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.

It is the premise of this course that leadership is a concept worth trying to understand as a process in which all can participate to varying degrees.  The underlying philosophy can be summarized as follows:

1. we can identify characteristics of leadership;
2. These characteristics are “learned” in some way that we can understand; and
3. we can nurture this learning experience in a formal academic environment.

From the definition leadership printed at the top of the syllabus, it should be clear that this course has a strong civic engagement component.  Our understanding of leadership is grounded in the perception that all of us have the capacity and responsibility to contribute to the communities of which we are a part.  We will explore how we do this throughout the semester.

This raises two questions.  What will we learn?  How will we learn it?

Experts in pedagogy (the art or science of teaching) have classified learning into two general categories: deep learning and surface learning.  Each has its own characteristics, one matrix of these follows (Source: http://www.learningandteaching.info/learning/deepsurf.htm):

Deep  Learning vs. Surface  Learning

Focus is on “what is signified” vs. Focus is on the “signs” (or on the learning as a signifier of something else)

Relates previous knowledge to new knowledge vs. Focus on unrelated parts of the task

Relates knowledge from different courses vs. Information for assessment is simply memorized

Relates theoretical ideas to everyday experience vs. Facts and concepts are associated unreflectively

Relates and distinguishes evidence and argument vs. Principles are not distinguished from examples

Organizes and structures content into coherent whole vs. Task is treated as an external imposition

Emphasis is internal, from within the student vs. Emphasis is external, from demands of assessment

It is our intention to focus our attention on the practices most closely associated with deep learning.  Toward this end we will employ a combined lecture, discussion, and service-learning format.  I call this “triangulated learning.”  Students will play an active role in determining the quality of the course within the specified parameters.

Triangulated learning in this particular course is a pedagogical strategy used to undertake deep learning within the context of leadership education.  Objectives and expectations: this course is designed to help you reflect on elements of leadership within both theoretical and experiential contexts. This requires active learning and participation on the part of every student.

• Help develop skills of critical inquiry
• Learn about theories of leadership
• Participate in activities where you will practice leadership skills
• Use theory to inform practice and practice to inform theory
• Reflect on your understanding of leadership and how it may apply to your life

Finally, this is an interdisciplinary course.  As such, we will explore leadership and its implications across the domains of the humanities/fine arts, sciences, and social sciences throughout the course.

Meeting the Goals and Objectives

In this section of ID315 the three sides of the triangle that we employ are:

• Common readings
• Service-learning/experiential learning
• Discussion among peers and with the instructor

If we employ these sides successfully we have the opportunity to achieve deep learning about civically engaged leadership and about ourselves in the context of leadership.  At least that is our goal.

This is a goal that requires collaboration among a number of partners: the instructor, student colleagues, and community partners.  But by far the most important of these is you, the individual student, and your commitment.

For some students perhaps the least familiar aspect of triangulated learning is the service-learning/experiential learning component.  In this course we rely primarily on two venues: Community Builders and individualized service projects (ISPs).

What is COMMUNITY BUILDERS?

Community Builders:  Fostering Intergenerational Civic Engagement (CB) was established in 2001 by three collaborating partners: Wartburg college students enrolled in this course, the 6th grade classes of the Waverly-Shell Rock School District and a group of adult volunteers, mostly retirees in the Waverly community.  Since its inception two more collaborating partners have joined, the 6th class of St. Paul’s School in Waverly, and Self-Help International, a nongovernmental organization which works the local populations in Ghana and Nicaragua to address rural poverty.  CB was created to form intergenerational learning communities focused on understanding and appreciating the relationships of individuals to communities and being civically engaged in communities both in a local and a global context.  See the appendix for more information about CB.

What are Individualized Service Projects?

Some students prefer to work on specific projects they have identified that meet the criteria of connecting leadership and civic engagement with the triangulated learning model.  This is certainly an option with instructor approval.  Guidelines for ISPs are found in the appendix.

Required Reading

Heifetz, R. & M. Linsky.  2002.  Leadership on the Line.

Moses, R. & C. Cobb.  2001.  Radical Equations: Civil Rights from Mississippi to the Algebra Project

Waldstein, F.  Unpublished.  “Triangulated Learning: A Bridge for Deep Impact Pedagogy and Leadership Education.”

Additional articles and other materials will be assigned as needed.

Assignment-Graded/PDF-Point value

Personal def. of leadership-PDF-10

Triangulated Learning wrksht-PDF-10

LoL wrksht #1-PDF-20

ISP Placement forms -See “my.-Wartburg”

Journal entry-PDF-20

Journal entry-graded-20

LoL wrksht #2-PDF-20

LoL wrksht #3-PDF-20

Journaling wrksht #1-PDF-20

LoL integrative essay #1-graded-100

RE wrksht #1-PDF-20

Service proj. present. wrksht #1-PDF-20

RE wrksht #2-PDF-20

RE integrative essay #2-graded-100

SL-9 wrksht #1-PDF-20

SL-9 integrative essay #3-graded-100

CBI, CBII, ISP eval.*-graded-100

Final present. material- PDF-20

Peer evaluation-graded-80

- -720

* Community Builders & Individualized Service Project grading scale (100 pts total)

• Community Builders Evaluation materials provided by Bill Soesbeo
  • Personal journals (10%)
  • Journal replies (20%)
  • Community Builders surveys (10%)
  • Teacher and Adult Volunteer surveys (10%)
  • Evaluation by School Partnerships Coordinator (50%)
• Individualized Service Projects (ISP).  See appendices B-1 to B-3
  • ISP placement form (10%)
  • Personal journals (20%)   See Appendix C
  • Site supervisor evaluation (20%)
  • Self-evaluation/reflection (20%)
  • Instructor evaluation (30%)

The bulk of your grade for this course will be determined by a series of integrative essays which you will write, evaluation by peers in your class, and your service project (whether that be Community Builders I, Community Builders II or Individual Service Projects).

Other elements of the class are required and graded P/D/F and are not factored into your grade unless you fail to complete the assignment as required (including timeliness).  Elements graded P/D/F include but are not necessarily limited to worksheets designed to help stimulate conversation with respect to reading assignments, journal entries, and attendance at certain events.

Timeliness is an essential characteristic of leadership.  In addition, this is a fast-paced course with many different activities.  Administrative necessity requires that assignments be completed in a timely manner.  All assignments are due at 1:00^PM on the dates they are due unless otherwise noted.  Assignments must be completed in Microsoft Word and submitted to the “Coursework” section of “My Wartburg.”  The instructor reserves the right not to accept assignments that are late or to impose a point penalty at his discretion.  In addition, you are expected to be in your seat and ready to go at 1:00^PM.  Peer learning requires everyone’s commitment to this goal.

Timely Feedback

Evidence indicates that timely feedback is important for the promotion of learning.  But what constitutes timely feedback?  Much of it is dependent upon the instruments used for evaluation.  A bubble exam that is machine scored can easily be returned within a day.  Evaluating a group of 25-35 essays cannot be done in a day.  A week would be considered timely using this kind of evaluation tool.  Late work will be reviewed as it can be fit in.

In ID315 we use only those evaluation tools that are consistent with the principles of deep learning.  Consequently, the student is asked to appreciate that the feedback loop will necessarily be longer than would be the case for some other assessment instruments.

A NOTE ABOUT INTEGRATIVE ESSAYS

What is a good integrative essay?  Several factors determine the answer.  First, it meets meeting the minimum requirements Note: all writing assignments must be typed.  Normal margins (1” on all sides) and font sizes (10, 11, or 12) are required.  Second, it means employing the rules of grammar and usage that reflect the ability of an educated person to communicate effectively.  Third, it means proofreading and editing your work.  Fourth, and most important, it means demonstrating those skills which demonstrate integrative learning.  This includes employing the skills of critical inquiry to find relevant connections among different readings, experiences and activities, and bringing them to bear on the immediate assignment at hand.  If you follow the rubric and meet its specifications you will be successful in meeting the essay requirement.  Rubrics may be found in the “Handout” section of “My Wartburg.”

The purpose of these essays is to accomplish the following:

• provide you with the opportunity to write as a means for improving your writing skills;
• encourage you to use your skills of critical inquiry to evaluate the topic under discussion within the context of contemporary leadership theory as discussed in the readings and in class.

Students often ask, what is the appropriate length of an essay for purposes of completing the assignment?  This is difficult to specify with precision.  From reading literally thousands of essays over many years a general rule of thumb is that you should be able to satisfactorily address the assignment in approximately 1,000-1500 words of text.

See Appendix A for the evaluation rubric used for grading integrative essays.

A NOTE ABOUT PEER EVALUATION

Evaluating others and being evaluated by others is something we experience throughout our lives.  However, many of us do not have the opportunity to engage in responsible evaluation of our peers in college.  This course is designed, in part, to address that concern.  As the instructor, I will, of course, be responsible for grading student performance.  But it is appropriate in a course that focuses on peer learning and leadership to share, in a limited way, some of that responsibility to give students the experience.  In the past, some students have not demonstrated sufficient capacity to distinguish among contributions among peers (e.g., awarding each member of the group the same point value).  This is always obvious because it stands out in comparison with those students who do take this important exercise seriously.  Consequently, I retain the right to make adjustments to your peer evaluation score depending upon my perception of the seriousness with which you have evaluated your peers.  If you follow the peer evaluation  rubric you should not have any difficulty.

Students Working on Their Leadership Certificate Portfolios

This course is tailor-made for students working on their LCPs.  Students in the past have used it to fulfill any number of components including the group work component, the service component, and the diversity component.  Indeed, many of the integrative essays and journal requirements have been easily adapted to complete the reflective essays necessary to satisfy components of the LCP.  Take advantage of this opportunity and maximize the value of the work you will be doing by keeping the LCP focus in mind.

REMINDER:  This syllabus and schedule is tentative and subject to revision at the discretion of the instructor.All members of the Wartburg community are expected to conform to the Wartburg College Honor Code.

INTEGRATIVE ESSAY EVALUATION RUBRIC

Category:  Language Usage (spelling, grammar, usage, etc.)—25%

ID315 % points:  100-90 Almost no or no errors which clearly demonstrate proofreading and editing.  89-80 Some errors in language usage that could have been corrected with closer proofreading and editing. 79-70 Multiple errors in language usage which indicate little evidence of proofreading or editing. 69-60 Barely acceptable, difficult to determine writer intent.  <60 Not appropriate for college-level work.

Category:  Synthesis of ideas—20%

ID315 % points:  100-90 Use of multiple sources which are integrated into a coherent expression of connected ideas. 89-80 Use of multiple sources but they are not very well integrated or connected. 79-70 Only one or two sources are used and there is little connection between them. 69-60 Only one or two sources are used and there is no apparent connection between those that are used. <60 Not appropriate for college-level work.

Category:  Originality of Thought—20%

ID315 % points:  100-90 Ideas and concepts expressed link course content originally and creatively. 89-80 Ideas and concepts indicate familiarity with course content. 79-70 Ideas and concepts merely represent summarizing what was read or experienced with little critical thought. 69-60 The writing merely summarizes what was read or experienced without expressing ideas or concepts. <60 Not appropriate for college-level work.

Category: Completeness & Clarity of Thought—35%

ID315 % points:  100-90 The reader clearly understands what the reader is trying to communicate. 89-80 Reader generally understands writer’s intent although clarity and completeness could be further developed.79-70 Reader is left guessing at the writer’s intent. 69-60 The reader is unable to determine the writer’s intent. <60 Not appropriate for college-level work.

Appendix B-1

Independent Service Project Form

ID315 Community Service Site Placement Form(To be completed and returned electronically)

Term/Year:

Name of Student:

Name of the placement site:

Type of activity performed by the placement site:

Client group served by the placement site:

Size and nature of placement site (number of staff, number of locations, profit/nonprofit organization)

Name and title of the specific site supervisor with whom the student will be working

Site Supervisor Contact information:

The specific nature of the type of work the student will be undertaking.

Approximate number of hours per week devoted to the service project and total number of hours.

Appendix B-2

Community Service Self-Assessment

Community Service Project Survey for ID315

Your Name:

Brief description of the project undertaken:

Approximate number of service hours provided by each student (hours per week; total hours)

Name of adult contact associated with this project:

On a scale of 1 to 5 with 5 indicating strong agreement and 1 indicating strong disagreement, will you please answer the following questions:

The adult contact has demonstrated enthusiasm for this project.

The adult contact was helpful in providing guidance for the project.

I would be pleased to work with this person again.

Please address the following:

1. Identify that aspect of the project with which you are most satisfied and explain why.
2. Identify that aspect of the project with which you are least satisfied and explain why.
3. If you were starting over what would you do differently with respect to this project?
4. In what ways did this project encourage you to invoke your skills of critical inquiry?
5. What did you learn about leadership and civic engagement by undertaking this project?
6. What letter grade would you give yourself for this project (with a brief explanation why)?

Appendix B-3

Independent Service Project Form

Site Supervisor Evaluation of Wartburg Leader

Student Leader’s Name

Dates of service

Please respond to the items listed below.  A 5 means you strongly agree with the statement.  A 1 means you strongly disagree with the statement.  Write “NA” if the item does not apply.

Student was well prepared.

Student was dressed appropriately for the setting.

Student kept on task.Student was self-motivated and required little supervision.

Student worked well with others.

The student fulfilled his/her obligations in a timely and responsible manner.

I would be happy to work with this student again if the opportunity presented itself.

Other comments:

Signature

(Please return in the stamped, self-addressed envelope enclosed.)

Appendix C

Journal Evaluation Criteria

The criteria for evaluating journals are set forth below and include the following components:

Degree to which entries demonstrate the skills of critical inquiry and deep learning (25%)

Degree to which entries relate to Wartburg’s definition of leadership (25%)

Degree to which journal entries relate to the literature and theoretical frameworks used in class. (25%)

Frequency of journal entries (25%)

APPENDIX D

Community Builders Executive Summary

Community Builders: Fostering Intergenerational Civic Engagement is an ongoing collaborative experiential learning project designed to foster greater understanding of and appreciation for the importance of community both locally and globally.  Wartburg College students work with elementary students, a local nongovernmental organization (Self-Help International) and senior citizens to meet the mutually reciprocal needs of all the collaborating partners.  The purpose of this project is to use the assets of community members with different cognitive, social, civic, and intergenerational backgrounds and skills to build and strengthen the community they share both locally and beyond.  These “community builders” are individuals who learn from one another in the quest to attain this common goal while developing and enhancing their own respective skill sets, which add value to their individual lives and the larger communities of which they are a part.  Beyond the learning that takes place regarding the value of community, these engaged citizens contribute to the strengthening of community by undertaking the project goals articulated.  This creation of “social capital” is consequential to the health and well-being of a democratic society.

The project has three interrelated and mutually reinforcing goals.  The first is to build intergenerational learning communities designed to develop and practice the skills of civic engagement and appreciate the value that it can add to the life of the individual citizen.  The second is to address specific educational needs and interests of all participants in the project, including enhanced reading and mapping skills, social and civic skills, and the skills of critical inquiry—all significant attributes to sustainable democratic society.  The third is to recognize and use the multifaceted talents and skills that each participant brings to the project.  The rationale for identifying these three objectives is to help participants appreciate that healthy, positive communities depend on the recognition that all individuals have needs that communities can help satisfy.  Simultaneously, all community members have the capacity to contribute to the quality of community life and deserve the opportunity to do so.

