Course Instructors
Instructors of Record:

Lauren Caldarera
Assistant Director, Global Village Living-Learning Center
Office: Global Village Living-Learning Center, Foster Martin
Phone: 855-4264; Office Hours: By appointment

Beth Lewis Samuelson
Assistant Prof., Literacy, Culture and Language Education (LCLE)
Office: IU School of Education, ED 3022.
Phone: 856-8256. Office hours: By appointment

Additional Instructor:

Ali Nagle
5th grade reading teacher, TEAM Academy, Newark, NJ
Email: anagle {at} teamschools(.)org
Course Overview

Bulletin Description for L295
L295 (1 cr.) prepares students for an international summer service trip to work with an English summer camp in a selected country. The 8-week session will address service ethics, history, culture, and politics, language, and training for camp counselors. The L296 (2 cr.) service trip will take place in the summer semester. L295 is a prerequisite for L296.

Bulletin Description for L296
L296 (2 cr.) is international summer service trip to work with an English summer camp in a selected country. L295 is a prerequisite for L296.

Full Description
The Literacy Leadership Service-Learning Trip will prepare students involved in Books & Beyond for their service trip in Rwanda during the summer. Books & Beyond gives Indiana University Global Village students a broader understanding of education reform in the US and Rwanda, post-genocide recovery in Rwanda, and global citizenship. The course will examine the history of service, service ethics, Rwandan history, culture, and politics, language, and training for camp counselors. All participants will complete one credit of course work during the 2nd-8 week session of the spring semester and 2 additional credits while participating in camp counselor training and serving as camp counselors for the Kabwende Holiday Day Camp at Kabwende Primary School in Kinigi, Rwanda.

Pre-departure orientation will involve 8 weekly meetings covering leadership training, service learning ethics, English language teaching, and an overview of Rwanda’s political history, education system, and culture. Other orientation topics will include travel plans, living conditions, health issues, packing, logistics, money, safety, and basic Kinyarwanda language training. The first five days in Rwanda will be devoted to training in English language teaching, classroom management, and Kinyarwanda language development.

The summer camp will take place over 15 days in Rwanda in July and August. Weekdays will be spent either in counselor training or facilitating camp. The weekends will be spent exploring Rwanda’s cultural, historical, and natural sites.

This course was developed by Lauren Caldarera, Assistant Director of the Global Village Living-Learning Center, and approved by OSAC in 2011 under the temporary course number EDUC-U495.

Application Requirements
Indiana University students must be in good academic standing and enrolled for following fall semester [or graduating from IU at the end of spring semester]. No language proficiency is required, although a good knowledge of spoken and written French is a plus.
This trip is open to IUB students, either IU Global Village students who have been participating in Books & Beyond for the entire year or affiliates who will be playing a significant role in the project in the upcoming academic year. The course will be open to non-Global Village students who wish to become active in the project during the upcoming academic year. Students interested in going on the trip need to meet the following requirements.

Each Indiana University delegate must be able to:
1. Pass a School of Education background check required for working with minors;
2. Travel to Rwanda for one month in July and August [tentative dates are July 11-August 11 or July 18-August 18];
3. Participate in pre-trip training [trip meetings prior to traveling, readings, discussions, and journaling that will take place during the spring and summer];
4. Work in a close team environment;
5. Work with children and facilitate group activities;
6. Lead nightly reflection discussions with group members; and,
7. Blog your experience on the Books & Beyond Word Press site (http://booksnbeyond.wordpress.com)

Students who successfully complete the course will be asked to participate in Books & Beyond in the following ways:
1. Create a presentation about the trip to raise awareness about the project and share with funders;
2. Actively participate in the project during the upcoming academic year [or have been active in the project for multiple years]; and
3. Present at the Global Village during the fall semester and help recruit new students to the project.

It is also highly desirable that each student have experience with one of more of the following: videography, photography, tutoring, teaching, mentoring, blogging; youth, team building, reflection, evaluation; French, Swahili, Kinyarwanda, service learning, and community engagement.
Interested applicants need to submit an application answering the following questions:
1. Why do you want to travel to Rwanda with Books & Beyond?
2. What do you bring [skills, experience, personality traits, interests] to the team?
3. Describe your contributions to Books & Beyond to date; include your role(s) in the project and fundraising efforts.
4. What do you hope to gain from this experience? How does this experience enhance your emerging academic and professional plans and interests?
5. Please describe your plans to continue your involvement in Books & Beyond.

Applicants who successfully submit a completed application will be considered for an interview. Based on completion of the application and performance in the interview, ten applicants will be chosen to be a part of the delegation to Rwanda. NOTE: The IU group will be accompanied by a partner group from TEAM Charter Schools, but TEAM students will travel under the auspices of their school, with their own chaperones.

Conceptual Framework and Standards
This course is designed to address the Indiana University School of Education Conceptual Framework, which is based on the following six principles: (1) Community; (2) Critical Reflection; (3) Intellectual, Personal, and Professional Growth; (4) Meaningful Experience; (5) Knowledge and Multiple Forms of Understanding; and (6) Personalized Learning.
Student Learning Objectives

Traveling to Rwanda gives you the opportunity to learn first-hand how Rwanda is addressing these issues and exchange ideas with Rwandans on how to make positive changes locally and globally. By the end of the course, you will create a portfolio that demonstrates your achievement of the objectives in the areas of literacy education, leadership, and knowledge about Rwanda.
Literacy Education Objectives
• Plan mini-lessons to engage campers in reading, writing, and speaking English;
• Describe the writing workshop model and how it can be used for English language learners;
• Facilitate interactive lessons on brainstorming, drafting, editing, and illustrating stories;
• Manage classroom dynamics in order to facilitate discussion and resolve conflicts arising in class;
• Reflect on the experience of teaching the mini-lessons during the summer camp;
• Facilitate camp activities that engage all learning styles and encourage active participation and learning;
• Work closely with Rwandan teachers at Kabwende Primary School; and
• Reflect on the experience of working with teachers at Kabwende Primary School.

Leadership Objectives
• Describe the key goals and objectives of this course;
• Describe your philosophy of service;
• Communicate effectively and with sensitivity across cultures and linguistic backgrounds;
• Reflect on your personal learning and growth as it relates to your experiences in Rwanda;
• Reflect on your own positions of power and privilege;
• Recognize personal values and paradigms and how they influence the interpretation of your service experiences;
• Demonstrate skills and knowledge of theories that promote competent and ethical service leadership; and,
• Create a plan for service leadership that integrates your service trip experience, personal values, and course knowledge.

Background on Rwanda Objectives
• Write an issues paper that demonstrates basic knowledge about Rwanda and identifies major social, political, and cultural issues that impact the country;
• Discuss the various educational opportunities available to Rwandan students;
• Identify challenges facing the Rwandan education system and brainstorm potential solutions;
• Describe elements of Rwandan tradition and modern culture; and,
• Cite examples of how culture is transforming in post-genocide Rwanda.

Required Course Texts and Readings

Required:
Kabwende Camp Counselor binder, provided to each student.
Other course readings will be available on the Oncourse site.

Recommended:
These recommended titles provide supplementary information on Rwanda’s recent history and resources on literacy teaching. You are not required to purchase them, but you may do so as your interests dictate. All of the titles will be placed on reserves at Wells Library and made available in the resource library at the Global Village Living-Learning Center.

Literacy and Language Teaching
Cox, C., & Boyd-Batstone, P. (2009). Engaging English learners: Exploring literature, developing literacy, and differentiating instruction. Boston, MA: Allyn & Bacon/Pearson.
Kern, R. (2000). Language and literacy teaching. New York: Oxford University Press.
Marsland, B. (1998). Lessons from nothing: Activities for language teaching with limited time and resources. Cambridge handbooks for language teachers. New York: Cambridge University Press.

