you think will help you make your argument.

(4) Personal reflection: How has your time at Head Start affected you?  Consider your personal development and your world view & attitudes.  Explain.  (please give this question some serious thought)

(5) References: give the complete and correct APA style formatted citations for the resources you used.

ESSAYS for PY264:  Spring 2011

You are to do three out of the four essay assignments; anyone wishing to replace a low score can do all 4 and I will take the best 4 scores when determining your assignment/essay grade for the course.  No late essays will be accepted unless you have discussed an important need for an extension with me.

The essays are open book and you are expected to use your textbook, additional library/internet research, the course videos, and your service-learning experiences at Head Start.

NOTE:  For all of you, but especially those of you who are not good multiple choice test takers, these essays are meant to showcase your understanding of the material covered each week.   That is, it will allow you to use a different type of intelligence and academic skill.  So make it good – integrate your thoughts into the best essay possible.  Take the time to think, write & revise before handing it in.

A NOTE ON DOING ADDITIONAL OUTSIDE RESEARCH:  when doing library or internet research for these essays, please be sure that you are using a reputable source.  Avoid people’s personal websites and fringe-group websites.  Try searching the websites of the American Psychological Association, the American Psychological Society, the Children’s Defense Fund, federal websites, AARP, and look at the university’s library’s recommendations:  http://librarybestbets.fairfield.edu/psychology

ESSAY #1 –  due in class Feb 28

For this essay you will need to:

(1) watch the movie “Spellbound”

(2) read the textbook assigned chapters

(3) read the Aber article “The impact of Poverty on the Mental Health and Development of Very Young Children”

Topic:  The Influence of social class

The nature-nurture issue is often debated with regards to how “smart” a person is as measured by intelligence tests and school achievement.  Research has shown that there IS a strong genetic component to intelligence (and thus you cannot deny the role of genetics when it comes to things like  school achievement and excelling in tasks like the National Spelling Bee)…but research also tells us that even a person who is genetically programmed to be intelligent if he/she is being raised in a toxic, chaotic, or otherwise negative environment will have problems living up to his/her potential.  So this essay is about the role of the environment, specifically, the role of social class.

The movie Spellbound follows the lives of students from a variety of different social environments as they prepare for and compete in the National Spelling Bee.

The movie will hopefully provide you with many insights and questions regarding the potential impact of social class as well as other key environmental factors on school achievement.

For your essay:

There are 8 children featured in the film.  All of them are clearly very bright but they live in very different social environments which impact on their motivation to achieve, the strategies they use to achieve success, the resources and opportunities they have access to, and the obstacles/challenges they face in achieving their goals.

(1) choose 3 children, one from each of the three social classes: lower income/working poor (Angela from Texas; Ted from Missouri; Ashley from Washington DC) , middle income/working class (Nupur from Florida; April from Pennsylvania)  & upper income (Emily from Connecticut; Neil from California) – forget about Harry.

(2) using either RESILIENCE research  you are to compare & contrast:  (a) the resources each of the 3 children have available to them and (b) the obstacles/challenges each of the 3 children face in their attempts to develop their competence as a student.

(3) be sure that you use your textbook and the Aber article when you write this paper to formulate your thoughts about how social class affects a person’s achievement.  Be sure to USE APPROPRIATE PSYCHOLOGICAL TERMINIOLOGY. This is a course in psychology and you are expected to talk and write like one.

(4) be sure that you use CITATIONS to reference the ideas and facts that you get from your sources.  DO NOT “cut and paste” material from a source – that is plagiarism!  You are supposed to rephrase what you read in your own words.

NOTE – do not debate nature vs. nurture – this is a paper focused solely on the nurture side, more specifically, social class.

ESSAY  #2 – due in class March 11

For this essay you will need to:

(1)  read the textbook assigned chapters

(2) do additional outside research

(4) consider your Head Start service-learning experiences AND ask the classroom teachers their opinions on the assigned topics

(3) watch Seasons of Life video segment 2

Topic:  School Readiness & Gender

The current trend in educational reform focuses on getting children “ready” for formal schooling by teaching 3 & 4 year olds “academic” skills such as recognizing letters and numbers, writing their name, counting to ten, reading, etc.  Some psychologists are concerned about the negative impact of “hurrying” or “pushing” young children too soon to do tasks that they are not physically or cognitively able to do.  Research & theories of positive child development suggests that there is much more important “readiness” skills that should be developed BEFORE formal academic skills are introduced.  Research also shows that boys are being particularly “hard-hit “ by the imposition of rigorous academic curricula in preschool & kindergarten.  Indeed, as many of them become “school failures” (at worse) or discouraged learners (at best) at the tender age of 5 or 6.

Do some outside research regarding the development of young boys and their readiness for formal school.

For this essay,

(1) discuss 2-3 important NON-ACADEMIC skills/abilities that children need to develop first BEFORE any type of formal instruction in reading, writing and arithmetic can possibly be of any value.

(2) make one specific policy change for preschool and kindergarten education that would help assure that all children have a opportunity to be successful in their first exposure to school.  (I think that you will find that any recommendation you make relevant to boys is also relevant to girls as well)

ESSAY #3 –  due in class April 8

For this essay you will need to:

(1)  read the textbook assigned chapters

(2) watch the videos: Seasons of Life video for middle childhood & adolescence,  Mad Hot Ballroom, Middle School Confessions

(3) do additional library research (if you wish)

Topic: Developing a Sense of Competence in Middle Childhood

In your textbook and in the Seasons of Life video you have learned about Erikson’s tasks of development for middle childhood and adolescence (industry & identity). That is, in middle childhood an individual is supposed to be developing a sense of being good at something, a sense of competence that leads to a positive self concept , positive moral values, the motivation to achieve, and a stable and positive identity that prepares them for a psychologically healthy and productive adult life. In the textbook and in the Seasons of Life video you have also learned about resilience (a person’s ability to successfully cope with life challenges) and the environmental factors that promote the development of resilience.

For this assignment I want to think about Erikson’s “industry” (competence) as the entry point into adolescent identity (how you define “self” in terms of motivation for future success; moral values; etc.) by comparing the children in the movie Mad Hot Ballroom and the young people you meet in two specific segments of Middle School Confessions (the girls in the first segment dealing with sexual behavior and the same girls with their male counterparts in the later segment on drinking and drug use).  According to folklore and even the psychological literature, the children from the winning team in Mad Hot Ballroom are supposed to be the ones at higher risk for negative developmental outcomes (drugs, sex, poor school performance, behavior breaking social norms, etc), yet it is the more privileged youth in Middle School Confessions who seem “lost” in their quest for a sense of industry (competence) and identity.

For your essay, address the following:  What do these two films teach you about resilience and the necessary factors leading to positive outcomes of Erikson’s tasks of industry & identity?  In other words – what do young people need in their lives to achieve a sense of competence and a psychologically healthy adult identity?

While writing this essay, be sure you understand what it meant by resilience. Developing resilience depends on maximizing the presence of positive protective factors and minimizing the potential damage of negative risk factors in a child’s environment

ESSAY # 4 – due in class April 26

For this essay you will need to:

(1)  read the textbook assigned chapters

(2)  do additional library research

(3)  watch Seasons of Life segments 4 & 5; Middle School Confessions

Topic:  Identity formation and gay-lesbian youth

Establishing Identity is the primary task of adolescence and young adulthood.  We know that there are commonalities in the experiences of adolescents of difference races, social class, and genders face the task of identity formation and that there are also unique challenges and opportunities for male versus female, rich versus poor, etc.  The same holds true for sexual orientation.  Like race, class & gender, a person’s sexual orientation offers the gay-lesbian youth a set of unique challenges as well as a set of unique opportunities for psychological growth.  Thus, sexual orientation ( like race, class & gender) is a key factor influencing the outcome of a person’s quest for identity and finding an adult life “niche” that is emotionally satisfying.

For your essay, discuss some of the unique challenges and unique opportunities facing a gay-lesbian individual as he/she grapples with the tasks of adolescence and young adulthood AND how might those unique challenges& opportunities result in an adult who is perhaps psychologically healthier, more skilled, etc. than their heterosexual counterparts?

FINAL EXAM for PY264:  Spring 2011

In 1979, the Carnegie study “Small Futures: Children, Inequalities, and the Limits of Liberal Reform” (Richard de Lone, principle investigator) found that a child’s future was largely determined by social status and not their intelligence, that more than any other factor social class determines where a child ends up in life.  For your final exam you can either agree or disagree with this statement.  It is a very complex issue, so remember that the best answer it “it depends” – be sure that you “chunk off” an interesting subset of development to discuss and that you state your thesis clearly.

What is expected:

FIRST: The word “future” is vague and undefined so you will need to indicate what behaviors or traits you are using to define what a “successful” and “psychologically healthy” person is.  All semester we have looked at the areas of development related to “sense of self,” “relationships,” and “mastery” so that would be a good place to start.

SECOND, once you have chosen your definition of “successful & psychologically healthy,” start with infancy and follow the path of that healthy development through adolescence. Consider the question, “What are the psychological tasks that a child must master at each stage of development to achieve the goal of successful development that you have outlined in step #1 above AND discuss how social class affects those tasks.”  What unique opportunities and obstacles do children face in the lower, middle and upper social classes?  Discuss all three stages: (1) early childhood including infancy through age 5, (2) middle childhood ages 6 to 12, and (3) adolescence.

FINALLY, as a psychology-savvy advocate for social justice, make one social policy suggestion that uses psychological knowledge (what we know in terms of research & theory) with the goal of having greater numbers of children successfully begin their adult life.  [one policy suggestion only, not three]. Be sure that your social policy suggestion reflects the target behaviors you used to define healthy development.

IMPORTANT! The purpose of the essay is for you to show your cumulative knowledge of course material.  You should use your textbook, the assigned readings, the videos, & your service learning experiences.  You should not need to do outside research unless you need to find some statistic to prove a point you are trying to make.  Be sure to use proper psychological terminology — you are trying to prove that you understand the material we covered this semester so speak like a psychologist!   Warning:  think & organize … do not present a host of random or loosely connected ideas.

College of Science and Health Professions and College of Education

Departments of Mathematics and Curriculum and Instruction

Community Partners:

Students, Families, Teachers and Administrators of Northeastern Oklahoma Elementary and Middle Schools – Public and Private Institutions

PREREQUISITES:

Successful completion (C or better) in MATH 3433.  Successful completion (C or better) OR concurrent enrollment in MATH 3443.

DESCRIPTION OF COURSE AND INTRODUCTION:

Based on the philosophy that not all learning resides within the walls of the university and framed by the P-A-R-C Model for Service Learning, this course will be divided into four sections.

Preparation Phase of Service Learning Process:  The first part of the course will consist of classroom instruction regarding best teaching practices for tutoring mathematics students in grades 1 – 8.  Students remain engaged in all components of the servicing from planning to implementation to final dissemination of ideas and findings.

Action Phase of Service Learning Process [Engagment]:  The second part of the course will consist of tutoring mathematics students in the Mathematics Clinic on the NSU-Broken Arrow campus.

Reflection Phase of Service Learning Process:  The third part of the course will be routine and on-going reflection about the service experience with teacher education candidates and the instructor.  Technology available through Blackboard services will serve as one vehicle by which the reflection process will occur.   Reflection will also be a part of the student-led, parent-teacher conference that will take place on the last night of the tutoring semester.

Celebration Phase of Service Learning Process/ Public Dissemination:  The final part of this service experience will be the celebration phase.  An end of semester reception with invited guests [students, parents, principals, pre-service teachers, and university administrators] will provide the opportunity to celebrate both teaching and academic gains in mathematics.   During the reception program, teacher candidates will individually recognize their students through the presentation of unique mathematics awards.  Through reflection, conversation, district media, social media, and written dissemination of the reciprocal service arrangement, our community and our partners remain informed about what we do.   Public dissemination is in part the rationale for such a lengthy wait list in our clinic each semester.

This course will be a hybrid course, a blend of on-site experiential based math tutoring opportunities with technology based experiences intended for diverse forms of reflection.

MAJOR GOALS FOR THE COURSE:

While both volunteerism and service learning are very worthy endeavors, they are not one in the same.  Understanding the difference between service learning and volunteerism enables us to maximize the benefit each has to offer.

Service driven by academic objectives partnered with a sense of reciprocity between the teacher candidate and community partner is what differentiates service learning from volunteerism.  This differentiation is the basis of the following major goals for the course:

1.  Reciprocity:   Both the NSU pre-service teacher and the community partner [students, families, teachers, and administrators from elementary and middle schools in northeastern Oklahoma] must benefit from the servicing experience.

• Community partners will benefit from the service through enhanced knowledge of mathematics, whether for remediation or enrichment, which will translate into academic gains in the elementary or middle school mathematics curriculum.
• NSU pre-service teachers will benefit from the service through authentic, experiential based opportunities to teach young children well in advance of the time in which they will enter the profession.   Such experiences will grow and sustain pre-service teachers’ levels of mathematics teaching efficacy beliefs which will impact the likelihood that as teachers of mathematics they will stay in the profession thereby decreasing the alarming rate of novice attrition.

2.  Academic Objectives:    The academic objective(s) linked to the preparation of NSU teacher candidates that drive this service learning experience include, but are not limited to,

• Numeration and Operation
• Geometry and Measurement
• Problem Solving
• Data Analysis and Probability
• Algebraic Thinking
• Related to Mathematics Teaching and Learning

ADDITIONAL COURSE OBJECTIVES AND OUTCOMES:

During the course, the Teacher Education Candidates will:

1.  Knowledge and Understanding:

• Administer Pre Test(s) to community partner in order to identify areas which need improvement during the tutoring sessions.
• Use knowledge and understanding from assessment data to plan for meaningful leaning opportunities unique to the student so that conceptual understanding of mathematics will be fostered.
• Blend service with learning; enjoy shared benefits and a spirit of reciprocity between the student and community partner.

2.  Intellectual Skills:

• Distinguish between appropriate and inappropriate age and grade appropriate lesson topics
• Identify connections between mathematics skill sets and service with community partner

3.  Discipline Specific Skills:

• Diagnosing strengths and weaknesses of the young student related to whole number operations as well as to operations with integers, fractions, decimals, and percents.
• Utilize knowledge of modeling to remediate weaknesses of the young student related to whole number operations as well as to operations with integers, fractions, decimals, percents, geometry, measurement, data analysis, probability, and problem solving.

KNOWLEDGE BASE:

The Northeastern State University Teacher Education Program is based on specific philosophical assumptions about teaching, learning, and schooling that underlie all basic programs which prepare professional educators to work in public school settings. These philosophical assumptions are stated in the theme of the program. It is assumed that it is the responsibility of the profession educators to:

1. Develop thinking/learning skills in their students through the use of appropriate pedagogical strategies, emphasizing reflection.
2. Serve all students under their charge, regardless of ability, with a sense of efficacy;
3. Instill self-respect, dignity, and respect for others in their students.
4. Be sensitive to and develop the ability to capitalize on the learning strengths of individuals who reflect a diversity of cultural backgrounds, abilities, and talents.
5. Know, understand, and communicate the content of the specialty area(s) in which they are teaching.

These assumptions represent a philosophical approach to teaching and learning that is present throughout the course work and the field experiences.

CONCEPTUAL FRAMEWORK for TEACHER EDUCATION at NSU:

Preparing Professional Educators as Teaching Scholars, Educational Leaders, and Developers of Human Potential

Teaching Scholars: Teaching scholars read widely and think deeply about subject matter, teaching, and research. They reflect critically on their own beliefs and their classroom practice in order to make pedagogical improvements. Teaching scholars use appropriate communication skills. They know how to facilitate authentic learning, and they encourage P-12 students to be critical, creative thinkers with the ability to be lifelong learners.

Educational Leaders: Educational leaders serve as advocates for children/adolescents and families; they understand the political nature of teaching; and they are able to inspire and motivate others by modeling effective communication skills, professional demeanor, and professional attitudes.

Developers of Human Potential:  Educators who are developers of human potential are committed to the philosophical position that the development of human potential is their fundamental task.

INSTRUCTIONAL MATERIALS:

Laughlin, C. L., & and Kepner, H. S., Jr.  (2001).  Guidelines for the tutor of mathematics (2^nd ed.).  Reston, Virginia:  National Council of Teachers of Mathematics.

Wade, R. C. (1997).  Community service-learning:  A guide to including service in the public school curriculum.  Albany, New York:  State University of New York Press.

Tutors will have access to mathematics modeling and teaching materials located in the NSU-BA Mathematics Clinic.  Note:   These math teaching materials were made possible by a grant awarded from the Northeastern State University Center for Teaching and Learning.

INSTRUCTIONAL PROCEDURES:

The expected course outcomes will be realized through a variety of instructional procedures.  Those strategies include, but are not limited to, the following:  lecture, expository-discussion, demonstration, and collaborative group activities.  The instructor will implement appropriate multi-media technology.

PROFESSIONALISM:

An important part of this course is your demonstrated ability to grow as a professional educator. As such, you are expected to submit work that represents your own best effort. You are responsible for turning in all required assignments in a timely manner. Assignments must conform to university policies governing academic dishonesty. In addition, as a professional educator, you are constantly seen as a model for your students; therefore, it is imperative that you strive to communicate well both orally and in writing.

Because the class involves work with parents, children, and community members, professional dress is expected. This includes NOT wearing jeans, flip-flop shoes, etc…  Please discuss any questions regarding professional dress with the instructor.

STUDENT PERFORMANCE ACTIVITIES:

The performance activities described below are designed to contribute in different yet significant ways to your knowledge and experience relative to accomplishing the objectives of this course.

1.  Assessment and Tutoring Profile:   NSU Tutors will administer and analyze data from four pre-assessments.  These include:  Place Value Assessment, Fraction Concept Assessment, Math Attitude Assessment, and a brief, simple Tutor designed assessment, based on parent input of student needs that will be a part of your lesson plan for tutoring session #1.  Using data driven decisions, the Tutor will write lesson plans that are designed to address the student’s strengths and weaknesses.

2.  Lesson Plans and Reflections [Service Learning Implications]:   NSU Tutors will write an abbreviated lesson plan in advance of each tutorial session.   When the session is complete, a written reflection about each lesson will be required.   Note:   At least one lesson should incorporate a literature connection to the mathematics you will be teaching in your tutoring session.   Lesson plans should be available to submit to the professor upon request but may not be collected every week.

3.  Blackboard Discussions:   Given that this EDUC 4812 is a hybrid, blended course, NSU Tutors will be required to participate in several Blackboard Discussions related to the tutorial service process.    Focus questions for these discussions will be prompted by in-class experiences.  Blackboard will also be used to distribute course announcements and for grade reporting.   You will have one week to participate in the Blackboard Discussion.   You may respond to other students but are not required to do so.

4.   Parent Communication: NSU Tutors will be required to communicate routinely with parents and students about progress during the semester long tutorial process.   These communications will include, but not necessarily be limited to,

a.  Telephone Questionnaire Prior to Start of Tutorial Sessions

b.  Notes of encouragement/ praise/ progress during the semester.

c. Tutoring Progress Report at Semester End [which will include information about assessment, activities, and progress]

5.  Portfolio:   NSU Tutors will submit a portfolio at the end of the semester.  It should be submitted in a 3 ring binder and organized in the following manner:

a.  Tutor Profile [One Page Document]

b.  Parent Phone Questionnaire [One Page Document]

c.  Assessment Report with Analysis [Approx. 3 – 4 Page Document]

d.  Lesson Plans and Weekly Reflections

e.  Tutoring Progress Report  for Parents [Intended for Parents and/or Teachers]

f.  Student led conference materials [Make copies for your portfolio. Provide the parent and student with originals.   Include the parent response sheet from conference if it is returned to you.]

6.  Mathematics File Folder Game:   Please consider donating your file folder game to the NSU-BA Mathematics Clinic so that your work will touch other students in future semesters.

In this assignment, you will develop a mathematics file-folder game which will be used as a teaching strategy to be incorporated into a tutoring session. The game must be appropriate to the age, interest, grade level, and needs of the learner. The game’s topic must be guided by your assessments.  You must use it with your student any time between tutoring session #3 and #7 and then submit it to me by the posted due date.

The final product should include:

• On the back of the file folder game state the following about your game:

a)  Math Objective

b)  Grade Level

c)  Instructions for Play

d)  Material List

• The file folder game (laminated) and the game pieces, die, etc…
• A one-page paper with two paragraphs. The first paragraph should include why the game was chosen and how the game teaches the skill.  The second paragraph should describe how the game worked with your student. This paragraph should focus on how the student learned and his/her motivation and level of success.

STUDENT EVALUATION:

Evaluation of student performance will be based upon homework, three unit exams, and a comprehensive final exam.  Students will earn points throughout the semester, and final grades will be determined by total point accumulation. Total possible points may be accumulated in the following manner:

Mathematics File Folder Game/One Pg. Paper – 50 Points

Blackboard Discussions [4@25 Points] – 100 Points

Portfolio:

Tutor Profile – 10 Points

Parent Phone Questionnaire – 10 Points

Assessment Report/Analysis – 50 Points

Lesson Plans and Reflections [8@40 Points] – 320 Points

Tutoring Progress Report – 30  Points

Student Led Conference Materials and Parent Reflection – 30  Points

Total – 600 Points

TENTATIVE COURSE CALENDAR:

Date/Objective

Jan 11/Syllabus; Introduction to Civic Engagement [Reading Assigned]

Jan 18/Service Learning:  A Step beyond Volunteerism [Focus on Reciprocity/ Reflection/ Dissemination]

Jan 25/Assessing Student Strengths and Weaknesses [Blackboard Discussion #1 Assigned]

Feb 1/Lesson Planning/Reflection [Make Parent Contact by Feb 8]

Feb 8/ Preparing for Tutoring Sessions #1 – #2 [Tutor Profile 20 points/ Parent Phone Interview Due 20 points]  ***Start Checking Blackboard weekly for announcements and assignment information.

Feb 15/Tutoring Session #1

Feb 22/Tutoring Session #2 [At the end of session #2, start analyzing your assessment data and develop 3 semester goals to help you plan for your session on March 1^st.]

March 1/Tutoring Session #3 [I’ll stop by and look at your lesson plan #3 before/ during/ or after tutoring. Turn it in next week with your reflection on session #3.]

March 8/Tutoring Session #4; Assessment/Analysis Report Due; Lesson Plan/Reflection #3 Due by 4:30 p.m.

March 15/Spring Break – NSU Math Clinic Closed

March 22/Tutoring Session #5; Blackboard Discussion #2 Assigned; Lesson Plan/Reflection #4 Due by 4:30 p.m.

March 29/Tutoring Session #6; Lesson Plan/Reflection #5 Due by 4:30 p.m.

April 5/Tutoring Session #7; Lesson Plan/Reflection #6 Due by 4:30 p.m.

April 12/Tutoring Session #8; Tutoring Progress Report due on or before Thursday, April 14.  You may submit electronically.  This final report includes but is not limited to the analysis report you wrote at the beginning of the semester.   This report extends your first report by discussing each of your 3 semester goals and describes what you did to support these goals. This report will be given to the parent on the last night of the semester.  You may use my report which will be on BB under Course Documents as a guide and you have permission to cut/paste directly from my example as long as the information describes your student. Start preparing for student-parent conference today and consider options for public dissemination of knowledge gained from servicing.  No lesson plan/ reflection submitted today.  Submit lessons # 7-9 in final portfolio for grading.

April 19/Tutoring Session #9; Tutoring Progress Reports will be returned to you today in order that you may modify as necessary before next week’s student-parent conference.  Continue preparing for student-parent conference today.  No lesson plan/ reflection submitted today.  Submit lessons # 7-10 in final portfolio for grading.

April 26/Tutoring Session #10; Submit copies of the student conference material instead. Schedule for Session #10: 4:30 – 4:45 Tutoring/ Review Session with Student; 4:45 – 5:00 Parent-Student-Teacher Conference; 5:00 – 5:30 Service Learning Celebration and Reception.  Blackboard Discussion #3 Assigned and due by Monday, May 2nd.   Portfolios due no later than Monday, May 2^nd at 5:00 p.m.

May 3/Final Exam Week; Pick up Graded Portfolios Tuesday – Thursday,   May 3 – 5.

Northeastern State University Mathematics Clinic

Service Learning – Math Tutoring Lesson Plan

Tutor’s Name:

Student’s Name:
Tutoring Session #:

Date:

Students Current Grade Level:

OKLAHOMA PASS OBJECTIVE(S):

MATERIALS:

INSTRUCTIONAL PROCEDURES:

Name of Activity – Purpose

Description –

Assessment –

Assessment Notes – (make sure to leave room here for your notes)

Name of Activity – Purpose

Description –

Assessment –

Assessment Notes – (make sure to leave room here for your notes)

Name of Activity – Purpose

Description –

Assessment –

Assessment Notes – (make sure to leave room here for your notes)

CLOSING ACTIVITY:

Reflection: My Thoughts on Today’s Mathematics Lesson…

What did you learn about your student this week (in terms of mathematics teaching and learning)?

What did you learn about yourself (especially in terms of  mathematics teaching and learning)?

What is one mathematics teaching and learning goal for your next lesson? How will you make this happen?

This is a two semester course.  50% of the course grade will be determined from service participation as documented by timesheets   The remaining 50% will be derived from research assignments, the course journal and online reflection assignments. Students are required to complete at least 45 hours of service work, documented by the course time sheet, signed by the site supervisor.  There is no upper limit on possible service hours.  Inability to meet this requirement should be discussed with the instructor.

SLS2941 is a Service Learning course.  Service-learning is a method of teaching, learning and reflecting that integrates community service with instruction and reflection to enrich the learning experience, teach civic responsibility, and encourage lifelong civic engagement.  It is a form of experiential learning – learning by doing.

Reflection is an integral component of Service Learning experiences.  It is a critical thinking technique where you evaluate what has transpired rather than simply recording it.  There are essentially three levels at which reflection may occur: [FIU Service Learning coordinator Mark Cooper at http://www2.fiu.edu/~time4chg/Library/reflect.html]

The Mirror (A clear reflection of the Self)

Who am I? What are my values? What have I learned about myself through this experience? Do I have more/less understanding or empathy than I did before volunteering? In what ways, if any, has your sense of self, your values, your sense of “community,” your willingness to serve others, and your self-confidence/self-esteem been impacted or altered through this experience? Have your motivations for volunteering changed? In what ways? How has this experience challenged stereotypes or prejudices you have/had? Any realizations, insights, or especially strong lessons learned or half-glimpsed? Will these experiences change the way you act or think in the future?

The Microscope (Makes the small experience large)

What happened? Describe your experience. What would you change about this situation if you were in charge? What have you learned about this agency, these people, or the community? Was there a moment of failure, success, indecision, doubt, humor, frustration, happiness, sadness? Do you feel your actions had any impact? What more needs to be done? Does this experience compliment or contrast with what you’re learning in class? How? Has learning through experience taught you more, less, or the same as a traditional class? In what ways?

The Binoculars (Makes what appears distant, appear closer)

From your service experience, are you able to identify any underlying or overarching issues which influence the problem? What could be done to change the situation? How will these experiences alter your future behaviors/attitudes/and career? How is the issue/agency you’re serving impacted by what is going on in the larger political/social sphere? What does the future hold for the agency and for the community it serves?

SERVICE SITE

DuPuis Management Area:

We will be doing our service at the DuPuis Management area of the South Florida Water Management District [SFWM].  The area is a 21,875 acre property covering parts of Northwestern Palm Beach and Southwestern Martin counties. The South Florida Water Management District (SFWMD) owns the property that contains acres of pine flatwoods and cypress swamp and was purchased in 1986 through the Save Our Rivers program.  During this course, we will visit the DuPuis area four times, participating in a variety of observation and data collection activities.  You will receive instruction on environmental education, environmental management and ecologic data collection techniques and will apply what you have learned.  In the end, during semester two, you and your fellow students will provide both and oral and written summaries of what you have found during your studies.

Starting Bibliography:

Please access and review the following items to prepare yourself for our activities: “Pine Flatwoods,”  http://www.sfrc.ufl.edu/4h/Ecosystems/Flatwoods/flatwoods.html;

“Saw-palmetto: an Ecologically and Economically Important Native Palm,” George Tanner, J. Jeffrey Mullahey, and David Maehr,  http://wfrec.ufl.edu/range/sawpalm/; “Land Stewardship Program Overview (Save Our Rivers), ” http://mytest.sfwmd.gov/portal/page/portal/pg_grp_sfwmd_landresources/pg_sfwmd_landresources_saveourrivers; “Forest Management: State Forest in Florida,”  http://www.fl-dof.com/state_forests/index.html

Assignments for semester one:

Journals – throughout the course of this class, you will maintain a journal/diary of your activities, the data you collect, the methods you employ, the references you find, and your reflections.  All assignments below should be in the Journal first – then copy them for discussion postings or to turn in.  These need to be kept current – I will know if you made one up at the last minute.  When I collect each of the assignments below, I will want to see your journal with the original of the work in it.  Detailed directions as to keeping the journal are attached – note that part of your journal grade derives from following directions.