Wartburg participation falls within two contexts: primary participants and secondary participants.  The primary participants are students working under the supervision of faculty.  These students are direct participants in the learning communities throughout the project.  The secondary participants are students who work under the supervision of the community service coordinator and faculty in the mathematics & computer science and communication arts programs to provide logistical and technical support to the work of the learning communities.  This includes the development and maintenance of an Internet home page which serves as a communications tool for the project.

Community Builders was initiated in the fall of 2001 through a grant from the Consortium for the Advancement of Private Higher Education.  Ongoing costs of the project are met by the various constituent partners. Community Builders has been the recipient of numerous recognitions and awards including a “MacJannet Prize for Global Citizenship.”

A complex array of forces continually transforms our world. Marygrove’s general education program engages these forces, providing opportunities to examine them from different disciplinary and interdisciplinary perspectives. Our objective is not only to disseminate information about forces that shape our world but also to intensify our critical thinking about them.

At Marygrove we try to make certain that all the courses you take will help you develop skills that can be put to use in your professional and personal life. The classes are designed to assist you in:

• Strengthening writing, critical thinking, oral communication, and research skills necessary for continued development.
• Understanding the responsibility of the individual toward the common good, making sound ethical judgments, and taking an active role in promoting social justice.
• Recognizing the distinctive elements and contributions of various liberal arts disciplines as well as the connections among the disciplines.
• Valuing diversity of individuals, communities, and cultures.
• Comprehending the complexity and interdependence of the modern world, including local, national, and global perspectives.

RELATIONSHIP TO THE COLLEGE MISSION:

This course is designed to realize all three major goals of the College mission: to develop in students the skills necessary to understand and participate effectively in the world; to foster in students the compassion to care about and respect the worth and dignity of people; and to promote the commitment to act responsibly for the building of a more just and humane world.

In addition, this course incorporates six of the College\’s eight objectives: educating students from diverse backgrounds, servicing people of Metropolitan Detroit and beyond, educating each student toward intellectual competence, educating students toward professional competence, preparing students for career flexibility through a grounding in the liberal arts, and providing a personalized learning environment with excellent teaching in undergraduate, graduate, and continuing education programs.
This course will employ a variety of teaching methods, including lecture, small group discussion and presentations, one-on-one conferencing, community outreach, work on the Internet, and work with other learning technologies as appropriate.

COURSE DESCRIPTION:

This course is a biological, psychological, social and literary interdisciplinary examination of HIV/AIDS. The focus is on the impact of HIV/AIDS on individuals, families and communities. Communities of color will be emphasized. A required academic service learning activity focuses on HIV/AIDS engagement with high school students and college students at Marygrove and at other colleges/universities. Additional engagements may include churches and the elderly. Prerequisite: ENG 108.

COURSE OBJECTIVES:

The student will gain comprehensive, measurable knowledge of the operation of biological systems.

The student will be capable of interpreting and evaluating biological information on viruses, especially the HIV virus, from the media encountered in everyday life.

The student will demonstrate leadership skills by addressing community needs through collaboration with other students in community engagements.

The student will increase his/her awareness of the value of diversity in the student’s own personal and professional lives.

The student will synthesize course content by reflecting on academic service learning activities.

The student will be introduced to the wealth of existing literature on HIV/AIDS and be provided background as to why the literature has emerged.

The student will examine the various creative writings HIV/AIDS has inspired and how the numerous authors have used a wide variety of ways in which to depict the problems of HIV/AIDS: those traditional literary genres and some experimental, etc.
The student will examine topics that have created much controversy over the past ten years.

The student will ultimately increase his/her understanding and awareness of how HIV/AIDS affects individuals, families and communities in AIDS literature.

The student will examine what responsibilities writers in literature have in presenting AIDS to the inquiring public.

BIOLOGICAL COMPONENT
COURSE REQUIREMENTS:

Written 100 point Examination. 30%

Extra Points: Research Paper. 10%
Students will research a “famous person” who died of AIDS and prepare a 3-4 page paper on the life of the individual, how he/she contracted the virus, and what opportunistic infection caused death. Paper must be written in APA style with citations.

REQUIRED TEXT:

Wessner, D., HIV and AIDS. San Francisco, CA.: Pearson Benjamin
Cummings, 2006.

PSYCHOSOCIAL AND COMMUNITY ENGAGEMENT COMPONENT
COURSE REQUIREMENTS:

Academic Service Learning Activity: Outside of class community engagement is required. Students will apply the knowledge and skills learned in the class to facilitate small group discussions with churches, older adults, high schools, and college students in collaboration with AIDS Partnership Michigan.

Academic Service Learning Paper (10%)
Community Engagements: Instructions to be given in class (10%)
Two Papers on Speakers (2.5% each = 5%)
Paper on Levenson Book (5%)

REQUIRED TEXT:

Levenson, Jacob. The Secret Epidemic: The Story of AIDS and Black America. New York: Pantheon Books, 2004.

LITERARY COMPONENT
COURSE REQUIREMENTS:

Submit one Literary Reflection Paper: 3-5 pages on at least 2 or more novels, poems, movies, videos, plays, short stories, autobiographies, memories, documentaries, or television dramas or episodes (Instructions will be given out in class.) Include a works cited or reference page, if sources were used. Also, use the correct documentation style manual (MLA or APA). 20 %

Literary Group Project for 4-5 students: use text, the Internet and any other texts to compile a current listing for novels, poetry, movies, plays, essays, interviews, TV shows, etc. Instructions will be given out in class. 10%
Or,
Another alternative as a group project is to work on an AIDS QUILT, which will start soon after the beginning of the class to bring it to fruition by the end of the semester. 10%

REQUIRED TEXT:

Hunter, B. Michael, ed. Sojourner: Black Gay Voices in the Age of AIDS. Volume II. New York: Other Countries Press, 1993.

COURSE OUTLINE AND SCHEDULE

BIOLOGICAL COMPONENT: DR. RIZZO

JANUARY 15

Introduction to the Course

Cell Structure: Cell theory; The Eucaryotic Animal Cell; Cellular Organelles: Plasma Membrane, Cytoplasm, Nucleus, Mitochondria, Lysosomes, Endoplasmic Reticulum, Golgi Apparatus, Ribosomes, Centrioles, Cilia and Flagella, Cell Wall of Plants.

JANUARY 22

Slides on Cell Structure; Lab on cells; Genetic Control within Cells: DNA Structure and Function; Protein Synthesis: Transcription and Messenger RNA; Transfer RNA, Ribosomes, and Translation; The Central Dogma and Exceptions to the Dogma.

Levenson: Prologue (Tornado), Chapters 1 (Smoke), 2 (Allied)
Video: Out of Control: AIDS in Black America (viewed in class)

JANUARY 29

Proteins and Cell Activity: Enzymes; Structural Proteins, Antigens and Antibodies; the Nature of Viruses: Structure and Reproduction

Levenson: Chapters 3 (The Heir), 4 (Fire)
Videos: Translating the Code: Protein Synthesis; The Biology of Viruses

FEBRUARY 5

The (HIV) Human Immunodeficiency Virus: Structure and Life Cycle of a Retrovirus; The effects of HIV infection; The Clinical Stages of HIV Infection: Asymptomatic Period, Initial Disease Symptoms, Damage to the Immune System and Frank AIDS; Details of Frank AIDS: Fungal, Protozoan, Bacterial and Viral Infections, and Cancers; Modes of Transmission and Prevention.

Levenson: Chapters 5 (Invisible), 6 (Fractured)

FEBRUARY 7 National Black HIV/AIDS Awareness Day

FEBRUARY 12

Introduction to the Social Aspects of AIDS: Fears and Prejudices, Family Members Affected, Caring for a Patient who has AIDS; Cell Structure, DNA, Protein Synthesis, and the AIDS Virus; Review

Levenson: Chapters 7 (Surfacing), 8 (Ester and the King)

FEBRUARY 19

Continue with above topics on the biological aspects of HIV/AIDS/STDs; Review for Written Examination.

Research Paper Due and Discussion

Levenson: Chapters 9 (The Guardians), 10 (The Long Dream), Epilogue

FEBRUARY 26 Written examination on biology

PSYCHOSOCIAL COMPONENT AND COMMUNITY ENGAGEMENT COMPONENT:
PROFESSOR KARAGON

Speakers: Paula and Felix Sirils, Testimony on Living with AIDS

HIV/AIDS and African Americans; Statistics; Stigma, Stereotypes and Judgmental Attitudes; Values and Attitudes; Psychosocial Impact of HIV/AIDS on Individuals, Families and Communities; Socialization and Connectedness

MARCH 5

Diversity Issues: Race, Culture, Class, Gender and Sexual Orientation; Religion; Drug Abuse; Downlow

Paper on Sirils due

Speaker: Rev. Dr Michael Nabors, pastor of New Calvary Baptist Church, presenting on The Black Church, HIV/AIDS and Religious Inclusion

MARCH 9-14 Spring break

MARCH 19

Paper on Rev. Dr. Nabors due

Speaker: Hank Millbourne, MSW, M.Div, Associate Executive Director Program Development, AIDS Partnership Michigan, presenting on Stigma and HIV/AIDS

Community Outreach Activities focused on college students; Engagement with Children, Youth, Adults, Seniors and Religious Institutions; Emphasis on Risk Reduction

Engagement Strategies; HIV/AIDS/STD Resources; Testing; Hepatitis C; Safer Sex and Condom Use Demonstrated

LITERARY COMPONENT: DR. WOODARD

MARCH 26

Introduction to and background on the wealth of existing literature on AIDS.
Overview of the emergence of gay literature-from the Harlem Renaissance to the present.

Handout provided in class on Jed Bryan’s poem, Voices; discuss those statements (and any others) that you have heard over the past few years and try to interpret them.

Read poems in Sojourner: After the News Got Out, Vernon Maulsby, p. 72; It can Happen to Anybody-Even Me!, Mark Haile, p. 92; 2/25/91, Ronnie Batts, p. 126; Condemned, Roy Gonsalves, p. 187; and I’ll Be Somewhere Listening for My Name, Melvin Dixon, p. 199.

Discuss poems by Sonia Sanchez, Wounded in the House of a Friend.

APRIL 2 Community engagement activities

APRIL 9

Paper on Levenson book due

Discuss plays, movies, videos, television dramas or episodes

Read chapter in text on James Jones’s The Sick Homosexual: AIDS and Gays on the American Stage and Screen in Confronting AIDS Through Literature.
View these videos: Philadelphia and The Hours; Girl, Positive (2007); and
Pandemic: Facing AIDS
Read these plays: The Boys in the Band; A Play in Two-Acts, Crowley Mart
The Normal Heart, Larry Kramer, 1985

APRIL 16

Literary reflection paper due

Read and discuss short fiction in text. Students will make oral presentations on these short stories in Confronting AIDS Through Literature: Chapters 11, Bloodstream; Despair and Spring and Fall. Others will make poetry selections from the text, Sojourner—or biographies in Collective Biographies: Ten Stories of Courage.

APRIL 23

Literary group project is due, and display of quilt

In class, read and discuss excerpts from E. Lynn Harris’s, Just As I Am, Jamaica Kincaid’s My Brother, and Charlotte Watson Sherman’s Touch.

APRIL 30

Academic service learning paper due

Students will share reflection papers and any creative work, poetry or short fiction, which was written during the course.

Students will process academic service learning activities.

SERVICE LEARNING ASSIGNMENTS

PAPERS ON SPEAKERS

Two papers, one page each on two speakers in class. Your thoughts on how each speaker contributed to your understanding of the impact of HIV/AIDS on individuals, families and communities.

One page, typed (12 point font) double spaced: 2.5 points each
Graded on content, grammar, style

PAPER ON THE SECRET EPIDEMIC

According to Levenson, in The Secret Epidemic, substance abuse, violence, trauma, the structural breakdown of Black communities, racism, HIV/AIDS stigma, homophobia, poverty, racial stress, denial and health care disparities affect the increase in infection rates of African Americans. Explain how any of these factors were illustrated in your participation in engagement activities, videos and/or speakers.

Two pages, typed double spaced: 5 points
Graded on content, grammar, style

ACADEMIC SERVICE LEARNING REFLECTION PAPER

1. How did the participation in engagement activities increase your knowledge and understanding HIV/AIDS?

2. Explain how any of the material in the videotapes and in listening to the speakers was illustrated in your participation in engagement activities.

3. Explain the two most important things you learned about HIV/AIDS.

4. What did you personally learn about yourself?

5. Describe your thinking and feelings during your participation in engagement activities.

6. Because of this course, explain what you will start doing, stop doing and continue to do.

7. Describe and explain any other of your thoughts and feelings concerning this service learning activity.

Three pages, typed (12 point font) double spaced: 10 points
Graded on content, grammar, style

Two engagement activities, 5 points each: 10 points

Mandatory Service Learning Reflection: if absent, 5 points deducted from the 30 points

TOTAL = 30 POINTS

All of the Discover Chicago courses at DePaul University are part of the Liberal Studies curriculum. Liberal Studies at DePaul is the portion of the curriculum in which all students participate, no matter what their college or major. The Liberal Studies Program is designed to encourage students to engage in reflective intellectual activity and to become aware that questions of value underlie all human activities. The Chicago Quarter courses-Discover Chicago and Explore Chicago-ask students to reflect on some aspect of the intellectual, social. artistic, political, or economic life of the city and to probe the human values that underlie the topic being considered.

HIV/AIDS ’“ Special Learning Objectives:

• To learn about the history of the AIDS epidemic and its current epidemiological patterns.
• To learn basic information about the transmission of HIV and the progression of HIV disease and AIDS.
• To explore the multifaceted impact of living with HIV/AIDS within diverse populations.
• To discover the vast range of needs encountered by individuals living with HIV / AIDS.
• To learn about the current strategies for preventing the spread of HIV, and to explore how these efforts are being implemented with diverse populations throughout the Chicago area.
• To learn about the range of medical, psychosocial, spiritual, and housing support services that are available for individuals living with HIV / AIDS in Chicago.
• To learn about current policy and advocacy efforts being implemented by agencies in Chicago.
• To learn about the range of volunteer service learning opportunities that are available in Chicago through community-based HIV prevention and AIDS service organizations.

General Learning Objectives:

• To discover the multicultural nature of the Chicago metropolitan area.
• To develop an understanding of and appreciation for the benefits of community-based volunteer service.
• To experience and explore the Vincentian values of respecting “the God-given dignity of all persons, especially the materially, culturally, and spiritually deprived” and instilling a “dedication to the service of others.”
• To increase individual comfort in expressing views and perspectives on potentially sensitive issues in a group setting.
• To examine and hopefully deconstruct individual prejudices, especially those related to age, ethnicity, class, gender, and sexual orientation,
• To increase individual awareness of values.
• To develop an appreciation for the benefits of experiential and group-based learning.
• To improve writing skills through journal assignments and a final research paper.
• To learn how to utilize multiple resources, including community agencies, when conducting research for a paper.
• To orient students to the general resources available within the University.

In order to create an open, accepting, and safe learning environment we ask that students abide by the following course etiquette guidelines:

• TURN OFF All CELL PHONES, PAGERS, AND OTHER ELECTRONIC DEVICES BEFORE YOU ENTER THE CLASSROOM.
• Come to class with an open mind and be willing to listen to alternative viewpoints and perspectives. Since this course is guided by the General Learning Objectives listed above, we encourage students to respect diverse points of view and understand that each person’s background and life history has shaped who they are today. *Remember to think before you speak.
• Be on time for class. Coming to class late interrupts the learning process and can be disrespectful to whoever is speaking at that time.
• You are expected to attend every class, unless you are very ill or have an extreme unavoidable conflict. You are responsible for any materials missed and will have to make up any required activities that occurred on that day.
• You are expected to participate in class discussions. A major part of this course is reflecting on the material that is learned and exploring your individual values-this is very difficult to accomplish if you are not actively engaged in classroom discussions and activities.
• When sending e-mails to instructors or other classmates, please keep in mind that this is an academic institution and thus you should avoid overly casual or familiar terminology/language in your e-mails. Please put “DISCOVER CHICAGO” in the subject line of all e-mails to the course instructors.