Background Reading on Rwanda
Briggs, P. and Booth, J. (2010). Rwanda, 4th. Bradt Travel Guide Rwanda. Guilford, CT: Bradt Travel Guides.
Des Forges, A. (1999). Leave none to tell the story: Genocide in Rwanda. New York: Human Rights Watch.
Stassen, Jean-Phillipe. (2006). Deogratias: A tale of Rwanda. New York: First Second.
Straus, Scott and Waldorf, Lars. (2011). Remaking Rwanda: State building and human rights after mass violence. Critical human rights. Madison, WI: University of Wisconsin Press.

Suggested Movies and Documentaries
Munyurangabo; Sometimes in April; Ghosts of Rwanda (PBS Frontline); and others.

Course Schedule (Sessions 1-8)

Session 1: Introduction: Review of syllabus; class expectations; reflection and journaling; Philosophy of Service
Guest speaker suggestion: Colleen Rose, Student Life and Learning

Personal Reflection:
What are your expectations for this course? How do you define service?

Readings:
Davis, A. (2006). What we don’t talk about when we don’t talk about service. In A. Davis & E. Lynn (Eds.), The civically engaged reader. Chicago: Great Books Foundation.
Morton, K. (1999). Starfish hurling and community service. Campus Compact Reader, 1(1), 23.
Reflection Toolkit. (2003). Northwest Service Academy. Metro Center, Portland, OR. http://www.nationalserviceresources.org/filemanager/download/615/nwtoolkit.pdf

Session 2: Socio-Cultural and Historical Context of Modern Rwanda
Possible guest speakers: Dr. Michelle Moyd (Department of History), Dr. Beth Lewis Samuelson (School of Education); other African Studies Program faculty as needed.

Personal Reflection:
What do you know already about history, culture, and politics? What questions do you have about Rwanda’s history, culture, and politics?

Readings:
Reyntjens, F. (2011). Constructing the truth, dealing with dissent, domesticating the world: Governance in post-genocide Rwanda. African Affairs, 110(438), 1-34.
McLean Hilker, L. (2011). Young Rwandans’ narratives of the past (and present). In S. Straus & L. Waldorf (Eds.), Remaking Rwanda: State building and human rights after mass violence (pp. 316-330). Madison: University of Wisconsin Press.
Umutesi, M. B. (2006). Is reconciliation between Hutus and Tutsis possible? Journal of International Affairs, 60(1), 157-171.

Optional Readings:
Hintjens, H. (2008). Post-genocide identity politics in Rwanda. Ethnicities, 8(1), 5-41.

Due: First reflection paper

Session 3: Language Transformation and Education in Rwanda
Possible guest speaker: Dr. Beth Lewis Samuelson (School of Education); other African Studies Program faculty as needed.

Personal Reflection:
What challenges would you face if the U.S. Dept. of Education mandated that all classroom education in the U.S. would be conducted in Spanish?

Readings:
Samuelson, B. L. (2012). Rwanda switches to English: Conflict, identity and language-in-education policy. In J. W. Tollefson (Ed.), Language policies in education: Critical issues. New York: Routledge.
Tollefson, J. W. (2000). Policy and ideology in the spread of English. In J. K. Hall & W. G. Eggington (Eds.), The sociopolitics of English language teaching (pp. 7-21). Buffalo, NY: Multilingual Matters.
Walker-Keleher, J. (2006). Reconceptualizing the relationship between conflict and education: The case of Rwanda. PRAXIS: The Fletcher Journal of Human Security, 21, 35-53.

Optional Readings:
McLean Hilker, L. (2011). The role of education in driving conflict and building peace: The case of Rwanda. Prospects, 41(2), 267-282.

Session 4: East African and Rwandan Cultures and Peoples
Possible guest speaker: Dr. James Kigamwa; Books & Beyond volunteers

Personal Reflection:
What are some of the core features of your culture? What elements of culture are important to you?

Readings:
Miner, H. (1956). Body ritual among the Nacirema. American Anthropologist, 58(3), 503-507.

Due: Second reflection paper

Session 5: Language and Literacy Teaching in Rwanda
Possible guest speakers: Books & Beyond volunteers; Beth Lewis Samuelson

Personal Reflection: [tba]

Readings:
Selections from Cox, C., & Boyd-Batstone, P. (2009). Engaging English learners: Exploring literature, developing literacy, and differentiating instruction. Boston, MA: Allyn & Bacon/Pearson. [on Bloom’s taxonomy]
Selections from Kern, R. (2000). Language and literacy teaching. New York: Oxford University Press. [on Reader’s Theater]

Session 6: Ethics in Service
Possible guest speaker: Colleen Rose, Student, Life, and Learning

Personal Reflection:
What power and privilege do you carry? How might your power and privilege impact the students and teachers in Rwanda?

Readings:
“Service-Learning Code of Ethics”
Packer, G. (2002, March 31). How Susie Bayer’s T-shirt ended up on Yusuf Mama’s back, New York Times.

Due: Third Reflection Paper

Session 7: Trip Preparation: The Nuts & Bolts; Maximizing Your Service Experience
Possible guest speakers: Lauren Caldarera and Jeff Holdeman (Global Village)

Personal Reflection:
If you were making a to-do list to prepare for the Rwanda trip, what would you put on it?

Readings:
Trip Itinerary
Packing list and packing advice

Session 8: Issue Paper Learning Circle

Personal Reflection:
What questions do you still have about Rwanda’s history, culture, and politics? What topics would you like to explore during the summer trip?

Due: Issues Paper and Learning Circle Presentation

Summer Day Camp Course Schedule (in Rwanda)

Day Camp Training (facilitated by Lauren Caldarera and Ali Nagle): The first five days in Rwanda will be spent in Camp Counselor Training. You will participate in a total of six hours of training per day. Two hours of Ikinyarwanda language lessons will be taught by a local teacher. Two hours of training on camp activities and two hours of facilitation/classroom management training will be taught to Lauren Caldarera and Ali Nagle.

Due during camp training: a) Micro-lesson based on camp activities; b) Micro-lesson on a skill builder; c) Lesson plans for the first week of camp.

Facilitating Day Camp: Day camp will be in session for 15 days over a four-week period. While camp is in session, you will participate in nightly debriefing/reflection sessions. These sessions will serve as a time for additional training, to troubleshoot any problems, and discuss best practices. Each student will be expected to facilitate two reflection/debriefing sessions over the course of the Rwanda trip.

Due during camp: a) two mini-lessons b) collaboratively developed lesson plans for weeks two through four of camp; c) facilitation of two group reflection activities during the trip, d) submission of two reflection papers: one after you facilitate your first group reflection and one before you facilitate your second reflection.

Completing this course:
In order to receive a final grade for this course, you must:
• Submit a complete portfolio documenting your learning experiences throughout the duration of the course. The table of contents for the portfolio provided in the section on Course Assignments.
• Submit a blog post with pictures for the Books & Beyond word press blog. Examples of past students blogs can be found at: http://booksnbeyond.wordpress.com. If you do not have a picture you wish to submit, the Books & Beyond documenting team can assist you.
Grading Policy

Grade Minimum % Grade Minimum %
A 93 C- 70
A- 90 D 67
B 87 D 63
B 83 D- 60
B- 80 F 0
C 77
C 73

For a grade of A, you must earn 93% of the total points across all assignments. (For example, you must earn 9.5 or more points on your issue paper.) For a grade of A-, you must earn 90% of the total points across all assignments. For a grade of B , at least 87% of the total number of points is needed; for a grade of B, at least 80% of the total number of points is needed; for a grade of C, at least 75% of the total number of points is needed. For a copy of the School of Education grading policy, visit: http://www.indiana.edu/~educate/grdpolicy.html

Major Assignments

1. Course Portfolio……………………………………………………………………..10%
2. Reflection Papers…………………………………………………………………….25%
3. Issues Paper and Presentation (learning circle)……………………………………10%
4. Micro-Lessons………………………………………………………………………..15%
5. Summer Daily Journal……………………………………………………………….10%
6. Blog Posting…………………………………………………………………………..10%
7. Participation…………………………………………………………………………..20%

1. Course Portfolio
Each of you will be developing a portfolio during this course. A portfolio is a collection of your work that purposefully tells a story about your growth, progress, and achievement in the areas covered by this course (literacy education, leadership training, and preparation for working with our Rwandan community partner). Your portfolio will help to you to document your path to better self-understanding and better understanding of the roles and responsibilities of a servant-leader, no matter what your chosen professions may be. Your portfolio will be a private document to be shared with your instructors. After the course is completed, you may be asked to share selections that could be used with future classes or by Books & Beyond. You will have control over the parts of the portfolio that you wish to make available.