Web research – Find 7 references on the web in addition to the ones I have provided, that give significant information regarding the DuPuis Management area and /or the ecosystems found there, and/or problems occurring in this and similar preserves, and/or previous projects undertaken at this  preserve, and/or general conservation related issues facing the Florida voting constituency.  Remember you will be putting together presentations on this and will need both introductory and conclusion types of material.  Note that this is an IRSC course and your are expected to follow IRSC adopted citation practices – see http://www.irsc.edu/portal/layout_web1.aspx?PortalPageID=681

TENTATIVE SCHEDULE

Date/Topics and Activities – Semester 1

Aug. 20/Meet with Dr. Megaw to discuss course requirements.

Aug. 27/Orientation.  Meet with Ms Kantor about Dupuis project.

Sep.  3/Orientation.  Submit a beginning bibliography of web sources.

Sep. 10/Submit summaries of specified resources

Sep. 17/Submit reflections online discussing what the term “Legacy” means in the conservation, context, in the context of civic responsibility, and in the context of your own personal future.

Sep. 24/First visit to DuPuis preserve

Oct.  1/ Work on own & with partners on data/logs, etc.   Submit reflections online on day 1 experiences.

Oct.  8/Work on own & with partners on data/logs, etc.

Oct. 15                                    /Meet to discuss log books, data, etc. and to collaborate.

Oct. 22/Submit answers to first set of prompts.

Oct. 29                                    /Research on own on second part of project.  Find 3 or more additional references online.

Nov. 5/Continue research on own on second part of project

Nov. 12/Meet with Ms Kantor about part 2 of Dupuis project.

Nov. 19/Second day at DuPuis reserve.

Nov. 26/Work on own & with partners on data/logs, etc.   Submit reflections online on day 2 experiences.

Dec.  3/Meet to discuss log books and data

Dec. 10/Completed journals and timesheets due

Date/Topics and Activities – Semester 2

Jan. 21/Meet with Ms Kantor about DuPuis visit 3.

Jan.  28/Third DuPuis visit

Feb.  4/Data analysis and reflection from visit 3.

Feb .9/Preparation & rehearsal for presentation to College Board of Trustees

Feb. 16/Preparation & rehearsal for presentation to College Board of Trustees

Feb. 22/Presentation to College Board of Trustees.

Mar.  11/ Meet with Ms Kantor about DuPuis visit 4.

Mar. 18/Fourth DuPuis visit

Apr. 8/Meet to discuss log books, data, etc. and to collaborate on final presentation to our Research Partners.

Apr. 15 /Meet to discuss log books, data, etc. and to collaborate on final presentation to our Research Partners.

Apr. 22/Final, formal presentation of our research results to the South Florida Water Management District Board and the Management group for the DuPuis Reserve

Apr. 29/Journals due for final grading.

SERVICE LEARNING PROJECT DESCRIPTION

Student Name:

Phone Number:

Student e-mail address:

Course Number and Title:

Instructor’s Name:

e-mail address:

Organization: FAU/CES/SFWMD DuPuis Management Area_____________________

Site Supervisor or Coordinator:

Phone Number:

Course service-learning purpose and objectives:

The purpose of this course is to teach democratic principles of civic engagement and service in the venue of planned service-learning activities.  Students will engage in supervised career-exploration and discipline-related activities in the community service setting. Seminar and reflection activites will be employed to assess experiences and to examine how organizations within the community address the problems, issues and concerns of the community.

Course Objectives: At the completion of this course, students will be able to reflect a personal understanding of the behaviors required of responsible citizenship; understand the mission[s] of various community service organizations;  recognize the problems that are encountered in communities as a whole, and how they are addressed through government and community service organizations; apply concepts and skills learned in discipline specific areas to real-world problems.

Community Partner mission:

Purpose of the project:

Specific tasks involved in the project:
Student evaluation procedure [criteria, evaluator(s)]:

Student:  I agree to:

• Perform my respected duties to the best of my ability.
• Adhere to organizational rules and procedures, including record-keeping requirements and confidentiality of organization and client information.
• Model professional, ethical and appropriate behavior, and meet confidentiality                 requirements of the organization with which I am working..
• Meet time and duty commitments or if I can not attend, to provide 24 hours notice so that alternative arrangements can be made.

Supervisor:  I agree to:

• Provide adequate information and training for the service-learner including information about the organization’s mission, clientele and operational procedures.
• Provide appropriate supervision to the service-learner and provide feedback on performance.
• Provide meaningful tasks related to skills, interests, and available time.
• Provide appreciation and recognition of the service-learner’s contribution.

Student ­­Signature:

Date:

Faculty Supervisor Signature:

Date:

SERVICE LEARNING PROGRAM STUDENT TIME SHEET

CourseNumber and Title:

Semester/Year:

Faculty:

Student Name:

Service Site:

Site Supervisor:

Primary responsibilities at your service placement:

Date:

Time In:

Time Out:

Supervisor’s Initials:

Total Hours:

Description of Activities:

SERVICE LEARNING JOURNALS

1. Your journals must be bound books – no loose-leaf or spiral notebooks.

2. Put your name and the course on the outside label.

3.  The first page of your journal should have the following information:  Your name, the course name and number, Indian River State College, semester and year.

4.  Leave 2 pages for the Table of Contents (keep it updated).

5. Number all subsequent pages in ink in the upper outside corner.

6. Never remove pages from the journal!!!

7.  All entries must be in ink.

8. DO NOT ERASE or WHITE-OUT!  If you make a mistake (you will, we all do), cross out the mistake with a single line.

9.  Enter the date for every separate entry in the left-hand margin adjacent to the beginning of the entry.

10. The journal should contain all assignments, including research,  required responses to prompts from the instructor, your regularly entered personal observations and responses to your site experiences, any methods you employ during the course of your investigations and work, and any questions, ideas, etc. that come about as a result of your experiences.

11. Enter information in the journal regularly – preferably the same day as your site activities. Don’t leave blank spaces or pages. The journal should reflect your observations as to your work, what you have learned, and questions that you have thought of.

12. Write down details like what was said in a particular situation, [can paraphrase], the context of an event or quote and your response [both what you contributed and what you thought]..

13. Label all entries, with headings and other descriptors so that you will know what they mean when you read them later.

14. When an assignment is due, your instructor will initial the journal on the page containing the assignment.

15. The journals will be turned in at the end of the semester, and will constitute the basis of 50% of your final grade. Grading will be as follows: 10% for adhering to directions; 30% for site activity notes; 40% for responses to prompts and other assignments; 20% for the final synthesis [closing report].

REFLECTION PROMPTS

to be entered in the Service Learning Journal

1.  What is the Mission Statement for the organization for which you are providing service?

2.  Who are the administrators of the organization [give names and titles]?

3.  What activities has this organization engaged in or provided for the community during the past six months [lists, with approximate dates are fine].

4.  What are the sources of funding for this organization – try to be as specific as possible  – i.e. grants, legislature [bills], and so on.

5.  What are the biggest problems that confront the organization in staying afloat and doing what it does?

6.  What, specifically, are you working on? What is the purpose or reason for this work? What do you think of the work?

7.  What needs do you see with the organization? Suggest at least one activity or project that you think would benefit the organization.

8. Why is REAL civic engagement important to the community?  Why is it important to    you and your family and friends?

9.  What types of careers are related to the activities you have observed within the organization?

10.  What training would you recommend and what would be required for someone who wanted to work in this [these] areas?

Effective management and leadership in the nonprofit sector requires both an understanding of the basic principles of nonprofit organization and associated management challenges (covered in PAFF 551) and familiarity with current debates that are changing how they operate (PAFF 552).

The purpose of PAFF 552 is to introduce students to a range of challenges facing nonprofit organizations and to identify approaches that nonprofit practitioners and academics have proposed for addressing those challenges.

PAFF 552 is an “Issues” course, intended to introduce students to a range of topics. This year, as last year, I have organized the course to address the role philanthropy plays in the nonprofit sector.  The course has a central service-learning component, the distribution of grants to local nonprofit organizations, with funding from Campus Compact/Fidelity Charitable Gift Fund, South Central New York Community Foundation and fundraising by students and alumni.

The course will involve close collaboration with the Social Work course, Advanced Social Work Practice with Communities, which also meets on Tuesday afternoons. The two classes will meet together periodically for discussions and presentations by outside speakers. One team assignment and organization site visits will involve members of both classes working together. In addition grantmaking decisions will be a shared process involving both classes.

Course Goals

1. To review the role of nonprofit organizations in the United States and the context within which they operate (theoretical explanations for nonprofit organizations, tax and legal setting, etc).
2. To introduce students to various forms of institutional philanthropy, how they operate and their strengths and limitations.
3. To review strategies and concerns related to grant making, including accountability, performance measurement, capacity building and relevant data analysis.
4. To introduce students to innovative approaches to nonprofit work, emphasizing marketization and social entrepreneurship.
5. To expose students to similarities and differences in the approach to nonprofit organizations in social work and public administration.

Course Knowledge & Skill Objectives

Upon successful completion of PAFF 552, students should be able to:

1. Discuss theories that explain the reason for a nonprofit sector and the implications of those theories for management;
2. Demonstrate critical thinking and writing skills;
3. Identify current and historic approaches to philanthropy, their strengths and weaknesses and their impact on nonprofit organizations.
4. Assess what information is useful in evaluating nonprofit organizations and requests for funding, with particular attention to accountability, capacity and data analysis.
5. Identify emerging debates in philanthropy and nonprofit management and relevant sources of information about them.
6. Identify and discuss differences in approaches to nonprofit organizations in social work and public administration.

I have organized the course content to cover this material in several blocks or units:

Week 1-2: Nonprofit Sector Role and Context and the Philanthropy Incubator

Weeks 2-6: Philanthropy, its Institutional Mechanisms, Strategy

Weeks 6-10: Management Issues in Philanthropy and Nonprofit Organizations.

Weeks 11-14: Emerging Approaches to Philanthropy and Nonprofit Work

Course Timeline

The distribution of funds to local nonprofit organizations is central to this course. To complete the process of assessing organizations and making grants requires careful adherence to deadlines.  I have summarized below key course milestones:

Timeline for Key Philanthropy Incubator Milestones

Feb 16:  Focus Area Selected

Feb 23:  Draft RFP

March 2: Finalize and Distribute RFP

March 23: RFP Due, Final Proposal Evaluation Rubric Developed

April 6:  Initial Review of Applications

April 6-20: Site Visits

April 20: Funding Decisions

May 4: Awards Ceremony

Required Texts

I require two books for purchase:  Fleishman, J. (2007).  The Foundation, A Great American Secret: How Private Wealth is Changing the World (Paperback Ed.).  New York: Public Affairs; and Frumkin, P. (2006).  Strategic Philanthropy.  Chicago: University of Chicago Press.

Other reading will be available through the BU library (e-journals), on electronic reserve, from websites (links provided) or handed out.

Method of Instruction

This course is organized as a seminar. Classes will involve a combination of presentation and discussion.  Students are expected to have read the material assigned for the day and be prepared to discuss it at that class.

Discussion expectations:

In pursuit of critical thinking, students are strongly encouraged to adhere to the following principles:

1. Recognize the difference between reason and emotion, thinking and feeling;
2. Build arguments with evidence, not feelings.
3. Realize that reason and critical thought are necessary inside and outside of the classroom.

Given these principles, the goal for this class is to emphasize civil discourse, establish fact-based viewpoints, and engage in focused discussions, rather than win arguments or engage in verbal altercations.

Determination of Grades

Grades will be determined based on four components, each of which (and its weighting) is listed below.  Assignments are outlined below; more detailed assignment information will be provided later in the semester.  Grades for each component will be by points.  The total points you receive during the semester will be the basis for your final grade.

Assignments

1) Class Participation (20 points)

Because students must work together in this class to accomplish a collective goal, class participation in this class is a more significant portion of your final grade than in other courses I teach. Participation is essential for creating an effective grants program.

Reading assigned material and participating in class discussion is central to success in this course. Readings are to be completed in preparation for class on the date listed. These are to be read by ALL students. The readings will serve as the starting point for lecture, discussion, the application of concepts, and the practice of essential skills. Readings and assignments have been selected to introduce students to issues in philanthropy that will make it possible for students to act as effective grantmakers. Students are expected to come to class having read the assigned readings and prepared to discuss those readings. Students may be called upon to lead discussions or explain sections of the readings without prior warning.

Class participation will be evaluated based on the contribution you make to class sessions and the work of the Philanthropy Incubator. I will assign participation grades at four points during the semester (after weeks 4, 8, 10 and at the end of the semester).

2)  Team Work (30 points total—15 team, 15 individual)

Students will work in teams across classes. The teams will be responsible for the major elements of the Philanthropy Incubator project: choosing a focus, designing an RFP, establishing criteria for evaluating proposals, conducting and reporting on site visits and analyzing proposals. Team members will receive both individual and team grades. Each team member will be responsible for one component of the team project; however, the full team will have responsibility for providing input and feedback to that team as he/she develops that element.

At each point in the semester when one of the components is due and the class must make a decision about its grantmaking process, three teams will present their recommendations (I expect there will be six to seven total teams). Teams that do not present will be asked to respond to the team presentations, adding any ideas that are substantially different from those presented. Each team will be responsible for two formal presentations over the course of the semester.

At the end of the semester students will assess the contribution of their team members to the work of the group and determine the distribution of five points of the other team members’ grade.

Team work will involve the following components:

• Each member of the team will be responsible for making recommendations for one elements of the Philanthropy Incubator.  (15 points):
  • Focus Area Recommendation.  Develop a recommendation for the area on which the Philanthropy Incubator should focus.  Use data about community needs to make your recommendation.  (Due February 16^th)
  • Request for Proposal. Design an RFP for the Philanthropy Incubator; provide a rationale to accompany it that explains your choices. (Due February 23^rd)
  • Evaluation Tools. Develop a rubric for evaluating proposals.  Provide a rationale to accompany that explains your choices.  (Due March 23^rd)
  • Site Visit Report.  Provide an analytic report about what you learned on your visit(s) to grant applicants.  (Due April 20).

• Analyses of Final Proposals.  (10 points).  Each group will be assigned a set of final proposals to review and analyze.  (Due April 20^th)

• Team Participation (5 points)

3) Course Reflection Papers (50 points)

Every week, students will be responsible for a one-to-two page, single-spaced reflection on the reading for the week. Questions for the reflection will be posted the week before. Reflection papers will be due at the beginning of each class session.

To generate a dialogue about course issues, I have set up a course blog. The address for the blog is:  http://buphilanthropyincubator.blogspot.com. Students will be responsible for posting all or parts of their reflections on the course blog. This blog is private and only available to students in PAFF 552, SW525, CCPA faculty and administrators and selected stakeholders (such as project funders). I will enter your names as blog authors to allow you to post.

Students may post on the blog at ANY time; however, you must post to the blog at least three times during the semester. In addition, ALL students must comment on the blog at least once a week.  I will provide you with a posting schedule at the second week of class.  If you are scheduled to post on the blog, you must make your post by the Saturday before class to provide other students with the opportunity to respond to your post.

I intend the reflection papers to provide you with an opportunity to engage with the course reading material and reflect on how those concepts relate to the issues we discuss in class. Your primary sources for your reflection papers are course readings, discussions, presentations from outside speakers, and if appropriate other scholarly writing or current events related to philanthropy and the nonprofit sector. I will evaluate reflection papers based on how well they address the reflection question, their engagement with the course reading, the use of evidence (based on experience, data or other reading) to support arguments and how well they demonstrate the ability to apply theoretical concepts to the practical work of nonprofit organizations and philanthropy.

Important Caveat About Assignments: I will review assignments with you mid-semester to assess workload.

Expectations Regarding Professional Communication

As a professional degree program, the MPA program demands that students demonstrate the level of professionalism that will be expected of them upon graduation. This applies to students’ communication in writing, as well as their conduct in and out of the classroom. I expect students to submit written assignments that meet professional standards in both content and style.  Professional content requires thorough research and the demonstrated ability to articulate logical and insightful arguments and to apply critical thinking skills. Professionalism in style requires that written assignments be professional in appearance, clearly written, and free of grammatical, spelling, and syntax errors.

Professional communication in class discussions begins with coming to class prepared and on time.  Students are expected to do all of the readings assigned for each class meeting and to be ready to discuss them.  As current or aspiring professionals in the field, students are also expected to be enthusiastic consumers of material related to their chosen profession.  Students should also read a national newspaper as well as a local paper to stay informed of current issues related to the nonprofit sector.   Similarly, the most committed students will also read nonprofit sector publications to monitor research within the discipline.  I encourage students to share news stories about the nonprofit sector; at times, I will begin class with discussions of relevant current events.

Class Schedule, Reading and Assignments

Date: Jan 26

Topic: Nonprofit Sector Overview, Philanthropy Incubator Overview, Public Administration/ Social Work Values and Ethics

Reading: Students4Giving Application, available under course materials on BlackBoard, Fidelity charitable gift fund website (www.charitablegift.org), “The Nonprofit Sector in Brief”  (www.urban.org/UploadedPDF/411664_facts_and_figures.pdf), “The Looking Glass World of Nonprofit Money: Managing in For-Profits Shadow Universe,” Clara Miller (www.nonprofitfinancefund.org/docs/The%20Looking%20Glass%20World%20of%20Nonprofit%20Money.pdf), Fleishman, Chapter 2:  The Third Great Force:  America’s Civic Sector, Recommended (for students who have not had PAFF 551):  Salamon, Nonprofit Sector Overview (on e-reserve).

P.I. Milestone or Class Assignment, Possible Speaker:  List of Eligible Grantees

Date: Feb 2

Topic: What is philanthropy?  Landscape of American Philanthropy

Reading: Frumkin, Introduction, Fleishman, Introduction and Preface, Video:  The Grantmakers Role (www.grantcraft.org/index.cfm?fuseaction=Page.viewPage&pageID=608)

Date: Feb 9

Topic: Role of Philanthropy, Selecting a Focus Area

Reading:   Frumkin, Chapter 1, Fleishman, Chapters 1, 3, Shared Reading/Discussion:  Scanning the Landscape:  Finding Out What’s Going on.  Available at:  http://www.grantcraft.org/index.cfm?pageId=627.  (Free registration required.)

Date: Feb 16

Topic: Institutional Philanthropy, Foundations, United Way

Reading: Complete foundation tutorial “Foundations today” available (with free registration) at the Foundation Center: http://foundationcenter.org/getstarted/tutorials/ft_tutorial/; Boris, E.  (1998).  Foundations.  In J. Shafritz (Ed.), International Encyclopedia of Public Policy and Administration (pp. 928-935).  Boulder, CO: Westview; Frumkin, Chapters 2-3; Ostrower, F. Limited Life Foundations: Motivations, Experiences and Strategies:  http://www.urban.org/UploadedPDF/411836_limitedlifefoundations.pdf

P.I. Milestone or Class Assignment, Possible Speaker: Focus Area Selected

Date: Feb 23

Topic: Strategy and Effectiveness in Philanthropy

Reading: Fleishman, Chapters 4-6; Frumkin, Chapters 4-5; Center for Effective Philanthropy Beyond the Rhetoric:  Foundation Strategy, at http://strategy.effectivephilanthropy.org; Using Competitions & RFPs, available at:  http://www.grantcraft.org/index.cfm?pageId=631 (registration required)

P.I. Milestone or Class Assignment, Possible Speaker: Draft RFP

Date: March 2

Topic: Emerging Forms of  Philanthropy and Approaches to Strategy; Donor Advised Funds, Giving Circles

Reading: Frumkin, Chapters 6-8; Review “Giving Circles Network” website (www.givingcircles.org), particularly “About Us,” “Knowledge Center” and “Giving Circle Central”; “Donors Turn to Giving Circles as Economy Drops,” at www.npr.org/templates/story/story.php?storyId=104151828; Review Fidelity charitable gift fund website:  www.charitablegift.org; Kramer, M. (2009).  Catalytic Philanthropy.  Stanford Social Innovation Review, 7(4), 30-35

P.I. Milestone or Class Assignment, Possible Speaker: RFP Finalized and Distributed

Date: March 9

Topic: Accountability

Reading: Fleishman, Chapter 9; BBB/Wise Giving Alliance Standards (Review the assessment for two to three nonprofit organizations.  Select at least one that does not meet the standards.); Minnesota Council of Nonprofits Standards of Excellence; Recommended: Benjamin, L.  (2008).  How accountability requirements shape nonprofit practice.  Nonprofit and Voluntary Sector Quarterly, 37(2), 201-223.

Date: March 16

Topic: Organizational Data Analysis and Grant Making

Reading: Review Charity Navigator website and article “Six Questions to ask Charities Before Donating,” at: www.charitynavigator.org/index.cfm?bay=content.view&cpid=28; Charity Navigator:  Methodology (all navigation bar elements), at:  www.charitynavigator.org/index.cfm?bay=content.view&cpid=33; Tuckman, H. & Chang, C.  (1991).  A methodology for measuring the financial vulnerability of charitable nonprofit organizations.  Nonprofit and Voluntary Sector Quarterly, 20, 445-460; Greenlee, J. & Trussel, J. (2000).  Predicting the financial vulnerability of charitable organizations.  Nonprofit Management and Leadership, 11(2), 199-210; Lammers, J. (2003).  Know your ratios?  Everyone ELSE does. Nonprofit Quarterly, 10 (1), 34-39; “Five Questions for Tom Pollak” at:  www.urban.org/toolkit/fivequestions/TPollak.cfm

Date: March 23

Topic: Performance Measurement and Effectiveness in Philanthropy and Nonprofit Organizations

Reading: Frumkin, Chapter 10; Fleishman, Chapter 15; Herman, R. & Renz, D. (2008).  Advancing nonprofit organizational effectiveness research and theory: Nine theses.  Nonprofit Management and Leadership, 18(4), 399-415; Easterling, D.  (2000).  Using outcome evaluation to guide grant making:  Theory, reality and possibilities.  Nonprofit and Voluntary Sector Quarterly, 29, 482-486; Carson, E.  (2000).  On foundations and outcome evaluation.  Nonprofit and Voluntary Sector Quarterly, 29, 479-481; Campbell, D. “Provider Perceptions of Feedback Practices in Nonprofit Human Service Organizations.”  (On Blackboard).

P.I. Milestone or Class Assignment, Possible Speaker: Proposals Due; Criteria for Evaluation Presented and Discussed

Date: March 30

No Class:  Spring Break

Date: April 6

Topic: Making Site Visits; Collaborative Decision Making

Reading: “Developing a Site Visit Program,” at www.cof.org/templates/311.cfm?itemNumber=16027 ; “Why We’re Sold on Site Visits,” at:  www.cof.org/files/Documents/Family_Foundations/Site%20Visit%20Companion/Why_We’re_Sold_on_Site_Visits.pdf ; “The Truth About Site Visits,” MN Council on Foundations, at:  www.mcf.org/Mcf/forum/1999/sitevisit.htm; Site Visit Worksheet, at:  www.cof.org/files/Documents/WebNotebook/July2003/Grants/Sample_Site_Visit_Worksheet.pdf; Sample Site Visit Evaluation, at  www.cof.org/templates/311.cfm?ItemNumber=16518; Sample Site Visit Checklist, at:  http://www.cof.org/templates/311.cfm?ItemNumber=16517

P.I. Milestone or Class Assignment, Possible Speaker: Initial Evaluation of Proposals; Proposed sample site visit evaluation forms; Site Visits Assigned

Date: April 13

Topic: Social Enterprise and Innovation in the Nonprofit Sector

Reading: Eikenberry, A. (2009).  Refusing the Market: A Democratic Discourse for Voluntary and Nonprofit Organizations.  Nonprofit and Voluntary Sector Quarterly, 38(4), 564-581; Phills, J., Deiglmeier, K., & Miller, D. (2008).  Rediscovering Social Innovation.  Stanford Social Innovation Review, at:  www.ssireview.org/articles/entry/rediscovering_social_innovation; review the Rockefeller Foundation’s Initiative: Advancing Innovation Processes to Solve Social Problems, at:  www.rockefellerfoundation.org/what-we-do/current-work/advancing-innovation-processes-solve; Select and listen to two Social Innovation Podcasts; “Scaling a Social Enterprise through Crowdsourcing” at:  sic.conversationsnetwork.org/series/socialEntrepreneurship.html; “Patient Capital and the Solution to Poverty” at:  sic.conversationsnetwork.org/series/philanthropy.html

Date: April 20

Topic: Site Visit Reports and Analyses; Collaborative Decision Making

P.I. Milestone or Class Assignment, Possible Speaker: Award Decisions Completed

Date: April 27

Topic: Debates and Discourse in Philanthropy

Reading: White House Social Innovation Fund, review draft “Notice of Funding Availability,” on reserve; Philanthropy Blog Analysis — select two of the blogs listed earlier in the syllabus and read through the posts from January 1 through this class day.  Come prepared to discuss:  a) What are the primary concerns of this blogger over the recent four months and how have readers responded; b) How does that content related to the issues we’ve discussed in this class; c) How do you evaluate the arguments made by the blogger and his/her respondents?

P.I. Milestone or Class Assignment, Possible Speaker: Standards for evaluating blog content

Date: May 4

Topic: Dinner and Reflection

P.I. Milestone or Class Assignment, Possible Speaker: Awards Ceremony

Students in Free Enterprise (SIFE) is an experiential learning (Service-Learning (SL) category) course open to all students from any discipline who have achieved sophomore status.   Service-learning is an important component of experiential learning and is intentionally integrated into the undergraduate learning experience by giving students the opportunity to use what they’re learning in the classroom and make a difference in the lives of others through education and the equipping of various life and job skills. As a result, SIFE student teams develop, innovate, and implement an assortment of sustainable projects and programs for the benefit of the Belmont, Nashville, Middle Tennessee, and global community.

COURSE OBJECTIVES:

Per the charge of SIFE headquarters, each Belmont SIFE project will meet the following pedagogical objectives:

• Teaching entrepreneurship
• Teaching success skills
• Teaching the benefits and function of a market economy
• Teaching ethics
• Teaching financial literacy
• Teaching environmental sustainability

SIFE students will also learn and understand concepts related to a market economy and free enterprise system, as well as work individually and in teams to create and develop, implement, and evaluate outreach projects designed to involve students, faculty, and the community in an educational awareness of a free enterprise system.

In addition, SIFE students will (1) develop leadership, negotiation, persuasion and written and oral presentation skills, (2) refine marketing and management skills as they work to implement, evaluate, and improve projects, and (3) develop a better understanding of the importance of conducting business in a professional and ethical manner.

COURSE REQUIREMENTS:

Assessment of Student Learning:

Course grading and assessment is based on developing and completing all reading assignments with written responses, a midterm reflection essay, a final reflection essay, and participating in an existing project (minimum one hour per week).  Project participation accounts for 33% of the grade (logging hours throughout the semester as to be determined by your project leader). 33% of your grade will be determined through your tri-weekly written response’s ability to demonstrate your understanding of the reading assignments. The remaining 33% of the semester’s grade will be represented by successful completion of an end-of-semester individual reflection. All assignments will be graded on the merit and will be awarded a grade of pass/fail. As you can see, failing to fully complete any one part of the assigned requirements will lead in a grade of D, while failure to fully complete any two components will result in a failing grade. Note: Please post all assignments on SIFE dropbox.

Project participation will be evaluated on:

1.         Creativity/Innovation

2.         Clarity of project objectives

3.         Professionalism

4.         Cost Efficiency (if applicable)

5.         Organization of project

6          Effectiveness in working with others

7.         Involvement of the community and students

8.         Effectiveness in accomplishing objective(s)

9          Actual completion or intended continuation

Group Meeting Attendance:

We will meet as a group weekly with all SIFE members in order to discuss all SIFE projects as well as competition information and project work.  Two (2) absences are allowed without an excuse.  Please notify the instructor or SIFE student leaders by e-mail when absences are to occur.  Your e-mail is confirmation in your student record.

ASSIGNMENTS:

Service Activities

Service and Service Log: Once you are plugged into a SIFE project, you must complete at least one hour a week of service with that project.  If a regularly scheduled service time must be missed, you must rearrange for that time to be completed within the same week based on the availability or capacity of your project.  After completing your service for the week, you must also sign in to Google and log your hours for your particular project, as well as a description of the work done that week.