Autumn Quarter Course Assignment:

Read assigned material prior to coming to class, participate in class discussions and activities, complete common hour assignments, write two papers, write two reviews, write reflection summaries, write a letter to an elected official, and give an oral presentation on some type of Campus Resource. The assigned readings for each class are listed in the syllabus, along with the tentative activities that will occur during that class period.

Review of Current HIV/AIDS Issues: Journal Article Review & Website Review

You will only have to submit two reviews of current HIV / AIDS issues using the electronic assignment entry procedure in Blackboard. The purpose of this exercise is to make sure that you are aware of current issues and events that are occurring in the area of HIV. You will do two types of reviews, The first will be a web-based article review (due September 20) and the second one will be a scientific journal article review (due October 11). You must have the scientific article approved prior to completing the assignment. Some journals to explore include: AIDS Education and Prevention, AIDS and Behavior, AIDS Care, Journal of AIDS, AIDS Patient Care and STDs, Journal of HIV / AIDS Prevention & Education for Adolescents & Children, and AIDS Prevention and Mental Health. The web-based article can be from any website that provides articles related to HIV / AIDS. The articles can be on any aspect of HIV / AIDS, and should have been published within the past year. After reading the article you need to type the name of the article, along with the complete reference for the article (for the journal article) or the URL address (for the web-based article) on the top of a MS Word file document and then type the following three headings on the page: 1) DESCRIPTION, 2) ANALYSIS/INTERPRETATION, 3) PERSONAL REACTION. You can either make three vertical columns or just type the heading at the beginning of each new section in a horizontal fashion. Under the DESCRIPTION column/section you should describe the information that was presented in the article. This should be in your own words (no plagiarism). In the ANALYSIS/ INTERPRETATION column/section you should write about your analysis and interpretation of the article. Tell us what you thought of the article, what you found interesting/controversial, what you agreed/disagreed with, how the information fit into (or didn’t fit into) what you learned during immersion week, etc. Try to be as analytical as possible in this column. In the PERSONAL REACTION column/section we want you to tell us how you felt about the article on an emotional level. Tell us how the article impacted you, what it made you think of, how it made you feel, etc. This part is all about your personal reaction to the article. Your entry for each article should be SINGLE SPACED AND BETWEEN 1 AND 2 PAGES LONG. After you have written your journal entry, you should submit it to us on the course Blackboard web utility.

Thought/Reflection Papers

Throughout the quarter you will be asked to write brief Thought/Reflection Papers based on material that is discussed in class. These papers are to be brief (1-2 double spaced pages) and are based on your own personal thoughts and reflections to various topics. The exact topic of the papers will be discussed in class.

Letter to an Elected Official

You will write a letter to an elected official regarding some issue that you learned about in the course. In the letter you should talk about the issue and suggest the action that you would like to see the person take. The letter does not have to be long, but should be logical, accurate, and directed. You will be provided with guidelines for how to write the letter. This assignment is due on October 18.

Class Presentations: Campus Resources

Each person in the class will give a brief (approximately 5 minutes) presentation to the class during the quarter. You will have a partner for the presentation, and your partner will be assigned by the course instructors (see course listing for your partner).
This presentation is part of the Common Hour component of the class and is designed to familiarize students with the various resources that are available to students on campus. In addition, since each presentation must involve a PowerPoint visual presentation, it will give you the opportunity to learn more about how to use this presentation tool. You will receive more specific instructions on the content of these presentations in class.

Reflective Writing Assignment: Due on September 27

You will write a 3-5 page reflection/response writing assignment based on your experiences during the course up to date. The assignment should adhere to the following restrictions: a) typed, b) double spaced, c) one inch margins on all sides, d) no font larger than 12 pts. In this assignment we are interested in hearing more about your emotional reaction to the information that you learned during immersion week
and beyond. We also want to hear about your thoughts regarding the societal impact of HIV / AIDS, either as you experienced it first hand or as you heard about it or read about it during immersion week. You have two choices for the format of this assignment.

Write a newspaper article for your hometown newspaper. This should be more of a public interest story than a scientific article. You should use information from the experiences you have gained as well as from the written material provided for the course. You must include all of the following areas in your article:

• Discuss the most important information that people should know about HIV/AIDS.
• Discuss common myths that people have about HIV/AIDS.
• Compare and contrast two different populations of people impacted by HIV that we have discussed in the course (e.g., women, gay men, adolescents, people of color. etc.), and include the following topics:
  • -Differences in terms of societal pressures.
  • -Differences in terms of ability to implement prevention practices.
  • -Differences in access to prevention and treatment.
• Offer recommendations for what people who are at risk for HIV can do to protect themselves from the virus.

Write a letter to a friend who does not have much of an understanding about the impact of HIV / AIDS. This should be a letter where you fully describe the emotional impact that your participation in this class has had on you and where you convey to your friend the societal implications of HIV / AIDS. You must include the following areas in your letter:

• Discuss the most important information that people should know about HIV/AIDS.
• Discuss the myths that have been dispelled as part of being a member of this class, and the most surprising/intriguing things that you have learned.
• Discuss how the information that you have learned thus far has challenged (or not challenged) your way of thinking or your way of viewing some aspect of society. Please explain why you think this has/has not occurred.
• Pick a particular place that we visited during immersion week that had a significant impact on you and explain why it had such an impact. In this section explain the impact it had on you in the following realms:
  • Emotionally
  • Spiritually
  • Behaviorally
  • Expectations of Others

If you chose the second option, we encourage you to write this letter so that you can actually send it. This will have the potential to impact another person as it will give them new information and insights that they did not have before. You can send it to a friend or family member, or you can send it to a “pen pal” in Kenya. We will discuss the “pen pal” project in class.

Final Expression Project: Due on November 1

You will present a final creative expression project that represents one or more things you learned in the class. This assignment is optional and will count as extra credit. It may be a poem, a drawing, or a photograph and can either be an original creation or one that you find from another source. During our final class period, each member will present and explain their expression project. You are encouraged to think of creative ways that you can make a personal contribution to the fight against AIDS.

Applied Community-Based Project Final Writing Assignment: Due on November 8

You will write a 6-8 page final paper based on your individual applied community-based project during the quarter. Papers should adhere to the following restrictions: a) typed, b) double spaced, c) one inch margins on all sides, d) no font larger than 12 pts. You are encouraged to visit the writing center as you move from the outline to your first and subsequent drafts.

You have two options for this paper. Both of these involve being involved in some community-based HIV-related applied experience, and then writing about that experience.

Service Learning

You must volunteer at on HIV / AIDS-related community-based organization for at least 15 hours during the quarter and write an integrative paper about your experiences. You should select an agency from among the list of sites that we attended during Immersion Week. If you wish to volunteer at an agency that we did not visit, you must get approval from the instructor. Once you select your agency, you must complete a service learning contract and have it signed by someone at the agency. The contract is due on September 20. You must have a supervisor at the agency write a brief letter on agency stationary stating that you completed the 15 hours.

The paper should focus on a specific aspect of the AIDS epidemic (e.g., mothers living with HIV, benefits of needle exchange, need for increased HIV / AIDS policy action). If your experience involved different populations or different issues (e.g” prevention and treatment). then you should select one issue that is of interest to you. Based on this specific aspect, you should develop a thesis statement that describes the focus of your paper. Put the thesis statement at the top of the paper in bold. In the body of the paper you must do the following:

• You should first state why you selected your specific focus and thesis statement. This section should be at least one to two paragraphs (but it can be longer). You should use data and statistics to support this. For example, if you are focusing on the need to have comprehensive sexuality education for all high school students as a form of HIV prevention, you may want to give statistics on the number of high school students who are becoming infected with HIV each year.
• You should briefly describe the agency, the types of people that are served by the agency, the types of services that are provided, the specific activities in which you were involved, and any other relevant background information.
• You should critically analyze the service learning experience, and integrate what you learned at the community agency with what you learned in the course. You should also integrate information from course readings and additional readings as well. You need to draw direct connections between what you’ve learned in class and in the readings with what you learned in your applied experience.
• You should talk in general about what impact the experience had on you and what you learned from the experience. This section is a little less structured than the rest so use it to let me now what you got out of the experience.

Community-Based Service Learning Contracts are due on September 20 and all of your hours should be completed by NOVEMBER 4. POINTS WILL BE DEDUCTED FOR HOURS THAT ARE NOT COMPLETED!!! You must have a supervisor at the agency write a brief letter on agency stationary stating that you completed the 15 hours.

HIV /AIDS Awareness/Education/Prevention Project

You must develop and implement some type of community-based HIV/AIDS public awareness/education/prevention project. There is a lot of flexibility with the type of project you can do, as long as it involves providing HIV-related information and awareness to a group of people. The work that goes into developing and implementing the project should be equal to or greater than the time required for the Service Learning project (15 hours). The proposal for this project is due on September 20.

Your proposal should address the following points:

• What will you do for the project?
• Where will you do it?
• When will you do it? How long will it take?
• Who is your target audience?
• Who else will be involved in the project? What role(s) will they play?
• What are your goals for the project?

The paper should focus on the population you served with your project, as well as the type of awareness/education/prevention approach that you used (e.g., small group HIV prevention sessions). You should develop an goal statement that describes the focus of your project (e.g., The goal of this project was to increase awareness of the personal risks of HIV among college students living in University Hall). Put the goal statement at the top of the paper in bold. In the body of the paper you must do the following:

• You should first state why you selected your specific project and your specific population. This section should be at least one to two paragraphs (but it can be longer). You should use data and statistics to support the selection of your population, and your approach as well if applicable. For example, if you focused on high school students, you may want to give statistics on the number of high school students who are becoming infected with HIV each year.
• You should briefly describe the project, the types of people that were served by the project, the types of services that you provided, the specific activities in which you were involved, and any other relevant background information.
• You should critically analyze the project, and integrate what you learned by doing it with what you learned in the course. You should also integrate information from course readings and additional readings as well. You need to draw direct connections between what you\’ve learned in class and in the readings with what you learned in your applied experience.
• You should talk in general about what impact the experience had on you and what you learned from the experience. This section is a little less structured than the rest so use it to let me now what you got out of the experience.

The Diverse Faces of AIDS: Education, Prevention, and Treatment Service Learning Contract

Dear Community Agency:

As partial fulfillment for the requirements of a First year Seminar course at DePaul University (‘The Diverse Faces of AIDS”’), this student will complete 15 hours of service at your agency. The student is required to work directly with a community-based HIV/AIDS service organization on a volunteer basis and will then write a 6-8 page paper about his/her experiences. Please attach a business card or letterhead for agency verification. If you have any questions about this project please feel free to contact me at 773-325-2056.

Sincerely,
Gary W. Harper, Ph.D.,M.P.H.
Professor
Department of Psychology

Student’s name:
Name of the agency:
Address of the agency:
Contact person at the agency:
Contact person’s phone number:
Specific population with which the student will be working:
Duties/tasks/activities with which the student will be involved at the agency:
Date that the student will start:
Signature of agency contact person:
Date:

This form must be completed and returned by SEPTEMBER 20, 2005, You may fax it to 773-325-2057.

This course utilizes the principles of academic Service-Learning to introduce students to the theory and practice of the arts as a vehicle for community-cultural development. As part of the course, the students will undertake fieldwork and research in an arts-based community project through direct contact and collaboration with established community based organizations (CBOs) that have within each of their missions explicit goals of community-cultural development.

The instructors have identified and established partnerships with five CBO’s in Chicago, each of which has expressed a felt-need for increased research into the work they conduct to enhance tbe impact their efforts have on their constituents and communities. Students will be introduced to these organizations and the people who lead them, and will conduct site-visits and onsite research to achieve mutual goals of academic learning and advancement of the individual and collecti ve work of the organizations. The research projects that are developed in this class will be presented to the CBO’s throughout the process and at the end of the semester, and will be shaped by the feedback provided by the instructors and the leaders of these organizations.

Readings and class discussions in community psychology, the role of the arts in community and cultural development, methods of community research, creating arts and cultural policy will support the fieldwork. Students will complete a collaborative research project and create personal narratives in their chosen medium reflecting their fieldwork experience.

PARTNERING COMMUNITY BASED ORGANIZATIONS

• archi-treasures
• Kuumba Lynx
• Aurora Arts Alliance
• Little Black Pearl Workshop
• Snow City Arts Foundation

COURSE OBJECTIVES

Students will:

• Examine the kinds of work engaged in by arts- and media-oriented community development organizations and by artists working in communities;
• Develop and activate critical thinking skills to understand the link between cultural policy and community development at local, state and federal levels;
• Individually and collaboratively conduct research in the field of arts-based community-cultural development;
• Analyze the field of community-cultural development through the lens of their artistic interests;
• Develop the process of self-inquiry and the practice of civic responsibility.

Course objectives cannot be met without fulfilling course requirements.

COURSE RATIONALE

This class offers students the opportunity to investigate and analyze how and why the arts and media impact community-cultural development. Students will collaboratively explore the field of community-cultural development, research various source materials, conduct fieldwork with community based organizations (CBO’s), and analyze their findings through a narrative project in the media/art of their choosing. The principles and practices of Service-Learning are integrated into this process to develop critical thinking ability; communication, collaborative, and leadership skills; increased cultural and racial understanding; and awareness of social responsibility. This investigation will allow students to both consider – and make use of – the arts as tools in the social, cultural, and economic development of communities.

REQUIRED TEXT

Creative Community: The Art of Cultural Development, by Don Adams and Arleen Goldbard, Rockefeller Foundation, 2001. (http://www.rockfound.org)

Additional readings will be made available online and as handouts.

COURSE REQUIREMENTS

• Active participation in class through discussion, collaborative activities,
• questions, comments, writing assignments and fieldwork in off-site locations
• Completion of weekly response papers (typed, 2 page minimum)
• Individual and collaborative research with a variety of sources
• Active engagement in fieldwork (attendance at off-site locations is required and a minimum of 15 hours field work over the course of the semester will be necessary to meet the expectations of the class)
• Participation in group research project
• Completion of a narrative project in the students’ medium of choice (based on research, experience in the field, and class work)

FIELDWORK

Fieldwork will consist of hands-on experience and the opportunity to develop a deeper understanding of the real-life challenges and successes of community-cultural development. Fieldwork will be structured and coordinated by instructors with community partners and students. Fieldwork will require at least 15 hours of on-site contact with community-based organizations in addition to class time and assignments.

JOURNAL

All students must keep a journal for class notes,field notes, research, and personal reflection. A journal with pockets that can be dedicated to this class is recommended as this record of experience and thought will play a critical role in the development and design of the narrative project due at the end of the semester.

RESPONSE PAPERS

Reflection is at the heart of teaching and learning and an integral part of Service-Learning curriculum. It is through critically reflecting upon what we have learned and experienced through research and reading, in-class discussions, site visits, and the collaborative work students will engage in with classmates and CBO’s that we will synthesize and understand the collected information and data that will result from the class and achieve the learning goals set forth in this syllabus. Weekly response papers are required throughout the semester. Response papers should be related to issues discussed in class, fieldwork, readings, and/or thoughts regarding an organization visited. These papers must be two pages typed, double-spaced.