Your final portfolio should contain the following:
1. A Table of Contents including a description of the work done and the page on which it appears.
2. A Short Introduction describing the purpose of your portfolio and what is contained in it; although this goes at the beginning of the portfolio, we suggest that you write at the end of the course.
3. All of your work, including reflection papers, selections from your summer journal, two micro-lessons, collaboratively developed lesson plans, issues paper, and your blog posting. You can put this in whatever order you’d like, as long as it makes sense and fits together.

Portfolio format: You have many options available to you for submitting your portfolio. You can compile your work in a three-ring binder or in a digital document (pdf, powerpoint slides). You may also use any of the numerous blog-hosting services. If you have other ideas for compiling and sharing your portfolio, please talk to us. We are open to as many creative ideas as possible.
2. Reflection Papers (5 papers)
You will be required to complete, turn in, and occasionally share 5 papers reflecting on your personal learning and beliefs. The reflection papers should be concise and no more than one page, 12-point font, double-spaced. The papers will be due on Weeks 2, 4, and 6 of the spring semester, and two times during the summer day camp. A series of questions designed to focus and direct your reflections, as well as criteria for evaluating labels of reflection, are provided at the end of this syllabus.
Reflection is an invitation to think deeply about our actions so that we may act with more insight and effectiveness in the future. It is probably something you do already: processing, analyzing, and integrating your experiences through writing, discussions with friends, art, etc. As related to service, reflection is the use of creative and critical thinking skills to help prepare for, succeed in, and learn from service experience, and to examine the larger picture and context in which service occurs. [from Reflection Toolkit, Northwest Service Academy, http://www.nationalserviceresources.org/filemanager/download/615/nwtoolkit.pdf]

3. Issue Paper and Learning Circle Presentation
For this paper you will select an issue facing Rwanda and write a 2-3-page paper that introduces and explores the issue. Studying these issues will help you and your teammates to become familiar with the realities of daily life for the Rwandans you will meet and work with during your stay in the country. Some suggested topics—not by any means an exhaustive list—include the following:

• The transition to English-medium schooling in Rwanda
• The impact of the 1994 genocide on Rwandan schools
• Ingando (solidarity or re-education camps)
• Itorero ry’igihugu (trad. Rwandan school)
• Imihigo (communal accountability system)
• Imidugudu policy (resettlement communities)
• Umuganda (communal labor)
• Gacaca courts (genocide community courts)
• The status of Kinyarwanda as a regional and national language
• The International Criminal Tribunal for Rwanda
• Democracy in Rwanda
• Rwanda’s lieux de memoire (places of memory)
• Precolonial Rwanda
• Ethnicity and identity in Rwanda
• Rwanda’s post-genocide economic development
• Rwanda and the East African Union
• The status of girls and women in Rwanda
• Rwanda and its neighbor, the Democratic Republic of Congo
• President Paul Kagame
• The status of Twa people in Rwanda
• Trauma and/or reconciliation in Rwanda
• Educational reform in Rwanda (teacher qualifications, assessment, history education and language-of-instruction are some possible topics)
• Efforts to create a culture of reading in Rwanda
• Rural life in Rwanda
• Gorilla tourism
• Genocide ideology

Your Issue Paper should have the following sections:
1. Background & Analysis: This section should focus on background information about your issue and in-depth analysis. Information that needs to be provided here includes a fundamental explanation of the issue and a description of the key points. You should define the problem and what we know about it. After reading this section, someone should be able to understand in some detail the issue and impact on Rwanda. This section should be between 3-5 paragraphs in length.
2. Breaking News: This section should focus on news items, articles, or other sources that approach the problem from different perspectives. You must review a minimum of three breaking news items. For each item, you must have: one paragraph summarizing the news item; one paragraph reflecting on the news item as it relates to your global issue; and a copy of the article (to be included in the Appendix). A minimum of 3 items is expected.
3. Reflection: Your reflection should be at least 2-3 paragraphs and should (1) discuss why you chose the topic, (2) provide a brief summary of the current issue and the problems or challenges surrounding it, and (3) address major aspects of the issue that you believe all members of the summer team should know. And finally, you should briefly raise some further issues or topics about Rwanda would you like to study.
4. Works Cited (using APA format www.libraries.iub.edu/index.php?pageId=337)
5. Appendix: One copy of each article

These sections should be compiled into one document. The paper should be detailed and well organized. It should follow the sequence of steps and be visually appealing. You may include pictures, graphs, and links to videos where useful. The document should be single-spaced using 12-point Times New Roman font. You may print on both sides of the paper. The final version of your paper may be optionally posted on the course website and the Books & Beyond Rwanda Experts website, where it can serve as a resource for other participants.

4. Micro-Lessons
Each student will develop and teach two mini-lessons: a camp micro-lesson and a skill builder micro-lesson.

a. Camp Micro-Lesson: For the Camp Micro-Lesson you will present your lesson plan for one day of camp. This will give you a safe place to practice your activities in front of your peers, make any necessary changes to your plan, and receive feedback on timing and delivery.

b. Skill Builder Micro-Lesson: For the skill builder you will present material on an assigned topic related to teaching and learning. You should base your skill builder on the materials related to the topic that can be found in your Kabwende Holiday Camp Training Binder. Your skill builder lesson should ALWAYS be interactive. You should strive to incorporate most of the learning styles into your lesson. There are a few resources in your Binder that may be helpful in designing your skill builder lesson.

5. Summer Camp Daily Journal
During the summer trip, you will keep a daily journal to record your thoughts and experiences as you enter Rwanda and become immersed in the day camp activities. You should make entries following the weekend field trips as well. Since you do not need to take a computer on the trip, your journal entries can be handwritten. They will appear in your final portfolio and can serve as a source of inspiration for your reflection papers and your blog posting.

6. Blog Posting
Based on your daily journal entries from the Rwanda trip, create a 2-3 page blog post. The blog should include pictures, an overview of your journey (where you went, what you did), and how this trip has impacted you. You might consider answering the following questions:
• What did you do while in Rwanda? Where did you go? Why Rwanda?
• What were your personal leanings while in Rwanda? What did you learn about Rwanda? What did you learn about yourself?
• What assumptions did you have about Rwanda before the trip? Did they change during the trip? How?
• What did you think about conducting international service before the trip? How did this experience change your thinking?
• How will this trip impact your future service, education, career, or daily life?
Examples of past blogs can be found at Books & Beyond’s Word Press site: http://booksnbeyond.wordpress.com. Your blog post must be submitted to the Books & Beyond Word Press blog within the first week of returning from Rwanda. You will not receive a final grade for this course until your blog is submitted. The blogs will be released on the blog on a weekly basis in the late summer and spring.

7. Participation
Your full participation in the course activities is critical. This includes not only your timely submission of the required assignments. During the summer camp, you will be asked to participate fully in the activities required to plan and implement the activities for the students of Kabwende School. This will include working amicably with your team mates, with the instructors for the course, and with the headmaster and teacher of Kabwende. You will be evaluated by the course instructors on a weekly basis. Additionally, at the end of the course you will provide a self-assessment of your participation in the course.