Bi-weekly readings with written response: Out of the book When Helping Hurts by Steve Corbett and Brian Fikkert, you will be assigned chapters which must be completed about every 2 weeks.  With each reading, a written response to the chapter’s opening and closing remarks are be emailed to the SIFE office (belmontsife {at} gmail(.)com) by the given due date.

Required Text: When Helping Hurts by Steve Corbett and Brian Fikkert

“When Helping Hurts begins by establishing a solid biblical foundation for understanding the nature of poverty and its alleviation. This is more than an academic exercise, for people’s understanding of poverty shapes the strategies they use to minister to poor people. Building upon this foundation, the book then outlines several general principles for all poverty alleviation efforts including: the importance of distinguishing between relief, rehabilitation, and development; the difference between asset-based and needs-based strategies; and the advantages of participatory over blueprint approaches. These general principles are then applied to short-term mission efforts and to various economic development strategies appropriate for North American and international contexts, including jobs training, financial literacy, individual development accounts, and microenterprise development.”

- WhenHelpingHurts.com

Reading and writing assignments are to be completed or on the dates as follows:

Jan. 25

Read Preface and Introduction; Read Ch. 1 and answer Reflection Questions and Exercise (pg. 48-49)

Due: Questions 1-5

Feb. 10

Read Ch. 1 and answer Reflection Questions and Exercise (pg. 48-49)

Due: Questions 1-5

Feb. 22

Read Ch. 2 and answer Reflection Questions and Exercise (pg. 72-73)

Due: Questions 4-10

Read Ch. 3 and answer Reflection Questions and Exercise (pg. 98-99)

Due: Questions 1-2, 5-8

Mar. 4

Read Ch. 4 and answer Reflection Questions and Exercise (pg. 121-122)

Due: Questions 1-5

Read Ch. 5 and answer Reflection Questions and Exercise (pg. 139)

Due: Questions 1-3

Mar. 15

Read Ch. 6 – 8 and answer Reflection Questions and Exercise (pg. 198-199)

Due: Questions 1-3

May 4

Read Ch. 9

Due: Final Individual Reflection (See Below)

Final Individual Reflections:

You will be required to write one end-of-semester reflection. This reflection must demonstrate internal reflection and critical thinking regarding your experiences with your service project.  Consider the following list of questions and select at least four in order to frame your reflection.  There is no specific length requirement, however it will be important that this reflection is well thought out and demonstrate true learning.  A good reflection will be between 2-5 pages in length.

REFLECTION QUESTIONS:

Personal

• What did you learn?  What did you gain?
• What do you want to remember from the experience?
• Was your heart touched in any way?
• How are you different?  How are you the same as before you did service learning?

Relational

• What are you learning about the people you are serving?
• How are their pains and joys similar/different to yours?
• Did your relationships become mutual or did they remain one way? 
  • (i.e. Did you do all the giving and helping?  What did they give to you?)

Social

• How is the social world of the people you work with different from your normal social world
  • (the one you inhabit with your family and at Belmont)?
  • What is it like for you to have the experience of two social worlds?
  • Why is this situation like this? (How did it get this way?  What is its history? What causes it? 
    • What sustains it?)
  • What are the economic and political factors involved?
  • Who makes the decisions that affect people’s lives?  Who benefits?  Who pays?
  • What attitudes and behaviors help?  What attitudes and behaviors are problematic?

Tips for doing well in this class: Work closely with your chosen project and project leader. Prof. Gonas, Prof. Loes, and Prof. Stahl will monitor all work, and your attendance of your hourly commitment is your responsibility.  It’s usually fun and most students end up spending much more time than what’s required. The purpose of the writing reflections are to assess that you are actually reading and reflecting on what you read and on your service.  The final reflection paper’s purpose is to gauge if and how the course and readings have altered and integrated the idea of sustainable poverty alleviation in to your career goals in or outside of Belmont, personally or professionally. Using personal experiences during projects as well as referencing reading will be a focus of assessing your performance in the course.

The course will examine individual, group, organizational and societal theories of human development and their relevancy for social work practice. Students will use the theoretical paradigms presented to examine individual and social issues arising in social work practice. Fifteen hours of field work are required as a context for applying class room learning and preparing a case study for class presentation.

Required Texts:

Zastrow, C.H., & Kirst-Ashman, K.K. (latest edition). Understanding human behavior and the social environment. Belmont, CA: Brookes/Cole.

NASW Code of Ethics, most recent edition.

Other assigned readings will be provided from:

Fine, M., Weiss, L., Powell, L., & Wong, L. (Eds.), (1997). Off white: Readings on race and power in society. New York: Routledge.

McIntosh, P. (1990). White privilege: Unpacking the invisible knapsack. Independent School, Winter 90, 40: 2, p. 31-36.

Miller, J., & Garran, A.M. (2008). Racism in the United States: Implications for the helping professions. Belmont, CA: Thomson Brooks/Cole.

Rothenberg, P. S. (2002). White privilege: Essential readings on the other side of racism. New York: Worth.

Wise, T. (2009). Between Barack and a hard place.

Course Format:

Lecture, group exercises and field work.

Grading and Assessment:

The student’s grade will be comprised of 7 parts:

1. Successful completion of active participation in 15 hours of community service (i.e. Service Learning) based on field supervisor evaluation.
2. Evidence of active participation and collaboration in group presentation. (Guidelines to be distributed in class).
3. Active in-class participation. This portion of the grade will include attendance, in-class participation, and group work participation. Class attendance is not optional. Excessive absences will result in incremental grade reductions for each additional absence beyond the 3 allowed in accordance with RVCC policies.
4. Completion of short assignments periodically distributed in class. These may include “Reaction Papers,” completion of a Social History, Progress Notes, or other planning documents, and/or case study analyses.
5. A Reflection Paper demonstrating your understanding of “white privilege” as it applies to your own life and your future professional conduct, including reference to at least 3 outside sources from scholarly journals or texts. [This assignment must be typed and meet acceptable standards of academic English writing including correct grammar, spelling, organization and proper citations, where applicable. APA formatting is required by the Council for Social Work Education (CSWE).]
6. A written case study drawn from your field experience (i.e. service learning) incorporating relevant theories, ecological assessment strategies and possible interventions based on actual local, state and federal resources. [This assignment must be typed and meet acceptable standards of academic English writing including correct grammar, spelling, organization and proper citations, if applicable. APA formatting is required by the Council for Social Work Education (CSWE).]
7. Average of mid-term and final exams.

Each of the 7 components will constitute 1/7th of the final grade.

Reasonable Accommodation:

Students with disabilities who require accommodations (academic adjustments and/or auxiliary aids or services) for this course MUST provide documentation of accommodations from the RVCC office of Disability Services, C143.

Code of Conduct:

Plagiarism is a breach of academic integrity that will result in an F for the research paper or a 0 if present in a reaction paper. Plagiarism violates the college’s policy on academic integrity and is reportable to the Dean of Instruction, possibly resulting in dismissal from the college. Please be aware particularly of the following: The use of quotes and references to outside sources is encouraged and often necessary WITH proper citations.   When in doubt, cite it! Phrases or terms “borrowed” from other sources MUST be cited as well. Be aware of your own writing style and an over-reliance on material taken from other readings. You must completely paraphrase a concept taken from someone else, or cite it appropriately. Citing numerous sources is a GOOD THING, so when in doubt, cite. It shows that you have researched your response and developed a scholarly argument rather than simply voicing a “common sense” opinion.

Open discussion is a requirement of the course and the nature of the topics engender value-based debate and differences of opinion. Diversity of thought is critical to increasing our understanding of human behavior and the social environment and the influences of equality, equity, personal responsibility and social justice. All discussion must take place within the bounds of common courteously and scholarly discourse. Publically acceptable and respectful language and tone are expected at all times.

Service Learning Guidelines and Final Assignment

Service learning projects are expected to provide you with real life, exciting, challenging and rewarding learning experience that promotes the opportunity to integrate theory and practice by:

• the application of academic theories and concepts to real world situations,
• the examination of underlying ethical issues and potential conflicts,
• the analysis of policies related to at-risk populations in the community,
• enhancing interviewing and counseling skills,
• reflecting on and integrating classroom information and discussions, assigned readings, and site visits.

The site you select for service learning can be a social service organization registered with the college’s service learning program or a site that you develop independently. In either event the site must be able to provide you with the opportunity to conduct the above noted learning objectives. During your visits, you should obtain concrete information such as age, name (optional, to maintain confidentiality if requested), place of birth, family size, occupation, etc. In addition, and more importantly, try to determine how this individual feels about his or her own life circumstance? How did they end up where they are now, in need of social service assistance? What have been some of the positive or negative experiences that have shaped their journey? What are they looking forward to or fearing in the future? If they were to impart some wisdom to others in their situation, what would it be? You will use this information to compile a written a bio-psycho-social assessment and leave the individuals with whom you spend time a strengths-based assessment of themselves.

Your final paper is also an opportunity to share your own reactions to your conversations and the overall service learning experience. It is an opportunity to reflect on your own experience of personal growth.

Conducting your Inquiry: A few reminders

Your visits should be kept informal and conversational, while gathering information that will help you in further understanding the life your mentor has lead.  Initially, questions should be very non-intrusive and focus on such things as age, length of residence, former residence, occupation, family members, things they enjoy, etc. If a topic appears painful or uncomfortable to discuss, move on to other topics of conversation. You MAY have an opportunity to come back to it at a later date, IF the mentor chooses to revisit the topic.  Review your notes and text prior to your visits to formulate an idea of the types of questions you might want to ask or topics of interest to discuss that day.

• Notes should be jotted down AFTER the visit. Your visits should not be conducted as interviews or assessments!  Record as many details as possible, as your mentor shared them, without adding your own interpretations until the conclusion of your service learning.
• You may want to diagram a family tree or Ecomap with your mentor on a second or third visit as a way to engage them conversationally while recording details such as names, dates, places of employment, marriage, etc.

Questions later in the semester might focus on more specific topics such as health concerns, feelings about their current situation, etc.  Approach the relationship with respect and compassion, allowing your relationship to unfold. If you establish trust and rapport in the beginning of your relationships, you will be able to gain the insight needed to complete an insightful and thorough final assignment. If you have concerns along the way, talk to your instructor about obstacles or confusion right away before too much time is lost.

Grading Criteria:

To receive an A, your paper must meet the minimum page requirements (at least 5 pages), be written with correct English grammar, punctuation, etc., include 3 separate sections discussing each of the bio-psycho-social factors that pertain to your mentor (each area must be addressed, although certain factors may be more important than others and require a lengthier discussion depending on your mentor), a section identifying the theory or theories that you feel best describe or explain the aging process as described and/or experienced by your mentor (with supporting evidence drawn from your visits and conversations), and a concluding section of self-reflection describing the impact that this course and your service learning has had on you both personally and professionally.

Specifically, your final paper should include the following:

I. An introduction of your mentor/focus person and the nature of the relationship you formed. What agency were they affiliated with and what was your assigned role, if applicable. How often did you meet and under what circumstances?

II. Your assessment of bio-psycho-social factors impacting the individual.  One section (i.e. more than one paragraph per section!) should be devoted to each area in order to adequately demonstrate your familiarity and understanding of the individual with whom you met.

• Biological factors: age, health, functional ability…
• Psychological factors: coping capacity, mental outlook, cognitive functioning..
• Social factors: family, socioeconomic status, social functioning, culture, spirituality…
• Summarized how these factors, taken together, have affected their life experience and current status?

III. You should next identify and discuss how the various theoretical concepts and developmental processes can be applied to the life experience and personal perspectives shared by the person you visited. This should include reference to specific content in the text, Understanding Human Behavior and the Social Environment, and other supplemental readings. Each application should be supported by “evidence:” statements made by the individual, interactions or behaviors you observed, and information proved by your site supervisor or other sources.

IV. Personal growth commentary: What did you learn about yourself, your chosen career path, and “the real world?” How will this experience help you moving forward in both your personal and professional life?

This paper must be typed, double-spaced and follow APA Style Guidelines for academic writing. It is particularly important to cite all sources for theories, concepts, treatment options, etc. in-text as appropriate and with a complete Reference page.

Tentative Course Calendar:

NOTE: The schedule below is subject to change, but provides a tentative outline of topics to be covered.

Week 1:

1/18 Introduction of course content and structure

• Syllabus review
• Ice Breaker—Introductions
• Service Learning Coordinator, Lori Moog

Assignment: Short reflection paper (3 pages minimum) identifying 2-3 life events that you feel have significantly influenced “who you are” today. DUE: 1/20

1/20 Foundations for Social Work Practice (Ch. 1)

[Review from HMNS 102]

• Systems Theory
• Assessment
• Eco Maps & Genograms: A refresher
• Exercises

Assignment: Complete a genogram illustrating patterns of family functioning (including biological, psychological and sociological factors) that contribute to who you are today. DUE:  1/27

Week 2:

1/25 Mezzo Systems (Ch. 1 continued)

• Organizations
• Communities
• Roles and Responsibilities
• Social Network Theory

1/27 Values & Ethics in Social Work (NASW Code of Ethics)

• Ethical Principles
• Ethical Dilemmas & Decision- making
• Exercises

Week 3:

2/1 Prepare for Class Presentations

Review reference materials, research strategies and policy resources in preparation for class presentations beginning Week 4-5. If time permits, we will adjourn to the library to begin your research and development an understanding of divergent views on a controversial topic to be assigned by the Instructor. “Teams” will be established to represent different view points on the following issues:  Abortion: an ethical dilemma (Ch. 2); Racism & Equity (Ch. 5); Sexism & Equality (Ch. 9); Marriage Equity (Ch. 10, p. 370 & Ch. 13)

2/3 Infancy and Early Childhood (Ch. 2)

• Physiological Development (video)
• Assessment Exercise
• Infertility

Week 4:

2/8 Infancy and Early Childhood (Ch. 3)

• Psychological development
• Self-concept and Self-esteem

2/10 Differing abilities

• Programs & Services
• Case study

Week 5:

2/15 Class Presentations: Abortion: Pro-choice v. Pro-life

2/17 Socialization & the Family (Ch. 4)

• Family Systems and the Life Cycle
• Social Environment
• Abuse & Neglect

Service Learning Registration forms DUE

Week 6:

2/22 Adolescence (Ch. 6)

• Physiological changes and reactions
• Sex Ed
• Identity Formation

Assignment: Complete reflective exercise distributed in class & apply Marcia’s Categories of Identity Formation. DUE:  2/24

2/24 Adolescence (Ch. 7-8)

• Moral Development
• Communication
• Suicide (SAD Person Scale)
• Exercises

Distribute Study Guide

Week 7:

3/1 Adolescence & Mental Illness (Ch. 8 continued)

• Guest Speaker

3/3 Midterm Exam

Spring Break

Week 8:

3/15 Gangs in NJ

• Guest Speaker

3/17 Middle Adulthood

• Physiological changes (Ch.10)
• Psychological theories (Ch. 11)

Service Learning Updates and Discussion

Week 9:

3/22 Racism (Ch. 5, plus assigned readings)

Class Presentation: Racial Tension: Affirmative Action v. Reverse Discrimination

Assignment: A Reflection Paper demonstrating your understanding of “white privilege” as it applies to your own life and your future professional conduct, including reference to at least 3 outside sources from scholarly journals or texts in addition to those provided. [This assignment must be typed and meet acceptable standards of academic English writing including correct grammar, spelling, organization and proper citations, where applicable. APA formatting is required by the Council for Social Work Education (CSWE).] DUE: 3/29

3/24 Middle Adulthood continued

• Communication
• Marital satisfaction
• Domestic Violence

Week 10:

3/29 Racism & Diversity continued

• Discuss Reflection papers (DUE today!)

3/31 Class Presentation: Sexism: Equality Achieved v. Inequality Persists

Week 11:

4/5 Social Systems (Ch. 12)

• Demographic trends
• Poverty

4/7 Poverty Programs (Guest Speaker tentative)

• TANF
• General Assistance

Week 12

4/12 Class Presentation: Marriage Equity: Civil Right v. Matter of Personal Preference

Service Learning Updates and Discussion

4/14 Later Adulthood

• Physiological changes (Ch. 14)
• Life expectancy & wellness promotion: Theories of Aging  (Ch. 15)

Week 13:

4/19 Death & Dying (Ch. 15 continued)

4/21 Later Adulthood: Macro issues (Ch. 16)

• Trends
• Services & Benefits
• Case studies

Week 14:

4/26 Discussion of Service Learning & final paper requirements; Distribute Study Guide

4/28 Final case studies DUE; Prep. for Final

Week 15:

5/3 or 5/5

Final Exam (to be scheduled by administration)

The vision of the University of Chicago Urban Health Initiative (UHI), a top institutional priority, is that Chicago’s South Side will become a paradigm of urban health by 2025. Chicago’s South Side, with the University of Chicago and its world class medical school at its epicenter, is a region disproportionately affected by poor health and poverty. The South Side Health and Vitality Studies (SSHVS) forms the research and evaluation arm of the Urban Health Initiative to produce actionable knowledge that informs health behavior, policy and investments in the region.  The South Side Health and Vitality Studies employ an asset-based, community-engaged (Figure 1) research strategy whereby community and university members work as equal partners to 1) identify community priorities, 2) track community assets, 3) leverage community assets, 4) conduct research, and 5) generate new knowledge that is then used to reset priorities.  SSHVS strives for “science in service to community, conducted in partnership with the community.”  This philosophy is articulated in a recent paper published in Preventive Medicine (attached) by university and community collaborators for the Studies and provides the framework of our urban health teaching activities. The South Side of Chicago, a 95 square mile region including 34 of the city’s 77 community areas, is one of the largest contiguous African American urban communities in the US (70% of 803,000 people). Of Chicago’s 10 poorest communities, 9 are on the South Side, and the health of individuals living on in this area lags far behind that of the rest of the city and the nation. Despite a high prevalence of poverty and poor health, the South Side of Chicago is uniquely vital in its strong community organizations, robust social networks, rich cultural and faith traditions, and resilient small businesses.

See the Model of Community and University Engagement for the SSHVS at http://www.sshvs.org/pdfs/Community-Health-Model.pdf.

Guided by principles jointly developed by our community and university team members (below), we are committed to “creating learning opportunities by involving students, trainees, and community members” and “jointly learn and discover – together and from each other” in our research activities.  Our training program in community-engaged urban health research includes two predominant kinds of activities: 1) experiential learning in a mentored community-university team research setting, and 2) classroom, workshop and community-university summits.  The syllabus is integrated vertically across courses in the medical and postdoctoral curricula and is designed for relevance and adaptability to both university and community audiences using adult learning strategies. Training is available to individuals with varying levels of knowledge and experience, including community members, university faculty and staff, and undergraduate, graduate, and medical students. A community-based literacy consultant works closely with our team to advise on translation of our syllabus for various community audiences.  The length and content of training experiences is tailored to study priorities and audience objectives.

Guiding Principles:

Community and University Collaboration, Mutual Respect, and Shared Benefit

• Involve diverse community members in key decisions throughout the project
• Build mutual respect and trust between the researchers and community members
• Address issues that are most important to the health and vitality of the community across socio-economic boundaries
• Maximize participation of and leadership by people living in our target communities on the South Side
• Collect data that can quickly benefit community organizations by providing data and enhancing skills
• Jointly learn and discover – together and from each other – the value of research for improving and sustaining health and vitality
• Engage a multi-disciplinary team of researchers from across the institution
• Create learning opportunities by involving students, trainees, and community members
• Enhance sustainability of the Studies by focusing on the strengths of the research team and by developing external funding

Study Design

• Focus on understanding the social and environmental determinants of health and vitality
• Employ a life-course approach to understanding health and vitality, collecting data across the age span
• Use minimally-invasive techniques for biological and other data collection
• Collect data that are comparable with existing national, regional, and local datasets
• Gather and share data with efficiency and transparency
• Focus on modifiable problems for which the research can inform testable interventions and policy changes
• Build-in potential for replicability in other communities, including international settings

II. PURPOSE

To introduce individuals with an interest in health science to the principles, tools, and ethics of community-engaged population-based urban health research with the primary goal of developing competent leaders and partners to help fulfill the vision that the South Side of Chicago will become a paradigm of urban health by 2025.

III. OBJECTIVES

The objectives of our training program are for trainees to:

1. Understand strategies for conducting urban health research, including dominant principles and models for conducting community- or population-based health research.

2. Apply the Asset-Based Community-Engaged Research Model to design and implementation of health research activities that advance urban health in our region and elsewhere.

3. Demonstrate skill in performing minimally invasive biological and physical measures for use in population-based urban health research, including an understanding of the rationale and ethics.

4. Develop competency, especially via experiential learning and mentorship, in interacting with a broad diversity of community and university collaborators to optimize each individual’s contribution and the productivity of the overall team in reaching urban health goals.  Following participation in our training program, all individuals will be able to:

1. Describe the vision of the Urban Health Initiative and the role of the South Side Health and Vitality Studies in achieving this vision.
2. Describe the asset-based, community-engaged research strategy, its origin, and the rationale for its use in urban health research.
3. Ethically practice urban health research in harmony with the guiding principles of the South Side Health and Vitality Studies, and understand the process for and value of a principle-based approach to community-engaged health research.
4. Communicate, to a variety of audiences, the rationale for and risks/benefits of biological and physical measurement in population-based health research.

IV. SYLLABUS COMPONENTS

1. SAMPLE READING MATERIAL

Academic medicine and community partnerships

• Ahmed, S.M., Palermo, A.G., 2010. Community engagement in research: frameworks for education and peer review. Am J Public Health. 100, 1380-7.
• Hill LD, Madara JL. Role of the urban academic medical center in US health care. Jama – Journal of the American Medical Association. 2005;294(17):2219-2220.
• Israel, B.A., et al., 2001. The Detroit Community-Academic Urban Research Center: development, implementation, and evaluation. J Public Health Manag Pract. 7, 1-19.
• Israel, B.A., et al., 1998. Review of Community-Based Research: Assessing Partnership Approaches to Improve Public Health. Annual Review of Public Health. 19, 173-202.
• Jones L, Wells K. Strategies for academic and clinician engagement in community-participatory partnered research. Jama. Jan 24 2007;297(4):407-410.
• Lantz PM, Viruell-Fuentes E, Israel BA, Softley D, Guzman R. Can communities and academia work together on public health research? Evaluation results from a community-based participatory research partnership in Detroit. Journal of Urban Health-Bulletin of the New York Academy of Medicine. 2001;78(3):495-507.
• Norris, K.C., et al., 2007. Partnering with community-based organizations: an academic institution’s evolving perspective. Ethn Dis. 17, S27-32.

Asset-based Approaches

• Aronson, R.E., et al., 2007. Neighborhood mapping and evaluation: a methodology for participatory community health initiatives. Matern Child Health J. 11, 373-83.
• Kretzmann JP, McKnight JL. Building Communities from the Inside Out: A Path Toward Finding and Mobilizing a Community’s Assets. Evanston, IL: ACTA Publications; 1997.
• Lindau ST, Makelarski JA, Chin MH, Desautels S, Johnson D, Johnson WE Jr, Miller D, Peters S, Robinson C, Schneider J, Thicklin F, Watson NP, Wolfe M, Whitaker EE. Building community-engaged health research and discovery infrastructure on the South Side of Chicago: Science in service to community priorities. Preventive Medicine. 2011;52(3-4):200-207. (Attached)
• Mathie, A., Cunningham, G., 2003. From Clients to Citizens: Asset-Based Community Development as a Strategy for Community-Driven Development. Development in Practice. 13, 474 – 486.
• Minkler, M., Hancock, T., 2003.Community-Driven Asset Identification and Issue Selection, in: Minkler, M., Wallerstein, N. (Eds.), Community-Based Participatory Research for Health.  Jossey-Bass Publishers, San Francisco, pp. 135-154.

Ethics

• Bastida, E., et al., 2010. Ethics and community-based participatory research: perspectives from the field. Health Promot Pract. 11, 16-20.
• Ross, L.F., et al., 2010a. Human subjects protections in community-engaged research: a research ethics framework. J Empir Res Hum Res Ethics. 5, 5-17.
• Ross, L.F., et al., 2010b. Nine key functions for a human subjects protection program for community-engaged research: points to consider. J Empir Res Hum Res Ethics. 5, 33-47.

Population-based Biosocial Research

• Woolf, S.H., 2008. The meaning of translational research and why it matters. JAMA. 299, 211-3.
• Berkman LE. Social Epidemiology: Social Determinants of Health in the United States: Are We Losing Ground?  Annual Review of Public Health. 2009;30:27-41.
• Berkman L, Kawachi I (Eds). Social Epidemiology. New York: Oxford University Press; 2000.
• Institute of Medicine. For the Public’s Health: The Role of Measurement in Action and Accountability.  Washington, DC: The National Academies Press; 2011 [pre-publication].
• Sánchez-Jankowski, M., 2008. Cracks in the pavement: social change and resilience in poor neighborhoods. University of California Press, Berkeley, CA.
• Shah AMea. A Participatory Approach to Designing a Community Health Survey: A Report on the Survey Development Process 2003.
• Wells, K., Jones, L., 2009. “Research” in community-partnered, participatory research. JAMA. 302, 320-1.
• Whitman S, Shah A, Benjamins M. Urban Health: Combating Disparities with Local Data. New York, NY: Oxford University Press Inc; 2010.

2. SAMPLE LECTURES: Our community-engaged curriculum is not taught via a single course; rather, the syllabus is integrated vertically across medical and post-doctoral courses and classroom, workshop, and community summit activities.

Examples of Urban Health and Related Lectures in the Medical and Post-Doctoral Curricula

Course Name/Lecture Title

Health Care Disparities in America/Doctors’ Role in Caring for Underserved

Chicago Academic Medicine Program for Minority Undergraduate Premedical Students/Sexuality and Urban Adolescence

Scholarship and Discover:  Epidemiology and Research Design/Qualitative Research in Biomedicine

Dept of Ob/Gyn Resident Research Training Curriculum/Navigating the IRB:  Ethics and Human Subjects in Women’s Health Research

MacLean Center on Clinical Medical Ethics Fellows Curriculum/South Side Health and Vitality Studies and Urban Health

MacLean Center on Clinical Medical Ethics Fellows Health Disparities Seminar/Science in Service to Community:  The South Side Health and Vitality Studies

Pritzker Scholar in Translational Aging Research Training Course/ Biogerontology using Integrated Data to Advance Knowledge of Aging

Fundamentals of Health Services Research/Theory, Methods, Applications for Integrating Health Research:  Harnessing Biological and Social Data

3. EXAMPLE TRAINING OPPORTUNITIES Our training program in community-engaged urban health research includes two predominant kinds of activities: 1) experiential learning in a mentored community-university team research setting, and 2) classroom, workshop and community-university summits.  In addition, we have a robust communication infrastructure that uses monthly newsletters, social media, and widely publicized community-based events to provide broad dissemination of knowledge, information about training opportunities, and to share trainees’ reflections on their training experiences.

This clinical course focuses on the implementation of the roles of the advanced practice nurse in tertiary care pediatrics.  Applications of nursing, biological and behavioral science are emphasized in the clinical assessment and management of acutely ill children and their families. The student gains the necessary clinical management skills to provide specialized care to acutely ill children and to assist their adaptation and the adaptation of their families.

COMMUNITY PROJECT TITLE:

Decreasing Diabetes Risk Factors in the Community through a Partnership between Nurse Practitioner and High School Students: Dance for Health

PRE-REQUISITE(S):

N684 or N685, N720, N721

CO-REQUISITE(S):

N722 or N717, N637

PROJECT OVERVIEW:

The purpose of this assignment is to further develop student’s leadership, teaching, and research skills.  All students will work in the community setting at Sayre High School with Dr. Terri Lipman and Mary Schucker.  This academically based community service (ABCS) experience will engage students in real-world problem solving related to APN teaching and research opportunities. While all students will participate, a core group of students who volunteer will be responsible for assuming oversight of the project.

PROJECT OBJECTIVES:

ABCS (academically based community service) clinical experience at Sayre High School

Upon completion of this project, the student will demonstrate the ability:

• To plan, implement, and evaluate a formal clinical teaching plan focusing on a key indicator of child health in partnership with students and key individuals in a community setting
• To have a community immersion experience in which the community members are true partners in the educational, practice and research process.
• To develop culturally relevant interventions, in collaboration with the community, to address a child health issue.
• To gather, organize and interpret data regarding this key indicator of child health.
• To disseminate data regarding this key indicator of child health.