RESEARCH

Research of a community-based organization and a variety of text and web-based material is required of all students. Through class work and dialogue we will examine the concepts necessary for students to complete this research. Research will be conducted both individually and collaboratively. Additional information will be provided in class.

NARRATIVE PROJECT

Students will work collaboratively in small groups with a community-based organization to organize and present the information they gather through the means identified above. This project will be the culmination and presentation of individual and collective teaming from the experiences of this class. It will demonstrate the students’ knowledge of community-cultural development and analyze in-depth the issues or felt needs identified while exploring this field. The presentation should engage the students’ creative and critical thinking skills through any media or artistic medium of the students’ choice.

GRADING & CREDIT

• Class Participation 20%
• Field work and site visits 20%
• Response Papers 15%
• Research 15%
• Narrative Project 30%

This class satisfies 3.0 of the 48 credits required for General Education distribution. This class is also an elective in the Cultural Studies major and satisfies 3.0 of the 14 credit hour Liberal Education elective requirement.

WEEKS 1-5

• What do we mean by “community”? What is “art”? What is “community-cultural development”? Who does it and why? What impact do artists have on their community(ies)? How do we know? Why do artists get involved in this work’? What are the challenges, rewards, and benefits of this work?
• We will explore these questions and issues through in-class discussion, collaborative activities, and with a variety of guest speakers from the field of community-cultural development. Methods and modes of research will be explored and site visits to CBO’s will begin.
• Assignments/Reading: Creative Community, web-based resources, and handouts. Response papers. Online and text-based research.

WEEKS 6-10

• How are community-cultural organizations created and sustained? What roles do these organizations play in cultural-community development? How is a CBO structured and managed? Where does the money come from and where does it go? How is the impact of this work measured? Why does it matter?
• We will explore these questions and issues through continued in-class discussion, collaborative activities and research, and with a variety of guest speakers from the CBO’s with which we’ll work this semester. More intensive and comprehensive research will take place, site visits will continue, and fieldwork will begin.
• Assignments/Reading: Creative Community, web-based resources, and handouts. Response papers. Online and text-based research. Fieldwork.

WEEKS 7-15

• What do we now know? What are the learnings, best practices, key issues, challenges, and successes of arts-based community-cultural development? What is your personal social or civic vision for what you’ve learned and how can this vision be fulfilled? How do your findings impact and enhance the work of your partner CBO? What steps would take your findings and the work of your partner CBO to the next level?
• We will explore these questions and issues through continued in-class discussion, collaborative activities and research, and fieldwork. Individual and collaborative research will continue and narrative projects will be proposed, created, and presented.
• Assignments/Reading: Web-based resources, and handouts. Response papers. Online and text-based research. Fieldwork. Class presentations. Conception, proposal, creation, and presentation of narrative project.

• Education for Democracy: A Sourcebook for Students & Teachers, Barber & Battistoni, Kendall/Hunt Pub., 1999
• The Quickening of America: Rebuilding Our Nation, Rebuilding Our Lives, Jossey-Bass Pub., 1994
• Chicken Soup for the Volunteer’s Soul, Health Communications, 2002

Course Description:
This course introduces students to academic service learning as an approach to experiential learning. Students actively participate in meaningful civic service experiences that meet community needs and are coordinated with university and community organizations. Students meet in a structured class setting to read, think, talk, and write about the students’ service. In addition to class work, students perform approximately 40 hours of service.

Learning Outcomes:

• Synthesize learning through a final, written, reflective report.
• Articulate the reasons for and benefits of civic engagement.
• Create a journal of service time and observations.
• Evaluate the needs of a community organization and its clients.
• Develop an initial personal strategy for service.
• Apply the academic skills and abilities of DUES to experiential learning.
• Define concepts related to civic engagement and service-learning.

Davenport University Excellence System:
Davenport University believes that those students who successfully complete any certificate, associate, bachelor, or master’s program at the university should be able to demonstrate certain professional and academic abilities. These abilities embody both the key practical and theoretical skills taught and measured throughout all Davenport University academic programs and, in accordance with the mission of the University, prepare students for success in their chosen profession.

DYNAMIC LEADERSHIP
Leadership
Reasoning and Problem Solving
Teamwork

UNIVERSAL COMMUNICATION
Interpersonal Communication
Oral Communication
Written Communication
Global Perspective

PROFESSIONAL EXCELLENCE
Honesty and Integrity
Computer Proficiency
Mathematical Literacy
Career Skills
Information Literacy

Student Responsibilities:

• Students are bound by all policies of Davenport University and should familiarize themselves with these through reading the catalog and student handbook.
• All students must complete the final assessment for the course, such as the final exam, project, or presentation. Students who do not complete the final assessment will receive a grade of F.
• Students are expected to be adequately prepared for each class session. It is reasonable to expect at least two hours of outside study for every hour spent in the classroom.
• Students are expected to assist in maintaining a classroom environment that is conducive to learning. Therefore, free discussion, inquiry, and expression are encouraged. Behavior that interferes with the instructor’s ability to conduct the class or the ability of students to benefit from that instruction is not acceptable. This could include entering class late or leaving early; use of beepers, cellular telephones, or other electronic devices; talking in class without being called upon; talking while others are speaking; or arguing in a way that would be considered disrespectful to the instructor or other students.
• Children are not allowed in classrooms; nor can they be left unattended in any room in the building.

Instructor Methodologies and Class Policies

Introduction
Through the Service Learning Practicum, students take what they have learned and apply their learning in a real-world context. Service learning combines community service with critical reflection and analysis. Service learning is more than just doing a “good deed.” Through service learning experiences, the community becomes a classroom in which students work with members of the community to address community issues and needs and build on community strengths and assets.

Texts
Our basic text, Education for Democracy: A Sourcebook for Students and Teachers,
is an interdisciplinary anthology especially designed for courses like this one. Its wide range of materials, from philosophy and theology to poetry and literature to politics and sociology, represent differing perspectives on service, citizenship, and community. Our second book, The Quickening of America: Rebuilding Our Nation, Remaking Our Lives, focuses on contemporary examples of what the authors call “living democracy,” and includes exercises that will help us link theory and practice. Finally, our third book, Chicken Soup for the Volunteer’s Soul, consist of inspirational stories that demonstrate the results of service.

Format
Students will each be required to complete 40 hours of service, which must include community contact. This requirement will be met for those participating in the Alternative Spring Break trip. During the trip students will keep a log of their time and work, as well as their observations, thoughts and reactions. Those not involved in the Spring Break trip will choose, a local community organization (with instructor approval) in which to serve. The class will meet together each week of the semester for a two-hour seminar. The placement experience is structured by the roles and responsibilities the host organization agrees to provide you, your own interests and learning objectives, and this course design. It is essential that the relationship between the student and the host be as reciprocal as possible; the community organizations and leaders who share with us this semester should be respected as equal partners.

In our weekly sessions, we will explore community building and “living democracy” among ourselves. Sessions will include analyses of the readings; service highlights and presentations by members of the class; and dialogues with community leaders. In our discussions, we will integrate scholarly and community “voices” which are not always included in academic or public debates. During our meetings, we will work hard to express our views and to listen to the views of others.

Assignments and Assessment of Student Learning
The assignments are designed to encourage structured academic reflection upon our service experiences outside the classroom, and to create an active learning community in class. Accordingly, the evaluation process is designed to match the multiple ways in which our learning takes place. The course grade will be determined as follows:

1. Weekly Reading Journal: 20%. One of the most valuable tools for reflection is a journal in which you consistently record and analyze your reading and experience in light of the class materials. Each week you should write in your journal in response to the reading assignments and with your service in mind. Respond to at least 2 or 3 authors’ ideas from your reading before class so that you will be prepared for class discussion.

The goal is to interact with the authors’ arguments with your own opinions and relevant personal observations or experiences. Ask yourself such questions as: How do the readings help me to understand my experiences? In what ways does my service tend to confirm or refute the readings? The key to effective use of a journal is to write immediately and frequently – don’t leave it until the day of class!

The journal should be typed or word-processed, double-spaced, and should be brought to class every week. At the end of the semester, you will submit the entire journal.

2. Community Service/ Log: 40%. The log is a record of your service. During the Alternative Spring Break trip, students will keep a log of their work time as well as their observations, thoughts and reactions For those serving weekly in local organizations, after each session at the organization, you need to record the date and times, and a brief report of your activity. All students should write 1-2 pages of critical reflections. These may include (1) how a class reading or discussion related to what you did that day, (2) a critical incident that occurred during the week or work session, (3) an activity or dialogue that took place, (4) the significance of the work to your own life or career, (5) a moment of self realization or (6) other critical analyses of your personal growth and learning.

3. Final Reflections Essay (20 %). This essay synthesizes your academic and service learning and incorporates the DUES. You should use examples from your experiences and observations “in the field” plus relevant points from the readings. Your essay will answer the question “What were the most important things I learned?” (4-5 pages double-spaced).

4. Community/class responsibility 20%. Because this class is experiential as well as academic, your full participation is essential. So, I will ask you to gauge the extent to which you have met your responsibilities to our own democratic learning community, as well as to your host organizations. Your evaluation, along with those of the instructor and your supervisor, will be the basis for this part of your final grade, depending upon a procedure to which we all agree. Below is a suggested standard for evaluation of community/class responsibility:

• living up to our commitments to our community host organizations
• diligent class attendance and active participation in our discussions
• completing required reading by the date assigned
• completing written assignments on time
• conducting oneself as an equal member of a democratic community

Schedule
(Selections from Education for Democracy noted with *, from Quickening as Q)

1/12 Introduction to service, citizenship, community Learning through service
Community dialogue: Finding a Career Through Service, Laurie Hess

1/19 Service 1 What is service? Why do I serve? What is public life?
Community dialogue: National Relief Network
Readings due: Coles, “The Call of Service” 184; Mother Teresa 192*; Q 1 and 2

1/26 Community 1 What is community? What makes communities work?
Does self-interest have a place in community?
Community dialogue: Habitat for Humanity
Readings due: Fuller 194, Bellah 94, Kemmis 111 *; Q 3

2/2 Service 2 What is “good” service? Who should serve? Who should receive service?
Community dialogue: Dr. Jackie Taylor
Readings due: Addams 595, King 601, Hesburgh 215

2/9 Democracy 1 What is democracy? What is power? What is democratic leadership?
Readings due: Barber 163, Boyte 173*; Q 4

2/16 Community 2: Diversity — Who belongs and who doesn’t? What approaches to community promote or discourage inclusion? How does your site address diversity?
Readings due: Ellison 257, Steele 281, hooks 301, Reich 307*
Reading Journal due (Cumulative and typed)

2/23 Democracy 2: Citizenship and service — How does service lead to civic engagement? What are skills and tools are needed?
Readings due: Tocqueville 553, Putnam 571, Coats et a1582*; Q 10-13

SPRING BREAK – Disaster Relief Service in North Carolina
Read Chicken Soup for the Soul

3/8 Individual reports on service experiences in Disaster Relief

3/15 Service 3: Service challenged — Can servanthood be bad?
Readings due: Rand, Illich 453, McKnight 459, Rand 413, * Q 10-13

3/22 Community 3: Community challenged — Is community always a good thing?
King 395, Jackson 381, LeGuin423,* Q 10-13

3/29 Democracy 3: Democracy challenged — Does civic responsibility at a local level undermine global responsibility? Does our responsibility extend beyond human beings?
Community dialogue: Senior Refugee Advocacy Agency of W. Mich.
Readings due: Barber 635, Leopold 645, Berry 659* Q 10-13

4/5 The resurgence of service and citizenship — How are ordinary Americans participating in their workplaces and the economy, making themselves heard through existing media, providing social services in new ways, becoming more active in local government, and educating real-world problem solvers? Should national service be a requirement?
Readings due: Eberly 212, Chapman 465, Morris 547* Q, 5-9

4/12 Reflecting on service and learning
Due: Draft of Reflective Essay for peer review

4/19 Final Reflections on reading and service
Reading and discussion: Q 5-9
Connect readings with personal service
Share most inspiring Chicken Soup story

4/26 Due: Final Draft of Reflective Essay, Reading Journal, and Service Log Presentations of Final Reflections

This course will explore “the family” in relation to cultural identities and political policies in the United States and around the world, combined with a unique opportunity to reach out to and interact with diverse families nearby. With topics including the “Holy Family” to “Father Knows Best,” from Freud’s “Oedipal Complex” to current debates on “Family Values,” from children with AIDS to international adoption, students will analyze changing family socio-economic and psychological structures and the evolving representations of motherhood, fatherhood and childhood in the past and particularly in the present. We will compare public and private efforts to aid families in the U.S., Europe and other parts of the world, including the origins and evolution of social work and volunteerism as a form of democratic engagement. Students will grapple with complex “real world” issues as well as their own family identities.

This course will meet only 2 hours a week and require a commitment to volunteer regularly (2-3 hours/week) during the semester. At the request of Project Hospitality, students will provide child care, tutoring and other support to children in immigrant families, including at meetings to discuss labor and social welfare issues and in afterschool programs. Students will write a research paper linking their experience to a public policy initiative.

Finally, students will apply these insights in campus-community dialogues on diversity and democracy, including “Passport to Diversity: A Celebration of International Cultures in Our Community” and the National Dialogue Project “Journey to Democracy: Power, Voice and the Public Good.” Dialogues will involve civic associations on Staten Island in discussions of immigrant families, themselves given a voice, compare resources within a culture of participatory democracy, ret1ect on the college\’s and students’ responsibilities and analyze the structures of power in promoting the public good.

Students in all disciplines are encouraged to enroll.

Books Required:

• Juan Gonzalez, Harvest of Empire: A History of Latinos in America. New York: Penguin Books, 2000.
• Colin Heywood. History of Childhood: From Medieval to Modern Times. Oxford: Blackwell Publishers, 2001.
• Jonathan Kozol. Amazing Grace: The Lives of Children and the Conscience ala Nation. New York, Harper Collins, 1996.
• Jimmy Breslin. The Short, Sweet Dream of Eduardo Gutierrez. New York: Crown Publishers, 2002.
• Barbara Bergman. Saving Our Children from Poverty: What the U.S. Can Learn from France. New York: Russell Sage Foundation.
• Reed Ueda, Post-War Immigrant America: A Social History St. Martins Press, 1994.

Course Requirements:

Attendance
Your ability to raise questions and express opinions, drawing upon the readings, will be an important component of your grade. You are expected to contribute regularly and to prepare informal presentations. Attendance is required, including at film screenings and designated lectures of the Academic and Cultural Enrichment (ACE) program or Dialogues on Democracy project. More than 2 unexcused absences will be penalized as follows: for each additional absence, your final grade will drop by one-third.

Reflective Essay (10%)
Trace your own American family saga, in dialogue with democracy and diversity. Suggested guidelines will follow.

Journal Reflections (10%): During the semester, you will attempt to link specific issues raised in class discussions and readings with specific issues confronted in your placement. Using either the placement or readings as a starting point, write at least 5 journal entries (2 pages each), spaced throughout the semester.