National and International Community Partners

Kabwende Primary School
For the past four years, Books & Beyond has been visiting the Kabwende Primary School in Kinigi, Rwanda. One of the main goals of these visits is to hand-deliver copies of The World is Our Home, created by the Global Village (GV), TEAM Charter Schools, and Kabwende students to the students and teachers of Kabwende Primary School. Rwanda is facing a book famine. During the genocide most print literature was stolen or burned. For children living in Rwanda today, having their own copy of a book is extremely special. The books are created to encourage literacy, reading, critical thinking, and to build home libraries.

However, short visits to the Kabwende Primary School have proven to be insufficient time to teach the writing process or significantly increase the students’ English reading, writing, or communication skills. In addition, the timing of the visit during the academic year strains the Kabwende Primary School teachers and headmaster as they are preparing students for exams and covering the government-mandated curriculum.
As a means of supporting the Ministry of Education’s English teaching and learning priority, the Kabwende Holiday Camp aims to increase English literacy skills for primary school students. To be held during the July/August school break, the Holiday Camp will utilize Indiana University students to facilitate interactive thematic lessons focused on developing reading, writing, and English conversation skills. Content themes will be determined by the Books & Beyond Leadership team from year to year.
The Kabwende Holiday Camp will deliver a thematic curriculum that develops English reading, writing, and conversational skills. Camp will run Monday–Friday in double shifts; the first shift will be from 9:00–12:00 and the second shift from 13:00–16:00. (The double-shift camp schedule is modeled after the Rwanda education system’s solution to mitigate overcrowding and to allow students time to attend school and still assist their families in daily chores.) Each shift will be able to accommodate a maximum of 100 students from primary levels three, four, and five. Thus 200 students from Kabwende Primary School will be able to attend Holiday Camp.
Indiana University students will volunteer as “camp counselors,” working with Kabwende teachers, and will be responsible for facilitating the two shifts of camp each day; lesson planning; developing interactive activities that practice reading, writing, and English conversation; and facilitating the writing and illustrating of stories for the coming year’s publication. With a total of 100 Kabwende campers per shift there would be a 1:10 ratio of counselors to campers.
The Kabwende campers would be responsible for paying a small fee for the three weeks of camp. This fee would be set by the Kabwende headmaster and would offset up to five Kabwende teachers’ salaries for helping to staff camp.
TEAM Charter Schools, Newark, NJ
TEAM Charter Schools is a network of five KIPP schools in Newark, NJ: SPARK, THRIVE, TEAM, Rise and Newark Collegiate Academies. All of the schools are free, open-enrollment, high-performing college-preparatory public schools preparing students in underserved communities for success in college and in life. TEAM students represent an underserved, urban population: 88% of students receive free or reduced meals, 94% of students are African American and 5% of students are Latino.

Throughout the academic year, Books & Beyond volunteers from Indiana University have mentored middle and high school students from TEAM, Rise and Newark Academies, helping them to write and illustrate their stories for inclusion in The World is Our Home. TEAM Schools students contribute half of the stories for the volume. Each year, a small number of TEAM Schools students are selected to accompany the Indiana University students on the Rwanda trip. They will be accompanied by teachers and chaperones from TEAM Schools. These students will participate in the day camp as assistants to the camp counselors and teachers.

Additional Details about the Rwanda Trip
Weekly Schedule
Day 1 Depart USA for Rwanda
Day 2 Arrival in Kigali, visit to Gisoze Genocide Memorial, and travel to Musanze
Days 3-6 Training for camp counselors
Days 7-9 Week 1 of Camp (3 days)
Days 10-11 Gisenyi field trip for IU students/Camp Counselors
Days 12-16 Week 2 of Camp (5 days)
Days 17-18 Butare, Nyungwe field trip for IU students/Camp Counselors
Days 19-23 Week 3 of Camp (5 days)
Days 24-25 Musanze Caves field trip for IU students/Camp Counselors
Days 26-27 Week 4 of Camp (2 days)
Days 28-29 Kigali and Nyamata field trip for IU students/Camp Counselors
Day 30 Return to USA

Costs
Trip costs are $### per student plus airfare [Fees will be updated annually as needed and are currently $2500–3000]. The fee includes lodging, ground transportation, excursions, and all meals while in Rwanda. You can anticipate airfare costs between $2,000 and $2,400. You should also bring $100–$200 for personal spending money (for souvenirs and gifts).
Lodging/Facilities/Transportation
Home base will be the Urumuli Hotel. This is a new facility in Musanze, located about 10 kilometers from Kabwende Primary School. Urumuli has two dormitory-style houses that sleep 10 people per house. The house has hot water, indoor toilets and showers, and a cook. While in Musanze, meals will be prepared by the Urumuli’s guest house cook. During weekend excursions, lodging will be in Western-style hotels. Hotel rooms all have toilets and shower facilities. Meals will be taken at hotel dining facilities or local restaurants. A private transportation company will provide all transit between cities for the team. The driver and vehicle stay on site in case of emergency.
Course Policies and Expectations

Active learning. You are expected to be an active learner, taking an active role in your own learning and sharing this learning process with the class. The following are components of active learning:

Attendance at all class sessions is critical to promoting a learning community within the class. Each member benefits from the viewpoints of the other members. If you need to miss a class for unforeseen reasons you are responsible for getting all information covered in class, it is good to make these arrangements with a classmate in advance.
Read all assigned materials and make note of questions, inconsistencies, areas of interest, and connections you find to other readings.
Active participation in class discussions allows you to test out your own assumptions about professional practice, as well as expand your worldview and the worldviews of others in the class.
Written assignments should be turned in on the assigned due date, at the beginning of class, and in compliance with all the criteria listed in the assignment instructions.

You are expected to abide by Indiana University “Code of Student Rights, Responsibilities, and Conduct.” This code can be found at http://www.dsa.indiana.edu/Code/

You earn participation points through “reasonable” participation throughout the entire semester; i.e. your comments and ability to engage in class activities indicate you have done the reading and are reflecting on the material both in and out of class. Habitual tardiness and other behaviors (like putting your head on the desk, reading the newspaper, text messaging, etc.) will result in decreased participation points as well, depending upon the intensity and severity of the behavior.

Internet etiquette is expected. It is expected that you will not be text messaging, using the Internet, etc. during class. The instructor will have a cell phone turned on at all times so that you can be sure that in the rare circumstance of a campus emergency, we will all be informed.

Academic dishonesty (including cheating on exams, plagiarism in papers, and offering someone else’s work as your own) is not consistent with ethical conduct and is unacceptable. In cases of academic dishonesty, university guidelines will be followed. Any student caught cheating or plagiarizing will fail the course. A student’s right to appeal such dismissal is outlined in the materials distributed at student orientation meetings.

Indiana University Policy on Plagiarism:
This course follows the Indiana University policy on plagiarism, which states:

Plagiarism is defined as presenting someone else’s work, including the work of other students, as one’s own. Any ideas or materials taken from another source for either written or oral use must be fully acknowledged, unless the information is common knowledge. What is considered “common knowledge” may differ from course to course.
1. A student must not adopt or reproduce ideas, opinions, theories, formulas, graphics, or pictures of another person without acknowledgment;
2. A student must give credit to the originality of others and acknowledge indebtedness whenever;
3. Directly quoting another person’s actual words, whether oral or written;
4. Using another person’s ideas, opinions, or theories;
5. Paraphrasing the words, ideas, opinions, or theories of others, whether oral or written;
6. Borrowing facts, statistics, or illustrative material;
7. Offering materials assembled or collected by others in the form of projects or collections without acknowledgment. (Code of Student Rights, Responsibilities, and Conduct. Indiana University).
8. To avoid plagiarism, give credit to sources (i.e., use citations) whenever you use someone else’s language or ideas. Simply including a reference list at the end of your paper is not sufficient; rather, use of citations in all written work for this class should be detailed and specific. You may not turn in work that you have done or are currently doing for another course.