Goals:

• At the completion of this project Sayre students enrolled in the health education class will attain knowledge of normal growth and growth disorders and diabetes risk factors.  They will also acquire important skills for medical intake.
• These students will then implement these skills in the after school program.
• Sayre students and children whose growth is evaluated will be in possession of ACCURATE growth assessment and growth charts which will also provide accurate data for calculation of BMI and diabetes risk factors.
• Children at the Sayre Recreation Center with growth disorders and risk factors for diabetes will be identified and referred to their primary care providers to consider further evaluation.
• The Sayre Dance Team will provide a weekly dance program for the children at the recreation center
• Sayre students, mentored by  NP students, will obtain baseline and post dancing heart rates on the children.
• Children at the recreation center will have their activity monitored via pedometers placed during the dance activity and for one hour on days they do not dance.
• Data related to BMI, fitness and activity level of the children at the recreation center will be analyzed.
• Abstracts of the data will be prepared by the NP and Sayre students and submitted to a national conference for presentation.

Student, Faculty, and RA roles:

• Two student leaders will develop and present 4 teaching sessions in the Sayre Health Education Class. All other students should assist in preparation of sessions- if needed- and must attend one teaching session to support didactic and practice sessions. All teaching plans and homework assignments must be discussed with and approved by the classroom teacher.
• Faculty:  Patrice Johnson (Penn/ Sayre liaison) and Jill Bazelon (executive director of the Sayre Health Center) will be our faculty contacts at Sayre.  Terri Lipman will provide leadership for this project at the School of Nursing assisted by Mary Schucker.
• Research assistant:  TBA will assist students with data management and analysis

Classes

• Consist of 10^th and 11^th grade students.  Sessions will include handouts, a visual display and one homework assignment.
• Didactic Teaching sessions (suggested content) -Importance of growth assessment, principles of growth, causes of short stature, obesity epidemic, type 2 diabetes, need for referral, how to perform assessments, interventions to decrease obesity.  Practice session- Sayre students assess growth and diabetes risk factors of one another
• Clinical Teaching sessions- (suggested content) – How to calculate age, how to plot height and weight, calculate BMI. Practice session- Practice session- Sayre students plot growth measurements
• Sayre students will have observational experiences at the Instructional Technology Center and the Bio-behavioral  Research Laboratory in the School of Nursing and the Diabetes Technology Center at the Children’s Hospital of Philadelphia.

After School Project Tuesdays:

Week 1

Introduction                                                                         

Review goals

Link between fall and spring

Review ht, wt

Teach heart rate and pedometers

Weigh/ measure Sayre students

Put on growth charts

Demonstrate charting data

Week 2

Discussion of previous week

Growth charts rec cneter children’s data

Chart HR pedometer data

Film-NP students Interview Sayre students re

Activity in the community

Week 3

Discussion of previous week

Review preparing a poster

Chart HR pedometer data

Film- Sayre student interview NP students re: Nursing as a career, Working with children

Week 4

Discussion of previous week

Chart HR pedometer data

Begin designing a poster

Film- Sayre student interview one another re: Penn/ Sayre project

Topics below are part of Sayre Heath Center curriculum and can be included in discussions

Sports, exercise and fitness

Nutrition, healthy cooking

Obesity and cardiac diseases, cholesterol

Physiology and vital signs

Patient interviews and patient history.

Communication skills including listening, presentation and organizational skills.

After School Project- Thursdays

NP and Sayre Health Center Students working with children at Sayre Recreation Center

Week 1

Introduction and describe project

Assign teams- record subject data

Obtain baseline ht/ wt/HR

Attach pedometers

Dance program by Sayre dance students

Resting HR

Document pedometer data

Week 2

Obtain baseline HR/ attach pedometers

Dance program by Sayre dance students

Resting HR

Document pedometer data

March 25

Obtain baseline HR/ attach pedometers

Dance program by Sayre dance students

Resting HR

Document pedometer data

March 31

Obtain  wt/HR/ attach pedometers

Dance program by Sayre dance students

Resting HR

Document pedometer data

Tally teams

Give prizes

(film and photography throughout)

After project-  wrap up for parents- dance performance

Grading criteria

Group grade

1. Teaching plan (20%)
   1. Description of client group
   2. Format for dissemination
   3. Objectives
   4. Content-overview
   5. Length of the session
   6. Plan for process and outcome evaluation includes
2. What data that will be gathered
3. How it will be managed
4. Analyzed
5. Interpreted
6. Implementation of project (60%)
   1. Attentiveness to negotiating with setting leaders and project personnel
   2. Competency to join with and engage learner(s)
   3. Fidelity to objectives of project
7. Evaluation of the project (20%)
8. Process (e.g. learner satisfaction)
9. Outcomes: Key child health outcomes: collection; organization; interpretation

References:

• Assessment of growth and diabetes risk factors in the community:   A partnership between nurse practitioner and high school students Funded by the Netter Center for Community Partnerships (T. Lipman [PI] and J. Deatrick [Co-Investigator])
• Key health indicator-Growth (See: Lipman, T.H. et al.  (2004). A multicenter randomized controlled trial of an intervention to improve the accuracy of linear growth assessment.  Archives of Disease in Children, 89, 342-246 on blackboard)

Lipman TH, Schucker MM, Ratcliffe SJ, Holmberg T, Baier S, Deatrick JA.(2011). Diabetes risk factors in children: A partnership between nurse practitioner and high school students. American Journal of Maternal Child Nursing,  36(1), 56-62.

To provide first year students with foundational knowledge of occupational therapy as a profession and the construct of occupation, upon which all other theories and practice issues will build.

COURSE DESCRIPTION

This first year occupational therapy course provides a conceptual foundation for occupational therapy theory and practice.  It instructs students in the concepts of occupation, activity, purposeful activity and participation; through lecture and laboratory sessions, students will experience working with the concepts they are learning.  The course will examine the philosophical base of the profession, and explore the meaning and diversity of the frames of reference in contemporary occupational therapy practice.  The centrality of occupation in health and wellness will be emphasized, through balance in performance areas and contexts.  The impact of disability, disease, and injury on the person, their family and society will be explored.  Students will learn how to break down and analyze activities for their performance components, as well as how to grade and adapt activities for therapeutic purposes.  Group discussions on social and political systems will focus on how they influence the delivery of health care services, and the impact of culture on treatment and health practices will be introduced.  The concept of theory development will be taught, as well as how theories, models of practice and frames of reference impact occupational therapy evaluation/treatment.  All students are required to submit a comprehensive activity analysis with assigned community partners.  Community service learning is an integral part of the coursework.  You will apply theories, concepts, and paradigms to the community members from under-represented communities on Long Island.  The client populations will range from at-risk youth, mental health clients, and older adults.  You will complete a reflective journal and activity analysis for each of the visits. You will be required to make at least three visits with the community partners.

LEARNING ACTIVITIES

1: Readings

2: Lab activity – Activity and occupation-based analysis

3: Field visits

4: In-class discussions and activities

COURSE OBJECTIVES

Upon completion of assigned readings, lectures, activities and assignments, it is expected that the student will be able to:

Course Objective: Describe the importance of the philosophical base of occupational therapy.

ACOTE Standard: B.2.1 Acknowledge and understand the importance of the history and philosophical            base of the profession of occupational therapy.

Learning Activities: 1 – 4

Course Objective: Differentiate between the terms occupation, activity, purposeful activity and participation.

ACOTE Standards: B.2.2 Be able to differentiate among occupation, activity, and purposeful activity.  B.2.3 Understand the meaning and dynamics of occupation and purposeful activity including the integration of performance areas, performance components, and performance contexts.

Learning Activities: 1 – 4

Course Objective: Demonstrate their understanding of the meanings of occupation/purposeful activity.

ACOTE Standard: B.2.4 be able to articulate to the consumer, potential employers, and the general public             both the unique nature of occupation as viewed by the profession of occupational therapy and the value of occupation for the client. B.2.5 Acknowledge and understand the importance of the balance of performance areas to the achievement of health and wellness.

B.2.6 Understand and appreciate the role of occupation in the promotion of health and the prevention of disease and disability for the individual, family, and society.  B.2.7 Understand the effects of health, disability, disease processes in the promotion of health and the prevention of disease and disability for the individual, family and society.

Learning Activities: 1, 2 and 4

Course Objective: Differentiate performance areas, performance contexts and performance components.

ACOTE Standard: B.2.8 Exhibit the ability to analyze tasks relative to performance areas, performance components, and performance contexts.

Learning Activities: 1, 2 and 4

Course Objective: Define, in an articulate manner, the unique nature of the profession of occupational therapy.

ACOTE Standard: B.2.10 Understand the need for and use of compensatory strategies when desired life tasks cannot be performed. B.3.1Understand the theories that underlie the practice of occupational therapy. B.3.2 Understand the models of practice and frames of reference that are used in occupational therapy.

Learning Activities: 1, 2 and 4

Course Objective: Demonstrate an awareness of knowledge of the relationship between occupation and health, the importance of balance in performance areas, and the role of occupation in disease prevention and health promotion.

ACOTE Standard: B.2.9 Demonstrate appreciation for the individual’s perception of quality of life, well being, and occupation to promote health and prevention of injury and disease.

Learning Activities: 1 – 4

Course Objective: Discuss the impact of disease and disability on the individual, their family, and society.

ACOTE Standard: B1.7 Demonstrate knowledge and appreciation of the role of sociocultural, socioeconomic, diversity factors, and lifestyle choices in contemporary society. B.1.8 Appreciate the influence of social conditions and the ethical context in which humans choose and engage in occupations.

Learning Activities: 1, 2 and 4

Course Objective: Analyze activities for their performance components and therapeutic properties, knowing how to grade /adapt activities for use in treatment interventions in a variety of performance contexts;

ACOTE Standard: B.2.10 Understand the need for and use of compensatory strategies when desired life tasks cannot be performed. B.3.1    Understand the theories that underlie the practice of occupational therapy. B.3.2 Understand the models of practice and frames of reference that are used in occupational therapy.

Learning Activities: 1 – 4

Course Objective: Discuss theory development and know how the major theories influence contemporary occupational therapy practice.

ACOTE Standard: B.3.3 Understand how theories, models of practice and frames of reference are used in occupational therapy evaluation and treatment. B.3.4Understand how history, theory, and sociopolitical climate influence practice. B.3.6 Develop a basic understanding of theory development and its importance to occupational therapy.

Learning Activities: 1 – 4

METHODS OF INSTRUCTION

1. Lecture
2. Lab
3. In-class discussions and activities
4. Online Discussion
5. Experiential activities

METHODS OF EVALUATION

(Include any grading rubrics for assignments, format for assignments such as APA style, and any penalties for late work, missed classes, lateness, etc.)

1. Attendance and participation at all lectures and lab sessions: (10%). Students are expected to come to all class meetings: 1) having read the assignments and 2) ready to vigorously discuss the issues at hand, bringing together both your own opinions, the material from the readings, and films and “real world” examples from community-based experiences to support your assertions. You are expected to have questions for your instructors and for each other. Encourage quiet fellow-students to participate by asking them questions – this will raise their (and your!) class participation grades.

2. Activity Analysis Paper: (20%). Students may choose an activity or may be assigned an activity and will include a detailed activity analysis. The activity analysis will be done in accordance with the form issued on the first day. You will observe a participant from one of the community organizations you are assigned; you will conduct an interview prior to the observation of the activity which will consist of an interest checklist and the Canadian Occupation Performance Measure.  The interview will allow you an opportunity to build rapport and develop an occupational profile. Next, you will observe the participant in the activity and write an analysis of the activity.

3. Reflective Journal (20%) The purpose of this assignment is to assist you in processing and integrating the material learned through reading, lectures, class participation, and community service learning. The reflective journal is intended to encourage the student to develop his/her creative and intuitive skills toward a critical self awareness as a reflective practitioner. You are to submit journal entries which will include related classroom lectures and materials and community-based assignments. The journals should have three sections:

1. Reflections on the class content, readings, and class discussions from the perspective of both personal and professional experiences.
2. Discussion of community-based assignments, issues or thoughts that you observed or participated in and how you responded to the experience, event or activity.
3. Reflections and analyses on how particular situation/content/process issues and outcomes might be re-framed.

4. Midterm Examination (15%)

5. Final Examination (15%)

COURSE MATERIALS AND TEXTS

Required texts

American Occupational Therapy Association Student Membership, www.aota.org

American Occupational Therapy Association. (2006). Domestic Violence Statement. http://www.aota.org/Practitioners/Resources/Docs/Official/Statements/40219.aspx

American Occupational Therapy Association. (2002). Occupational therapy practice framework: Domain and process. American Journal of Occupational Therapy, 56, 609–639.

Baum, C. (2005). Presidential address – Building a professional tapestry. American Journal of Occupational Therapy, 59, 592–597.

Best, A. (2000) Prom Night: Youth,Schools and Popular Culture. New York: Routledge. (selections)

Bierman, K. L., Miller, C. L., & Stabb, S. D. (1987). Improving the social behavior and peer acceptance of rejected boys: Effects of social skill training with instructions and prohibitions. Journal of Consulting and Clinical Psychology, 55, 194-200.

Block, P., Ricafrente-Biazon, M., Russo, A., Chu, K. Y., Sud, S., Koerner, L., Vittoria, K., Landgrover, A., & Olowu, T. (2005). Introducing disability studies to occupational therapy students. American Journal of Occupational Therapy, 59, 554-60.

Cole, M.B., & Tufano R. (2008). Applied Theories in Occupational Therapy: A Practical Approach, Thorofare, NJ: Slack Incorporated.

Cottrell, R. P. F. (2005). The issue is—The Olmstead decision: Landmark opportunity or platform for rhetoric? Our collective responsibility for full community participation. American Journal of Occupational Therapy, 59, 561–568.

Crepeau, E., Cohn, E., Schell, B. (2009). Willard & Spackman’s Occupational Therapy, 11^th edition. New York: Lippincott.

Hemmingsson, H., & Jonsson, H. (2005). The issue is—An occupational perspective on the concept of participation in the international classification of functioning, disability and health—Some critical remarks. American Journal of Occupational   Therapy, 59, 569–576.

Lefkowitz, B. (1997). Our Guys. New York: Vintage Books (selections)

Melchert – McKearnan, K., Deitz, J., Engel, J. M., & White, O. (2000). Children with burn injuries: Purposeful activity versus rote exercise. American Journal of Occupational Therapy, 54, 381-390 .

Sakellariou, D., & Sawada, Y. (2006). Sexuality after spinal cord injury: The Greek male’s perspective. American Journal of Occupational Therapy, 60, 311–319.

Ward, J. D. (2003). The nature of clinical reasoning with groups: A phenomenological study of an occupational therapist in community mental health. American Journal      of Occupational Therapy, 57, 625–634.

Weinstock-Zlotnick, G & Hinojosa, J. (2004). The issue is—The Olmstead decision: Landmark opportunity or platform for rhetoric? Our collective responsibility for          full community participation. American Journal of Occupational Therapy, 58,     594–599.

World Health Organization. (2002). Towards a Common Language for Functioning, Disability and Health. Geneva.

Youngstrom, M.J. (2002) From the guest editor – The occupational therapy practice framework: The evolution of our professional language. American Journal of Occupational Therapy, 56, 607–608.

Recommended texts

Meriano, C. & Latella. (2008). Occupational Therapy interventions: Functions and occupations. Thorofare, NJ: Slack Incorporated.

CLASS ASSIGNMENTS

Date: 08/31/2010

Lectures: Overview of Course; Intro to Theme of Occupation; Introduction to Occupation, Occupational Science and Occupational Therapy; Lopez & Block

Reading: W&S, Ch.1-3; Cole & Tufano Ch. 1; Selections from Lefkowitz and Best

Lab Activities: LAB: Interview; Six (6) hours of Community-based observation at an approved site

Date: 09/07/2010

Lectures: Occupational Therapy Practice Framework; International Classification of Functioning (ICF); Rescinded Uniform Terminology; Lopez & Block

Reading: OTPF, ICF Article Read: AOTA, 2002, Cole & Tufano Ch. 2

Lab Activities: Videos: Dancing from the Inside Out  African Healing Dance. I can help with the ICF discussion

Date: 09/14/2010

Lectures: What is Theory; Systems Theory; Occupational Therapy Practice Framework; Domain and Process; Purposeful Activity/Activity Analysis; Lopez & Block

Reading: Cole & Tufano Ch. 3 – 4; OTPF; OTPF Second Edition; AOTA, 2002

Date: 09/21/2010

Lectures: Occupation and Development: A Contextual Perspective; Understanding Family; Perspectives on Illness and Disability Experiences; Contribution of Occupation to Health and; Well-Being Disability and the Person; Block; Video Presentation and Discussion

Reading: Cottrell, 2005; W & S, Ch.4, 5, 6; Block, P., et. al., 2005; Cole & Tufano Ch. 5

Date: 09/28/2010

Lectures: Social and Health Policies in the United States Health Promotion Community Integration; Occupational Justice; Block

Reading: W&S, Ch. 17 – 20; Cole & Tufano Ch. 5

Lab Activities: Community-base Observation Assignment Due

Date: 10/05/2010

Lectures: Ethical Decision Making in Occupational Therapy, Professional Reasoning in Practice Client Centered Collaboration, Evidence-based practice; Lopez & Block

Reading: W & S, Ch.28, 29, 30 Lopez, A., Vanner L., Cowan, A.,Samuel, A.,  Shepherd, D. (2008).

Date: 10/12/2010

Lectures: The Therapeutic Process; Professional reasoning in practice; The Therapeutic Relationship; The Interview Process in Occupational Therapy; Analyzing Occupations and Activity; Principles of Learning and Behavior Change; Lopez & Block

Reading: W & S, Ch.32-36

Date: 10/19/2010

Lectures: Theory and Practice in Occupational Therapy; Ecological Models in Occupational Therapy

Reading: W&S, Ch. 42 – 45; Cole & Tufano Ch. 9-10

Date: 10/26/2010

Lectures: Theories, Frames of Reference; The Model of Human Occupation; Theory of Occupational Adaptation; Occupational Behavior; Youth violence, resiliency

Biomechanical and Rehabilitative Frames

Reading: W&S, Ch.42 – 45; W&S, Ch.18;Cole & Tufano Ch. 6-8 and 14

Date: 11/02/2010

Lectures: Election Day! Class is in session; Theories, Frames of Reference; Applied Behavioral Frames; Cognitive Behavioral Frames; Allen’s Cognitive Levels

Reading: Cole & Tufano Ch. 12-13

Date: 11/09/2010

Lectures: Theories, Frames of Reference; Life Span Development Frames; Motor Control and; Motor Learning; Sensory Integration and Processing

Reading: Cole & Tufano Ch. 17-19

Date: 11/16/2010

Lectures: Midterm Examination

Date: 11/23/2010

Lectures: Activities of Daily Living and Instrumental Activities of Daily Living; Caregiving and Childrearing; Occupational Therapy Evaluation and Intervention Related to Education; Work LAB – Community outreach

Reading: Handouts; W&S, Ch. 48 – 51

Date: 11/30/2010

Lectures: Lab Time

Lab Activities: Sewing Activities

Date: 12/07/2010

Lectures: Lab Time

Lab Activities: Activity Analysis Paper Due

Date: 12/14/2010

Lectures: Occupational Therapy Evaluation; OT with Adults and the Elderly

Reading: W&S, Ch. 22-26; W&S, Ch. 38-44

Lab Activities: Scrapbooking

Date: 01/04/2011

Lectures: OT Evaluation and Intervention: Environments

Reading: W&S, Ch. 60-62

Date: 01/04/2011

Lectures: Common Conditions: Related resources and evidence

Reading: Sewing and needlepoint Handouts

Lab Activities: Ann DiChiaro-Pfisterer, Assistant to the Chair

Date: 01/11/2011

Lectures: Occupational Therapy Intervention, Block

Reading: W&S, Ch. 27-31 LAB: Martial ArtsTai Chi; AOTA Domestic Self Defense Violence Statement; Javaherian, 2006

Lab Activities: Self Defense Violence

Date: 01/18/2011

Lectures: Occupation Presentation and Reflection, Lopez & Block

Date: 01/25/2011

Lectures: Activity Presentation and Reflection, Lopez & Block

Date: 02/01/2011

Lectures: Final Examination, Lopez & Block

EXPERIENTIAL LEARNING AND FIELDWORK I

Students participate in Fieldwork I experiences related to evaluation and treatment of adults with physical dysfunction within the context of a separate 1 credit course focusing on Fieldwork I experiences in totality. Experiences and assignments are developed in a collaborative manner between course faculty to ensure that students receive opportunities to integrate knowledge and skills developed in didactic and laboratory sessions with experiential clinical education.

COMMUNITY SERVICE-LEARNING

Exploring the Reciprocal Relationship between Community Member, Occupation, and Self

Introduction

• This assignment has a two-fold benefit.   First, it provides a forum for experiential learning with community members (clients, consumers, patients, volunteers). First year students gain a better insight and understanding the occupational therapy profession’s contribution to community and society. Second, they are given an opportunity to gain invaluable understanding of service to the community.

Purpose of the learning activity

• To explore concepts and theories of occupational therapy.
• Demonstrate their understanding of the meanings of occupation/purposeful activity
• Demonstrate an awareness of knowledge of the relationship between occupation and health, the importance of balance in performance areas, and the role of occupation in disease prevention and health promotion;
• To provide a valuable service to the community.
• To explore how the dimensions of person, place, and occupation.
• To identify, understand and describe the process of roles, occupation, and meaningful existence.
• To gain experience in working with clientele, patients, and consumers of occupational therapy services.

Description of the learning activity

• Students attend 3 sessions each session takes approximately 3 hours per session to complete.
• Day 1
  • The students build rapport, participate in scheduled program, and conduct an interview.  The interview process takes 20-40 minutes to complete.  It includes a semi-structured interview and an interest checklist.  The information obtained during this session will be used to identify an activity or occupation in which the individual would like to do with the student occupational therapist.  The activity or occupation may be an activity that the individual is already has proficiency or something novel they would like to learn how to do. It can range from playing a board game, learning how to use a computer, or learning to dance. Once the student occupational therapist and community member has identified an activity, they will plan to do the activity together at the subsequent visit.
  • The student occupational therapist will bring the materials or work with the community member in obtaining the materials and supplies for the activity.
• Day 2
  • The students perform the activity with the community member. They will then analyze the way in which the community members perform the activity looking at the motor and process skills need to complete the task.  Also, the student will consider the therapeutic properties, consider how to grade /adapt activities for ease of performance and success.
• Day 3
  • Wrap-up
  • Luncheon with community partners.

Suggestions for student feedback

• Students will explore the reciprocal nature of the relationship between community member, occupation or activity, and self.
• The ways in which a disability can impact a person’s perception of and participation during activities or occupations.
• Consider the ways in which occupational therapists can use the concepts of occupation to increase the occupational engagement and participation.

Students are encouraged explore and develop creative and intuitive skills toward a critical self awareness as a reflective practitioner.

This course will provide an introduction to the practice of public health nutrition, discussion of significant public health nutrition problems today, and an overview of food and nutrition programs available to the community. In addition, students in the Coordinated Program in Dietetics will integrate course information with their current community clinical placement experiences.  Students in the Didactic Program in Diatetics will engage in a specific community project during the course of the semester.

Required Texts

Boyle, A. M.  and D. H. Holben, Community Nutrition in Action: An Entrepreneurial Approach, fifth edition, Cengage, 2010.

Course Objectives

Students will be able to:

1. Describe the expanding role of the community dietitian.

2. Understand and articulate nutrition problems and practices in the community.

3. Discuss and understand the various nutrition monitoring and surveillance methodologies and how they are used.

4. Describe skills needed to deliver nutrition services and methods of accessing community nutrition resources and information.

5. Understand the principles of nutritional epidemiology.

6. Understand beliefs, customs and food practices of various cultural groups and apply this knowledge in planning nutrition education and intervention programs.

7. Describe the federal food assistance programs and role of the public health nutritionist working with these programs.

8. Articulate relevant food and hunger issues in the U.S.

9. Apply course material to improve rational thinking, problem solving and             decision making when analyzing community nutrition problems.

10. Develop a sense of personal responsibility regarding ethical dietetic practice.

11. Understand factors influencing dietary intake and ways to positively impact eating behavior.

12. Demonstrate how to locate, interpret, evaluate and use professional literature to make ethical evidence-based practice decisions (KR 1.1.a).

13. Use current information technologies to locate and apply evidence based guidelines, research and protocols (KR 1.1.b.).

14. Demonstrate effective and professional oral and written communication and documentation and use of current information technologies when communicating with individuals, groups and the public (KR 2.1.a).

15. Demonstrate assertiveness, advocacy and negotiation skills appropriate to the situation (KR 2.1.b)

16. Locate, understand and apply established guidelines to a professional practice scenario (KR 2.3.a)

17. Identify and describe the roles of others with whom the Registered Dietitian collaborates in the delivery of food and nutrition services (KR 2.3.b).

18. Develop an educational session or program/educational strategy for a target population (KR 3.3.a.).

Additional requisites for 7400:580

Graduate students will complete a special project on a topic selected in collaboration with the instructor.  (70 points)

Grading:

Course grades will be based on a total of points:

Examinations – 375 points

Cross Cultural Communication Assignment – 50 points

Community Project – 70 points

Community Project Reports – 15 points

Pop Quizzes   (top 4 scores) – 40 points

Laboratory /Short Assignments – up to 50 points

Participation/Professionalism – up to 40 points

Total – 640 points

Class Schedule:

Date/Topic/Reading

August 23/Overview and Orientation

August 27/Opportunities in Community Nutrition/Chap. 1

August 30/Opportunities in Community Nutrition/Chap. 1

September 3/Nutrition Monitoring and Surveillance/Chap. 7

September 6/Labor Day – No Classes

September 10/Nutrition Monitoring and Surveillance

September 13/Dietary Guidance for Americans/Chap. 7

September 17/EXAM 1

September 20/Dietary Guidance for Americans, Setting Goals/Objectives, Accessing Info./Chap. 7

September 24/Principles of Epidemiology/Chap. 5

September 27/Principles of Epidemiology

October 1/Hunger, Food Security, Emergency Food/Chap. 10

October 4/EXAM 2

October 8/Hunger, Food Security, Emergency Food/Midterm report on Community Projects

October 11/Food, Nutrition and Culture/Chap. 16

October 15/Food, Nutrition and Culture

October 18/Food, Nutrition and Culture

October 22/Food Nutrition and Culture

October 25/Food, Nutrition and Culture; Overview Federal Food Programs, Community Project Report Due

October 29/EXAM 3

November 1/Overview Federal Food Assistance Programs/Chap. 10

November 5/Federal Food Assistance Programs/Chap. 11, Mothers and Infants

November 8/Food, Nutrition and Culture Presentations (Note Double Class – We will meet from 9:00am-1:30pm during the time of Med Science II and Community Nutrition I. Please make arrangements to be there the entire time.)

November 12 /No class (Nutrition in Med Sci II at Children’s Hospital)

November 15/No class (Nutrition in Med Sci II at Children’s Hospital)

November 19/Federal Food Assistance Programs/Chap. 12, Children and Adolescents

November 22/Federal Food Assistance Programs/Chap. 13, Older Adults

November 26/No Class – Thanksgiving Holiday

November 29/Wrap-up

December 3/Community Project Reports

December 6/Final Exam (75 pts on the federal food programs; 75 points cumulative)

Community Projects 2010 – Details of community projects will be further developed with input from students and community contacts

1. Cuyahoga County Extension Service  (3 students)

• Plan and develop an interactive booth on nutrition/physical activity for a large community event called Youth Odyssey sponsored by Metroparks.  This fun and educational event will be held on October 9 from 12-4:00 for kids 5-12 years. Event held at Canalway Visitor Center
• Greg will help with ideas and materials
• Meeting with Greg in Cleveland; Event is in Cleveland
• Will need to supplement with another project since this won’t supply you with enough hours.

2. Crown Point Ecology Center(3 students)

• Help with development of Farm to School Program
• Help with planning and materials for the Summit County Food Policy Coalition

3. Safe Landing Youth Shelter(3 students)

• Provide nutrition education at Safe Landing
• Develop and gather nutrition education materials for Safe Landing residents
• Hollie said that weight management is of concern to residents

4. Food Desert Project (up to 6 students)

• Assist Geography and Planning Field Methods class with nutrition information.
• Develop and conduct survey, tabulate results,
• Mapping local food production and sources
• Inter-professional collaboration with 10 graduate students from Geography and Planning Field Methods class
• Learn about GIS applications
• Field days on some Saturday mornings

5. Akron General Wellness (3 students)

• Help with Nutrition and Fitness Club (Tuesdays 4-8 best)
  • Second Tuesday, Montrose
  • Third Tuesday, Stow
• Help with LiteStyles weight management program (some Monday evenings)
• Program marketing and advertising assistance
• Help with recipes, handouts, presentations,
• Put together educational materials
• Some nutrition Assessments under the supervision of dietitian
• Students need TB test – can get at UA health center with results in two days

6. The Good Neighbors, Inc. (3 students)

• On-site help at Good Neighbors M-F 10-3
• Program marketing and advertising assistance
• Help with recipes, handouts, presentations,
• Put together educational materials

7. Partners in Nutrition (3 students)

• Help with campus nutrition presentations
• Put together educational materials
• Participate in one-on-one nutrition assessment and education
• Flexible timing, some evenings

8. Kellogg Oral Health Grant (3-4 students)

• Participate  with RD in oral health assessment and varnishing
• Put together educational materials
• Learn about WIC

Community Nutrition Project Guidelines:

The purpose of the community nutrition project is to give each student an opportunity to gain experience in the setting of a community program and to be involved in the collaborative planning and implementation of a specific nutrition project.  While project planning may be coordinated with a partner or team, each student is responsible for the planning, preparation and delivery of their portion of the project. Enjoy this experience and benefit from the opportunity to apply nutrition information in a community setting and to build confidence in your abilities.