Research Project (40%)
Each student will choose a topic related to democracy or diversity as a lens by which to reflect on their service-learning experience. Research is expected to be of high quality with at least three refereed books or journal articles published since 1985 and at least one oral history interview. You willlikely need to order materials inter-library loan-plan ahead! Tins is a semester-long project: Students will submit a bibliography, thesis, outline and first draft over a period of several weeks. Presentations will be both in-class and, as part of the Dialogue on Democracy project, for invited community members.

Mid-term (20%) and Final (20%): Essay questions. Final exam will be cumulative and include questions on placements.

Course Outline:
Additional readings or videos may be added and other changes made as needed)

1. Week 1-3: Family History: Immigration and Generations

Mon. 8/25 Introduction: Why engage families?
Children’s public/private lives around the globe
Read handouts; discuss research and service projects.
Wed. 8/27 Melting Pot or Mosaic? Integration vs. Assimilation
Read: Gonzalez, Introduction and Chapters 4-5
AND use internet to learn about Hispanic children in NYC and USA
Fri. 8/29 Read: Gonzalez, Ch. 11-12
Video: The Immigrant Experience: The Long, Long Journey (1972)

Mon. 9/1 No Classes (Labor Day)
Plan to visit Port Richmond Area this week
Wed. 9/3 Why History Matters: Creativity and Conflict
Read: Gonzalez, Ch. 1-3
Wed. eve Film screening: My Family/Mi Familia (1995)
Fri. 9/5 Discuss Film. Visit with Terry
Ueda, Post-War Immigrant America, Ch.3

Mon. 9/8 More than Kissing Babies: Economics and Politics of Democracy
Gonzalez, Ch. 10, 13 and conclusion
Wed. 9/10 Essay # 1 due:Your American Family Saga (3-4p.)

II. Week 4-6: History of Childhood

Mon. 9/15 Happy Mothers, Fallen Fathers
Read Heywood: pp.1-40
Wed. 9/17 Read Heywood: ppAl-82 (Guest: Dr. Alison Smith)
Sat. 9/20 Port Richmond Civic Association Picnic (optional)

Mon. 9/22 Brothers, Sisters and Peers
Read Heywood: pp.83-118
Wed. 9/24 When does Childhood End? Labor and Education
Read Heywood: pp.119-l72

Mon. 9/29 Review Family Policy from Nazism to the Present
Read handout
Wed. 10/1 Midterm Exam Due
Sat. 10/4 Freedom Walk

III. Week 7-10: Children in NYC

Mon. 10/6 Classes Cancelled: Yom Kippur Begin Kozol, Amazing Grace
Tues. 1017: 4:15: Dr. Lee Knefelkamp (required)
Wed. American Democracy and Children Left Behind Read Kozol, Ch. 1-3

Mon. 10/13: Columbus/Indigenous Peoples\’ Day Tues. 10/14: Kozol, Ch. 4-5
Wed. Finish Kozol, Ch. 6 and epilogue

Mon. 10/20 Buildings and Fences: Whose Responsibility?
Read Breslin, Short Sweet Dream, 1-53 Wed. 10/22 Read Breslin, 53-103

Fall Break-Work on Projects
Finish Breslin
Late October: Port Richmond Harvest Fair, Veterans\’ Park

Sun. 11/2: Celebrate Diversity! 12-5 (attendance required)
Mon. 11/3: Discuss Celebrate Diversity!
Read: Ueda, Ch 3-4

Weeks 11-15: Public Policy and Children

Wed. 11/5: Begin Bergman, Saving Our Children, 1-49

Mon. 11/10 Bergman, 50-91
Wed. 11/12 Finish Bergman, 91-153

Mon. 11/17 Research Projects Due
Wed. 11/19 Debate:Why Americans are For and Against Family Policy
Review Bergman

Mon. 11/24 International Family Policies: Adoption, Refugees, AIDs Read: handout on International adoption, web research
Thanksgiving Break
Late November/Early December: Dialogue on Democracv: Required

Mon. 12/2: Debate: Why Americans are For and Against Immigration and web search pro and con (eg. Pat Buchanan)
Wed. 12/4: What\’s Next?

Final Exam: Date TBA

Your American Family Saga A 3-4 page essay
Due: Wed. 9/10 (Bring to class)

Using the examples of the Gonzales or Sanchez Families, trace your own family’s evolution in contact with democracy and diversity. If possible, discuss these issues with a family member (but remember to handle oral history evidence with care.) Read all the questions below but focus on those most revealing of your family saga.

Discuss a family member’s voyage to America and adjustment to the new culture, society and economics. Consider issues such as housing, employment, push/pull motives, discrimination, gender, age, language, education, employment, health/abuse, voting, reliance on public support, socio-economic mobility, intermarriage, contemporary political and economic context.

How did gender, class, race, ethnicity, sexual orientation, disability and/or religion affect their adjustment and that of the second, third and/or later generations? Review issues listed above. What is their most important accomplishment? What was their greatest barrier to success? How did they change over time as America and the world has changed?

What changes in cultural values and socio-economic concerns can you trace between first generation immigrants in your family and their descendents?

Are your ancestors’ ethnicity, language, religion or culture still important to you?
Do you or other family members speak to each other in a language other than English? How informed are you of the culture and politics of their country of origin, past and present? Give specific evidence: for example, can you name the top political leader in that nation today?

How have democracy, diversity and the public good affected your family? What do these terms mean to you and your family? How do you benefit or how has your family benefited from government spending on family policy?

How do you and/or your family view immigrants today? Do you and/or your family see America/New York as a melting pot or mosaic?

Final Exam:
Please answer both questions, in 3-4 pages each (total 8 pages).

In both questions, please refer to your own civic engagement experience this semester when possible and show if and how it affected your learning. Exam is due Monday by 3pm.

Your grade will be based on the quality of your argument: the clarity and persuasiveness of your thesis, your organization and the thoroughness of your evidence. Refer whenever possible to primary sources and to specific persons, events and terms (for example, Bracero program, Family Allowances, Mother’s Pensions, TANF).

I. To what extent is an understanding of family policy in France useful in shaping public opinion and proposals (like those of Bergman) that could address the most urgent problems of American children?

In your answer, be sure to answer the following questions: How significantly do Bergman’s proposals (and their intended impact) differ from those of the National Commission on Children (NCC)? Which of France’s family policies does she find most relevant to the United States? Why does she reject Family Allowances and make minimal reference to maternity leave? Why are Bergman, Cherilyn Davidson and the NCC concerned about the shortcomings of AFDC (now T ANF)? What objections do you think the NCC would have raised had they heard Bergman’s suggestions? Finally, whose recommendations (if any) have a better chance in becoming law? Be sure to identify AFDC, T ANF and EITC in yom answer.

II. You are teaching a tenth grade class about the problems currently facing children and families in our American democracy.

First, indicate at least 3 specific problems identified in Kozol, Amazing Grace and/or Breslin, The Short Sweet Dream of Eduardo Guttierez (which the students have just read). Use at least 3 quotations as well as statistics to back up your argument and analyze these sources critically.

Then, explain how the issues relate to the struggle for power, voice and the public good in our democracy. In your answer, be sure to define “public good.”

Briefly indicate what action, if any, the students could take to address the crisis facing America’s children.

What objections and questions might the students raise in response to your presentation? Please consider race, ethnicity and economic status of the children you are addressing in your answer.

Course Prerequisites: ECON 200 and FmResM 340

Objectives
When finished with this course, the successful student will be able to (1) Understand importance of housing in US society; (2) Identify institutions and special interests involved in the production, maintenance, regulation and distribution of housing; (3) Compare and evaluate alternative solutions to housing problems; (4) Collect, interpret, and report housing data.

Course Reading Materials
Medoff, P., & Sklar, H. (1994). Streets of Hope: The fall and rise of a Boston neighborhood. Boston: South End Press.
The Encyclopedia of Housing. HD7287.E53 1998. EHS Library reserve.
Solove, R. (2002). The use of oral and written history to build community identity and pride in the Weinland Park neighborhood. A Senior Honors Thesis, The Ohio State University. Packet, Neil Avenue COP-EZ.
University District Code Enforcement: An Assessment and Recommendations for Improvement. (http://facweb.arch.ohio-state.edu/jevanscowley/crp852/crp852.htm)

Course Grade

Daily assignments

The course grade will be determined according to the following scale:

Student Responsibilities

Class Attendance: Attendance is a non-negotiable requirement. The course is built around weekly discussions and activities, and participation is essential. Students are expected to remain for the entire class period and to participate fully in class discussion. Any announcements, handouts, or course material are the responsibility of the student.

Assignments: Each reading assignment should be completed prior to the date assigned. Students are expected to be prepared to discuss the reading assignment in class.

Written assignments should be typed. Written assignments should be turned in at the beginning of the class period. Assignments are to be submitted in class on the due date. Late assignments will not be accepted.

DATETOPICREADINGS/ASSIGNMENTS

Class 1
WHAT IS HOUSING? WHY AND WHEN IS HOUSING A PROBLEM?
Overview of course ? content, activities, service
Description of service-learning project
Read Medoff & Sklar, Introduction, pp. 1-6.
Introduction to Course and Text
Movie about Dudley Street
Weinland Park Slides

Class 2
HISTORY OF A NEIGHBORHOOD
Read Medoff & Sklar, Ch. 1, pp. 7-35.
Scan Solove report and University District Code Enforcement Report.
Submit written definitions of the following terms and describe specifically how the term is used in the reading (e.g., what were causes and effects of white flight in Dudley Street?)
- White flight
- Federal Housing Administration
- Urban renewal
- HUD
- Unemployment rate
- Redlining
- Blockbusting

Class 3
Orientation Meeting with BREAD Staff
What is BREAD?s mission? Who are BREAD members? What strategies are used to accomplish goals? What has BREAD accomplished?Read handout from BREAD

Class 4
INVESTING IN A NEIGHBORHOOD: NEIGHBORHOOD RESPONSE
Read Ch. 2
Define the term coalition and describe how the term is used in the reading–what coalitions were formed, how, with what result?
Submit two questions for class discussion.

Class 5
Meeting with BREAD Staff
Discussion of Project (purpose, timeline, process)
Discussion of content for interviews and preliminary development of questions

Class 6
ORGANIZING A NEIGHBORHOOD
Read Ch. 3, pp. 67-87.
Write two-three paragraphs describing the concept:
- community organizing (e.g., how is community organizing accomplished, what actions were taken to organize Dudley Street? What were the results/benefits?). Provide specific examples.

Class 7
Meeting with BREAD Staff
Practice interview techniques
Interview assignments and schedules

Class 8
Continue development of Interview questions
Practice interview techniques

Class 9
Midterm Exam

Class 10
PLANNING
Read Ch. 4, pp. 89-113
Submit written definitions of the following terms and describe how the term is used in the reading (give very specific examples from the reading, e.g., description, causes/effects):
- bottom-up planning
- community assets
- community agencies
- moratorium
- comprehensive plan

Class 11
Time allotted for interviews
First Reflection Paper Due

Class 12
CONTROLLING THE PLAN
Read Ch. 5, pp. 115 -144
Submit written definitions of the following terms and write two paragraphs about how the term is used in the reading (what happened, why, with what effect?):
- eminent domain
- displacement
Submit two questions for class discussion

Class 13
Meeting with BREAD Staff
Discuss findings from interviews
Plan structure and content of final reportRead all interview reports

Class 14
FINANCING THE PLAN
Read Ch. 6, pp. 145-167
Submit written definitions of the following terms and describe how the term is used in the reading:
- land trust
- homeowners classes
- Community Investment Coalition

Class 15
Meeting with BREAD Staff
First draft of interview reports due

Class 16
COMMUNITY DEVELOPMENT
Read Ch. 7, pp. 169-201
Write 3-4 paragraphs about the concept. Community development ?with people in mind? , and discuss economic trends that undermine community development.

Class 17
Meeting with BREAD Staff
Work on Final Report

Class 18
LESSONS IN COMMUNITY DEVELOPMENT
Read Ch. 9, pp. 245-288
Discuss the following quote: ?Community development must begin by recognizing and reinforcing resources within the community.? (P. 254).

Class 19
Class discussion and work on Final Report

Class 20
FINAL REPORT DUE

Class 21
Final Exam ? 3:30 p.m.

FINAL REFLECTION DUE BY JUNE 10

Service-Learning Project in FRM 611

1. Service-learning is a way of teaching and learning that emphasizes active learning, reciprocity with community groups, and reflection on connections between service and learning. Active learning means that students learn and develop through active participation in organized service activities in the community. Students devote structured time in reflection or analysis of the connection between the service activity and concepts taught in the course.
2. The service-learning project for this course is to collaborate with the BREAD organization to collect stories from eight to ten typical workingclass and workingpoor households representing a range of household (single parent; single, no children; married parents; immigrant families; and senior citizens) and employment characteristics and housing needs. The purpose of the project is (1) to gain understanding of how the difficulties they have in securing housing have affected their lives in terms of job opportunities, access to health care, access to child care, transportation, and overall quality of life; and (2) to connect housing needs with Affordable Housing Trust supply characteristics (based on financial data from interviewees in order to determine whether any of them could afford AHT housing).
3. Students will work in pairs to interview families selected by the BREAD organization. Preparation for the interview process will be provided in class. Interviews will be taped and the contents transcribed in preparation for development of an interview report. Students will use the content from the interview to answer questions posed by BREAD about housing needs and to identify themes in the responses.
4. After initial interview reports are completed, the class will read and analyze results of all interviews, looking for common themes and differences. Students will identify themes related to housing needs, barriers to housing, AFT supply and need. The final report (one report prepared by all students) presents case studies representing family/household types, problems encountered, and solutions as well as summaries of problems and observations about housing problems. BREAD will use this report as support for their analysis of the effectiveness of the Affordable Housing Trust Fund in addressing housing needs of the working poor.

Final Reflection Paper
Write an essay on your reflection on the topics addressed and community project addressing the following questions:

1. What did you learn about problems of low-income, disinvested neighborhoods ? include course reading and discussion and interactions with families and with BREAD staff.
2. Outline a proposal for discussion with Weinland Park residents regarding possible collaborative projects with OSU that could contribute to Weinland Park?s capacity for planning and organizing and implementation. Your proposal should be wholistic and draw on materials provided in class as well as your discussions and observations and reading about other neighborhoods.

Non-profit organizations are the newest and fastest growing sector in the US with the number of such organizations doubling during the last 25 years. In addition to growth in numbers, nonprofit organizations have become increasingly complex entities influencing public policy, participating in community affairs, and forging partnership with private and public organizations. With increased growth and complexity, a significant need has emerged for sophisticated managers with organizational acumen, technical skills, and an in-depth understanding of what it means to work in the nonprofit world.

Nonprofit organizations touch on every aspect of our lives and on every level of institutions. Most are in social and health services like the American Red Cross, Compass, and the American Diabetes Society. But they include hospitals, universities, museums, social clubs, and economic development agencies. Nonprofit organizations have always been an important part of the public service system. To an increasing degree, governments are providing social services through contracts with nonprofits. For example, continued resource scarcity, devolution of responsibilities by federal and state governments, and privatization have put additional pressure on the not-for-profit sector to fill in where government withdraws and to work in partnership with other organizations in the delivery of public services. Often referred to as the ?third sector,? it is composed of charitable or public benefit, advocacy, mutual benefit, and religious organizations. Of the 1.6 million organizations in the third sector, our primary focus will be on the 1.2 million 501(c)(3) public serving or benefit organizations in the arts, health, and human services, education, and the environment.