Students with disabilities or special learning needs, either permanent or temporary, that affect your participation in the course should notify the professor during the first two weeks of class to discuss needed accommodations. Adaptations of teaching methods and class materials, including text and reading materials or testing, will be made as needed to provide equitable participation. Register for accommodation with the Office of Disability Services for Students (Franklin Hall 096, Tel. 812-855-7578), which will inform the instructors of the needed services and accommodations. If at all possible, please talk to the instructors about these situations prior to class sessions.

Religious Observance Conflicts. Any student with a religious observance that conflicts with class expectations may request reasonable arrangements by following guidelines in the “Policy on Accommodations for Religious Observances, University Faculty Council, March 28, 2000.”

Writing Tutorial Services. The college experience is a time to hone your writing skills and academic abilities. Proofing papers, making revisions, and/or seeking writing assistance are expected. You can seek assistance at the Writing Tutorial Services in Ballantine 206. Please call 812-855-6738 or visit http://www.indiana.edu/~wts/ to schedule an appointment or drop by their office to pick up some of the written handouts available.

LEAD IU and Leadership Minor. This course is one of the many curricular components of the LEAD IU program. LEAD IU is a comprehensive student leadership development programming offering students opportunities to develop leadership skills in variety of formats: in class learning, out of class retreats and workshops, and directed independent study projects. LEAD IU courses fulfill an elective credit requirement towards any degree program on the Bloomington campus. Some LEAD IU courses may count towards completion of a leadership minor through the School of Health, Physical Education and Recreation (HPER). If you are interested in participating in other aspects of the LEAD IU program, please talk to your instructor or visit our website, http://leadiu.indiana.edu

All L296 participants have a current background check that satisfies the policies of the School of Education for students working with children. The cost of the background check is $30.

L295 is a prerequisite for L296. It is possible to take L295 as a stand-alone class and not participate in the summer L296 course, but it is not possible to take L296 without first completing L295.

Summer Journal Questions

The setting: What are your most vivid first impressions of Rwanda, Musanze, Kinigi, and Kabwende Primary School. Describe the settings, people, actions, and positive or negative feelings you may be experiencing.

The players: Describe who you are working with, their lives, their views, their goals in life. Include some personal reactions to the individuals you have been working with—especially the Rwandan teachers and the children at Kabwende Primary School.

The plot: What activities have you been engaged in? Describe the relationships that you have developed. How do the students at the summer camp react to you? Provide some specific examples. How do their reactions make you feel?

The action: How do you think your presence in Kinigi and at Kabwende Primary School impacts the people with whom you have been working? What impact has your work as a summer camp counselor had upon you? Illustrate your points with experiences you have had this semester.

The script: Describe in some detail a class from the summer camp, including bits of conversation or a sample of work, in which you have been involved. Be creative. What is the significance of that which you have described?

Analysis: After being in the Kinigi community for a few weeks, how have your initial impressions been altered or not altered? If they have not changed, describe some observations that confirm your impressions?

Critique: Write a summary on your summer experience in Rwanda. What did you learn? What did the teachers and participants in the summer camp learn? Include some special experiences or highlights you might have had.

[adapted from Cone, D. and Harris, S. (1996). Service-learning practice: Developing a theoretical framework. Michigan Journal of Community Service Learning, 3, 31-43.]

Criteria for Assessing Levels of Reflection
Level One
1. Gives examples of observed behaviors or characteristics of the client or setting, but provides no insight into reasons behind the observation; observations tend to become dimensional and conventional or unassimilated repetitions of what has been heard in class or from peers.
2. Tends to focus on just one aspect of the situation.
3. Uses unsupported personal beliefs frequently as “hard” evidence.
4. May acknowledge differences of perspective but does not discriminate effectively among them.

Level Two
1. Observations are fairly thorough and nuanced although they tend not to be placed in a broader context.
2. Provides a cogent critique from one perspective, but fails to see the broader system in which the aspect is embedded and other factors that may make change difficult.
3. Uses both unsupported personal belief and evidence but is beginning to be able to differentiate between them.
4. Perceives legitimate differences of viewpoint.
5. Demonstrates a beginning ability to interpret evidence.

Level Three
1. Views things from multiple perspectives; able to observe multiple aspects of the situation and place them in context.
2. Perceives conflicting goals within and among the individuals involved in a situation and recognizes that the differences can be evaluated.
3. Recognizes that actions must be dependent upon situation and understands that many of the factors that affect their choice of action.
4. Makes appropriate judgments based on reasoning and evidence.
5. Has a reasonable assessment of the importance of the decisions facing clients and of his or her responsibility as a part of the clients’ lives.

[from Bringle, R. & Hatcher, J. (1999). Reflection in service learning: Making meaning of experience. Educational Horizons, Summer, 179-185.]

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.”

Instructor: Dr. Denise Ann Finazzo
Office Hours: T 4-5 p.m. Pomico Center

W 2-4:00 pm; Th 3-5 pm
Office: 137 McNerney Hall
Phone: 732-2699

Home phone: 814-833-8440

Textbook

Hesselbein, F., Goldsmith, M., & Beckhard, R., Ed. (1996). The Leader of the Future: New Visions, Strategies, and Practices for the Next Era. San Francisco: Jossey Bass Publishers.

I. Rationale

This course provides experiential learning in community settings as students observe, define, analyze, and practice leadership skills in a service learning environment. Recognizing civic responsibilities and the value of volunteerism as related to community development, students will examine and explore leadership techniques as demonstrated by university and community members.

II. Course Objectives

Students will:

1. Define various types of leadership.

2. Discover personal leadership styles and determine how these styles will affect themselves and interact with others' styles.

3. Observe various community leaders in action and reflect on their techniques.

4. Analyze and evaluate various theoretical frameworks of leadership from a real world perspective.

5. Demonstrate leadership in service learning experiences in the community.

6. Engage in active discussion, both personally and online, regarding leadership, civic responsibility, and community service.

III. Course Topics

The major topics to be considered are:

1. Emergence of leadership

2. Nine natural laws of leadership

3. Leading future organizations

4. Learning to lead mentoring
5. Future leaders in action

6. Strategies of leadership from the best

7. Ethics and leadership

8. The Servant Leader

IV. Instructional Methods and Activities

Demonstration, lecture, video presentation, online communication and instruction, simulation, cooperative learning, class discussion, observation and analysis of situations, interviews of community leaders and members, performance based assessment, exams

Field component/service learning: Students will engage in 10-12 hours of service-learning at a community agency/site where they will observe, shadow, and follow the mentorship of a community leader.

V. Evaluation and grade assignment

A. Methods

1. Students are to attend class regularly. Since class will be meeting only once per week, one or more absences will affect the final grade. Any extenuating circumstances should be brought directly to the instructor's attention. If you are unable to attend class, please call the professor at the office or at home so that assignments can be adjusted to accommodate.

2. Read all assignments from the text. Compete necessary activities, projects, and tests. To receive full credit, all assignments must be handed in on time.

3.Service-learning – Complete at least 10 hours of on site service under the direction and mentorship of assigned community leader. Reflections after each week of service are required with on-line communication.

4. Conduct an interview of a community leader indicating his/her leadership style and strategies.

5. Participation – Respond to and engage in all on-line instruction and discussion.

6. Write a personal statement of your philosophy of leadership.

7. Share an oral presentation on leadership and community service.

B. Grading Scale

On-line reflections on leadership strategies (5 at 20 pts.each) 100
Interview 50
Philosophy of leadership 50
Class participation and discussion 50
Oral presentation on leadership and service 100
Test 150
Final exam 100
Total 500

VI. Partial course schedule

January 17
Planning sessions and communications with community partners; setting up of online communications accounts

January 23, Week 1
Introductions; Icebreakers to get to know each other; Syllabus overview; Brainstorm: What is leadership and Who are our leaders?