Each student is asked participate in a specific community nutrition project for a minimum of 20-25 hours over the course of the semester. Most of these hours should be accrued in the first 10 weeks of the semester. A few of the hours may be used for preparation and planning of the project.  However, remember that the idea behind this assignment is for you to have exposure and experience in the community and with other professionals. Therefore, it is expected that you spend the majority of this time in the field.

All of you have signed up for your project and are now ready to begin.  Hopefully, each group has been able to successfully contact your preceptor. Please try to avoid overloading your contact person and agency by coordinating meeting times and work schedules among yourselves.  It is your responsibility to make contact with the preceptor and to arrange a meeting to discuss ideas for the project.  Project plans must be made with the approval and input from the preceptor.  Agency preceptors know the needs of their clients and agencies and are held responsible for our actions.  Therefore, before doing any extensive planning you need to meet with your resource person.

After clarifying what you will be working on each student should make a list of the performance objectives or competencies that you want to accomplish, and each group should develop a list of project objectives (two or three should be sufficient).  You should formulate a plan of activities that you will be involved in to achieve your objectives.  Each group will be meeting with me periodically for ideas, brainstorming and/or troubleshooting. If you are feeling lost or overwhelmed with the project please arrange to meet with me for more guidance. As a courtesy it is suggested that each student or group send a thank-you note to the preceptor at the conclusion of the project.

Suggestions:

1. Gather background information on your project as you would for any other research project. Your ideas will begin to gel as you learn more about your audience and the needs of the target population and the organization you are working with.

2. If appropriate, conduct a library search to gather technical and background information.  Make a trip to local organizations that can assist you (American Heart Association, Diabetes Association of Greater Cleveland, etc.)

3. Look for props, posters, educational materials that will be helpful to you.  The Nutrition Center resource room may have some materials that you can borrow.

4. Is there anything special about the group(s) that you will be working with?  Make certain that materials, surveys, etc. are appropriate to the educational and interest level or your audience.

5. If possible do a pre-assessment of the knowledge and interests of your audience.  This may involve a pre-test of needs and expectations or a discussion with your resource person about the needs of the population you will be working with.

6. Handouts and instructional materials should be of high quality and be culturally/educationally appropriate.

7. Possible experiences may consist of a variety of activities including (but not limited to):

• Observation/participation in client assessment, counseling, education, home visits
• Interviews with dietetic professionals and other professionals in a particular agency
• Help develop a nutrition intervention for a community nutrition problem
• Develop/Conduct a nutrition survey or assessment
• Plan, direct, implement nutrition education classes and programs
• Assist the health professional with nutrition-related tasks
• Develop and/or evaluate nutrition education materials
• Assist in nutrition program marketing or public relations

Project Expectations:

1. 1. Begin and finish project within appropriate time frame.
2. 2. Professional behavior in all project interactions.
3. 3. Follow-through and completion of all agreed upon tasks in a timely manner.
4. 4. Clear and frequent communication among team members.

What you should turn in at the end of the project:

1. Two or three learning/performance objectives.  (I would like to review them early in the project, if possible.)

2. Two or three outcome objectives for the project. (Each group can establish.)

3. Detailed log of all hours completed (date, times, number of hours, description of activities).

4. Any materials developed for the project or key materials used in the project (educational aides, resource materials, surveys, evaluation forms, outlines, plans, photographs, brochures, etc.)

5. A preceptor evaluation of your performance during the project. Your preceptor can mail it to me directly if preferred. I will provide you with the form to give to your preceptor.

6. A peer-evaluation of each member of your group.

7. A typewritten evaluation at the completion of the project (about 2-3 pages, double-spaced)

This evaluation is not a critique of the project. I am looking for an analysis/reflection of your learning experiences in the community. Suggestions for inclusion in your reflection are the following:

a. Evaluate your experience working on the project.

Were your performance objectives achieved? What did you learn and accomplish during your experience?  What areas of your professional development were strengthened?  Were you able to build creatively upon existing knowledge, and explore new ideas and approaches? Were you able explore and access new resources on community food/nutrition issues, programs, opportunities? (If you found something especially valuable please share it with us!!)Were you a critical thinker in addition to being a knowledge collector?

b. Identify factors which maximized your learning (or those that interfered).

Consider personal factors as well as those within the agency.  Recommend changes that could be made in your experience that would help maximize learning.

c. Did you discover anything surprising/interesting about the people you worked with, your group members, your chosen profession or yourself?

(Adapted from Peter Kropolkin, Peace Calendar, War Resistors League, 1977)

Course Description:

Critical analysis of human beings considered exceptional (outside the norm) in learning and behavior. Topics include inter- and intra-individual differences comprising exceptionalities, issues surrounding identification and classification of individuals as exceptional, society’s responses to exceptional individuals, and societal challenges to develop the human potential of all persons.

Textbook:

Exceptional Lives: Special Education in Today’s School’s by Ann & Rutherford Turnbull, Ed. 6

“Three of the longest studies analyzing effects of ability grouping concludes the following: Children of higher socioeconomic status tend to be placed in higher tracks than ability merits. Once placed there they tend to stay there.” (Gollub & Sloan)

Format:

This course will be conducted according to a libratory feminist pedagogy. My hope is that class members will engage in true praxis. You will learn the pedagogical model as you practice this and practice it as you learn it. There will be a variety of formats used to share information including guest speakers, films, discussion, music, etc. You are encouraged to bring in materials which you find relevant to the course and which might help inform members of the class.

“In hell people starve because their hands are chained to six-feet-long chopsticks, too long to bring rice to their mouths.  Heaven is the same — only there, people feed each other.” Women in Vietnam by Arlene Eisen

Course Objectives:

Students will

1. Gain an understanding of the characteristics and etiologies of various exceptionalities and the educational, social, cultural, emotional implications for the learner. This would include characteristics and etiologies of mental retardation, learning disabilities, developmental handicapped, severe behavior handicapped, early childhood special education and gifted/talented.
2. Critically examine issues and trends in the definition and the identification of culturally diverse learners with exceptionalities, including principles of normalization, LER, and inclusive practices.
3. Critically examine developmentally appropriate instructional approaches and service delivery options for children and youth with exceptionalities.
4. Examine the due process procedures that pertain directly to the identification, labeling and placement of students with exceptionalities, including gifted, into educational settings.
5. Critically examine issues, trends, barriers, and challenges pertaining to the development and learning potential of students with a range of exceptionalities.
6. Explore the role of collaborative professional teams in working with children having varying degrees of exceptionalities.
7. Demonstrate an understanding of exceptional children in relation to family and community and societal demands, linguistic and cultural variations and an understanding of how these impact the development of the exceptional child.
8. Gain understanding of the developmental stages of the exceptional young child and the value of developing a thorough understanding of developmentally appropriate practices and their importance in developing individualized education plans for young children.
9. Learn value of technology in assessment, evaluation, record keeping, and instructional programming.
10. Gain an understanding of the ethical considerations surrounding the labeling diagnosis and treatment of learners with exceptionalities.
11. Be familiar with legislation and litigation surrounding public policy as related to learners with exceptionalities.
12. Explore issues and trends in the field; journals, articles and books, and resources accessible through computer technology.
13. Critically examine the value of developing a philosophical perspective on teaching all learners. These would include self evaluative skills, locating sources for new information, developing new training, information and techniques, understanding alternative environments, and exploring how these efforts aid in the growth of intervention specialists and prepare them to meet the needs of all children.
14. Gain knowledge of the historical foundations and classic studies, including the major contributors that under gird the growth and improvement of knowledge and practices for individuals with exceptionalities.
15. Articulate the teacher’s ethical responsibility to nonidentified individuals who function similarly to individuals who exceptionalities.
16. Know the terminology of the field (i.e., IEP, IFSP, WEP, SECTION 504).
17. Understand the social construction of (dis)ability.
18. Be able to write an appropriate IEP and know who should be a part of the team.
19. Identify the steps of Conflict Resolution and how they may be used in education settings (i.e., in classroom lessons; collaboration with families, administrators or other educators).

Dealing with put-downs of homosexuals:

The terms “faggot”, “sissy”, “dykes” are commonly used as put downs and thereby reinforce strict sex-defined behavior and norms. What boy will dare be gentle if he risks the label “faggot”. Furthermore they perpetuate negative images of homosexuality.

Student Objectives:

1. Describe the development of special education.
2. List and define each category of exceptionality including educational procedures, overlapping similarities and singular characteristic differences.
3. Define special education and illustrate a continuum of educational services for exceptional persons.
4. Discuss a major issue or problem in each category of exceptionality and suggest some solutions.
5. State a critical issue of the entire field of special education, suggest a solution and defend the solution.
6. Develop a philosophy of special education.

Objectives you would like to add:

7.

8.

9.

10.

In a study of 24 fifth- and sixth grade classrooms, H. & P. Friedman found that significantly more reinforcements were given by teachers to middle-class than to lower-class students.

Course Requirements:

1. Sign up and follow Mary Ulrich’s blog for the semester: http://climbingeverymountain.com/the-race-toward-inclusion-do-you-see-it/ – 10 points

2. Participate in the class Bb discussion of readings (5 times x2pt)  – 10 points

Bb entries should demonstrate that you have read the course material by the kinds of questions you ask, or concern elicited in your questions concerning the implications of the material. It is a place you can articulate your construction of and responses to the material. It may represent very personal responses of growth and self-consciousness. As you author your own biography, you authenticate a way of being in the world. Writing may help to clarify your construction or de/re-construction of reality. The Bb discussion is an opportunity for reflection, conversation and voice.

Class Participation. Although traditional classrooms have stifled many students’ voices, the ability to verbally articulate your own construction of the course materials, and your reactions to it, is an important part of your learning. I will work  to create a climate in our class that will reinforce your ability to articulate your understanding of and reactions to the course materials. Conflict may be inevitable and I will seek to facilitate exploration of conflict in a way that empowers rather than punishes class participants.

My expectation is that you will participate in the discussion that will occur during each class period. You should be able to show each time that you have read the assigned material, thought about its implications, and can articulate well your construction and response to the material. I expect that your ability to author your construction and to articulate that construction will improve over the semester. A greater quantity of participation will not necessarily improve your evaluation. Speaking in class is difficult for some of you, and I will offer ways of facilitating your speaking more easily. Active participation will also include involvement in in-class activities. The class listserv is a place to use your voice if it is difficult for you to speak publicly.

Each person will respond to a handout on personal ethnicity. (What do I call myself? See Bb documents.) Objectives for this assignment include

a. understanding one’s own identity

b. consider labels applied to oneself and attitudes about labels

c. recognize and appreciate diversity, as it exists in the community of this classroom

d. develop understanding of differences based on gender, age, ethnicity, disability,

We will discuss the power of naming ourselves and naming others. Bring your name (what you wish to be known as throughout the semester) in a design that tells us something about you. Bring this to class every day to display. Naming and labels have political implications and are especially important in Special Education.  We will share two individuals response at the beginning of each class.

3. Grade justification (typed, due at the last semester class). – 10 points

In order to better understand the social and political consequences of grades you will be required to present your self-evaluation at the end of the semester. As an active learner you will submit in writing a self-evaluation of your assignments and contributions to the class. This should include an evaluation of how much joy you brought to this learning community. (See guide on Bb)

4. Index card “quick writes” (15 weeks x 2pts. =30 pts.) Rubric—0=not turned in; 1= minimal

Questions (i.e., yes/no)

You will turn in a “quick write” on a small index card at the end of each class.  Place the index card on the front desk as you leave class.  On one side of the card respond to: Something I learned is…’ on the reverse respond to… ‘A question I still have is…’ . These will, in general, be reviewed on thoughtfulness, clarity, and understanding of the material and ability to articulate a clear response/question to the material.  This is our attendance record.  Be sure to date the card and put your name on it.

5.  Description of your own educational philosophy, incorporating the “Professional Standards” and “Code of Ethics for Special Education” (Due  January 25, 2011) – 10 points

6. Legal case reporting (case will assigned in class). – 20 points

Give background of case, legal outcome and implications for the field of education. See Bb for rubric.

Note the difference between position and interest in the conflict. Due various dates.

7.. Bring a favorite song/music (or a You Tube) that ‘speaks’ to you. Discuss what it says about you/your taste    and why you like it.  How does it make you feel?  What are cultural differences you  learn from each other’s music? How could you use this in a classroom? (1-2 typed pages)      Due various dates – 10 points

8. Tests  (5 – on 1/25; 3/1; 3/29; 4/19; exam week) – 400 points

9. Service-Learning: Working with Project Search (Boyd Hall) or Adopt A School (See Bb for details & dates.) – 100 points

Service-Learning Project Guide:

The class has served in three different settings, so the questions are somewhat generic.  Please be specific in your descriptions of your setting. This work follows the process of What, So What and Now What.

20 points

Locate and post on Bb one professional article related to the project you are doing. Please peruse the articles posted and see what ones might inform your own work more fully.  (Hand a copy of the reference only to KMK)

20 points

What…what you will do for the work

So What…why this is important; what will be accomplished by the work

Preflection:

Answer the following questions and keep them in your S-L folder/binder.

1. What do you hope to gain from this experience?  Think about skills, knowledge, attitude, etc.
2. How do you think this experience might help you later in life? In your future career as a teacher?
3. What do you anticipate will be difficult about this experience?
4. How would you describe your current attitude toward individuals with disabilities?
5. What would you LIKE to know/learn about Special Education in schools?

40 points

The Importance of Reflection

“The unexamined life is not worth living.” –Socrates

Although Socrates probably had more pressing implications in mind when he made this statement, similar sentiment can be applied to Service-Learning.  Without thoughtful examination of experiences, we miss an opportunity to integrate our learning, both academically and personally.

Description of what you did, how you did it and the consequences of doing it.

This is the 3-part weekly journal:  it can be typed (preferably) or hand written. Divide each page of your journal into thirds, writing weekly entries during the semester.

1. In the top section, describe some aspect of the service experience.
2. In the middle of the page, analyze/describe how course content relates to the service experience.
3. Comment on how the experience informs you as a future professional or taxpayer.
4. Now What- What should happen as the next step in this work of social justice & equity?
5. From what you observed and learned in the community setting, what ideas do you have to improve the inclusion of children with special needs into the full curriculum?

20 points

EDP 256 E-Reflection Guide

1. After having completed your Service-Learning experience, how would you define Service-Learning and what do you think is valuable about it?  Can you think of any ways in which Service-Learning was not valuable to you?
2. Did the experience of Service-Learning match your expectations?  Why or why not?
3. What did you gain from this experience?  Think about skills, knowledge, attitude, etc.
4. How do you think these experiences will help you in later life? In your future career?  Be specific.
5. How did this experience impact your current attitude toward teaching and toward individuals with disabilities?
6. In your opinion, what is important about this work in relation to Special Education & teaching?
7. Please describe your overall feelings toward your experience.  You may address what was rewarding, disappointing, surprising, or exciting.  What do you wish you had done differently? What are you most proud of?

In summary… what did you learn in doing this work?

How will you use this knowledge in your future role(s) as a teacher, taxpayer or, perhaps,  parent?

“When we try to pick out anything by itself, we find it hitched to everything else in the universe.”  John Muir

Students in this class have a wide range of backgrounds and experiences. Some of you may already have an extensive background in education and/or pedagogy. For others, the information may be completely new. Knowledge carries responsibility so you are expected to inform others in the areas you are knowledgeable.

From the rich backgrounds you bring to this class, the possibilities for exploration are endless. Create your own learning experience and opportunity. I will act as a resource and networker for you. Learning is not a spectator sport. You are expected to take responsibility for learning and take part in shaping the direction of this class.

“To transform the world, we must begin with ourselves; and what is important with beginning is the intention. The intention must be to understand ourselves and not to leave it to others to transform themselves…  This is our responsibility, yours and mine; because, however small may be the world we live in, if we can bring about a radically different point of view in our daily existence, then perhaps we shall affect the world at large.”  J. Krishnamurti, “Self Knowledge” in The First and Last Freedom

A prejudice is an unfavorable opinion about a person or group of people not based on knowledge.

A sterotype is a generalization about a group of people not based on fact.

Isms are prejudice and sterotypes enforced by people with more power than others, by institutions, and by cultural attitudes and values.

Prejudice + Power = Isms

Welcome to this community of learning. I look forward to our time together and the knowledge we will share

“What we call the beginning is often the end

And to make an end is to make a beginning.

The end is where we start from.”

-T.S. Eliot: Democratizing Access to Calculus: New Routes to Old Roots

Mission/Conceptual Framework of Miami University’s Educator Preparation Unit

Mission and Conceptual Framework of Miami University (as a unit) that prepares school personnel: The EAP community of collaborative practitioners, while committed to fulfilling Miami University’s mission, endeavors to prepare caring, competent, and transformative educators by infusing skills, knowledge, and dispositions that promote the highest caliber teacher education and allied professionals programs, professional development opportunities for educators and other professionals, and graduate degree programs. As a unit, we adopted 14 principles …which… set the foundation for our five institutional standards (IS) which are at the heart of our conceptual framework and our philosophical beliefs that our caring, competent transformative educators should be learner-focused (IS-I.), collaborative (IS-II.), discipline-grounded and integrative (IS-III.), socially responsive and responsible (IS-IV.),and reflective and inquiry-oriented (IS-V.).

“Individual difference in learning is an observable phenomenon which can be predicted, explained and altered in a great variety of ways. In contrast, individual difference in learners is a more esoteric notion. It frequently obscures our efforts to deal directly with educational problems in that it searches for explanations in the person of the learner rather than in the interaction between individuals and educational and social environments in which they have been placed.”  B. Bloom

Some websites of interest:

http://www.lib.muohio.edu/pictbks

http://www.edequity.org

http://www.cpsv.org

http://www.ncdjjdp.org

http://urbanext.uiuc.edu/conflict/

http://www.state.oh.us/cdr/

University Statement Asserting Respect for Human Diversity

Miami University is a multicultural community of diverse racial, ethnic, and class backgrounds, national origins, religious and political beliefs, physical abilities, ages, genders, and sexual orientations. Our educational activities and everyday interactions are enriched by our acceptance of one another, and, as members of the University community, we strive to learn from each other in an atmosphere of positive engagement and mutual respect.

Because of the necessity to maintain this atmosphere, bigotry will not go unchallenged within this community. We will strive to educate each other on the existence and effects of racism, sexism, ageism homophobia, religious intolerance, and other forms of invidious prejudice. When such prejudice results in physical or psychological abuse, harassment, intimidation or violence against persons or property, we will not tolerate such behavior nor will we accept hest, ignorance, or substance abuse as an excuse, reason, or rationale for it.

All who work, live, study, and teach in the Miami community should be committed to these principles which are an integral part of Miami’s focus goals, and mission.

(Note: This statement was adapted from the statement written and published by the University of Southern California, Student Affairs Division. Miami University is grateful to the University of Southern California for allowing us to use their statement as a model.)

This course offers the student the opportunity to develop knowledge and instructional strategies for teaching reading to students of diverse cultural/linguistic backgrounds.  Special emphasis will be placed on developing oral language proficiency as a prerequisite skill to reading and on instructional strategies designed specifically to meet the needs of such learners.  Field experience is required.  Prerequisite: Admission into the Teacher Education Program.

Required Books

Herrell, A.L. (2007). Fifty strategies for teaching English language learners ( 3^rd ed.). Boston:  Pearson.

Fleischman, P. (2002). Seedfolks. NY:  HarperCollins Children’s books.

Course packet, available at the UTB Bookstore for less than $5.00. No ISBN.

You will also need a 3-ring binder and lined paper for your daily learning logs (done at the beginning and end of each class).  Last, you will need gardening gloves, and one of the following: adult size shovel, spade, pick, or hoe (with your name on it, and to be stored in the trunk of your car every day).

Important Notice

EDLI/EALI 4367 is a field-experience/service learning class.  This May session, you will need to meet with your tutee for 7+ hours outside of our 5-9 p.m., M-Th. class time.  (The COE field experience requirement is 15 hours, but I will count 8 of your hours when you work with your tutee for the garden project from 5-5:45, M-Th.) If you cannot meet with the tutee for 7+ hours outside of class, you will need to drop the class, as the tutoring is part of the course syllabus.  If you have a disability or injury that prevents outdoor work, you must tell me the first class session so I can make accommodations.

Please be aware that we will be planting and watering and that you will need to wear old clothes, old shoes, and conservative (not revealing) tops and shorts.  Tutoring will start when you and your tutee agree. Middle school students leave school at 2:45 p.m. and elementary students leave at 3:15. We will have our garden project from 5 to 5:45, then refreshments. Our academic part of the class will begin at 6 p.m., but class officially begins at 5. You will need to start tutoring at least by 4 p.m. to complete field experience hours and the tutoring project. Proyecto Juan Diego is only open M-Th after school.

Course Outcomes – the learner will (TLW) be able to

1. Teach the various methods of vocabulary development, comprehension, and speaking and listening (Field Experience/Service Learning and Group Final).
2. Relate the foundations of bilingual education and English language instruction to reading (all course assignments).
3. Plan developmentally and culturally appropriate instruction to address individual differences among learners (Field Experience/Service Learning).
4. Enrich literacy activities by incorporating innovative technology and multimedia activities (Strategy Presentations with ELMO and Group Presentations with Power Point).
5. Teach questioning and communication skills as an integral part of literacy development (Field Experience/Service Learning, in-class activities, and Group Presentations).
6. View reading, writing, speaking, listening, and viewing/representing as related processes (in-class activities and Field Experience/Service Learning).
7. Demonstrate knowledge of how literacy is developed and valued in various contexts  (Field Experience/Service Learning).

College of Education Policies

Medical reimbursement:  University students will be responsible for their own transportation, meals, and health care while participating in field experience classes. University students bear the burden of any expenses incurred in conjunction with injuries that may occur during field experience classes. The university will not reimburse the student for any expenses related to injuries or illness.

Criminal record check and TB test:  When a UTB/TSC student begins to work with children for a class requirement, he/she will need a Criminal Record Check from UTB.

Assignments/Graded Work

1. Exam I

(250 points, exam on 5/26, Tues). The purpose of the test is for you to synthesize concepts key to bilingual education, literacy, and strategies.  Please refer to the study guide to prepare for the exam.  Concepts over the required readings will not be discussed in class, so it is the student’s responsibility to refer to the study guide for what pages and concepts will be on the exam.

2. Tutoring Recent Immigrants

(200 points, due throughout and 6/4). The purpose of Tutoring Recent Immigrants is to help you to:

• discover the type of homework students have and where they have difficulty (when you help them with their daily homework)
• discuss and write about the metaphor of a community walking path in relationship to service learning, 1-1 tutoring, mentoring, and teaching
• gain experience using realia and other TESOL methods to communicate specialized vocabulary through the walking path project and tutoring (Domains I and IV of the Language Arts and Reading TExES, 8-12)
• gain experience with diverse community resources (Domain IV, Competency 12 of the PPR)
• design and implement instruction for ELL’s (Domains I and III of the PPR)
• gain experience mentoring and teaching recent immigrants in diverse contexts (all domains of the PPR)
• make decisions about strategy implementation (Domain III of the PPR)
• gain experience and knowledge with facets of the Language Arts and Reading TExES (4-8: Domains I and II; 8-12: domains I-IV).
• gain experience, skills, and knowledge in literacy and ELL’s for your teaching (all domains of the Language Arts and Reading TExES).

Tutees must be immigrants who have been in the USA for less than 5 years.  It is preferable that the tutoring relate to your content area and/or reading/writing. Your grade will be based on 1) following all directions, 2) demonstrated effort, and 3) verification of sessions with the contact person’s questionnaire.

Specific Assignments:

2A: Pre-reflection (legible handwriting is fine). Please complete this and turn it in the first night of class. Please answer all questions: 

• Your major and grade level certification:
• Your hobbies/favorite past-times:
• Your experience with service learning SL in education (SL in education is content-related work with children for an agency/organization that services children who are low-income or who have special needs. Writing reflections of the experience and talking about the experience in class are also important in SL.)
• Your experience teaching or working with children (teacher, parent, babysitter, Sunday school helper, day care worker, etc.)
• Your experience with gardening (planting flowers and trees, composting, mulching, etc.)
• What are your impressions so far of the center, the director, and the children? (What did you see and hear that gave you these impressions?)
• What have you heard about the neighborhood?
• What skills do you think you’ll need to tutor the student and to help with the walking path project? 
• What do you think your tutee(s) will be like and why?
• What do you think you’ll have in common with your tutee(s) (race, social class, gender, ethnicity, ethnic identity, immigrant experience, hobbies, etc.)?
• How do you think you and your tutee(s) will be different (race, social class, gender, ethnicity, ethnic identity, immigrant experience, hobbies, etc.)?
• What do you think you’ll learn from your tutee(s)? 
• What do you think their parents will be like?
• What anxieties or questions do you have?  (Please do not use any names or identifying information about the tutee or site. If you have turned in your consent form, this pre-reflection will be used for data analysis.)

2B. Getting to Know the Tutee (legible handwriting is fine).

Rapport Building:

a)      Briefly Introduce yourself:  Tell the tutee that you’re a teacher/ studying to be a teacher, that you go to UTB, and that the class you’re taking focuses on helping ESL students with reading and writing.  Also, it would help rapport building for you to share how many siblings you have, if you have children, etc.

b)      Tutee’s introductory information: pseudonym (fake name you both create), age, grade level, and how long respondent has been in U.S. schools.

c)      Have the tutee put in order (1-6) what s/he likes the most (1=favorite and 6= worst).

Art__

Music (listen to it, play it, or sing it)__

Math__

Dance or sports___

Language (reading, writing, speaking, or listening)__

Science__

d)     KEY! Tutee’s wish for the tutoring sessions:  What do you want more help in? Reading, writing, math, or science?  What are your greatest needs in reading (sounding out, vocabulary, comprehension, reading aloud, etc.) or writing (vocabulary, grammar, spelling, punctuation, fluency, etc.)? What aspect of math or science do you need help in?

e)      Tutee’s wish for American teachers:  “What suggestions do you have for me as a new teacher who will have ELL’s in her/his classes?”

f) Write the answers for b-e as a language experience approach.  Have the tutee read back what you wrote down.

24-Hour Writing Log, 24-Hour Math Log, or 24-Hour Science Log (depending on your content area; handout or Blackboard). The goal is for the tutees to realize they use your content area authentically (outside of school work). Give this to the tutees as an assignment to complete or go over the responses together, prompt them to write down even more examples per question.  Analysis: Analysis: On the back of the form or on a stapled piece of paper, answer these questions: How does the tutee use reading and/or writing in her/his life?  Why do you suppose this?  How did s/he respond to your ideas about how your content area is involved in everything the tutee experiences? Why do you suppose this?

Newman’s Reading Interest Inventory (handout or Blackboard). You can copy this and give it to the tutee as homework. Make 2 copies in case s/he loses the first one.  Analysis: On the back of the form or on a stapled piece of paper, summarize the tutee’s responses and write about what might be her/his biggest obstacles to reading, writing, or school (e.g., TV, too much talking on the phone, hates school, etc.)

2C. 2 Lesson Plans (30 pts. each).  The tutor must complete at least two 30-minute+ lesson plans.  Both lessons must relate to gardens, butterflies, birds, or plants in some way.  You cannot use worksheets.  Please see the student model in the course packet. Each lesson must contain:

Introduction: your name, your subject name, student’s code name, rationale (student’s most significant interests, strengths, and needs in your content area or literacy), date of lesson, and center/place where tutoring took place.

Content-area Objective (in measurable terms): TLW…. (Hint: do not use these words: learn, realize, understand, appreciate, or know; they are not measurable.)

Language Objective (developing academic reading, writing, speaking, or listening skills in L2; CALP for language in your content area in measurable terms): TLW….

Strategy:  Apply a strategy learned in our textbooks or class sessions.  If you took 4351 or 4329 with me, this cannot be a strategy we discussed/did in either class.