This course focuses on issues in the administration and management of nonprofit organizations including relationships between the nonprofit, public, and private sectors. It is the mission of this class to familiarize you with the work of nonprofit organizations and with the challenges faced by this sector. This mission will be achieved by combining theory with practice. We will begin by examining the size, scope, role, sub-sectors, and distinctive characteristics of the nonprofit sector. We will then briefly discuss legal requirements involved in establishing a nonprofit organization and key management trends in this sector. Then our attention will shift to examining some of the critical management tasks involved in building an organization?s capacity to achieve excellence. This can include tasks such as leadership, setting direction and establishing accountability, creating a dynamic and effective board of directors, developing and managing financial and human resources, and effective marketing and communications. This course is an applied course designed for graduate students. As an applied course, you will be required to become involved in a nonprofit organization to experience hands-on and gain knowledge of the reality of nonprofit management. Interested nonprofit organizations are asked to submit proposals outlining clearly defined projects for you to undertake. The nonprofit organizations will get benefit from your analyses and recommendations.

Regarding theory, we will cover the following topics:

• History and extent of volunteerism and philanthropy in nonprofit organizations.
• Administrative leadership, administrative organization, board selection orientation and training, board/staff relations, communication, decision making, group leadership, etc.
• Leadership issues (role of the board of directors, executive leadership, relationship between board and executive director).
• Marketing, public relations, and managing the agency?s image.
• Management of nonprofit organizations (mission and mission statement, strategic management and strategic planning, financial management, human resource management, managing staff and volunteers).
• Legal aspects, including tax implications.

Regarding the practical aspect of the class, you will be asked to work on real projectsi n a nonprofit organization. The projects will vary from one organization to another, and must be directly related to the topics covered in class. At the end of the semester, you will have to prepare an organizational analysis report about your experience with the nonprofit organization.

Course Description: This online course is designed for graduate students, especially those working in the non profit sector as well as others who are interested in management of non profit organizations. The course is designed to respond in part to the following National Association of Schools of Public Affairs Administration (NASPAA) common curriculum components:

• Budgeting and financial processes,
• Policy and program formulation, implementation, and evaluation,
• Decision-making and problem solving,
• Political and legal institutions and processes,
• Organizations and management concepts and behavior.

This course covers the fundamentals of nonprofit administration including the historical development, role in contemporary society, and economic and political dimensions of contemporary nonprofit organizations, as well administrative issues including regulation, governance, and organizational management. This course also examines similarities and differences between for-profit and nonprofit organizations, major management issues specifically associated with nonprofits, and exposes students to career opportunities to the nonprofit sector. Particular emphasis will be place upon such normative concerns as mission development, reform strategies, and ethical perspectives as they impact the nonprofit environment. (Additional emphases and/or topics may be developed during the semester in response to student interests and needs.)

Goals, Objectives, and Assessments

Overarching goals of the course: 

This course is designed to enhance students understanding of the nonprofit sector in the U.S. and to build conceptual and practical skills needed to perform effectively in positions of
management responsibility in nonprofit organizations. These skills include in creating, developing, and managing a nonprofit organization.

Learning objectives of the course:
At the completion of this course you will be able to:

• Understand philanthropy, volunteerism, and nonprofit organizations and the role of
  the nonprofit sector in our society and economy,
• Explore and discuss managerial tools, techniques, and strategies for effectively
  administering nonprofit agencies,
• Identify the moral and ethical responsibilities of nonprofit administration,
• Discuss the leadership literature and application to nonprofit administration,
• Understand different legal issues as they pertain to the nonprofit sector,
• Explore the relationships among government, business, and nonprofit organizations,
• Identify trends, challenges, and opportunities in the nonprofit sector.
• Learn how to effectively communicate both orally and in writing

Course Outline
Module 0: The Syllabus: Introduction to the course
Module 1: Understanding Nonprofit Organizations: Historical & Contemporary Perspective
Module 2: Government, Business, and Nonprofit Relations
Module 3: The Board and Nonprofit Governance
Module 4: Human Resource Management for the Nonprofit Sector
Module 5: Marketing: Images of Nonprofit Organizations
Module 6: Financial Management: Financial Statements
Module 7: Resource Development & Management
Mid-term exam
Module 8: Strategic Planning and Management
Module 9: Managing Nonprofit Performance
Module 10: Sustainability & Nonprofit Leadership
Module 11: Nonprofit Capacity Building
Module 12: Nonprofit Effectiveness and Entrepreneurship
Module 13: Putting it together: Looking ahead

Required text(s):

• Hudson, M. 2005. Managing at the leading edge: New challenges in managing nonprofit organizations. San Francisco, CA: Jossey-Bass. ISBN: 0-7879-7806-X
• Ott J. Steven (ed.). (2001). Understanding Nonprofit Organizations: Governance, Leadership, and Management, Boulder, CO: Westview Press. ISBN: 0813367875
• Wolf, Thomas. (1999). Managing A Nonprofit Organization in the Twenty-First Century. New York: Simon & Schuster. ISBN: ISBN: 0684849909
• Additional materials are on reserve at the UCF library (online).

Course Requirements and Grading Policy:

You are expected to do the readings for each module and expected to participate actively in class discussions and exercises. I will evaluate your class participation on the basis of your meaningful contributions to class discussions. It is critical to manifest a respectful attitude toward the subject and to value the diversity of opinions reflected by your web-mates. I encourage all of you to freely ask questions and to express your opinions.

You are expected to be active participants in the learning process. Each of you is expected to complete the discussion area exercises and to respond to these weekly. Please follow the directions in the module assignments regarding the content of the discussions. Points are awarded for participation, and responses will be graded for understanding of the content, creativity, and the synthesis of information. To earn points for participation, each student must participate in the discussions assigned in the modules. Each module will provide detailed instructions on the content of the postings in the discussion and provide a grading rubric. Five points may be earned in each of the other assigned Discussions from the following modules, and these points account for 40% of the course grade.

Class Participation & Discussion Contributions Total

• Introduction & Understanding Nonprofit Organizations 5 points
• Discussion on Board Development 5 points
• Discussion on Human Resources 5 points
• Discussion on Financial Management 5 points
• Discussion on Strategic Leadership 5 points
• Discussion on Nonprofit Effectiveness 5 points
• Discussion on Government and Business Relations 5 points
• Discussion on Ethics & New Challenges 5 points

Mid-term:

There is a mid-term exam which accounts for 25% of the course grade. Students must take the mid-term at scheduled time. Study questions for the mid-term will be distributed.

Service-learning (management consulting) project:

There is a term project requirement for the class accounting for 35% of your final grade. The projects will be requested by the nonprofit organization in the Central Florida region and will be distributed to you based on your interests. Each of you will prepare an organizational analysis report about your practical experience in the nonprofit organization. To apply what you have leaned you will be required to administer a self-assessment of a nonprofit organization of your choice after consulting with your professor. Details will be discussed later and an outline will be provided. You will identify a key area or issue in nonprofit management and frame a research question on it. The paper will be based on the relevant literature and information collected from a nonprofit organization. You need to get approval of the instructor on the research question and the choice of the nonprofit agency. The deadline for getting the instructor?s approval on these is 05/24/05 (as posted). The final paper is due on 04/25/06.

The paper needs to be at least 10 pages in length (double spaced) and should not exceed double spaced 15 pages in length. The report should cover the key areas of application of the topic are to be included using the text, the modules, the discussions, and outside consultants (assessment of the mission, strategic plans, and activities of a local nonprofit community organization, using the course texts as primary references for example). The objective of this paper is to provide concrete examples through which you can better understand the importance of mission to the functioning and success of nonprofit organizations and obtain direct experience in the mission-action connection. The project should also give you an excellent opportunity to network in the nonprofit world. The use of the APA format is required with a reference list.

Research Paper Evaluation:

Papers will be graded on (1) how well they describe the organization?s mission/actions, (2) the degree to which they integrate materials and concepts from the course texts and lectures, (3) the depth of the evaluation of the organization being studied, and (4) style and structure. Your paper should include an executive summary, an introduction, a literature review, the organizational analysis, a conclusion, and references, (appendices if needed).

The milestones for the production of the paper are as follows:

a. Select a nonprofit organization
b. Find news articles about the organization (in print or online)
c. Contact the organization and arrange for obtaining mission statement & strategic planning documents
d. Complete the survey instrument
e. Obtain those relevant documents
f. Identify organization activities that you will observe
g. Submit an outline of the paper
h. Submit the final service-learning management consulting project

Statement for Service-Learning: This section of PAD 6149 Nonprofit Administration is a UCF sanctioned service-learning class. Students will spend a minimum of fifteen hours over the course of the semester on a service-learning activity. This activity will address a need in our community, support our course objectives, involve a connection between the campus and the world around it, challenge students to be civically engaged, and involve structured student reflection. We will spend time reflecting on our service-learning experience through a service-learning management consulting project. While there is a 15 hour minimum for service to pass the course, your service-learning efforts will be the core of much of the learning in the course. Therefore your ?grade? for service-learning will come from the tangible class-related projects that come out of it rather than simply from completion of the
hour minimum.

Our service-learning work in this Nonprofit Administration course will involve a service-learning management consulting project report for a local nonprofit organization, public school, or government agency. This will allow students to work with a real world audience and will ensure that the significant time you put into your class project leads to meaningful results. I?ll offer some suggestions for possible organizations groups of students may choose to work with and I?ll invite you to suggest other options. I must approve all projects and each project will begin with a signed agreement among the students, the agency contact person, and me. No student is required to participate in a service placement to which he or she has religious, political, or moral objections. It?s the student?s responsibility to let me know about such objections before we finalize group assignments.

Writing ability: Successful graduate level work requires the ability to write clearly using correct grammar and spelling. Be sure to check all your written assignments and postings before submitting them as points will be taken off for improper spelling and poorly worded sentences.

Course Goals Worksheet

Community Goals:
Train future leaders, set example for community, etc.

NASPAA Goals:
Ensure excellence in education and training for public service and promote the ideal of public service.

UCF Goals:
Goal 1: Offer the best undergraduate education available in Florida.
Goal 2: Achieve international prominence in key programs of graduate study and research.
Goal 3: Provide international focus to our curricula and research programs.
Goal 4: Become more inclusive and diverse.
Goal 5: Be America’s leading partnership university.

College Goals:

1. A commitment to service;
2. Quality;
3. Involvement in the work of improving our community. Contributions toward such goals as better healthcare, more effective crime prevention, the eradication of viral diseases and the development of higher living standards for all citizens through active partnerships with corporations, government agencies and non-profit organizations.

Department Goals:

1. Provide the highest quality graduate and undergraduate education for current and prospective public service officials in public and nonprofit organizations.
2. Achieve local, state and national prominence through contemporary curriculum, innovative instruction, scholarly and applied research, and community service.
3. Develop and enhance management skills essential to public and nonprofit organizations oriented towards an evolving metropolitan environment.
4. Promote leadership through adherence to democratic principles and the highest standards of ethical conduct.

Instructor Goals:
Three pillars: collaboration, mutual respect, and engagement. In order for the common goal, respectively learning, to be reached, collaboration needs to be developed. In this collaboration, each partner needs to be actively engaged in reaching the goals.
Participative lectures: most of my classes have some level of award for participation, as I believe the best way of learning. I believe that by building an atmosphere of respect, collaboration and engagement in a classroom, a teacher not only teach, but also prepares students for life.

Course Goals:
At the completion of this course you will be able to:

1. Understand philanthropy, volunteerism, and nonprofit organizations and the role of the nonprofit sector in our society and economy,
2. Explore and discuss managerial tools, techniques, and strategies for effectively administering nonprofit agencies,
3. Identify the moral and ethical responsibilities of nonprofit administration,
4. Discuss the leadership literature and application to nonprofit administration,
5. Understand different legal issues as they pertain to the nonprofit sector,
6. Explore the relationships among government, business, and nonprofit organizations,
7. Identify trends, challenges, and opportunities in the nonprofit sector.

Student Goals:
Please list at least three:

ENJOY THE CLASS!

PHIL 414

Animal Cognition & Consciousness
with laboratory component

Required Readings:
Rader & Radner, Animal Consciousness
Dennett, Kinds of Minds
Allen & Bekoff, Species of Mind
Bekoff, The Cognitive Animal
Altmann 1974 Observational study of behavior

Many articles and excerpts posted on the Blackboard site. Be sure you can access Blackboard!

Course Description:

This course examines the notions of intelligence, cognition, reasoning, consciousness, and mental content as they appear in the philosophical views and empirical studies of animals in individual and social contexts. Cognitive ethology strives to scientifically measure the extent and limits of the mental lives of animals. We will review scientific findings that suggest striking likenesses and intriguing differences in the (apparent) thought processes of humans and animals, and ask whether the research techniques that brought us these results are fully adequate to measuring such unobservable entities as conscious experience and thought. Techniques of measurement range from naturalistic observation, to the processing of vocalizations, to memory and problem solving tasks, to the imaging of brain processes through fMRI scans, etc. Students will face the challenges and rewards of practicing some of these techniques in the service component of the course. (Students will participate in veterinary clinic or shelter work to provide needed animal care while studying animal behavior using cognitive ethological methods.) We will compare methods for measuring consciousness and intelligence in animals to those used for human beings, and ask questions about types of consciousness, and the process of dividing unobservable entities into types. These issues provide a forum for a review of the relevance and impact of philosophy on science, and vice versa. How much does theory create data, and how much does data merely inform theory? Do scientists assume a specific philosophical position in order to do science? Finally, we will survey axiological questions and explore how theories developed by communities of humans do, and should, impact the care, use and treatment of animals in our society.

The service component: Laboratory Credit 25 hours of service is required, but 30 hours of observation is the standard minimum data set for adequate statistical analysis.

What is service learning? Service learning is a pedagogy that integrates experiential learning and community service in an academic context. Through activities and experiences mutually negotiated between academic and community partners, service-learning addresses identified community needs while enhancing the academic curriculum.

Why does this course incorporate service learning?

1. The course is aimed toward creating and developing a powerful learning environment. i.e., to integrate academic knowledge, practical skill and community impact.First, students will come to understand scholarship in philosophy, psychology and ethology in the classroom. Successful students will show an understanding of the philosophical questions surrounding consciousness, cognition, thought, scientific methods in cognitive ethology and debates regarding the ethical treatment of animals. What are consciousness, intelligence and thought? How can science adequately measure such things? When do we know when a policy should take such notions into consideration? How should we weigh human benefit against animal suffering? How can we ever decide such issues as these? This learning will be measured through mini-papers, papers and in-class structured reflection exercises.Second, students will build practical skills, ranging from facility in communication and public relations, to appropriate application of theory to real situations with animals, to cooperation and dependability. These qualities will be measured in part by the absence of negative/presence of positive (service host supplied) quality reports on student interaction with service host personnel and animal wards, and (student created) papers and structured reflection exercises focusing on the link between scholarship on animal consciousness and practice.Third, community impact will be measured by positive impact on animal care at partner sites in the Cleveland area. Specifically, the following data {pending time constraints, student project topics and situational factors} will be collected for and presented in the research project papers and posters:
   • Baseline/Update data describing shelter intake, adoption & euthanasia rates
   • Reduction of fertility among feral animals
   • Reports on animal behavior and measures of cognition
   • Demand for animals for use in benign research study
   • Implementation of public beliefs in policy & practice
2. There are at least 3 components of the course content that are deeply enhanced by, if not impossible to accomplish without, student experiences gained through service:Research: Because this course asks you to become proficient in common methods for measuring animal consciousness and cognition (and because your final project will present your own research in cognitive ethology), an experiential component is necessary for the development of methodological technique and skill. Your participation at the service site provides you with the opportunity to conduct observational and behavioral research while gaining experience and exposure to animal services in the area. The service component is your laboratory section.Philosophical Analysis: Further, as we ask philosophical questions about this research, student exposure to how philosophical positions held by a community are manifested in policy and practice is essential. Philosophy is often criticized for limiting itself to armchair critiques, and bad philosophy is done without a full understanding of the practical problems that arise with efforts to implement theory. This course fosters the proper activity of philosophy, in which critical details are considered as we create, adopt, and reject the studied theoretical constructs. Impact Comprehension: Your work at the service site will assist the site in the achievement of their objectives, providing a synergy between community and university. Is this impact driven by philosophy? Both philosophers and scientists have argued that philosophy is obsolete and/or useless. This work will provide a context for developing a well-informed position on the actual and potential impact of philosophy on research and on community. This component of the course is impossible without the inclusion of service experience.