January 30, Week 2

Leading the Organization of the Future; Exploring our leadership styles; On line training

February 6, Week 3
The 9 Natural Laws of Leadership; Presentation: The interactions of the leader

VII. Artifacts for Possible Inclusion in the Student's Portfolio

A. Students may include any or all of the projects and papers completed.

B. Students may arrange to videotape their oral presentations to the class.

C. Observations and reflections would be appropriate examples for a portfolio.

D. Samples of philosophy statements, interviews, and on line reflections would be appropriate to include in portfolios.

Institution: Seattle University
Discipline: Service Leadership / Education
Title: Service Leadership
Instructor: Jeffrey Anderson

Service Leadership

Prof. Jeffrey Anderson
Room arranged Office: Loyola 309
Hours arranged Phone: 296 5754
e mail: janderso {at} seattleu(.)edu

ORGANIZING THEME: The School of Education prepares ethical, reflective professionals for quality service to diverse communities.

CONCEPTUAL FRAMEWORK: The teacher is an ethical and knowledgeable reflective decision maker who teaches all learners to function effectively in a global and pluralistic society.

TEXT and MATERIALS

Anderson, J.B. & Fogleman, D. (2001). An introduction to service learning.

COURSE DESCRIPTION

This course is designed to facilitate prospective teachers' understanding of the benefits of expanding K-12 educational experiences to involve collaborative efforts with the larger community. The course also provides an introduction to service learning as an instructional methodology, philosophy of learning, and a development strategy for schools and communities.

This course is set in the context of the Jesuit tradition, Seattle University's mission, and the key beliefs and assumptions underlying the NUT program. The Jesuit educational tradition includes a vision of the nobility of the human person who is understood as essentially a social being, relating to others in community through knowledge, love, and service. Seattle University attempts to embody the Jesuit vision by including a focus on the development of leaders for service. The course also manifests the NUT program's first rationale "The social responsibilities of teaching are of fundamental importance to the program. These social responsibilities guide teachers to connect the classroom with the school and community to allow students to apply their learning to address real issues related to justice and global human rights."

Through students' direct experiences and reflections this course broadens teacher preparation beyond the walls of the university and K-12 schools into the larger community. The experience is designed to enlarge students' vision by heightening their sensitivity to significant societal needs. Emphasis is placed on methods to facilitate personal and K-12 student involvement to solve public problems and achieve the academic and affective goals of the schools. In addition, by preparing N41T students to incorporate service learning into their own classrooms, it is hoped they will nurture their future students' interest in service to members of their communities.

TEED 520, Service Leadership is made up of three main components: 1) In class preparation in the use of service learning as a teaching method, 2) 25 hours working with a K 12 educator experienced in the use of service learning to develop and implement a service learning project (secondary); or 25 hours working with your student teaching internship cooperating teacher to develop and implement a modest service learning project (elementary) and, 3) the Service Leadership Conference at the end of the course (June, 2003).

For Secondary NET students, the majority of your 25 hours of service will be completed during Winter Quarter, 2003. In TEED 522, the Secondary Curriculum and Methods Course, six full days are reserved for service learning. These six days will all be Thursdays and will be spread throughout Winter Quarter. Specific dates will be announced in November. You are encouraged to perform your service learning activities on these days. There will be other times when you may be able to focus on service learning (before 9:00 AM, afternoons when you don't have class, task days). Refer to the TEED 522 course calendar.

For Elementary MiT students, service learning planning should take place with your cooperating teacher and the K 12 students during Winter Quarter. Your service learning project should be conducted, ideally, as a part of the social studies, math/science, or literature unit you teach during your full time student teaching in Spring Quarter, 2003.

We will also meet at Seattle University for Service Leadership class on Monday, January 6, 2003, 9:00 12:00, and Friday, January 31, 1:00 3:00.

COURSE OBJECTIVES

The student will:

1. Obtain a first hand personal experience of service learning.

2. Develop and demonstrate a commitment to community service in their own lives.

3. Appreciate the importance and power of service learning in helping students develop self esteem, civic responsibility, empathy for others, and higher order thinking skills.

4. Articulate the importance of, and methods for, the creation of collaborative partnerships between K 12 schools and human services
agencies.

5. Demonstrate knowledge for elements for high quality service learning.

6. Identify sources of information pertaining to the variety of human services agencies that can assist teachers in addressing their students' needs.

7. Analyze their service learning experiences and discuss the policy dimensions and ethical issues these experiences bring to the forefront.

8. Identify and discuss methods to integrate service learning experiences into the K-12 school curriculum.

9. Create and assist in teaching lessons which integrate classroom knowledge and skills with service learning experiences.

10. Monitor and work alongside K-12 students in the performance of their service-learning experiences.

11. Observe experienced service learning educators as they develop and implement community service programs with K-12 students.

REQUIREMENTS AND GRADING

Service Leadership is graded on a credit/no credit basis. You will receive credit when you have met these criteria:

1. Complete a Service Learning Field Experience Proposal and have it approved prior to beginning your service learning work. (Due Date: Monday, January 6, 2003 Secondary; Dates to be determined, Elementary).

2. Complete a Service Learning Action Plan jointly with one or two of your peers in the cohort (Secondary); or individually complete a
Service Learning Action Plan as a part of the unit you develop in TEED 521 (Elementary). (Due Date: Winter Quarter, 2003; exact date TBD)
See the Service Learning Action Plan Assignment sheet for details.

3. Participate in an in-person mid-service project reflection conference with Jeffrey in February, 2003 (Secondary); participate in a
mid-service learning project reflection phone call or in person conference with Jeffrey

4. Prepare and deliver an effective 3-4 minute oral presentation in which you describe service learning and provide reasons to include it in the K-12 curriculum. (Due Date: In class, Friday, January 31, 2003).

5. Hand in a Service Leadership Conference Presentation Information Sheet and have it approved. (Due Date: March, 2003; exact date TBD).

6. Complete the 25 hour field experience and have the assessment form signed and submitted to Jeffrey at the Service Leadership Conference.
(June, 2003; exact date TBD).

7. Make your Service Leadership Conference Presentation.

8. Participate in the entire Service Leadership Conference. (June, 2003; exact date TBD).

9. Develop a revised Service Learning Action Plan in which you incorporate what you learned about service learning from conducting your service learning project and from the Service Leadership Conference to improve your original Service Learning Action Plan. (To be written after the Service Leadership Conference. Exact date TBD).

THE SERVICE LEARNING FIELD EXPERIENCE

A. RATIONALE

Service learning involves a blending of community or school service activities with the academic curriculum. It can be an instructional methodology, philosophy of learning, and a development strategy for schools and communities. Service learning recasts the conventional role of a school to that of a laboratory of learning in which students both gain and apply knowledge to address real world problems. More than anything else, service learning involves a shift in our view of young people as problems or solely as recipients of services to understanding them as key resources and leaders for their communities.

The service learning field experience is designed to provide you with knowledge and hands on experience regarding models and methods for integrating service into the K-12 curriculum. In addition, you will assist K-12 educators in more fully developing their service learning programs by sharing your knowledge, skills, and enthusiasm.

B. PROPOSAL

Descriptions of possible placement sites for a service learning field experience will be posted in class. Read the descriptions and place your name on the sign up sheet of one placement site. To decide which setting would be most appropriate for you, consider the following:

1) What age students do you want to teach?
2) Do you have knowledge, skills, or interest in a specific service learning project?
3) Where is the school located? Where do you live?
4) Are the times and dates of involvement with the project convenient for you?
5) Do you anticipate needing any funds to cover costs of the service learning project? How do you expect to raise those funds?
6) How will students' service accomplishments be recognized?