Evaluation:  How you’ll determine if the tutee “got it” – asking her/him questions, having her/him paraphrase, etc.  Also, you must include verification/proof that you gave the lesson (e.g., tutee’s math, writing/summary, art that accompanies the lesson, etc.).

2D (15 points each): Two Typed Process Reflections, completed two times after your different interaction with the tutee (e.g., after the intake session, after the first tutoring session, after outdoor work alongside the tutee, etc.) Please type this and email it to me and please use these headings:

1) Description:  Summarize what you did. State only facts.

2) Reaction: How did you feel and react?  What did you learn about yourself, your biases, and your assumptions?

3) Intellectual Analysis: How can you better understand #s 1 and 2 by explicitly using our course textbook and concepts? (How do your descriptions and reactions relate to 4367 specifically?) (Please do not use any real names or identifying information about the tutee or site.)

2E: Contact Person’s Questionnaire (her/his initials written in every few days you meet with the tutee (handout). You must also participate actively in our project. * 0 points will be earned if successful completion of the service cannot be verified.

2F:  Put together the entire project. When you turn in your contact questionnaire, turn in all aspects of your tutoring project (process reflection, lesson 1, process 1, etc., in order). Please use a black clip or a thin binder (no thicker than ¼ inch).

2G: Final Reflection:  to be completed at the end of the entire project. Please email this to me. Reflect on your pre-reflection, assessments, Reader Interview, lesson plans, process reflections, and the community garden project.  Please type each question # and then each answer:

1. What have you learned from this project about teaching and learning?
2. What have you learned from this project about service learning (SL) in education? (SL in education is content-related work with children for an agency/organization that services children who are low-income or who have special needs. Writing reflections of the experience and talking about the experience in class are also important in SL.)
3. What have you learned from this project about this program?
4. What have you learned from this project about the tutee/s?  (Please use code name only.)
5. What did you find in common with your tutee(s) (race, social class, gender, ethnicity, ethnic identity, immigrant experience, etc.)?
6. What were differences between you and the tutee(s) (race, social class, gender, ethnicity, ethnic identity, immigrant experience, etc.)?
7. What have you learned from this project about this neighborhood?
8. Critical theorists and those who study structural inequalities believe that school libraries need to be open in the summer and that public libraries need to have at least book-mobiles (traveling RV libraries) in economically disadvantaged neighborhoods, especially in the summer, vs. individuals giving books away. What do you think about this?
9. What have you learned about social justice and structural inequalities?
10. What have you learned about yourself at a personal level?
11. Describe concrete ways you feel you impacted your tutee(s), e.g., grades in school, TAKS test, teacher’s comments, child’s change in behavior or attitudes, etc.
12. What did the child/ren say or do during the tutoring that showed that you made a difference in their lives?
13. What did you do or say that you feel particularly impacted the tutee/s? Why do you think these words or actions impacted them?
14. Some say that tutoring only prepares preservice teachers for informal teaching settings, not for formal public school classrooms. Do you agree or disagree? Why?
15. What specific service learning projects could you get your future students involved in that relate to your content area? Please see question 2 for a serv. learning explanation.
16. What can you do to make the world a better place?

(Please do not use any names or identifying information about the tutee or site. If you have turned in your consent form, this pre-reflection will be used for data analysis.)

3. Group Presentations and Scan-tron Final

(250 points, June 3-5); this assignment correlates with all PPR standards.
Goal: Demonstrate synthesis of course material.

Directions: You will get with a partner(s) to prepare and perform a group final for the class.  Questions to choose from will be distributed later.

Grading:  Each student will be graded individually on:  presentation (65 points), group/individual evaluation (10 points), and a scan-tron test over what class members presented (175 points). You must tell me exactly what part you worked on before you present. If your presentation is such that authorship is blurred, then it is your responsibility to check group members’ work for correctness.  Correct information (content) is more important than spending inordinate time on the presentation’s appearance; 10 points will be deducted from the presentation grade for every incorrect fact.  If you don’t do your share of the work, you will receive a low grade for the presentation.

Homework

(200 points) This correlates with Domain IV of the PPR.

Preparation will be evaluated on carefully reading the assigned chapters and carefully completing the assigned homework before class. Assignments are to be turned in to the instructor before class starts.  They are your ticket into class and will not be accepted if they are turned in more than 15 minutes after class begins. No late work will be accepted. Thus, turn in what you have done the day it is due; this is better than having an entire grade affected. If something says, “Show me” on the course schedule for a particular day, the item must be complete to get full preparation credit. A family member/friend can turn in work for you if you are absent or you may turn assignments in early.  As stated in the academic honesty policy of this syllabus, you cannot collaborate on reading assignments.  I cannot accept emailed homework assignments/attachments. Each homework assignment is worth 25 points (8 assignments by 25 points each = 200 points). These assignments are: Peddling Poverty for Profit article, Seedfolks (the tiny novel by Paul Fleishman), ch’s 1-10, ch’s 11-26, My Mother Never Read to Me article, Conversations with Miguel article, ch’s 27-35, and chapters 36-50.

Participation/Attendance

(100 points). This correlates with Domain IV of the PPR.

As professionals, your attendance is required at all class sessions.  Because this class meets for only 3 weeks, you will miss experiencing important strategies and discussions if you are late or absent.  The question to ask is, “What will my future students get out of 4367 if I’m consistently late or absent?” Attendance begins at 5 and ends at 9. Attendance starts for all students on 5/18, regardless of when a student adds.  There are 12 class sessions (5/18, 19, 20, 21, 26, 27, 28, and 6/1, 2, 3, 4, 5), so 8.33 X 12 = 100.

Besides attendance and punctuality, participation will be evaluated on: daily learning logs of what occurred from 3:30-6 and also what occurred from 6-9 (due at the end of each class); demonstrated preparation of readings/assignments; actively participating in small group and whole class discussions and activities; volunteering to speak on a regular basis, but not dominating; on-task behavior; listening to others completely and respectfully; and staying in class until it is over (unless a health or family emergency is explained before leaving).  Please do not assume that coming every day and on time, but rarely volunteering to speak will constitute an “A” on this component.

Methods of Evaluation/Testing

You will be evaluated on:

• following directions, including turning in materials on time,
• the creativity and quality of teacher-developed materials and written assignments,
• clarity and organization of content,
• mechanics, spelling, and usage,
• the quality of classroom participation and presentations, and
• demonstrating effort and thought.

These criteria are important since you will be serving as a role-model for adolescents as a classroom teacher.  Also, administrators, colleagues and parents will judge your effectiveness by your oral and written communication skills. If any written work has over six errors total in mechanics, it will receive a grade of 0 until it is corrected. The final reflection for the Tutoring Recent Immigrants project is an exception, because there won’t be enough time to revise it.

Tentative course schedule

Part of your grade is preparation.  Do what is assigned before each session.

5/18

Bring all required books and spiral notebook to class.

Activities:  Fiesta/ice breaker for tutors and tutees until 6. Do: Meet with tutee and begin completing these class assignments: Rapport Building (see syllabus), and 24-hr. Content Log and Newman’s RII (print from weekly modules, Blackboard).

Class starts at 6. Silent moment. Daily Learning Log 1. Volunteer sharing of logs. Complete index cards, criminal check, and phone chain. Select scribe. Introductions. Explain Field Experience and walking path project.

Possibly complete and turn in: Photo and IRB Consent form (if you desire to participate).

Complete: Pre-service Learning Reflection (“A” of tutoring project). Exam I Packet (handout). Discuss learning from disagreements and critical thinking. Overheads. Discuss syllabus. Discuss Seedfolks book assignment. Discuss artifacts for next session.  Daily Learning 2. Volunteer sharing of log.   Learning Logs will not be graded for mechanics, since they are free-writes or streams of consciousness. Turn in Learning Log 1 & 2 on the same side of a paper (not double sided) after class.

Learning Log 1 ( What did you learn since the moment you arrived? What was said or done that impacted you? How do you feel about this?)

When I arrived at 3:30 today, this is what happened…I feel… about …  because…

Learning Log 2: Today in class from 6-9, we did/said…  I feel … about…  because…

5/19

Bring 2 artifacts: hobby and most important thing to share with class.

Do: Meet with tutee and continue Rapport Building (syllabus), 24-hr. Content Log, and Newman’s RII (weekly modules, Blackboard).

Read: at least 50 pages of Seedfolks; write and turn in: summaries of all of the characters mentioned so far (at least 2 page handwritten total), and a 1-3 sentence connection of Seedfolks to our gardening project.

Read:  Paul Gorski’s article about Ruby Payne, “Peddling Poverty for Profit” (available under weekly modules of Blackboard; write and turn in: at least 2 pages of handwritten notes taken throughout the article (not just the beginning) and also which four ideas you think you can apply as a teacher and why from the last part of the article, “Authenticating Anti-Poverty Education.”

Activities: Walking path project 5-5:45 p.m . Break.  Silent moment. Daily Learning Log 1. Volunteer sharing of log. Scribe.  Announcements. Discuss how to do the analyses for “B.” Discuss tutees’ strengths and needs. Discuss how to create the lesson plans for our class. Brief artifact sharing. Discuss pp. 1-50 of Seedfolks and connect the book to gardening. Discuss Ruby Payne. Discuss Gorski’s article: poverty as an individual vs. a structural issue. What do you believe? Overheads: “Oral Fluency Levels” and your own L1 development.  Estimate academic English development for L2 learners. Power Point presentation. Daily Learning 2. Volunteer sharing.

5/20

Turn in:  Completed B (Rapport Building, 24-hr. Content Log, and Newman’s RII, + all of your answers to the analysis questions from the syllabus). Execute/do lesson one with your tutee.

Read: the rest of Seedfolks; Write and turn in: summaries of all of the characters mentioned so far, including the author on pp. 89-100 (at least 2 page handwritten and also write a new 1-3 sentence connection of the book to our gardening project, based on the class discussion yesterday and your understanding of the rest of the book).

Read: chapters 1-10 (pages 13-62 of Herrell and Jordan); Write and turn in: at least 7 applications/ideas you like and will use for teaching your content from the readings. Please follow this model:

Strategy 1:   Predictable Routines, pages: 15-18

Brief paraphrased description: The teacher has a set routine or schedule when things are done; she also has certain signals (bell, clapping, etc.) to let students know when it’s time to do something.

Content modifications: As an English teacher at the high school level, I would have USSR every Tues. and Thurs. I would have students’ freewriting every M, W, and F. I would have an area for each class period for students to get their writing journals; I would also have a classroom library.  For my signals, I would raise my hand and become very quiet when students are getting too rowdy. I would keep looking at them, but would be silent with my hand raised until they got the idea.

Activities: Walking path project 5-5:45 p.m . Break.  Silent moment. Daily Learning Log 1. Volunteer sharing.  Scribe. Announcements. The first 3 weeks of a semester. Clearly delineated criteria. Slicing. Scaffolding (handout from Booth Olson). High expectations: Kati Haycock (handout).Students will discuss their favorite strategies. Strategy preparation time.  Each pair will teach class-selected strategies to the entire class. Group work on myths. Overheads: “Myths and Facts.”   Daily Learning 2.  Volunteer sharing.

5/21

Execute/do: lesson one with your tutee.

Read: Conversing with Miguel by Rubinstein-Avila, found in Blackboard under weekly modules. Write and turn in: what you learned from the article that you can apply to your future teaching (at least ½ page total).

Read: chapters 11-26 (pages 65-150 of Herrell and Jordan); Write and turn in: at least 7 applications/ideas you like and will use for teaching your content from the readings. Please follow the model:

Strategy 1:   TPR, pages: 65-68

Brief paraphrased description: The teacher calls out a command, physically models it, and the students physically do what s/he says.

Content modifications: As an English teacher who would like to teach sophomores, I would tell my students to go get their journals and copy the prompt from the board.  Next, I would walk over to where the journals for their class period are located.  I would pick up a journal, bring it to my desk, and look at the prompt on the board.  I would then act like I am writing. I would have the students physically do what I said and modeled.

Activities: Walking path project 5-5:45 p.m . Break.  Silent moment. Daily Learning Log. Volunteer sharing.  Scribe. Announcements. Students will discuss their favorite strategies. Strategy preparation time.  Each pair will teach class-selected strategies to the entire class. Discuss tutoring project. Issues in speaking and listening. Overheads. Receptive language skills. Accuracy vs. fluency. L1 interference. Getting the gist.  Discuss “Conversing with Miguel” and apply concepts to Exam I.  If time: Role-plays for the “Miguel” article. Daily Learning 2. Volunteer sharing.

5/25

No class. Memorial Day.

5/26

Exam I from 7:30-9 p.m.

Execute/do: lesson one with your tutee.

Activities: Walking path project 5-5:45 p.m. Break.  Silent moment. Daily Learning Log 1. Volunteer sharing.  Scribe. Announcements. Role-plays for the “Miguel” article. Discuss how Lesson 1 went. Reflection on walking path project and the ESL concepts of realia, context imbedded instruction, leveled questions, Ruby Payne, and the course concepts you learned/read about so far.  Tie in what you’ve learned so far from the site to Test 1. Daily Learning 2. Volunteer sharing. Review. BINGO and Catch Phrase games to synthesize concepts. Exam I from 7:30-9.

5/27

Do: Lesson 2 with tutee.

Turn in: Lesson 1, verification of lesson execution (tutee’s work).

Email me: Process Reflection 1.

Read: “My Mother Never Read to Me…” by Zulmara and Necochea, please find in UTB’s “Expanded Academic” database. Draw and turn in: a picture of your favorite part of the article and draw yourself into the scene (fly on the wall, a character, etc.). Write and turn in: on the back of the drawing, why this was your favorite scene and why you drew yourself as a certain object/character. Drawing and writing that appears to have taken less than 2 mins. to do will receive a lower grade. Stick figures are fine, as long as the drawing shows detail/effort.

Read: chapters 27-35 (pages 151-198 of Herrell and Jordan); write and turn in: at least 7 applications/ideas you like and will use for teaching your content from the readings; follow the previous models.

Activities: Walking path project 5-5:45 p.m. Break.  Silent moment. Daily Learning Log 1. Volunteer sharing.  Scribe. Announcements. .  Students will discuss their favorite strategies. Strategy preparation time.  Each pair will teach class-selected strategies to the entire class. Issues in reading: Reading aloud: what is research based? Fluency. Comprehension. L2 testing rules in Texas.  Explore Dr. Kathy’s bilingual books and high interest, low vocabulary books. Budget tour. Discuss the article and share your art. Daily Learning 2. Volunteer sharing.

5/28

Do: Lesson 2 with tutee.

Read: chapters 36-45 (pages 199-285 of Herrell and Jordan); write and turn in: at least 7 applications/ideas you like and will use for teaching your content from the readings follow the previous models.

Activities: Walking path project 5-5:45 p.m. Break.  Silent moment. Daily Learning Log 1. Volunteer sharing.  Scribe. Announcements. Catch up. Issues in teaching vocabulary. Vocabulary strategies. Distribute group questions. Daily Learning 2. Volunteer sharing.

This weekend:  meet with your group members and have your group presentation ready; email me your individual part. Each student must demonstrate they did their fair share of the cognitive and course related parts (vs. making copies and doing the technology).

6/1

Turn in: Lesson 2, verification of lesson execution (student’s work).

Email me: Process Reflection 2.

Students will discuss their favorite strategies. Strategy preparation time.  Each pair will teach class-selected strategies to the entire class.

Activities: Walking path project 5-5:45 p.m. Break.  Silent moment. Daily Learning Log 1. Volunteer sharing.  Scribe. Announcements.  Catch up. Issues in teaching writing. Rules in context. Finding 1-2 common errors. Mikhail Bakhtin and learning from conflicts. Role-play part of Dr. Kathy’s dissertation. Daily Learning 2. Volunteer sharing.

6/2

Read: chapters 36-50 (Herrell and Jordan); write and turn in: at least 7 applications/ideas you like and will use for teaching your content from the readings follow the previous models.

Activities: Walking path project 5-5:45 p.m. Break.  Silent moment. Daily Learning Log 1. Volunteer sharing.  Scribe.  Announcements. Discuss tutoring project. Students will discuss their favorite strategies. Strategy preparation time.  Each pair will teach class-selected strategies to the entire class.  Catch-up. Group flowers:  activity to synthesize and discuss the metaphors of gardening in relationship to 1-1 tutoring, mentoring, and teaching. Mikhail Bakhtin and learning from conflicts. Role-play part of Dr. Kathy’s dissertation. Focus group on these questions:

• Can you speak about the community walking path?
• Can you speak about the tutoring project?
• Can you speak about having a university class taught outside of UTB walls?
• Can you speak about service learning, which means assisting others in need in your content area and reflecting on these experiences?
• Can you speak about what you learned about caring?
• Can you speak about social justice and its application to this place and project?

Participants (who have signed the consent form) will participate in the focus group; only those who have agreed to participate will record themselves.  Comments from non-participants will not be transcribed.

6/3

Turn in: contact questionnaire and all aspects of your tutoring project (process reflection, lesson 1, process 1, etc., in order). Please use a black clip or a thin binder (no thicker than ¼”).

Bring: a game you could use in your content area (Yatzee, Monopoly, Battleship, Life, Catch Phrase, etc.)

Culminating Celebration activities. 4:00-5:30: Scavenger hunt, and prizes. Awards Ceremony and gift bags for tutees. Pizza and drinks, cake. Eat. Play the games you brought with tutees while you eat.

Activities: Walking path project 5-5:45 p.m . Break.  Silent moment. Daily Learning Log 1. Volunteer sharing.  Scribe.  Announcements. Course evaluations. Catch up. Students will briefly discuss their tutoring projects. Two groups will present (no Power Point Projector). Daily Learning 2. Volunteer sharing.

6/4

Email me: final reflection from tutoring project.

Group presentations.

Activities: Meet in the UTB Library. ……… Silent moment. Group presentations.

6/5 or 6/6

Fri. or Sat. — based on consensus of all students, 5 p.m.

Group presentations (if not finished).

Scan-tron final. Bring #2 pencils and scan-tron.

Mandatory attendance.

References

Booth Olson, Carol. 2006. (2^nd ed.). The reading/writing  connection:  Strategies for teaching and learning in the secondary classroom. Boston: Allyn and Bacon.

González, N., Moll, L., & Amanti, C. (2005). Funds of knowledge: Theorizing practice in households, communities, and classrooms. Mahwah, N.J.: L. Erlbaum Associates.

Haley, M. Hall. 2004. Learner-center instruction and the theory of multiple intelligences with second language learners. Teachers College Record, 106. 163-80.

Nieto, S. & Bode, P. (2008). Affirming diversity: the sociopolitical context of multicultural education ( 5^th ed.) Boston, Mass.: Allyn and Bacon.

Wilhelm, J.D. (2008).  You gotta be the book:  Teaching engaged and reflective reading

with adolescents. (2^nd Ed.). NY:  Teachers College Press.

Important Websites

www.sbec.state.tx.us

This website will give you information and practice tests for the TExES tests (math, PPR, etc.).

www.tea.state.tx.us

This website contains information about Texas public schools, TAKS, TEKS, etc.

“A brain is inherited; a mind is developed.” Reuben Ferenstein

PRIMARY COURSE OBJECTIVES

• Introduction to literacy education and practice with a primary emphasis on cultural diversity issues in contemporary U.S. society
• More comprehensive understanding of issues discussed in linked literature course
• Development of critical thinking, problem solving, teamwork, communication, and leadership skills

SERVICE OBJECTIVE:

According to the federal Reading Excellence Act of 1999, national assessments reflect “serious deficiencies in children’s ability to read, especially in high-poverty schools” such as those served by Service Learning Program internships. Even in wealthier schools, almost a quarter of fourth-graders do not attain the basic reading levels set by the National Assessment of Educational Progress, while more than two-thirds of fourth-graders in high poverty schools do not attain the basic level.i The failure to learn to read or to read well has many ramifications including diminished self-confidence and motivation to learn, poor school performance, and an increase in the probability of dropping out of high school. Thus, the service objectives of this internship are:

• to improve the basic literacy skills of third graders at Kennedy Elementary School in Phoenix
• recognize the importance of validating the children’s own culture and experiences by utilizing culturally
• relevant children’s books with positive depictions of the children’s and other ethnic groups—specifically
• African-Americans and Latina(o)s
• even more fundamentally, interns will serve as a positive influence in their students’ lives, providing a
• counterpoint to the harsh socio-economic realities many of these children face on a daily basis

CULTURAL DIVERSITY OBJECTIVE:

A central objective of this course is to provide you with community experiences and reflection opportunities that allow you to deepen your understanding of the complex social, economic, political, and psychological dimensions of relations between and among racial, ethnic, and socio-economic groups in contemporary American society. Much of this learning will take place as you carry out your internship activities and interact with community members from diverse backgrounds; weekly readings will provide a theoretical context to further your exploration of these experiences. Your understanding of cultural diversity in our society will be enhanced by thinking critically about your community interactions and what you have read, by responding weekly in an on-line discussion group to prompts designed to help you examine your previously-held assumptions, and by readingand responding to other intern’s posted perspectives.

LINKED COURSE REQUIREMENT

Interns must be enrolled in or have successfully completed the linked literature course (pre/co-requisite):

ENG 459/ENG 559/AFH 459 African American Children’s Literature

REQUIRED TEXTS

• The Service Learning Program African/American Latina(o) Children’s Literature Intern Manual
• The Service Learning Program Reflection Manual

COURSE REQUIREMENTS

• Attendance is mandatory at all training sessions, weekly meetings, and teaching days
• Complete all assignments (training, mid, and end-of-semester)
• Lead small groups of children in literacy activities twice a week
• Participate in computer-mediated reflection (two entries per week)
• Write student evaluations for each of your students at mid-term and end-of-semester
• Write final reflection assignment

FINAL GRADE COMPONENTS

Please consult the GRADING CRITERIA document following this syllabus for the criteria upon which points are based.

I. TRAINING & WEEKLY MEETINGS (10% OF FINAL GRADE)

A. Training (max. 10 points per session):

The first two weeks of this course are devoted to workshops designed to prepare you for working with your students.

• Attendance at these workshops is mandatory.
• Please consult the Calendar (in the DAILY RESOURCES section of PART I: THE BASICS in this manual) for a detailed Training Schedule.

B. Weekly Meetings (max. 10 points per session)

Meetings are held each week to reflect on that week’s activities, discuss issues, ideas, and generally lend each other support.

II. LESSON PLANS & TEACHING (45% OF FINAL GRADE)

Depending upon the number of students and interns, the class will be divided into several small groups of 2-5 students each. An intern will head each small group and engage the students in the day’s activities. You will work with the same small group of children all semester.

Each intern is required to prepare and implement literacy activities designed to meet the needs of the students in his/her group. There should be a written plan for each teaching day, which is to be submitted to your facilitator the week prior to its implementation. You may earn a max. 20 points for each lesson as follows:

A. Planning the lesson plan (max. 10pts)

B. Teaching (implementation of the lesson plan) (max. 10 pts)

III. REFLECTION (30% OF FINALGRADE)

Blackboard is utilized for the computer-mediated reflection portion of the internship. Through the online discussion group on Blackboard, interns reflect upon assigned readings and the week’s activities, practice self-critique, and offer support to fellow interns.

• Two Blackboard entries worth a total of 15 pts. are due each week, one by midnight Wednesday and bymidnight on Sunday.

IV. ASSIGNMENTS (15% OF YOUR FINAL GRADE)

All assignments (except the final reflection assignment) are graded on a 10-point scale.

PORTFOLIO:

To maximize your effectiveness and performance in this internship it is strongly encouraged that you maintain an organized portfolio (Service Learning Notebook) of all course materials.

• It is suggested that you utilize a large 3-ring binder for this purpose and include the following in an orderly fashion with tabs labeling each section:
  • Internship Directory
  • Field Trip write-up
  • Student Rosters
  • Assignments
  • Lesson Plans (in chronological order and including all related materials)

Grading Scale:

A = 92-100% B = 82-91% C = 72-81% D = 65-71% E = below 6

1Reading Excellence Program overview, http://www.ed.gov/offices/OESE/REA/overview.html.

ENG 484/ ENG 584/ AFR 490

African American/Latina(o) Children’s Literature

SERVICE LEARNING GRADING CRITERIA

Information from the syllabus is repeated here with the addition of specific grading criteria.

FINAL GRADE COMPONENTS

Attendance is extremely important. If you miss a weekly meeting or teaching day, you will receive 0 points for that day.

Punctuality is also very important. Points will be deducted for tardiness. 3 tardies is equivalent to one absence, i.e. you will receive 0 points for that day the third time you are late.

I. TRAINING & WEEKLY MEETINGS (10% OF FINAL GRADE)

A. Training (max. 10 points per session):

The first week of this course is devoted to workshops designed to prepare you for working with your students.

Points are based upon: punctuality, preparation, participation, & productive contribution.

Please consult the Calendar (in this manual) for a detailed Training Schedule.

B. Weekly Meetings (max. 10 points per session)

Meetings are held each week to reflect on that week’s activities, discuss issues, ideas, and generally lend each other support. Points are based upon: punctuality, participation, & productive contribution.

II. TEACHING (45% OF FINAL GRADE):

Each intern is required to prepare and implement literacy activities designed to meet the needs of the students in his/her group.

You may earn a max. 30 points for each lesson as follows:

A. Planning (max. 15pts)

There should be a written activity plan (see Activity Planner in DAILY RESOURCES section of this

manual) for each teaching day, which is to be submitted to your facilitator the week prior to its implementation.

• Points are based upon the thoroughness, thoughtfulness, creativity, and appropriateness of the activity plans
• Plans should evidence an attempt to tailor the activities to the needs of your particular students

B. Implementation (max. 15 pts)

At each teaching session (twice a week) the points you earn will be based upon the following:

• Attendance & Punctuality:
  • There are no excused absences—no make-up activities are possible
  • Points will be deducted for tardiness—also 3 tardies is equivalent to one absence
  • In the event of an emergency or illness you must contact (directly, do not leave a message) your Supervising Intern.

If you are unable to reach your Supervising Intern, contact your Site Manager (Lisa Rodrigue 727-7668) and a fellow intern or other Service Learning administrator (see Administrators List preceding the syllabus in this manual).

• Appropriate Dress: Please refer to the Dress Code in this manual.
  • This code must be observed whenever you are with your students.
  • Violations of this code will result in a loss of points.

• Preparation: Demonstrates time spent reviewing activity plan and content and thought given to the best mode of implementation for your students

LESSON PLANS & TEACHING (cont’d)

• Professional: Positive attitude and respect towards students, fellow interns, TA, and classroom teacher

• Engaging/Creative:
  • Maintains students’ focus on lesson
  • Actively engages students in the book and activities:
  • Animated delivery
  • Enthusiasm for the book/activities
  • Stimulation of productive discussion/participation
  • Effective utilization and integration of any audio/visual aids or supplemental materials
  • Effective behavior management

C. Report (max. 5pts)

• Thoughtfully and thoroughly completing the “Report” section of the Activity Planner (see DAILY RESOURCES section of this manual) after implementation of lesson.
  • Completed activity planners are to be submitted on the following Tuesday.

III. REFLECTION (30% OF YOUR FINALGRADE):

Blackboard is utilized for the computer-mediated reflection portion of the internship. Through the online discussion group on Blackboard, interns reflect upon their internship experience within the context of assigned readings. In responding to the prompts, you should incorporate past life experience as well as your experiences in the internship.

• Two Blackboard entries worth a total of 20 pts are due each week by Sunday at midnight.
• Late entries may be submitted for a maximum of 10pts by Monday midnight. No credit will be given for any posts that are more than a day late.
• Please refer to the REFLECTION section in this manual for the required format for these entries and for instructions on how to use Blackboard.

IV. ASSIGNMENTS (15% OF YOUR FINAL GRADE):

A. Mid-Semester & Final Assignments:

• At midterm and at the end of the semester you must complete Student evaluations for all 4 groups
• (each one worth 10 points – total of 40) and a Best Reflection assignment (worth 10 points).
• Your Final consists of a Paper and Portfolio.
• Check the manual for assignment criteria and due dates.
• All assignments must be typed in a legible font (such as Arial, Times New Roman, etc.)

1. Student Evaluations (turn in two copies)

2. Best Reflection

3. Final Paper (turn in two copies; due only at end of semester)

Like all your classes at Converse, in this class, you are bound by the Converse Honor Tradition.   You may review the honor tradition in the Student Handbook.  With regard to class work, remember that you are honor-bound not to cheat or plagiarize, not to lie about your work, and to report others if they violate the honor tradition.

Remember that you must pledge all written work.  I will not grade work if it is not pledged.