Course Objectives & Educational Outcomes:

Successful students will be able to: Apply several methods in cognitive ethology to collect data for the assessment of psychological states, cognitive abilities, and mental dispositions of animals encountered in a shelter or care facility setting.

As measured by: The final research project will be presented as a paper & poster. The project supports a well-defined thesis on some aspect of animal cognition that is supported by data the student has collected over the course of the semester using these methods. Methods are clearly and accurately described in the report, and derived data meets professional standards.

Successful students will be able to: Modify learned methods in cognitive ethology to manage, modify, correct, reciprocate, and/or better understand experienced interactions with animals.

As measured by: A variety of measures, including: reviews by service site volunteer coordinators or appropriate staff members; research paper topics; structured reflection exercises; mini-papers/reflection papers.

Successful students will be able to: Recognize, describe, and engage in careful analysis of philosophical questions/concepts pertaining to such methods and measures of consciousness.

As measured by: Structured reflection exercises ask students to apply concepts learned in class to situations and observations at the service site. Structured reflections should take paragraph form, and written reflections will be the basis for class discussions.

Successful students will be able to: Critically discuss and analyze the similarities and differences in approaches to measuring animal and human cognition; critically discuss & analyze the similarities and differences in theory construction in the sciences of human cognition and animal cognition.

As measured by: Structured reflection exercises, mini-papers, and the final paper ask students to note such similarities & differences, and use philosophical methods of critique, review and analysis in order to understand such similarities and differences, and the reasons behind them.

Successful students will be able to: Explain, using philosophical concepts, the role and impact of domestic animals commonly owned as pets in the greater Cleveland area; demonstrate knowledge of the function of
animal shelters and veterinary clinics and community need for their service.

As measured by: Structured reflection exercises and mini-papers will ask students to note area needs and services and explain the response of institutions to community need.

Successful students will be able to: Critically discuss the relevance of philosophy to policy and human action. Explain a variety of views on the interaction between philosophical position and scientific method. Defend a philosophical position against objections.

As measured by: Structured reflection exercises, mini-papers, and the final paper ask students to describe, consider, develop and defend views in these areas.

Who are our Community Partners? How do I sign up at a service site?

The Cleveland Animal Protective League is our primary service partner. They are prepared to take and train all the students in this class, and they are aware that you need to collect data for your projects as you volunteer. Their website is www.clevelandapl.org/volunteer.htm and I strongly encourage you to visit this website during the first week of class. I have arranged university based transportation to and from this site, and some students will need to drive the university van to and from the site. People who become authorized to drive the van to this (or any) site, and drive people to and from the site, will receive extra credit. The Cleveland APL offers opportunities for people interested in working with cats, dogs, small animals such as rabbits and ferrets, and has options for people on the Pre-Veterinary track.

You may volunteer at another site if you wish to make contact, draw up an agreement with that site, and have it approved by me. Possible sites include:

Wolf Park Indiana* (www.wolfpark.org) (wolves, foxes, coyotes);

The Cleveland Museum of Natural History* (raptors, raccoons, bobcats, and more);

Shaker Animal Clinic* (Contact Dr. Prueter at jprueter {at} shakeranimalclinic(.)com) Madison Ave., Lakewood, Ohio 44107).

The Medina Raptor Center (http://www.medinaraptorcenter.org/index.html);

Cleveland Animal Rescue Center;

Cuyahoga County Animal Shelter;

Euclid Animal Shelter;

Feline Haven;

Back to the Wild (contact Mona Rutger at 419-684-9539 or e-mail mona {at} backtothewild(.)com);

Friends of the City of Cleveland Kennel;

Place a Pet Foundation;

Stay-a-While Cat Shelter;

Jane Miller* trains psychiatric service dogs; you can volunteer to work with her by emailing her a jmiller {at} oberlin(.)net. See www.deltasociety.org for more information.

Some people already volunteer at the Cleveland Metroparks Zoo*. If you do, you may use your zoo work for this class. If you wish to assist a graduate student working at the zoo, you may do so for lab credit, but you must be hired by that graduate student and clear your work with me.

*highly recommended alternative placements.

Description of Service Roles at the Cleveland APL

The 25 hours of required service duties will vary slightly among our partner institutions, depending on their individual missions and needs, but all will include some interaction with animals. Possible duties and experiential opportunities are briefly outlined here.

• Assistance at animal shelter, care, and control sites involving activities that meet the needs of
  specific service hosts. For example:
  • Interacting with animals at clinics and shelters (visiting and handling shelter animals for socialization, as well as routine care and feeding, kennel cleaning & laundry, walking, training, re-training, and play)
  • Assess & evaluate behaviors of animals in the shelter
  • Work with dogs, cats, and other small animals to keep them socialized and people-friendly to help ensure their adoptability.
  • Collecting of baseline data & relative changes in: number of animals in shelters, trends in animals entering shelters, health & adoptability status, shelter deaths & euthanasia rates, shelter use by prospective pet owners, adoption rates, and shelter capacity, current use of advertising & media in pet adoptions, success of adoption events, availability of low-cost spay/neuter programs, feral populations, city policies, etc.
• Participation as a Foster Care Associate, possibly including:
  • Caring for an animal (feeding, grooming, medicating, socializing) in your home
  • Monitoring physical and psychological health of the animal
  • Ensuring the safety of the animal
• See handouts for more information on opportunities and duties.

Reciprocal Relationship Standards:

The service component is designed to meet the needs of our service partners while enhancing your understanding of the class concepts. Your participation at the service site benefits your research, and your conscientious adherence to service partner site policies, effective cooperation, and completion of tasks assigned to you is expected (Note that following protocol in a laboratory is required in experimental science courses.)

You will be asked to interact with animals in order to experience, test, practice and evaluate a variety of behavioral and observational methods used in the cognitive ethological sciences to measure animal consciousness and cognition. The type of interaction you have with the animals will depend to some extent on your background and your special interests and abilities, as well as the needs of the various service sites. Every effort will be made to create a mutually beneficial match between student and service role. While you will have as much freedom as possible in selecting a site and role that matches your interests, the partner site must also place you as a worker that meets their needs.

Grading Scale:

A 90% -100% 360–400 points D 60%–69% 240–279 points

B 80% -89% 320–359 points F 0%–63% 0–239 points

C 70% -79% 280–319 points

Methods of Assessment: Mini-Papers, Reflections, Final Research Project (Paper & Poster)

Mini-Papers: 100 points (25%) will be determined by 10 mini-papers, each worth 10 points. These papers will often ask students to apply material already covered in lectures or discussions to a service based experience. Mini-papers have a short essay format, and occasionally morph into in-class writing. They are always due on Friday at 11:59. Graduate students are exempt from mini papers.

Mini-Papers: 100 points (25%) will be determined by 10 mini-papers, each worth 10 points. These papers will often ask students to apply material already covered in lectures or discussions to a service based experience. Mini-papers have a short essay format, and occasionally morph into in-class writing. They are always due on Friday at 11:59. Graduate students are exempt from mini papers.

Structured Reflection & Discussion Days: 120 points (30%) will be determined by discussion days/structured reflection days. You will sometimes need to prepare a little extra for these days, and it is a good idea to have reflected on your experiences at the shelter before you come to class. Topics & Questions will be announced in class. You will have 10 minutes at the beginning of class to write down your views on the topic and apply the philosophical theories learned in class to it. Discussion topics will range from: Explain the need for animal shelters/veterinary clinics in utilitarian terms—to—What is assumed about animal consciousness by behavioral measures used at your shelter/clinic. Discussions may be free form or may take a debate format. Sometimes there will be an activity that facilitates the discussion. While we will be reflecting on emotional experiences, the main point of the discussions is to provide a place for you to evaluate your philosophical views and how your experiences may have altered, finessed, or strengthened these views. Graduate students must participate in 10 of the 12 discussions.

Extra Credit, not to exceed 21 points, will be available throughout the semester

Final Research Project (Paper and Presentation): 180 points total (45%)

Undergraduate Research Paper: 120 points total (30%)

The research paper has 2 parts:

• The scientific portion will follow standard research paper format, including an abstract, introduction, hypothesis, methods section, results, discussion, conclusion, and appendices for data and test diagrams. 8-12 pages (2,400–3,000 words) (60 points)
• The philosophical portion will raise, explain and discuss 3 philosophical issues connected to the data, research methods, conclusions, possible implementation of such conclusions, or other closely related aspects of the research. Philosophical works must include a thesis position, reasons for the position, consideration of an objection to the thesis being presented, and replies/responses to the described objections. (2,400–3,000 words) (60 points)

(Graduate & Undergraduate) Presentation: 60 points total (15%)

The presentation will follow standard research format, containing sections on main findings, background, hypothesis, methods, results, discussion and conclusion. Due to high enrollment, presentations must be done in pairs. Find someone in the class who is working on a similar aspect of cognition to work with in the development of your shared PowerPoint. You will be asked to point out philosophical issues as part of the presentation; such issues should be raised at the end of the scientific presentation. Grades will usually be the same for both people on the team, though unusually excellent or poor performance may change that.

Graduate students will write TWO research papers, each comprising 30% of the grade. (120 points each, 240 points total)

• The first research paper will be scientific, including an abstract, introduction, methods, subject descriptions, data, results and discussion sections (about 3000 words) and be modeled after sample papers from such journals as Ethology or Journal of Comparative Psychology.
• The second research paper will be philosophical in nature, modeled after articles found in journals such as Journal of Philosophy or Philosophical Review, and will contain an in depth analysis of the methods, inferences, and conclusions drawn in the scientific paper, from a philosophical perspective.

Service Component Completion

The fourth credit hour for this course is comprised of your work at the service site. The service component is specifically designed to accommodate your process of data collection. A certain amount of data are essential for project completion, and adequately serving the site is necessary for data collection, thus, adequately serving the site is necessary to pass the course. Hours of completed work will be recorded at the site, and your travel time is not included in worked hours.

Evaluation of your performance relative to the standards of the service site will be done by service site personnel. If anyone is determined to have inappropriate behavior or unacceptable performance by the service site reviewer, that student will report to me for immediate placement at another site. I cannot guarantee my ability to place you at a third site, should such a circumstance arise, and multiple site replacements will probably result in inadequate data collection and subsequent failure in the course.

If you have a conflict with the site, please bring the conflict to my attention immediately, so that we can make an effort to resolve the problem and/or place you at another service site.

Schedule (subject to change)

Week 1: Introduction, Philosophy

T. Jan. 15 Why do you think anyone else is conscious?

Syllabus & course requirements

What is Service Learning? How do I get involved with a service site?

Sign up for APL Orientation on Saturday!

Call to sign up for Van Training! call 368-2907 to register, the map to the site can be found here www.case.edu/fionadmin/does/web/Location/htm stop by the CCEL, in the basement of Thwing, to get a van packet before you go. Bring a valid, current driver?s license to the training.

Read: Nagel?s ?What is it like to be a Bat?? on Blackboard

Read: Chalmers? Hard Problem on Blackboard

R. Jan. 17 Van Drivers Safety Awareness Training at 9 am or 1 pm (extra credit)

R. Jan. 17 What is philosophy? Ontology, Epistemology, Axiology

Read: Altmann Observational Study of Behavior on Blackboard

Read: Species of Mind chapters 3 & 4

Sat. Jan. 19th Animal Protective League Orientation 11:00 am ? 3:00 p.m.

If you have questions, contact APL volunteer coordinator Danielle
Begalla at dbegalla {at} clevelandapl(.)org or 216-377-1627

Week 2: Naturalistic Methods: Building an Ethogram & Collecting Data

T. Jan. 22 Jenni Mueller on ethograms in general & methods for collecting data (scan sampling, etc.)

R. Jan. 24 Jason Wark and Christine Cassella on building an ethogram & collecting data

Read: Radners book chapter 2, 7 and 8

Read: Rosenthal article posted on Blackboard

Week 3: Defining and Measuring Consciousness ?

T. Jan. 29 Practice taking data webcam live feed from the APL!

Kinds of Consciousness

R. Jan 31 Cartesian Criteria for consciousness, defining consciousness

Read: Articles on Animal Training Posted on Blackboard

Wolf Park Intensive Behavior Seminar Feb 1-3 ($325.00). I will give lab credit for this. See
vior_Intensive_Seminar.html%253Fitem_id%253Dotgx” target=”_blank”>http://wolfparkstore.com/?mainURL=/store/item/otgx/Seminars_Photo_and_Behavior/Beha vior_Intensive_Seminar.html%253Fitem_id%253Dotgx for details.

Week 4: Clicker Training, Operant Conditioning, Canids

T. Feb. 5 The Training Game demo

Assignment for Feb. 14th discussion: find 2 research articles on the animal of your choice and one of the following cognitive processes: memory, cognitive maps, insight, tool use, tool making, learning by imitation, learning by trial and error, concepts, problem solving, theory of mind, pretend play, deception, numerical concepts, language (or some other cognitive process approved by me).

R. Feb. 7 The Training Game

Dog learning and social structures

Calming Signals & Millan?s leader of the pack

Week 5: Planning your research, solving problems at your service site

T. Feb. 12 First Service Shift Due Today

Discussion/Structured Reflection Day

R. Feb. 14 Discussion/Structured Reflection Day: developing a possible
research study

Read: Cognitive Animal 7 ?Raven Consciousness? and 31 (Parrots)
and 39 (Communication in Birds)

Week 6: Bird Brains, Corvid Cognition, Problem Solving

T. Feb. 19: Ravens & Crows, Alex the Parrot

R. Feb. 21: Holly Mathews and George, from MNH

Read: Cognitive Animal 46 (Monkeys) and 34, 36, 37, 38

Week 7: Theory of Mind, communication and language

T. Feb. 26 Theory of Mind

Vervet Monkey Calls

Kanzi, Lou Herman?s Dolphin Lab

R. Feb. 28 Second service shift due today

Discussion/structured reflection day

Read Cognitive Animal 40 & 42

Week 8: Mirror Experiments & the Self

T. Mar.4 Mirror Experiments

R. Mar. 6 third service shift due today

Discussion/reflection day

Read: TBA (posted on Blackboard ? Gorilla Cognition readings,
readings on Kanzi)

Spring break: March 10-15

Week 9: Gorilla Gorilla, Gorilla, and Bonobos

T. Mar. 18 Koko movie

R. Mar. 20 Guest: Elena Hollein & Gorilla research

Read: Psychiatric Service Dogs readings (on Blackboard)

Read: Cognitive Animal 54

Week 10: Empathy, Learning

T. Mar. 25 fourth service shift due today

Discussion/structured reflection day

R. Mar. 27 Guests: Jane Miller and Simcha: Psychiatric Service Dogs

Read: Kinds of Minds

Week 11: Dennett

T. Apr. 1 Kinds of Minds

Octopus video excerpts

R. Apr. 3 Kinds of Minds

Sign up for presentations (they start next week!)