C. ASSESSMENT

1. How will you determine the degree to which the targets or outcomes you discussed in #2 above have been achieved? Include specific activities, instruments, and/or questions you will use to assess students' learning and growth.

2. How will you assess the impact of the project on the community? Include specific instruments, activities, and/or questions you will use to assess community impact.

LOS/SBS 430
University of Southern Maine
Lewiston Auburn College
Fall 2002

Instructor: Marvin Druker
Phone: 753 6582
Email: druker {at} usm.maine(.)edu
Office: 208A
Class Hours: Thursday 4 6:30 p.m.
Office Hours: Mon. 1 4, Wed. 3 5, Thurs. 4 7, & by appointment

COURSE DESCRIPTION

The catalogue description of this course is as follows: "A review of contemporary social policy alternatives and an examination of the macro and micro level social policymaking processes. Students complete an applied social policy project which might take the form of a policy paper, a grant proposal or written legislative testimony for a community agency." Prerequisite: junior standing or permission of the instructor.

COURSE CONTENT

Social institutions in the United States are discussed as if they were in crisis. Families, our schools, the health care system, cities, rural areas, and our communities are often described in some form of critical state. This course will go beyond a survey of the social problems that affect these institutions and will venture into the realm of social policy creation. Our consideration of social policy will consider the social realm, the political realm, the historical realm, and the economic realm. Social policies will be analyzed as being created through macrosocial processes such as our changing national ideology, social movements, and our governmental system. We will then turn our analysis to more micro social processes such as the decisions of the director or staff of a community human services agency as they interpret rules, implement new programs, and interact with clients.

This course examines the creation of social policy on both "macro" and "micro" levels. In the process, we will also examine a number of social issues and develop our own skills in analyzing and making policy.

An extensive service learning project will allow students to apply material covered in class and in the readings to real world settings.

COURSE OBJECTIVES

1. To examine the values and perspective underlying a variety of social policies and the changing characteristics of those policies over time.

2. To discuss the consequences of government action and inaction on social policies and the potential functions of social policy activity for the
   larger society.
3. To develop skills essential to the policy making process such as: research, analysis, writing, planning, and interaction skills.
4. To explore the role of power in social policy formation.
5. To examine the role of service providers as they relate to policy making and policy implementation.

REQUIRED TEXTS

1. Frances Fox Piven and Richard Cloward, Regulating the Poor: The Functions of Public Welfare, updated edition, (New York, NY: Vintage Books).

2. Michael Lipsky, Street Level Bureaucracy: Dilemmas of the Individual in Public Services, (New York, NY: Russell Sage Foundation).
3. Diana Hacker, The Bedford Handbook, a recent edition, (Boston, Massachusetts: Bedford/ St. Martin's).

GRADING

Grades for this course will be based on the following distribution:

1. Class Attendance and Participation 15%
2. Short Papers (2-4 pp. each) 25%
3. Midterm Paper: Research Policy Paper and Class Presentation 25%
   
4. Final Project: Service Learning Applied Social Policy 35%
   
5. Policy Project and Class Presentation (25% group work and 10% individual's work)
   

Class Attendance and Participation
Class attendance is important. It is expected that you will also participate during class by asking questions, answering questions, leading discussions, relating class materials to current events, assisting others in developing their ideas, and paying attention to what is happening in class. We will, on occasion, discuss readings or assignments through student led discussion. If you must miss class, please contact me by phone or email ahead of time.

Midterm Paper: Research Policy Paper
This project will allow students to select a social policy area such as medicaid, legal aid, head start, etc. Students will research and write a brief history of the policy and its development. We will try to analyze these policies as they stand currently in the fall of 2002.

Final Project: Service Learning Applied Social Policy Project
This will involve an extensive applied social policy project in the form of a policy paper, a grant proposal, or written legislative testimony for a community agency. This project can be done in groups. It will also involve a 1 to 2 page individual paper describing and reflecting on your experiences in this service learning process. We will discuss possible projects in class. Students will then develop a work plan for completing this project.

Short Papers
There will be several assignments asking students to analyze case studies, essays, or reading assignments in 2 to 4 page papers given periodically through the semester.

SCHEDULE OF TOPICS AND COURSE REQUIREMENTS

September 5
Introduction to the Course. Discussion of Projects.

September 12
Policy Analysis: Macro Analysis
The Establishment of Relief & Its Relation to Labor and Civil Disorder
Piven & Cloward, Intros & Ch. 1.

September 19
The Great Depression and the New Deal
P & C Chs. 2 & 3

September 26
Stabilization of Relief: The 40's & 50's
P & C, Chs. 4 & 5

October 3
The Expansion of Welfare in the 1960's: The Great Society
P & C, Chs. 6 & 7

October 10
Reacting to Disorder & the Increased Role of the Federal
Government
P & C, Chs. 8 & 9

October 17
Consequences of the Great Society
P & C, Ch. 10

The Role of the Street Level Bureaucrat
Lipsky, preface & Chs. I & 2

October 24
Midterm Policy Papers Due with Class Presentations

October 31
Deindustrialization and Welfare to Work
P & C. Ch. 11s

Conditions of Work for the SL Bureaucrat
Lipsky, Chs. 3 6

November 7 Poor Relief and Theories of the Welfare State
P & C. Ch. 12

November 14 Patterns of Practice for the SL Bureaucrat
Lipsky, Chs. 7 10

November 21 The Future of Street Level Bureaucrats
Lipsky, Chs. 11 13

November 28
Thanksgiving Vacation

December 5
The Future of the Welfare State in the United States

Service Learning Paper Presentations

December 12

Service Learning Papers Due

December 19
Paper Presentations

Please answer the following questions about your reactions to working on this semester's service learning project:

A. Did you find any personal value in doing the project, e.g., personal satisfaction, personal achievement, etc.?

B. Did the project provide you with any interpersonal or social benefits, e.g., an increased concern for others or a greater appreciation for people of diverse backgrounds or a sense of community connectedness?

C. How did the project enhance your learning? Did it help increase your knowledge, did it help develop critical thinking, did it help you to connect academic subject matter to the "real world" etc.?

D. Will your work on the project enhance your occupational skills? For example did it re realistic view of a particular area of work, did it show you new possibilities for employment, etc.?

E. How did work on the project influence your civic awareness or skills? e.g., an awareness of community problems, commitment to making a difference,
intention to work for social justice, etc.?

For those of you working in a group please also answer these two questions:
1. What was your role in the project?
2. Comment on how well the group interacted in completing the task?

Robert N. Hansen, Ph.D.
#5 Westminster Hall

Home Phone: 573-491-3344
Cell: 573-645-3344
Office: x5362 or 5361
Email: hansenr {at} oaynet.wcmo(.)edu
Fax: 573 592 5180
Office Hours: Monday/Wednesday 11:00 12:00 Noon

Course Description & Objectives:

This course provides an introduction into the concepts, theory and practice of community building, peacemaking, and conflict resolution. Topics will include: a) community development theory; b) conflict theory; c) peacemaking; d) principles of five types of ADR strategies (negotiation, arbitration, adjudication, conciliation, and mediation); d) the application of these concepts, theories and strategies to historical and current situations; and e) the development of mediation skills and a personal style of conflict resolution.

As a result of taking this course, students will: a) be knowledgeable about the concepts and theories of community building and conflict resolution; b) have a greater understanding and appreciation for the ways conflicts have been managed or mis managed in history; c) experience a greater awareness of current international, national, state, local and campus conflicts; and d) be more competent leaders as a result of developing greater skills in conflict resolution.

Instructional Materials:

Fisher, R., Ury, W. & Patton, B. (199 1). Getting to Yes: Negotiating Agreement Without Giving In. Penguin: New York.

This has become the classic book on negotiation. Fisher, Ury and Patton have taught negotiation theory and skills at Harvard Law School and throughout the world via the Harvard Negotiation Project. This popular press book is used in most undergraduate, graduate and law school courses that focus on the art and science of negotiation.