COURSE DESCRIPTION AND OBJECTIVES:

This course examines American history from 1876, the end of Reconstruction, to the end of World War I.  These years mark the emergence of America as we know it–as a world economic, diplomatic, and military power.  This period was also a time of constant change–social, political, and economic.  Change generates new problems, and Americans sought to address these problems with numerous reform movements that were based on voluntary activity by individuals.  We will examine the nature of social reform movements and their successes and failures in this period.  We will also examine our assumptions about the nature of social problems and the appropriate ways to solve them by connecting our historical study to a study of a modern social service agency in the Spartanburg community.

In the process of studying this period, we will develop your skills in reading, analyzing, and synthesizing historical writing as well as your own writing and speaking skills.  This is a collaborative course:  we will all work together to integrate texts, lecture, discussion, research, and community involvement as the process for developing historical understanding.

Major issues:

1. What is “progress”?  Was “progress” good for all its citizens?  Was it good for democracy?

2. How did workers deal with changes in their conditions of work?  How did they seek to gain more control over their lives?

3. How did the federal government and business work together to bring about changes in the political economy to support modern economic development?

4. How did whites moving West view the Indians and the Hispanics they found there?  What policies did the federal government develop to deal with these earlier settlers?  How did these populations resist white encroachment?

5. How did late-nineteenth century Americans seek to “Americanize” newcomers?

6. How did white Southerners reorder race relations in the South after Reconstruction?  How did African-Americans cope with white domination?  Was the “New South” really new?

7. How did urbanization change the face of America?  What did people of the time make of the explosive urban growth?   Did the expanding metropolis provide an environment in which to address long-standing social problems or did it merely create new ones?

8. How did the nation’s public institutions respond to the Gilded Age’s growth and new wealth?

9. How were politics transformed in the Gilded Age?

10. What led to the rise of the Progressive reform movement at the turn of the century?  Were the Progressives conservative reformers, seeking to reinstate an old way of doing things?  Or were they radical visionaries seeking to remake American society?

11. How did Progressivism transform the American state?

12. Who benefited from Progressive reforms?

13. What role did women play in the reforms of the late 19^th and early 20^th centuries?  How did expectations about roles of women change?

14. Why did an environmental movement emerge during the late Gilded Age?

15. How and why did the United States seek to become a world power at the turn of the century?

THE WORK LOAD

Reading Load:

A little heavy at times.   As you’ll note in the schedule, some weeks, you will only need to read a chapter for class while in other weeks, you will need to read about entire books.  You will need to plan ahead, beginning the long readings during lighter reading weeks.  You’re a grown-up; I expect you to plan ahead and get the reading finished before class.  Our discussions will be based on the required reading as will the in-class writings, so it is critical that you do it in order to be prepared to participate in discussions and answer the in-class writing question.

Collaborative Work:

Undergraduate students will be assigned to a group; each group will then be assigned to a local social service agency.  Each member of the group will complete at least ten hours of voluntary activity with this agency, prepare a class presentation that places the work of the agency in historical context, and write a paper about the agency.  More information on the group project is available below and in class.

Writing Load:

You will do several types of writing in this class, including:

1. in-class writing on discussion questions about the reading. These 1-2 paragraph essays will generally be graded, and they serve as a springboard for discussion.  (They will also tell me whether you did the reading.)

2. a reflective journal that explores the things you have read, learned, seen, and experienced in the work for this course.  More information on the journal is available on a separate sheet.

3. a 3-5 page paper that identifies and explores the history of your group’s agency, the larger social issues addressed by your group’s social service organization, and its activities.

4. a 5-8 page take-home essay exam in which you synthesize information from your reading, from class discussions, from your group placement, and from other materials to formulate arguments and draw some conclusions about America during the Gilded Age and the Progressive Era.

Thinking Load:

Medium required, more invited.

Talking Load:

1. Daily participation.  And more than once.  Learning is an active process.  The more you participate, the more you learn.  Although I will lecture SOME in this course, the bulk of class time will be spent on intensive discussion of the readings either in small groups or as a whole class. I expect you to come to class having done the reading so that you can participate in the discussion in a meaningful way.  Participation is important; students learn a great deal from each other’s perspectives.  For that reason, participation is 15% of your course grade.  You cannot make an “A” in participation by simply showing up.  You have to TALK, but you should not plan to “wing it” in discussions.  Your comments and questions should be grounded in thorough and thoughtful consideration of the reading and the class materials.  I expect you to participate, not dominate.  Remember that your classmates also have things to contribute to the discussion.  Your participation grade will be based on your attendance, whether you come to class prepared, and the quality of your contributions to small group and full class discussions.

2. Small group presentation related to your experience in the community organization.

   See separate sheet for more information.

Attendance:

Your attendance is required.  If you don’t intend to be here every class day, for better or for worse, you’re registered for the wrong class.  One absence is acceptable–for good reason–but don’t feel obliged to take it. If you are ill or have a family emergency, I’d appreciate a phone call so that I’ll know you’re not just cutting class.  If you miss a class, I expect you to send your assignment with a classmate and I expect you to find out what you may have missed and make it up in time for the next class.

Your attendance is part of your participation grade.  If you are not here, you cannot possibly participate.  Excessive and unexcused absences will be reflected in your participation grade.  For example, if you miss one-fourth of all classes, you can expect to lose one-fourth of your participation grade off the top.

CLASS ORGANIZATION AND GRADING:

Requirements:

Participation 15%

In-Class Writing 20%

Reflective Journal 20%

Group Presentation 10%

Paper on Social Service Agency 10%

Take Home Final 25%

1. Read the syllabus.  The answers to many of your procedural questions are found there.  And hang on to your syllabus; it is your guide to this course.  You should also read instructions for assignments carefully.  Students often lose points on assignments because they fail to follow the instructions.

2. Late assignments will lower a student’s grade by one letter grade per day.

3. No late take-home exams will be accepted.  Late exams will receive a zero.

4. Do not email me your assignments OR put them in campus mail.  You should hand them to me in class or drop them off in my office.  The only exceptions to this rule must be approved by me IN ADVANCE.

5. If you have to miss class, send me an email or leave me a voice mail explaining why you are absent.

6. If you miss a class, I expect you to send your assignment with a classmate and I expect you to find out what you may have missed and make it up in time for the next class.

7. Treat each other and the instructor with respect.  You should not engage in private conversation while others are talking.  You should not use abusive language, roll your eyes, or otherwise show contempt for others’ opinions.  All of these are examples of rude and immature behavior.  You may express your opinions, including disagreement, in a civil tone without becoming disrespectful to others.

8. Turn your cell phones off.  Do not text message in class.

9. Bring the day’s assigned reading material to class.  We often refer to that material in class.  Pull it out of your book bag so that it is handy for use in class discussion.

Research Paper:

Because of the demands of the group project, this may not be the best course in which a junior or senior history major fulfills her research paper requirement in this course.  If you are considering trying to juggle both projects, please talk with me in the first week of the course.

REQUIRED READING:

Barry, The Great Influenza

Cahan, The Rise of David Levinsky

Keith, Rich Man’s War, Poor Man’s Fight

McGerr, A Fierce Discontent:  The Progressives in American History

Piott, American Reformers, 1870-1920

Worster, Rivers of Empire

THE WRITING CENTER

The Writing Center (located on the second floor of Mickel Library) can help you with writing assignments for this course.

SCHEDULE AND ASSIGNMENTS

The instructor reserves the right to change this schedule with advance notice.

Reading should be completed before class each week.

Date: Aug. 29

Topic: Intro to Course:  Progress and its Price

Date:  Sept.5

Reading: Piott, chap.1,2,5,6

Topic: Industrialists in the Gilded Age, Social problems:  evolving ideas about causes and solutions

Assignment Due:  In-class writing

Date: Sept. 12

Reading: Cahan, pp. 1-216

Topic: Workers in the Gilded Age

Assignment Due:  In-class writing

Date: Sept. 19

Reading: Cahan, pp. 217-530

Topic: Urban America:  Diverse Peoples

Assignment Due: In-class writing

Date: Sept. 26

Reading: Worster, selected chapters

Topic: “Civilizing” the Wild West

Assignment Due: In-class writing

Date: Oct. 3

Reading: Piott, chap. 4

Topic: The New (?) South

Assignment Due: In-class writing

Date: Oct. 10

Reading: Piott, chap. 8-9

Topic: Power and Politics in the Gilded Age

Assignment Due: In-class writing

Date: Oct. 17

Reading: Piott, chap. 3

Topic: Rural America and Populism

Assignment Due: In-class writing

Date: Oct. 24

Reading: McGerr part 1

Topic: Progressivism:  The Spirit of Reform

Assignment Due: In-class writing

Date: Oct. 31

Reading: Piott, chap. 12

Topic: Women’s Suffrage; Women’s Rights

Assignment Due: In-class writing

Date: Nov. 7

Reading: McGerr, part 2

Topic: Progressivism continued

Assignment Due: In-class writing

Date: Nov. 14

Reading: McGerr, part three

Topic: The American Empire

Assignment Due: In-class writing

NOV. 21-23  Thanksgiving Break—no class

Date: Nov. 28

Reading: Keith book, selected chapters

Topic: America and the Great War

Assignment Due: Group presentations in class. Reflective journals due.

Date: Dec. 5

Reading: Barry

Topic: Assessing the Age of Reform:  The 1918 Influenza Epidemic as Yardstick

Assignment Due: In-class writing.  Social service agency papers due.

Date:  Dec. 10

Assignment Due:  Take Home Final Due at 4 p.m. on Dec. 10

CONNECTING PAST AND PRESENT

A Group Activity for HST 422:  The Age of Reform

The Purpose of This Assignment

A major theme of this course is the development of voluntary activity to address social problems and achieve social change.  In the late nineteenth and early twentieth century, rapid industrialization, urbanization, and immigration aggravated many existing social problems and created some new ones.  At the same time, new ideas about science and society were reshaping Americans’ assumptions about what caused social problems such as poverty, alcoholism, juvenile delinquency, and crime.  New notions of causes led to new ideas about how to solve social problems.

New types of social service agencies grew out of all this intellectual and social ferment.  Many of today’s human service agencies are direct descendants of the agencies that appeared in the Age of Reform, and others ground their activities in ideas and philosophies that arose in the Age of Reform.  Therefore, to better understand the ideas of the Age of Reform and to better connect that past to our own present, undergraduate students in the course will complete a group project that gives them experience working with a local social service agency.  The goal here is to link the texts you are reading and the things you learn in class with the world beyond the Converse gates.

The Historical Context

In our reading and discussion, we will explore many themes related to social reform in particular:

• changing assumptions about the causes of social problems

• changing relationships between state and voluntary activities

• the role of religion in voluntarism and philanthropy

• how ideas about race, class, and ethnicity shape approaches to various social problems

• shifting definitions of appropriate realms of “public” and “private” endeavors

• why, and in what ways, people become involved in voluntary associations

• tensions between idealism and coercion in association activities

• the “professionalization” of voluntarism

The Basic Requirements

1. Each student will join a group of three.

2. Each group will be assigned to a local social service agency.

3. Each group will interview the agency director of another senior staff member about the history, origins, goals, and activities of the agency.  The goal here is to gain a shared understanding of the agency’s mission, the ways it tries to achieve that mission, and the history of the organization.

4. EACH student will complete ten hours of volunteer activity with the agency.  Students may do this work alone or with other group members, depending on her schedule.

5. EACH student will keep a reflective journal about her experience.  See below.

6. Each GROUP will make a class presentation that outlines the history, goals, and activities or your agency AND places them in the context of the social reform history that we have learned in class.

7. EACH student will complete a three to five page paper.

What Should You Write in Your Reflective Journal?

A reflective journal includes personal reflections, but those reflections should be connected to all the things you are learning in class including reading and class discussion.  Here are a few of the ingredients that go into a keeping a great journal:

• Journals should be snapshots filled with sights, sounds, smells, concerns, insights, doubts, fears, and critical questions about issues, people, and, most importantly, yourself.

• Honesty is the most important ingredient to successful journals.

• A journal is not a work log of tasks, events, times and dates.

• Write an entry after each visit. Write entries after you complete class readings or after a particularly thought-provoking class discussion.  If you can’t write a full entry, jot down random thoughts, images ,etc. which you can come back to a day or two later and expand into a colorful verbal picture.

• Final journals need to be edited for proper grammar and spelling.

These three levels of reflection may help you begin the process of reflection. Ask yourself some of the following questions:

The Three Levels of Reflection

The Mirror (A clear reflection of the Self)

What are my values? What have I learned about myself through this experience? Do I have more/less understanding or empathy than I did before volunteering? In what ways, if any, has your sense of self, your values, your sense of “community,” your willingness to serve others, and your self-confidence/self-esteem been impacted or altered through this experience? Have your motivations for volunteering changed? In what ways? How has this experience challenged stereotypes or prejudices you have/had? Any realizations, insights, or especially strong lessons learned or half-glimpsed? Will these experiences change the way you act or think in the future? How have you challenged yourself, your ideals, your philosophies, your concept of life or of the way you live?

The Microscope (Makes the small experience large)

What happened? Describe your experience. What have you learned about this agency, these people, or the community? Was there a moment of failure, success, indecision, doubt, humor, frustration, happiness, sadness? Does this experience compliment or contrast with what you’re learning in class? How? Has learning through experience taught you more, less, or the same as the class? In what ways?

The Binoculars (Makes what appears distant, appear closer)

From your service experience, are you able to identify any underlying or overarching issues that influence the problem? What could be done to change the situation? How is the issue/agency you’re serving impacted by what is going on in the larger political/social sphere? What does the future hold? What can be done?  Can you place this agency in some kind of historical context?

[This journal description is adapted from Mark Cooper, “Reflection:  Getting Learning Out of Serving,” available on-line at http://www.fiu.edu/~time4chg/Library/reflect.html.]

The Paper

Each student should write a three to five page selective and analytic history of the organization with which you worked.  Make sure to include:

• a description of the origins and mission of this agency.  What assumptions about social problems and their causes have shaped the work of this agency.

• a description of the structure of organization, how the organization evolved; who does the work? who gets paid? how is board/supervisory committee chosen?

• A description of who is served?  How is their eligibility for service determined?

• a description of the funding of organization; how it was funded in the past? Does it appear that there will be important changes in the future?

• A description and analysis of the historical context of the agency.  Place the development of the organization in framework that describes and analyzes the emergence of agencies in the area in which this organization works, and identify how conditions in which it is working have changed.

• Remember, your history should be analytical; that is, you should go beyond description to explanation and exploration.

UNDERGRADUATE PRESENTATION INSTRUCTIONS

To be made in class on November 28

At or near the end of the completion of each student’s ten hours of service, the group should:

1. Meet to develop a plan of action for a presentation that will not exceed 15 minutes.  Each student should do SOME of the talking in the class presentation.

2. Each presentation should do three things:

   • outline the history, goals, and activities or your agency.  Be sure to include who is served by the agency, how the agency determines eligibility for service, and some summary of the agency’s basic approach to social services.

   • briefly outline your volunteer work at the agency and your observations of whether the agency is meeting its own goals.

   • place the work of the agency in the context of the social reform history that we have learned in class.

3. Meet again to pull your parts together.  Rehearse the presentation AND time it.  I will penalize the grade of groups who go significantly over time.  Staying within your time limit is an important skill in life.

4. Students may use power point (presentations should be saved on your U drive or a CD-Rom) or other visual aids.

Presentations will be evaluated on

a) quality of the presentation—clarity, succinctness, and engaging presentation style. Do your individual parts flow smoothly?

b) quality of the research—evaluation of historical accuracy

c) contributions of each member of the group to the project.  For this portion, group members will have an opportunity to evaluate each other’s contributions.

This course examines the lives of women in various parts of the African continent, taking into account social, economic, and political change.  Looking into women’s private as well as their public lives, the course considers gender relations and family, issues of power, and resistance.  Readings include women’s own life histories and novels, as well as the work of academic historians.

Course Objectives:

1. To understand the great diversity in African women’s lives across time and space
2. To understand gender roles and relations within the public and private spheres
3. To understand the impact of social, economic, and political change on African women’s lives
4. To understand the ways in which women resist oppression and create identities for themselves

By the end of the semester, students should have made progress toward achievement of the following Undergraduate Educational Aims of Loyola University Maryland:

1. Intellectual Excellence: appreciation of intellectual endeavor and the life of the mind; excellence in a discipline; habits of intellectual curiosity.
2. Critical Understanding (Thinking, Reading, and Analyzing): the ability to evaluate a claim based on documentation, plausibility, and logical coherence; the ability to find and assess data about a given topic using general repositories of information, both printed and electronic; the ability to use information technology in research and problem solving, with an appreciation of its advantages and limitations
3. Eloquentia Perfecta: the ability to use speech and writing effectively, logically, gracefully, persuasively, and responsibly
4. Leadership: a willingness to act as an agent for positive change, informed by a sense of responsibility to the larger community
5. Promotion of Justice: an appreciation of the great moral issues of our time: poverty, racism, genocide, war and peace, the defense of human rights; commitment to promote justice for all, based on a respect for the dignity and sanctity of human life; commitment to and solidarity with persons who are materially poor or otherwise disadvantaged
6. Diversity: recognition of the inherent value and dignity of each person, and therefore an awareness of, sensitivity toward, and respect for the differences of race, gender, ethnicity, national origin, culture, and religion; awareness of the global context of citizenship and an informed sensitivity to the experiences of peoples outside of the United States; awareness of the multiplicity of perspectives that bear on the human experience, and the importance of historical, global and cultural context in determining the way we see the world

Written assignments include  two 7 page papers and a final exam.  Paper assignments and exam questions will be handed out in class.  Extensions will be given only with a note confirming a medical or family emergency.  (Notes should be from a doctor, Student Health Services, or the Advising Office).  Unexcused late papers will be penalized one-third of a letter grade per class period late.  Papers should include a title page, page numbers, footnotes, and bibliographies–conforming to the stipulations of A Writer’s Reference with a Guide to Writing in All of the Disciplines at Loyola.  Please consult the Department of History’s entry and the section on the Chicago Manual of Style (CMS).  Use the CMS format for footnotes and bibliography.

Service-Learning Option: In lieu of the first paper, you may opt to engage in a service-learning project that complements and enhances the course content. The service-learning option entails 20 hours of tutoring African refugee youth in the Baltimore community and a weekly journal of reflections on your experiences and their relationship to the course’s content.  Please see the professor immediately if you are interested in this option.  (See below for supplementary information on the Service-Learning Option.)

Academic Honesty: You have pledged to uphold the Loyola University Honor Code, which prohibits all forms of academic dishonesty.  Plagiarism or other forms of cheating will result in failure for the course.  This is History Department policy.  According to Black’s Law Dictionary (7th Edition), plagiarism is: “The act or an instance of copying or stealing another’s words or ideas and attributing them as one’s own.”

Grading: You are expended to attend all classes.  Absences will be excused only with official documentation from Athletics, Advising, Health Services, or a doctor.  You are expected to do all of the assigned readings and to be prepared to discuss them in class.  You must bring one readings-based discussion question to each class.  I will collect these at the beginning of the period and may call on students to present their questions for discussion.  The questions will be considered part of the “class participation” component of the grade.  If deemed necessary, unannounced quizzes, based on the readings, will be given.  Grades will be based on both written work and class attendance and participation.  Each of the following is worth 25% of the grade: 1) first paper/service learning option; 2) second paper; 3) final exam; 4) class attendance/participation.

Disability Accommodations: If you have a letter from Disability Support Services (DSS) indicating that you have a disability that requires academic accommodations, please give it to me at the beginning of the semester so that appropriate arrangements can be made.  If you need academic accommodations due to a disability and have not registered with DSS, please contact the DSS office at (410) 617-2062.

Laptop Policy: Laptops may not be used in class unless recommended by DSS.  Proper documentation is required.

RESOURCES (library reserve and bookstore):

Achebe, Chinua.  Things Fall Apart.  Bantam Doubleday Dell, 1959.  ISBN 0-385-47454-7

Ba, Miriama.  So Long A Letter.  Heinemann, 1981.  ISBN 0-435-90555-4.

Darko, Amma .  Faceless.  U.S. Distributor: Michigan State University, 2003.  ISBN 9-988550-50-2 or 978-9-988550-9.

Emecheta, Buchi. The Joys of Motherhood.  Heinemann, 1979.  ISBN 0-435-90972-X.

Nthunya,Mpho ‘M’atsepo.  Singing Away the Hunger: The Autobiography of an African Woman, 1997.  ISBN 0-253-21162-X.

Shaarawi, Huda.  Harem Years: The Memoirs of an Egyptian Feminist.  Feminist Press at CUNY, 1986.  ISBN 0-935312-70-6.

Smith, Mary F.  Baba of Karo: A Woman of the Muslim Hausa.  Yale University Press, 1981.  ISBN 0-300-02741-9.   [This book is out of print.  Several copies are on reserve in the Loyola/Notre Dame Library.  Photocopied copies are available at the book store.  You may be able to find second hand copies through the internet.]

Wright, Marcia.  Strategies of Slaves and Women: Life-Stories from East/Central Africa. [Posted online under course documents.]

Evaluation of Papers

Follows instructions

Answers all questions posed in the assignment

Uses assigned sources

Includes appropriate outside research/sources

Conforms to proper page length

Includes title page and page numbers

Includes properly formatted footnotes (CMS style)—full and abbreviated styles

Includes properly formatted bibliography (CMS style)

Content and Organization

Clear Introductory paragraph(s)

Provides necessary background information

Introduces key issues/cases/actors

Explains what the paper will demonstrate

Includes strong, clear thesis statement

Substantiates claims with evidence; thoroughly researched, properly cited

Sustains argument throughout the paper; makes regular reference to argument

Cogent organization, logical progression of paragraphs

Sharply focused paragraphs, strong topic sentences, only one idea per paragraph

No extraneous information; each paragraph contributes to building the argument

Transitions between paragraphs linking one paragraph to the next

Strong concluding paragraph

Writing Style

Clear, grammatical sentences; proper word usage; variation in word choice

Proper spelling and punctuation (evidence of proofreading)

Class Schedule

Week 1

Mon. Jan. 17, Martin Luther King Jr. Holiday (NO CLASSES)

Wed. Jan. 19, “Introduction”

Fri. Jan. 21, Refugee Youth Project Presentation

Week 2

Mon. Jan. 24, “Marginal Women: Slave Women on the Eve of ColonialConquest”Readings: Wright, pp. 47-57; 81-121.

Wed. Jan 26, “Gender Roles in the Precolonial Period”Readings: Achebe, pp. 3-109.

Fri. Jan. 28, “Continuity and Change in African Cultures”Readings: Achebe, pp. 110-209.

Week 3

Mon. Jan. 31, “Introduction: Women of the Muslim Hausa”Readings: Smith, pp. pp. 7-34.

Wed. Feb. 2, “Childhood”Readings: Smith, pp. 37-82.

Fri. Feb. 4, Video: “Becoming a Woman in Okrika” (VHS 2855)Readings: Smith, pp. 85-137.

Week 4

Mon. Feb. 7, “Marriage and Childbirth”Readings: Smith, pp. 138-173.

Wed. Feb. 9, “Polygamy, Friendship, and Adopted Kin”Readings: Smith, pp. 174-213.

Fri. Feb. 11,   Video: “Masai Women” (VHS 2473)“Widowhood, Prostitution, Adultery, and Divorce”Readings: Smith, pp. 217-254.

Week 5

Mon. Feb. 14, “An Upper-Class Egyptian Woman”Readings: Shaarawi, pp. 1-32.

Wed. Feb. 16, “Childhood in the Harem”Readings: Shaarawi, pp. 33-61.

Fri. Feb. 18, “Rebellion and Independence”Readings: Shaarawi, pp. 62-82.

Week 6

Mon. Feb. 21, Video: “Disappearing World: the Mende” (VHS 5764)FIRST PAPER DUE

Wed. Feb. 23, “Married Life in the Harem”Readings: Shaarawi, pp.83-111.

Fri. Feb. 25, “Political and Personal Protest”Readings: Shaarawi, pp. 112-137.

Week 7

Mon. Feb. 28, “Introduction to South Africa and Lesotho”Readings: Nthunya, ix-48.

Wed. March 2,  “Motherhood, In-Laws, and Love”Readings: Nthunya, 49-94.

Fri. March 4, Video: “Maids and Madams” (VHS 3953)

Week 8

SPRING BREAK (NO CLASSES)

Week 9

Mon. March 14, “Tragedy, Work, and the Hard Life”Readings: Nthunya, 95-132.

Wed. March 16, “Conclusion”Readings: Nthunya, 133-171.

Fri. March 18, Video: “You Have Struck a Rock” (VHS 3346)(Work on Paper topics.)

Week 10

Mon. March 21, Video: “Children of Apartheid” (VHS 3348)PAPER TOPICS DUE

Wed. March 23, Digital Instruction Session (Meet in Library.)

Fri. March 25,  “The Centrality of Motherhood”Readings: Emecheta, pp. 7-55.

Week 11

Mon. March 28, “Failure and Rebirth”Readings: Emecheta, pp. 56-100.

Wed. March 30, “Motherhood and Polygamy”Readings: Emecheta, pp. 101-150.

Fri. April 1, “A Woman’s Lot”Readings: Emecheta, pp. 151-197.

Week 12

Mon. April 4, “Honor and Shame”Readings: Emecheta, pp. 198-224.

Wed. April 6, Video: “With These Hands: How Women Feed Africa” (VHS 3948)(Work on your second paper.)

Fri. April 8, Video: “Faat Kine” (VHS 9796) Readings: Ba, (first half of book)

Week 13

Mon. April 11, “Polygamy, Resistance, and Abandonment”Readings: Ba, (second half of book)

Wed. April 13, “Street Children in Accra”Readings: Darko, 9-96.

Fri. April 15, “Family Traumas”Readings: Darko, 97-172.

Week 14

Mon. April 18, “Child Prostitution”Readings: Darko, 175-232.

Wed. April 20, Video: “Mama Benz: An African Market Woman” (VHS 8503)SECOND PAPER DUE

Fri. April 22, Easter (NO CLASSES)

Week 15

Mon. April 25, Easter (NO CLASSES)

Wed. April 27, Service-Learning Presentations

Fri. April 29, Service-Learning Presentations

Week 16

Mon. May 2, Video: “Asante Market Women” (VHS 7190)

FINAL EXAM:

Sec. 01 (MWF 12-12:50), Mon., May 9, 1:00-4:00 PM.

Sec. 02 (MWF 1-1:50), Fri., May 13, 9:00 AM-12:00 noon.

Service-Learning Option

What is Service-Learning?

“At Loyola College, service-learning refers to experiential learning within academic courses that is gained through structured reflection on community-based service….Essential components of service-learning include: learning and service which enhance one another, reciprocal partnership with the community, and meaningful, structured reflection.

“Service-learning courses at Loyola intentionally contribute to those Undergraduate Educational Aims which promote justice, diversity, leadership and social responsibility.  These values are central to the Jesuit educational mission of Loyola College and of all Jesuit colleges and universities.” [This definition of service-learning and related course criteria were approved by Loyola’s Council of Academic Deans on November 11, 2005.]

How does Service-Learning relate to this course?

Participation in Service-Learning will be especially useful in helping students to grasp Course Objective 2: understanding gender roles and relations within the public and private spheres; and Course Objective 3: understanding the impact of social, economic, and political change on African women’s lives.

How do I participate in the Service-Learning option?

HS 389D  service-learning participants will work with: Baltimore City Community College’s Refugee Youth Project (RYP), a tutoring program for elementary and middle school-age African refugees who have settled in Baltimore.   www.refugeeyouthproject.org Service-learning participants will tutor African students during a two-hour session once a week for approximately 8 weeks.  Over the course of the semester, service-learning participants will work a total of 20-21 hours, including 3-4 hours of training, 16 hours of tutoring, and a one hour Loyola-sponsored reflection session.  They will help the African students with English language skills, school assignments, and general acculturation.  Extra-curricular weekend activities, for additional service-learning hours, are also available.

Main Service-Learning Sites:

Refugee Youth Project (BCCC): Upton Community, (meets at the AME Zion Church, 1128 N. Pennsylvania Avenue (corner of Pennsylvania Ave. and Dolphin St.), Baltimore, MD 21217.  The tutoring days are Mondays, Tuesdays, Wednesdays, and Thursdays, from 3:30-5:30 PM.

Refugee Youth Project (BCCC): Moravia Park Elementary School, 6201 Frankford Ave., Baltimore, MD 21206.  The tutoring days are Mondays, Tuesdays, Wednesdays, and Thursdays, from 3:45-5:45 PM.

A limited number of volunteers may be able to work with high school students if they prefer:

Refugee Youth Project High School Program, Patterson High School, Room 120 Transportation and Engineering Academy, 100 Kane Street, Baltimore, MD 21224.  The tutoring days are Wednesdays and Thursdays, 3:30-5:30 PM.