Week 12: Presentations

T. Apr. 8: 5 teams

R. Apr. 10: 5 teams

Peer Feedback/discussion (your presence at others? presentations, with rapt attention and apt questions, will give you discussion points)

Week 13: Presentations

T. Apr. 15: 5 teams

R. Apr. 17: 5 teams

Peer Feedback/discussion

Week 14: Presentations

T. Apr. 22: 5 teams

R. Apr. 24: 5 teams

Peer Feedback/discussion

Final Paper due date: May 1st at 11:59 pm

Mission Statement:

To help protect the ecological integrity of the Oconee and Ocmulgee River Basins by working with stakeholders to reduce the impact of human activities on water quality and biodiversity.

The Upper Altamaha Initiative is a service learning course that provides a structured and supportive format for students to apply policy, design and ecological principles learned in the classroom to the real world of people and policy.

Initiative Philosophy and History

The Upper Altamaha Initiative matches graduate students from the University of Georgia with community stakeholders facing specific environmental challenges. Students from law, ecology, environmental design, wildlife ecology, scientific illustration and agricultural engineering may participate in the course. Water quality and the protection and restoration of aquatic species through the best available science, design and policy concepts are key goals for this hands-on program. The course presents a holistic approach to land use planning from the perspectives of our interdisciplinary faculty and guest lecturers.

Previous Environmental Practicum courses have included the Etowah, Altamaha, and Satilla Initiatives. Students in earlier Environmental Practicum classes drafted a conservation subdivision ordinance adopted by the Cherokee County Board of Commissioners, promoted the use of transferable development rights to protect water quality resulting in enabling legislation adopted by the Georgia General Assembly, and developed a system of water withdrawal to protect endangered aquatic species which was adopted by the U.S. Fish and Wildlife Service. For more information about these and other Environmental Practicum projects, see our website at http://www.rivercenter.uga.edu/education.htm.

Practicum Goals:

1. Provide an educational environment where students can apply skills learned in the traditional classroom to pressing community concerns and problems;
2. Provide an opportunity for students and faculty to work with other disciplines in integrated environmental decision-making and problem-solving thus improving their ability to understand, communicate with, and influence other disciplines;
3. Increase awareness of the importance of addressing environmental issues proactively within the university community and the broader community;
4. Respond to community concerns and problems in the Oconee and Ocmulgee River Basins;
5. Build capacity for service learning at the University of Georgia.

Class Format:

• Two or three class meetings in first two weeks of semester to select projects and develop work-plans;
• Approximately four to six lectures (Fridays from 12:30 ? 3:30 p.m.) on ecological, design and policy issues affecting the watershed;
• One paddling trip on the Oconee River;
• Periodic group meetings to develop particular projects;
• Project presentation (either to stakeholders or to the class and other interested parties at the University) with dress rehearsal;
• A journal logging each student?s activities and reflections on the meaning of the service learning experience and ecological design and policy implications;
• At least one meeting between faculty and each individual student to reflect on and evaluate course progress and issues and concerns.

Expectations (students):

Attend class lectures and field trip, read assignments prior to each lecture, work together to define class projects, attend group meetings and work cooperatively to develop a work plan and to complete the project, attend individual meetings with professors, and keep a journal of work completed and associated reflections. Students will be graded on class participation and project substance and presentation.

Expectations and grading policy are spelled out more specifically in the course rubric, which is available in the class notebooks (located at the Institute of Ecology and the Law Library) and on the class web site at http://www.rivercenter.uga.edu/education/upper_altamaha/main.htm.

Required readings are available in the class notebooks and on the web site.

Note: We strongly encourage Law students to take this course AFTER they have taken the environmental law survey course.

Expectations (faculty):

Coordinate informative lectures and field trip; facilitate interaction between students and stakeholders in the Upper Altamaha Basin; provide support to students in identifying and completing particular projects; facilitate dress rehearsals and project presentations; facilitate publication of projects and provide a forum for students to reflect on their experiences in the course.

Potential Projects:

• drafting model stormwater management and other land use/environmental ordinances;
• developing or supplementing Total Maximum Daily Load Implementation plans;
• identifying development/protection scenarios for a particular county;
• designing a park or parking lot or a right-of-way;
• identifying septic management strategies;
• developing a land protection plan;
• determining the costs and effectiveness of various best management practices;
• documenting the economic value of natural resources in a jurisdiction

URBAN SEMESTER PROGRAM
Multicultural Issues in Urban Affairs

HE470
Seminars are normally embedded in the site visits.
3 credits

This course uses New York City as a classroom. The landscape, built environment, and people in it are our texts. A great teacher, Paolo Freire, once said that we need to learn how to "read the word and the world." This is what we will do in this course with an emphasis on reading the world.

Two parts direct our attention. The first part focuses us on the formation and development of this multicultural city. We will traverse lower Manhattan and imagine New Amsterdam and then New York City as Europeans came to settle and dominate the landscape and the people. The second part focuses on the contemporary meanings that this multicultural physical and socio cultural environment produces, interpreted through the prisms of social and cultural stratification, division of labor, and historical context.

In the first part of the course we will be led by the Big Onion Tour through the social history of lower Manhattan. In the second part of the course we will visit a number of neighborhoods to speak with local leaders. At this time we learn about multicultural issues in context, in-practice, and in use, how multicultural issues are experienced by people and how they make sense of it.

The questions we address are the following:

• How did New York City become multicultural? How has the nature of multicultural life changed?
• What are the conditions, forces, and processes that generate multicultural issues in any specific point in history, particularly the present?
• How do people experience the multicultural and how do they live it in different parts of New York City?
• What is the impact of multicultural issues in a variety of localities and on the people who live and work there?
• How do multicultural issues influence policy and how does policy impact on the lived experiences of people who deal with multicultural issues?

Readings support site visits. I have selected readings to illuminate conditions and processes in a more general sense to assist you to think about the course trajectory as a whole. This means that many of the readings should be used to clarify site visits through out the semester, not only the site visit for which the reading is assigned. These readings should be understood in relationship to more generalizable phenomena then the specificities to which they refer. The readings complement the course's framework and provide texts for critical study and the interrogation of the assumed, "obvious" or "natural." You should question the reading materials and not assume they present truths or reality.

Service Syllabus

This is a community service learning course through which the Urban Semester Program, a number of schools, and select service organizations, mostly in North Brooklyn, are developing a University Community relationship.

Included in the notion of "service," as an aspect of service learning, is your responsibility to understand the school, the teachers and staff, the children, and the communities they represent from a "cultural relativist" point of view. This is the view that holds the following: values are a produced as a result of historical processes. This means that we should not assume that the values of our own society, socio economic group, ethnic group, status group, political group, religious group, and etc. are more legitimate, superior, or universal than the values of other groups and societies. It is your obligation, your responsibility, to learn how to view situations from another's point of view, as if you were in their shoes, from their perspective by understanding the conditions that contribute to the formation of that point of view.

We must be careful in using "cultural relativism." Cultural relativism can be abused by immobilizing a response to horrible atrocities. For example, we can understand why Nazis wanted to eliminate those people and groups who were not included in the "master race" of the Third Reich. The murder of millions of people, Jews, resistors of Nazism, gays, and political opponents, among others, can be explained relative to the ideology espoused by the Nazi Party. However, most of us would agree that the culture and society that Nazism produced is abhorrent to all of us who believe in the existence of fundamental human rights that apply to all people of the world.

Cultural relativism, as I prescribe it for this course, is used only as a tool to understand the "other" from their point of view. It is not and should not be used to support anti human rights behavior. Once having used cultural relativism to understand other societies and their cultures, we then may make judgments about their points of view from the perspective of the Universal Declaration of Human Rights and The UN Convention on the Rights of the Child. In this course we will support the idea that there are universal standards of behavior, particularly as they concern the behavior of states (countries) toward their people and those of other countries. Moreover, we have a right and obligation to make judgments about their behavior as well as ours. They, of course, have a right to do the same.

Students participate full days in school settings and in community service projects. We focus our attention on building a civil society in which "democracy" is defined as people actively engaged and participating to change society, to improve life chances, to make society more just, and to protect human rights.

Students are in the school for a total of 10 12 weeks, working in an assigned classroom (or organization) with a teacher (or supervisor) from 8:00 AM 3:30 PM (or, under other circumstances and time constraints). Students will also perform service in the afternoon, as assigned. This course enables students to demonstrate their leadership, self direction, and creativity.

In this course, we want students to develop an understanding of those parts of North Brooklyn in which they are involved in school and community settings. We will focus particular attention on Williamsburg. By spending more time in a particular neighborhood or community, students will gain access to a daily round that is not possible by visiting different places at different times. As a community service learning course, we want students to learn from their experiences in context. We want you to use your knowledge, acquired over the course of your schooling and socialization at home, to understand your experiences. Over the course of the semester, we want you to surface your assumptions about your experiences and discuss alternative understandings about children, youth and their families in low income neighborhoods, inter group relations, and urban change. Readings and discussions will complement your experiences and reflections.

In many ways, this is not a course about teaching you. It is about stretching you, taking you to areas that you may not have explored before, and taking you to different levels of understanding, pushing you outside of your comfort zone. We want you to be better prepared to challenge conventional views and dominant cultural representations. In learning how to ask pertinent questions in this context, you should be able to transfer this skill and ask pertinent questions in other contexts. Think about yourself and multicultural issues outside the conventions with which you have been raised.

The readings we have provided are tools for you to think about issues you are confronting in these communities or that are relevant to discussions regarding communities that are similar to those of North Brooklyn. Some reading assignments mean to inform, others mean to challenge. You are not to assume that we wish you to agree with any of these readings; rather, we want you to challenge the ideas and explore meaning based on the experiences you are having.

I stymied the temptation to assign even more readings to give you the background necessary to understand different ethnic groups. I resisted this. This means that when you are reading examples from one particular group, it will be necessary for
you to think about other groups to which the specific issues you are reading about in an article can be generalized, could be applied in other areas and other contexts. For example, much attention has been paid to bilingualism among Spanish speakers in the United States. However, this controversy has implications across all the immigrant populations who have come to the United States with their particular languages. This controversy equally can be applied to the Ebonics discussion as well, with one twist. While Spanish is considered a "bona fide" language, Ebonics (Spanglish, too) is often considered "jargon". Cross cultural comparison, comparing the characteristics of one culture with others, is an important methodology and especially important in multicultural studies. By applying what we learn from contact with one group to other groups, much can be learned about cultural and social diversity and the conditions, processes and forces that have generated difference or similarity.

One important thematic we are introducing into this course is to explore the integration of what is happening in the United States with the movement for Human Rights. We will touch on this only at the start of the semester. However, once we have focused on it, the intention is for students to keep human rights issues in mind as they proceed through the semester. The other important thematic is what we need to do in the communities represented in North Brooklyn to provide children the opportunity to enter that educational stream and provide them with those resources that would bring them to Cornell University.

Our assumption is that you will attend your school or community assignment each week and that you will fulfill all assigned tasks. Failure to do these will result in a lowered grade for each event or task not completed. Make sure that you understand what is expected of you well before the due date and not the day an assignment is due or an activity takes place. We assume that all students will attend all program events and will participate in discussions at appropriate times in an appropriate manner. This means that you will arrive on time and depart when appropriate. Please note that, given the nature of this program, changes will take place rapidly. Be prepared to be flexible and allow yourself enough time to do so. Schedule changes are ubiquitous. Please stay tuned to changes by checking your email and coming into the office. Patricia is the keeper of information. We also try to post information on the door.

Participating Institutions

BEGINNING WITH CHILDREN
11 BARTLETT ST.
(Bet. Harrison & Union Aves.)
BROOKLYN, NY 11206
718 388 8847
718 388 8936 fax
Sonia Ortiz Gulardo Principal
Take the #6 train to 14th St., take the "L" train to Lorimer St. (get on the back of the train), take the 11G train going to Brooklyn to Flushing Ave. Look up Flushing Ave. for Amoco station school is right there.

COMMUNITY PARTNERSHIP CHARTER SCHOOL
171 CLERMONT AVENUE
(Bet. Willoughby & Myrtle Aves.)
BROOKLYN, NY 11205
718 330 0480
718 330 0295 fax
Michael Lupinacci Acting Principal
Take the #6 train to 14th St., take the "L" train to Lorimer St. (get on the back of the train), take the "G" train going to Brooklyn to Clinton Washington Ave. When you get upstairs, exit the Clinton Washington exit. Take Lafayette Ave. (walk against
traffic) to Clermont Ave. Turn right onto Clermont Ave. between Willoughby and Myrtle Aves. Look for the handicap ramp at the front door.

NORTHSIDE CATHOLIC ACADEMY
10 WITHERS STREET
(Bet. N.8" St. & Union Ave.)
BROOKLYN, NY 11211
718 782 1110
718 782 3344
Sister Helen Principal
Take the #6 train to 14th St., take the "L" train to Lorimer St. (get on the back of the train), when you come out of the station you'll be on Union and Metropolitan Aves. walk north to Withers St.

NUESTROS NIÑOS
384 SOUTH 4 1h ST.
(Bet. Hewes & Hooper Sts.)
BROOKLYN, NY 11211
718 963 1555
718 963 0240 fax
Miriam Cruz
Take #6 train downtown to Chambers St., take the back of the J or M trains to Hewes St. Exit to the right to the street. Walk on Hewes St. 2 blocks to South 4th Street, school is on the right side.

THE HETRICK MARTIN INSTITUTE
2 ASTOR PLACE * BROADWAY
New York, NY 10003
212 674 2400
212 674 8650 fax
Debra Smock ext. 257
Take #6 train downtown to Astor Place. Entrance is next to a barber shop. Take the elevator to the 2nd floor.

Southside Mission
More information forthcoming

Journals (every Thursday) minimum one page 10%

Reading annotations

Due: Monday mornings Mid term on Human Rights (5 pages) 30%

Due date: February 27, Thursday @ 5:00 PM Term Paper (no more than 10 pages) 30%

Due date: May 2, Friday @ 5:00 PM 30%

Your Midterm paper is based on your understanding and use of the Universal Declaration of Human Rights and The UN Convention on the Rights of the Child. The question is: What Human Rights of Children, as they are stated in the UN documents, are not being met, based on the observations and experiences you have had in North Brooklyn.

Your Term Paper is based on the following question: What would it take to provide "your kids," those with whom you are involved in your school settings, the opportunities and resources to make it to Cornell University. You should respond in a grounded, realistic manner. This means that you will need to know quite a bit about the lives of your kids, the neighborhoods in which they live, and the communities and families of which they are a part. We want you to structure your essays in the following manner.

I. What did you find out about "your kids." Here you must use the statistical information we handed out at the beginning of the semester and data you have collected that up dates this information( use the Web). You must include information based on the experiences you have had in the schools and in the community.

II. What do you think needs to be changed, or what changes do you think need to take place to create the opportunity for children to make it to Cornell University. Be realistic and not so abstract that it becomes wishful thinking, rather than something that actually can be achieved.

III. How do you implement these changes? What would you have to do to make your suggested changes real? Be very concrete. Do not be overly abstract and general. Mention specific programs, curricular changes, mentoring, and any other changes and additions that you can think of to improve the quality of education for these children (not only schooling).