Finally, there are some opportunities to work with adults in BCCC’s adult literacy classes and Community ESL classes.  This option is limited to students who can only volunteer in the mornings, evenings, or on Friday afternoons.  Volunteers interested in assisting teachers with these classes should contact BCCC’s Refugee Program Manager.

Please inform the RYP site coordinator and Loyola’s student service coordinator which day works best for you.  Once you have committed to a particular tutoring session, you must stick with it–unless you make alternative arrangements with the site coordinator.  (E-mail  or call their cell phones, below, if you run into a last-minute problem.)  Your students are counting on you!

Before beginning the program, service-learning students must:

1. Read and sign the service-learning handout.  (Return signature page to your professor by January 31.)
2. Attend a mandatory volunteer training session.  (See details below.).
3. Complete the form, “Loyola Acceptance of Risk for Community Service in a Service-Learning Course,” which will be distributed at the volunteer training session.  (Submit to Loyola’s student service coordinator.)
4. Complete BCCC’s volunteer application–with three references–which will be distributed at the training session.  You may use me as one of your references.  (Submit to Loyola’s student service coordinator.)
5. Obtain a criminal background check.  (See below.)

Criminal Background Check: As of January 1, 2009, all BCCC volunteers (including RYP ) will be required to obtain criminal background checks before they can begin their service.  Details will be provided at the volunteer training session.

The first volunteer training session will be on Saturday, January 29, from 9:00 AM-12 noon in Cohn 33.  RSVP Required!  The session will cover cultural sensitivity, cross-cultural communication, English for Speakers of Other Languages (ESOL) teaching methods, refugee resettlement, behavior management, and general questions about the program.  If you cannot attend this session, please let me know, and I will help to make alternative arrangements.  In addition to the 3-hour volunteer training session, brief on-site training will be held during the first few weeks of the semester.  This will require going 15-20 minutes early and staying 15 minutes late during those weeks.

How can I get to my Service-Learning site?

If you have a valid driver’s license, three points or less on your license, and no outstanding tickets, you may apply for authorization to drive a Loyola-owned vehicle.  Car-pooling in a Loyola-owned vehicle is strongly encouraged! (Loyola insurance covers authorized drivers using Loyola-owned vehicles.  It does NOT cover members of the Loyola community who are using their own vehicles.  Moreover, Loyola vehicles come with a full tank of gas at the outset and a gas credit card for free gas, to be used as needed!)  (NB: You may not transport non-Loyola folks, including the children you are tutoring, in Loyola vehicles.)

The Service Coordinators with the Refugee Youth Project at the Center for Community Service and Justice (CCSJ) will help you to become an authorized driver, reserve Loyola vehicles, and arrange service-learning carpooling.

Instructions for becoming an authorized driver and reserving a vehicle, as well as the Driver Authorization Form can be found on the CCSJ website:  http://www.loyola.edu/ccsj/service_learning/students/index.html

If you plan to drive a Loyola vehicle, please begin the authorization process IMMEDIATELY.  It can take a few days for authorization to be approved, and vehicles cannot be reserved until the driver is authorized.  Driver authorization is good for three years.  If you are have been authorized previously, but are not sure of the date, contact the Motor Pool or the department through which you received authorization.

How can I contact my Service-Learning Community Partner and CCSJ’s Service Coordinator?

The CCSJ Service Coordinators are: [information deleted]

The coordinators for the tutoring programs are: [information deleted]

Besides tutoring once a week, what else does the Service-Learning option entail?

-Structured, continuous reflection is a critical component of service-learning.  After the volunteer training session, each of the eight tutoring sessions, and the Loyola reflection session, you will make an entry in your service-learning journal, reflecting on your experiences and their relationship to the course’s content.  At the end of the semester, you will have written 10 reflections.  Each entry should be one to two doubled-spaced pages in length. (I will provide specific questions for you to consider.  However, you are also free to make your own observations.)  The reflections should be e-mailed to me at the end of each week. The reflections should be in a typed, double-spaced Word document, with your name, service-learning site, and the date of service at the top of the first page.  I will respond to each reflection.  (Please read my responses!)  If you do not receive a response within a couple of days, please confirm that I have received it.

RYP and CCSJ staff are extremely interested in your reactions to the service-learning experience.  Therefore, I would like to share selected service-learning reflections with them.  Unless you personally indicate to me that you would prefer not to share your reflections, I will assume that silence indicates consent.

-Service-learning students are required to participate in one Loyola-sponsored reflection session during the semester.

-You will be asked to share your reflections with your classmates in a variety of ways.  Periodically, I will ask you to discuss your service-learning experiences with the class.  You will make a brief presentation to the class at the end of the semester.  (See class syllabus for specific dates.)

-As a service-learning participant, you will write one, instead of two, papers for this class.  In your paper, due on Monday, April 20, you might choose to investigate the history of women and gender relations in one of the African population groups with whom you are working.  (This is a variation on the second paper assignment that I will hand out in class, so please do not disregard that assignment.)  I will work with you to develop appropriate paper topics.

Service-Learning Reflection Questions

Although I expect you to submit service-learning reflections each week, the following questions will help you to reflect on Course Objective 2: “understanding gender roles and relations within the public and private spheres”; and Course Objective 3: “understanding the impact of social, economic, and political change on African women’s lives.”

NOTE: The following questions are suggestions only.  You may choose to reflect on other things or to answer these questions at different points in the semester.  Please use your own judgment as to whether or not it is appropriate to ask these questions at all.  In recent semesters, the RYP children have felt “interrogated” and resistant to talking about Africa, their native language, etc.  If you are sensing that this is the case, hold back on the questions and focus on observation only.  You might also ask your site coordinator to tell you from which countries the  children come.  Take some time to investigate those countries and their conflicts on the internet.  This will help to give you some idea of the situations that caused the children’s families to become refugees.

Week 3:  From what African countries do the students at your tutoring location come?  (Where were they born and in which countries have they lived?)  When did they leave Africa?  Which European countries conquered and colonized their homes?  What languages do they speak?  Ask the children to teach you a few words in their native language.  If they went to school before they came to the United States, what language did they speak at school?  Did their mothers go to school?  Their fathers?  Do their mothers and fathers speak English?

Week 5:  How many girls are there at your tutoring location?  How many boys?  Do boys and girls seem to have different attitudes and ways of learning?  Do they interact differently with the tutors?

Week 7: In conversing with the students you tutor, can you find out if they have brothers and sisters–and how many?  How do siblings interact at RYP?  Specifically, what role do older siblings play?  Do you notice anything in regard to homework help, discipline, sharing, or safety?  How do the girls help at home?  How do the boys help at home?  Do they have enough time to do their homework?  How do they spend their free time?

Week 9: Do the girls hope to finish high school?  What do the girls want to do after they finish school?  At what age do young women in their cultures tend to marry? Young men?  Have any women in their families earned money outside the home?  If so, what sorts of work have they done?

Week 11: Have you noticed any changes in the girls’ attitudes and skills over the course of the semester?  The boys’?  In what ways have they adapted themselves to American culture?  In what ways have they retained aspects of their own cultural backgrounds?

I HAVE READ THE SERVICE-LEARNING HANDOUT AND AGREE TO FULFILL THE REQUIREMENTS DESCRIBED IN THE DOCUMENT.

SIGNATURE______________________________________________DATE____________

This course provides the basis for understanding potential problems of intercultural communication that arise in interactions between people from different cultures. As Samovar notes, complex nature of human behavior produces many communication problems-perhaps more than the problems addressed in this course. It is for this reason that we will explore how diverse cultural orientations influence the way we perceive and interact with an increasingly culturally diverse world. The overall purpose of this class is to understand causes of intercultural conflicts in different communication settings (interpersonal, small group, school, workplace and global) and how to manage them effectively.

Specific objectives are:

1. To learn how culture, your own and other peoples’, shapes the understanding of intercultural conflict analysis.
2. To explore cultural awareness of ‘self’, ‘other’ cultures and the challenges encountered in interaction between people of diverse culture.
3. To analyze cases of intercultural conflicts in diverse situations namely; interpersonal, small group, schools, workplace and global contexts, and acquire knowledge and skills that increase intercultural conflict competence.
4. To gain a critical perspective on local and global issues by using service learning pedagogy to address problems ensuing from increasing cultural diversity in St. Cloud.

Approach to Teaching and Learning about Cultural Diversity

You will have an opportunity to gain knowledge, skills and positive attitudes that increase your intercultural communication competence. I have adopted pedagogical approaches that include lectures, simulation, reflection exercises, role plays, small groups discussions, and service-learning that allow us to acquire an attitude of valuing diversity.

Course Text & Readings

Ting-Toomey, S. & Oetzel, J. (2001). Managing Intercultural Conflict Effectively.  Thousand Oak, CA: Sage Publication

Additional readings are available on e-reserve as indicated on the class schedule.

Service-learning pedagogy material will be posted on D2L from time to time. You will be notified via email.

Conceptual Outline of the course

The course is developed to address the following areas of interest in understanding intercultural communication problems and how to develop intercultural communication competence and effectively manage intercultural conflicts.

1. Problems of Intercultural Communication

You will learn about factors that explain problems of intercultural communication and ways to improve intercultural interactions. Additionally, key terms in the course will be defined. We will also consider pedagogical approaches relevant to helping students to acquire knowledge, skills and attitudes needed to become a competent intercultural communicator.

2. Theorizing Intercultural Conflict

You will learn the theories and concepts basic to the understanding of intercultural conflicts that arise when people from diverse cultures interact.

3. Service-Learning Pedagogy

The course uses service learning pedagogy to allow you an opportunity to gain a critical perspective on local and global issues and in particular, to address problems ensuing from increasing cultural diversity in St. Cloud.

4. Intercultural Conflicts in Diverse contexts

Interpersonal relationships-You will learn to understand elements that affect effective interpersonal communication between people from different cultures.

School setting- You will learn about challenges of cultural diversity as you engage in experiential learning with local High school students from diverse cultural backgrounds

Diverse work groups’ setting- You will learn about how to work effectively in a groups with people from diverse cultures

Workplace setting- You will learn about managing effective managers-employees relations in a diverse workplace

5. Becoming Competent in managing intercultural conflicts

You will have an opportunity to critically reflect on lessons learned about problems in intercultural communication and importance of service learning as a pedagogical approach that generates new knowledge and develops skills that help you to effectively communicate in diverse communication settings.

Assignments

Complete guidelines for each assignment are contained in the assignments package

Summary of Assignment and Proportion of Final Grade.

Final Group Presentation – 100 pts

You and your group members will do a presentation on an assigned topic to the class.

Research Paper – 100 pts

You will do research on an intercultural conflict you are involved in or aware of. The analysis of this conflict will be based on the culture-based situational model developed by Ting-Toomey.

Journal Entries – 60 pts

You will write a one page reflection after each S-L session. See Field notes form posted on D2L.

Service-Learning Sessions activities – 60 pts

You and your group will participate in preparation of activities for each S-L session.

Tests – 100 pts

Two short essay and definition of terms exams over two chapters-50pts each

Participation – 30 pts

Attendance & participation in class activities

Attendance – 30 pts

Attendance to SL sessions (5pts each session)

Guest speaker – 20 pts

You will write a one page reaction paper to guest speakers’ lectures

Total – 500 points

Grading Scale

Letter Grade-Percentages-Letter Grade-Percentages

A 100-95%

A- 94-90%

B+ 89-87%

B 86-84%

B- 83-80%

C+ 79-77%

C 76-73%

C- 72-70%

D+ 69-67%

D 66-63%

D- 62-60%

F 59-0 %

Course Policies, Procedures and Courtesies (excerpted)

Attendance

Class and service-learning sessions is considered mandatory. It is five percent of your final grade. Because this is an interactive class, regular and prompt attendance is necessary. If you must miss a class/service learning session, make sure that you have documentation to verify your absence (personal family, medical emergencies only). In case this emergency requires two or more absences, we will discuss the possibility of a grade of I (Incomplete) or W (Withdraw).  Consult with your peers for material covered in class. After you have done so, feel free to ask me questions about the material covered during your absence. Also, if you are involved in a group project and encounter dire emergency, which prevents your being present for a presentation, it is your responsibility to contact one of your group members prior to class time. Do not bother to tell me about your absence (after missing class). However, you can be courteous and let me know in the first two weeks of class of important things that you think I should know e.g. medical related issues so that your absence does not jeopardize your final grade. I want all of you to succeed in this class and to do so we have to act with respect for each other. Excessive tardiness or absences will jeopardize your final grade, regardless of work completed. Missing SL sessions means 5 points off the SL attendance points and a ZERO for journal. Only one excused absence for class attendance allowed.

Written, Service-Learning (SL) activities and group project assignments.

Students will use non-racist and non-sexist language in class and in written work. All written work will meet the standards of academic and professional quality (no spelling, grammar or punctuation errors; please proof read your papers prior to turning them in). All of these factors along with the overall quality of the work (clarity of thinking, organization of text, etc.) will be considered in assigning a grade.

Unless otherwise stated, all written assignments are to be typed, double-spaced, and free of spelling and grammatical errors. In-class writing assignments must be legibly hand-written. All assignments and presentations are due on the scheduled dates AT CLASS TIME. Late assignments, for whatever reasons (including computer equipment failure) will be penalized one (1) full grade for each day late. (e.g. B to C) Since you know the due dates well ahead of time, there is not good excuse except for emergencies.

Group projects presentations and SL activities will be presented on the days assigned. The guidelines for attendance stipulate penalties for missed assignments/ unexcused absences. You have to be available for all group projects presentations. If your peers are going to be there to listen to you its only fair that you be there to hear them too. Likewise, absence during group presentations will affect your group grade 5points off the points awarded to your group. For example 90 points will drop to 85.

Golden Rule

Never fail to raise a question on any issue regarding the course that is not clear in your mind. I am here to work with you and ensure that we all experience a very enriching learning process. I wish you all well and look forward to a productive semester.

Class Weekly Schedule (Subject to changes)

Period/Topic/Reading

Week 1 – Introduction to the course& define key terms, Reasons for studying intercultural conflict, Service-learning pedagogy in promoting intercultural/interracial relations/Ch. 1 (1-15), Ch. 1 (15-26), Handout/D2L

Week 2 – The Culture-based situational model, Theoretical approaches to managing conflicts, Group meetings/ Prep for SL#1 session. Read articles assigned for next week/Ch. 2/ Handout/ D2L

Week 3 - S-L /Civic Engagement Literature/Loeb: Soul of a Citizen:  Introduction: ‘If I am not for myself, who will be for me? And I am only for myself, what am I. Pipher: Cultural Collisions on the Great Plains. Mutua-Kombo: Using service-learning pedagogy to promote interracial relation.

Week 4 – Service-Learning 1st Session: Be the Change You Wish to See In the World @ Apollo High School

Week 5 – Intercultural conflict in interpersonal relationships, Guest speakers, Test # 1 on chapters 1, 2 & service learning, Group meetings/ Prep for 2nd SL session/ Ch. 3

Week 6 – Service-Learning 2nd Session: “Many Voices One World” @ Apollo High/Session #1 Journal due

Week 7 – Intercultural conflict in diverse work groups, Video: Supervising differences, Group meetings/ Prep for 3rd SL session, Test#2 Take Home (chap.3&4)/Ch. 4

Week 8 – Service-Learning 3rd session “Understanding and Respecting Cultural Differences” @ SCSU/Session#2 Journal due

Week 9 – SPRING BREAK

Week 10 – Service-Learning 4th Session: Intercultural Communication Skills & Principles of Nonviolence Communication” @Sauk Rapids-Rice High/Handout/D2L

Week 11 – International conflicts/ Post-conflict peace communication, Non-Western conflict management approaches, Challenges of doing research in post-conflict settings, Discussions and group meetings to prepare for 5th session /Mutua-Kombo, E. (2008). Rwandan Women’s words, actions and meaning: a researcher’s reflection.

Week 12 – Service-Learning 5th session: “Bridging Differences & Managing Intercultural Conflicts Effectively” @ Tech High/Session#4 Journal due

Week 13 – Discussions and group meetings-prep for 6^th session

Week 14 – Service-Learning 6th session: “Becoming an Ally” @ SCSU/Session#5 Journal due/Handout/D2L

Week 15 - Intercultural Conflict Competence, Reflections on lessons learned about intercultural conflicts; causes, effects and management across cultures, SL surveys & Course Evaluations, Research paper due/Ch. 6

Week 16 – Group Presentations, Group#1: A Campus of Difference, Group#2: A Community of Difference, Final Journal Entry 6: Assess you own learning due

Week 17 – Group Presentations, Group#3: A Workplace of Difference, Group#4: A Global Community of Difference

CMST 339 Communicating Common Ground

Service-Learning Sessions’ Agenda Spring 2011

Preamble

The theme for CCG 2011 is “Be the change you wish to see in the world”- Mahatma Gandhi. All six service-learning (SL) sessions will emphasize on skills that support the development of this challenging civic obligation “Be the change…” among participating students. CMST 339 students will use the SL sessions to gain a greater understanding of the theory and praxis of intercultural conflict management.

We will apply CMST 339 course content in ways that it informs the understanding of Gandhi’s philosophy in developing knowledge and skills to build strong intercultural and interracial relationships in our schools and communities. We seek to build capacity within high school students to become change agents in their schools. By using community based strategies to intercultural and interracial understanding, relationships will be build, conflicts managed and positive attitudes about peace, and co-existence fostered.  Specifically, the SL sessions aim to do the following:

• Develop civic and leadership skills to empower students to bridge differences and imagine a shared vision of our community.
• Educate students about ways to individually and collectively take leadership/responsibility in transforming their schools, communities, nation and the world into spaces of compassion, peace, and co-existence.
• Promote dialogue as a means to chart new ways for peaceful co-existence and intercultural learning.

Session# 1 Be the Change You Wish to See In the World @ Apollo

Students will engage in activities intended to develop critical self awareness of their role in making a difference in their schools, communities and the world. Students will reflect on what it takes to be the change one wishes to see in the world. For example, what do you do to when people are mean to those who are different based on their race, culture, religion, sexual identity, disability? Do you do something or choose to sit back and do nothing?  These questions among others will be answered during this first session and set the tone for what we will be doing for the rest of the semester.

Getting started

• Introductions (develop a fun activity to break the ice)
• Expectations (what do you all want for your group to succeed)
• Ground rules (ensure everyone participates in setting the ground rules)

Session’s Activity

The goal of this session is to ensure that the students understand the meaning behind the philosophy “Be the change you wish to see in the world”

Perhaps you may want to start off by asking the students why they joined CCG?  After listening to their responses, transition to discuss the questions below- Feel free to develop more questions as needed.

• What Mahatma Gandhi’s philosophy mean to you?
• Is it necessary to be the change you wish to see in the world? Why?
• What are the benefits of embracing this philosophy?
• What challenges come your way of fully embracing this philosophy?
• What are some of the ways to overcome the challenges encountered?

Self-Reflection activity

It is important that we recognize that the call to “Be the change…….”is one that touches on the very core of our consciousness. In this regard, we have to reflect on the inner self- who we are –and how we perceive others. How then do our perceptions of self and others impact how we act to promote understanding across differences?

Ensure that the high school students understand that embracing Gandhi’s philosophy means acting differently for the common good. You are no longer doing things for “me” but for “us”.

For example, you can start the discussion on perception by asking the students this question: how often do you act in ways that bring dignity and integrity to yourself, friends, and your cultural/racial groups?

Task

Prepare a lesson plan that includes the following:

• Name/ title and a brief description of a “get to know you” activity
• Highlights of what you will teach about perceptions including some questions that get the students to reflect deeply on the idea of self perception and perception of others. This should include some questions that will get H.S students to reflect deeply on perceptions.
• Develop an assignment that you will assign H.S students at the end of the session. This assignment should require students to do something that responds to Gandhi’s philosophy. Due date is next session on 2/16.

Take Home Tips

• The need to act in ways that bring dignity and respect to themselves, their friends and family, and the cultural and racial groups they belong to.
• Positive perception of self and others projects the dignity in your inner self. Positive perception of self and others promotes healthy relationships and promotes understanding across our differences.

End of the session

Ask high students to write a statement of their commitment to being the change they wish to see in the world. Collect their responses and put them in the binder.  Encourage them to come back and also thank them for their participation.

Session # 2  Many Voices One World     @ APOLLO

This session aims to equip students with communication skills that promote dialogue as a means to address personal challenges to dealing with cultural misunderstanding and racial prejudice. High school students will have the opportunity to express their experiences. In turn, these experiences will be used to craft a new narrative that draws from experiences of renowned peacemakers whose words and actions offer great insights to ways that we can build strong communities in our schools, neighborhoods, nation and the world. The goal is to help high school students to develop communication strategies that transcend our differences in favor of peaceful co-existence.

Session’s Activity

H.S. students will identify the challenges of dealing with cultural misunderstanding and racial prejudice. The purpose of sharing these experiences is to collectively seek solutions to promote intercultural understanding and racial harmony among the students. It is important that you manage this session with outmost sensitivity and at the same time stay focused on the task for the day. It is difficult to talk about racial prejudice and so we should all be respectful to others’ experiences.

Suggestions to holding a meaningful dialogue

• Tell students that you be holding a dialogue about their experiences. Make it clear to them that dialogue is about “talking and listening to each other with a purpose”…it is not a debate or pointing figures at anyone but working together to collectively seek solutions to improve the circumstances detrimental to peaceful co-existence.
• Make it clear to the students that expressing their challenges clearly, accurately, and honestly is what will allow all of you to collectively find solutions to what we can be done to improve the situation.
• Take turns to talk and be mindful of time. Don’t take all the time others want to speak as well. Plan well so as to spend equal time on challenges and solutions.

After identifying the challenges, ask the students to consider what the following voices” teach about how to overcome the challenges identified. You may want to begin the conversation by asking students to say something about the people whose quotes are listed below. Most likely, the students will not be familiar with these peace-markers. So, it is your responsibility to make sure that you know who they are, the challenges they have encountered and still used kind words and good communication to promote understanding. Two things highly recommend: i) make sure you get to discuss at least 2-3 of the unfamiliar peace makers. This will give the students a change to connect with struggles in other parts of the world; ii) pictures of the peace makers to show the students.

QUOTES

It’s the little things citizens do. That’s what will make the difference. My little thing is planting trees. Wangari Mathaai

Ask not what your country can do for you – ask what you can do for your country.  Inaugural Address by John F. Kennedy – January 20th 1961

The time is always right to do what is right. Martin Luther King, Jr.

I refuse to accept the view that mankind is so tragically bound to the starless midnight of racism and war that the bright daybreak of peace and brotherhood can never become a reality…. I believe that unarmed truth and unconditional love will have the final word. Martin Luther King, Jr.

And as we let our own light shine, we unconsciously give other people permission to do the same. Nelson Mandela

We will surely get to our destination if we join hands.” -Aung San Suu Kyi

It is not our differences that divide us. It is our inability to recognize, accept, and celebrate those differences- Audre Lorde

You can imprison a man, but not an idea. You can exile a man, but not an idea. You can kill a man, but not an idea- Benazir Bhutto

Task

Your lesson plan must include the following:

1. An outline of how you will meet the goals of this session
2. Lessons learned from the quotes to share with the high school students. These lessons will be based on your group’s interpretation/ understanding of the quotes.
3. Develop at least three Take Home Tips about how to effectively communicate frustrations, anger, hopelessness in general those things that hurt us most without (intentionally) causing more hurt to self and others.

Take Home Tips

Review the responses from the assignment given last week. Develop some thoughts of what can be done based on the students’ responses. If these responses are not adequate feel free to offer your own tips to the students.

Session #3  Understanding and Respecting Cultural Differences @ SCSU

We will use the concept of culture as an iceberg to educate about cultural differences and strategies to overcome stereotypes, ethnocentrism and prejudice. The goal of the session is to enable students to gain an understanding of and respect for cultural differences by looking deeper into what is under the iceberg rather than looking only at what is on the surface.

Session’s Activity

High school students will share cultural histories of their families-how they came to America, when and why, and experiences of adjusting in a new cultural environment? Plan your time well so that some of you can also share your histories. After, sharing your histories, begin the discussion by asking the following questions:

• Looking at culture as an iceberg diagram what can you say most people see (at the top of the iceberg) about your culture?
• What is under the iceberg that we do not know?

Conclude the session by highlighting the importance of seeking the “hidden” meanings in the iceberg.

Task

Your lesson plan must include an outline of how you plan to go about meeting the goal of the session.

• Develop a teaching module that applies what you have learned about individualistic and collectivist cultures to help students gain a deeper understanding of how our cultural differences impact how we interact and communicate. Be sure to identify specific characteristics of each of these two cultures that you want the students to understand.
• Develop thoughtful tips to share with the students about the issues listed in the Take home tips section below.

Take Home Tips

• Dangers of looking at the tip of the iceberg
• Benefits of digging deeper into the iceberg

* Iceberg handout will be posted on D2L and additional worksheet provided the class period before this session.

Session# 4 Intercultural Communication Skills & Principles of Nonviolence Communication @SRRHS

This session focuses on the role of communication in connecting people from diverse backgrounds. Being a good communicator is an important prerequisite in a multicultural society and the world at large. High school student will acquire skills to enable them advocate for themselves as well as others. Acquiring these skills is important in improving every day intercultural/interracial interactions.

How do people interact in a community that is culturally heterogeneous?  What intercultural communication skills are needed? How do we advocate for principles of nonviolence communication? See Non-violence handout is posted on D2L [under Communicating Common Ground Materials Module]

Task:

• Prepare a lesson plan that highlights key skills needed in communicating across differences.
• Define the concepts: intercultural communication, intercultural competence, non violent communication principles and identify key skills and abilities needed to successfully negotiate cultural differences and to appreciate diverse perspective.
• Develop communication scenario/role play that illustrate effective intercultural/ non-violence communication.

Take Home Tips

Offer two tips about what you want high school students to know about communicating across differences (race, culture, class, gender, sexual identity, disabilities, religion, opinion etc)

Session # 5 Bridging Differences & Managing Intercultural Conflicts Effectively”  @TECH

Session # 3 highlighted the challenges encountered by many people based on their ‘difference’. Many a times, a lack of understanding about our differences results into conflicts. This session will equip students with knowledge and skills about cross-cultural conflict management. CMST 339 students will apply what they have learned about intercultural conflict styles and Ting-Toomey and Otzel’s Culture-based Situational Conflict Model to support H.S. students’ intercultural conflict skills development. In addition, we will recognize the purpose of peace education in empowering people with skills, attitudes and knowledge to:

• Build, maintain and restore relationships among each other (be it at school and other public spaces
• Develop positive approaches towards dealing with conflicts at the personal level and also understanding conflicts at other levels (that are not personal)

The goal of this session is to engage H.S. student to learn how to analyze and transform conflict. You want to be sure that they have some good understanding of the following:

• What is conflict?
• What are the causes and effects of the conflict?
• What can be done to manage conflict effectively?
• Get the students to reflect on how their experiences can be used to educate others, how these experiences can be used to transform conflicts.

Task

Prepare a lesson plan that teaches H.S students about the following:

• Definition of intercultural conflict
• Intercultural conflict styles
• Differences between Western and Non-Western conflict styles
• Develop a role play to emphasize the concepts that you want the students to learn.
• What do you want the students to take home?

Remember that the H.S students have not taken classes in intercultural communication. So, this means that you need to have a lesson plan that is accessible to the students. They must understand and relate to your ideas.  Simplify the concepts to be discussed and use many examples.

Take Home Tips

As stipulated in your lesson plan.

Session # 6 Becoming an Ally @ SCSU

We may not change peoples’ attitudes about prejudice, racism, sexism, homophobia, xenophobia, and other “isms”. However, we can strive to attract allies who will support our efforts to promote peaceful co-existence in our communities. How then do we embrace the essence of becoming an ally? What does becoming an ally mean? How do you become an ally? What does an ally do?

The activities for this session will focus on engaging students to understand the notion of becoming an ally as a possibility to build, maintain and restore relationships at all levels of human interaction. Students will reflect on lessons learned in sessions 1-5 to chart ways to become the change they wish to see in the world.

Task:

• Develop a lesson plan that helps students to understand the connection between becoming an ally and “being the change you wish to see in the world”.
• Explore ideas that get the students to realize that becoming an ally and embracing Gandhi’s philosophy

Take Home Tips

• Develop tips that support students quest to always seek a common ground, be each others’ ally and desire to become the change they wish to see in the world.

*Make this session memorable to you and the high school students.

*Handouts (posted on D2L) for this session are based on the work of Paul Kivel, Allan Creighton and The Oakland Men’s Project (Making the peace: a 15-session violence prevention curriculum for young people).