Beer, J.E. & Stief, E. (1997). The Mediator's Handbook. New Society: Gabriola Island, British Columbia: Canada.

Developed by the Friends Conflict Resolution Program, this handbook comes from one of the oldest mediation programs in the United States. It was originally developed to promote creative and peaceful processes for resolving conflicts in Quaker and other communities. Today, it is used in community and academic settings to teach basic mediation skills.

Classroom Activities:

This class will function as an "active seminar". Although there will be some formal presentations by the instructor, much of our time will be devoted to discussion and application of the material. Special "lab sessions" will be scheduled which focus on the development of basic mediation skills. Guest speakers, videos, outside readings, field trips, and small group activities will be additional means of working with this material.

Learning Through Service & "Mediation Skills Lab":

We will work collaboratively with the young women of the Rosa Parks Center, a Division of Youth Services' residential facility for "troubled" teenagers. These young women will give us a tour of their facility, explain their treatment program and assist in the making of communication skills and mediation videotapes. They will also teach us the conflict resolution techniques that they are learning in their treatment program. To reciprocate, we will teach them some formal mediation skills and give them an "introductory college experience" by giving them a tour of campus and letting them sit in on some classes. Both in class and through reaction papers, we will individually and collectively reflect on our experience with these young women. Our challenge is to better understand conflict through their eyes and to look at the bigger picture of why these young women, and thousands like them, are in treatment programs. What is it about them, adolescence, public policy, or our culture in general that produces so many "troubled" teens? Each student, with the help of these young women, will make at least two video segments one demonstrating active listening skills and one demonstrating mediation skills. These videos will only be seen by you, the instructor and one other student in the course who will critique your tape. You will need one VHS videotape for use in these "lab" activities. If you can't afford a videotape, I have some previously used tapes that you can use.

Learning Styles:

Each of us has a personalized learning style. Please let me know if you have a particular style or challenge (e.g., severe test anxiety, slow reading speed or comprehension, vision or hearing impairment, or another learning disability) that could benefit from special accommodations. Anyone who feels s/he may need an accommodation based on the impact of a disability should contact me to arrange an appointment as soon as possible. At this time we can discuss the course format, anticipate your needs and explore potential accommodations.

Grading: 1,000 points possible

Reaction Papers (4 total) 75 pts each = 300
Lab Projects

Active Listening Critique (self) 50 pts = 250
Critique of Partner

Final Mediation Video Project
Skill = 50 pts
Self Critique = 50 pts
Critique Other = 50 pts

Quizzes (3): (50pts each) = 150
Attendance At 4 Campus Events With Discussion Group Comments = 80
Hosting Visiting Presenter (includes reaction comment) = 20
Participation/Engagement = 200

Class Schedule:

Phase 1: Introductions & Making Our Class A "Community"
Key Concepts of Community Building & Development
The Paradox of Conflict: Change Theory & Systems Theory
Current Global Conflicts & Negotiations: Iraq and North Korea

Phase 2: Principled Negotiating: Theory & Practice
Mega Listening: The First Step of Successful Negotiators
Building Consensus
Quiz over Phases 1 & 2

Phase 3: What is "Peace"? What is "War"?
International, national, regional, local and campus conflicts
Northern Ireland Catholics, Protestants & British "Occupation"
Israel Palestine
Civil Rights Struggles
Marriage and Family
Campus Conflicts: Past & Present
Is it possible to create "intentional" peaceful communities?
Quiz over Phase 3

Phase 4: Alternative Dispute Resolution Strategies
The Continuum of ADR Options
Theory and Practice of Mediation
Learning Mediation Skills
Quiz over Phase 4

Phase 5: Community Building & Development (Revisited)
Other Possible Topics: Hostage Negotiation
Marriage/Couples Therapy
Labor Unions vs. Management
Animal Rights Movement
Cloning & Other Medical Ethics Issues
Criminals & Restorative Justice

Teaching team:
Dr. Michael Williams, Professor in the College, Holmdene 314, x4495
Rev. George Heartwell, Director, Aquinas College Community Leadership Institute, x3506

Course Description:
As the introductory course for the Community Leadership major, the course will involve students in field experiences in community agencies and help them reflect on the meanings of community, service, and leadership as they work in those agencies. The goal of the course is to bring students to a deeper understanding of their role as servant leaders in the communities they not only find themselves living and working in but also those they wish to affect in humane ways. The objectives of the course are to:

• Develop an appreciation for the meanings of community and service within those communities;
• Develop an understanding of the meaning of civic responsibility through reflection on service learning;
• Forge meaningful partnerships with people in communities through service in organizations in those communities;
• Develop an understanding of the meanings of leadership in community service work;

Course Texts:
Bill Shore, The Cathedral Within
Alex Kotlowitz, The Other Side of the River
Gloria Naylor, The Women of Brewster Place
Arthur Miller, An Enemy of the People
Michael Williams, The Parent Centered Early School

Course Assignments:

Assignment #1:
Students will keep a journal, in a spiral bound notebook, detailing the days, hours, and tasks that they engaged in each week of their chosen field experiences. Journals should also make connections between these experiences and the readings and speakers where appropriate. Each student should spend at least three hours per week, for at least thirty hours for the semester in fieldwork. These j journals will be collected and reviewed by the instructors at least three times during the course. The journal, as documentation of the student's field involvement, is worth 30% of the final grade. Although they may contain and are encouraged to contain student thoughts and reflections on their fieldwork, the journals will not receive a letter grade, but will simply be designated as "complete up to date" or "incomplete up to date." Students are asked to take their involvement seriously, to be present in the agency at the times they agreed upon, and to notify the agency and one of the instructors in the event they are unable to do their work due to sickness or other emergency. Missing more than three weeks of field work may lead to no credit for the course. Students are responsible for their own transportation to and from their work sites. The instructors will communicate with site directors in order to evaluate each student's progress in their field placements.

Assignment #2:
From The Women of Brewster Place, a reflective essay, four pages double space typed, describing how any three women from the book showed leadership and service to the community in any form. This paper is worth 10% of the final grade.

Assignment #3:
From The Other Side of the River, a reflective essay, three pages double space typed, describing how the leadership of the "white community" had maintained the racial barriers between Benton Harbor and St. Joseph. This paper is worth 10% of the final grade.

Assignment #4:
From An Enemy of the People, three pages of responses to study questions to be handed out on the book. This paper is worth 10% of the final grade.

Assignment #5:
From The Parent Centered Early School, a reflective essay, four pages double space typed, describing the meanings of community, service, and leadership at Highland Community School in Milwaukee. This paper is worth 10% of the final grade.

Assignment #6:
From The Cathedral Within, the student should pick two individuals presented as leaders of organizations presented by the author. Describe the organization they lead, its mission, obstacles it encountered as it grew and developed, and what qualities of leadership the leader showed throughout. Summarize the characteristics of the effective leader as the author presents them. This paper should be four pages double space typed. This paper is worth 10% of the final grade.

Assignment #7:
Due at the end of the course is a reflective essay, on separate sheets of paper, not to exceed five pages double space typed, on the meanings of community, service, and leadership in the context of the agency or agencies where the student worked. The paper should include the mission of the agency, a brief description of its organization and its history of operation, individuals in the organization the student worked with and their positions. The paper should also draw on and integrate all the resources in the course (readings and speakers). Please make reference to the Guidelines for Journal Entries in CL 100 (appended). This paper will be worth 20% of the final grade. Each student will present in class the elements of this paper, according to guidelines to be handed out.

Calendar of Readings and Assignments, Spring 2003:

February 6 —- Assignment #2
April 7 ——– Assignment #5
February 20 — Assignment #3
April 17 —— Assignment #6
March 6 —— Assignment #1
May 1 ——– Assignment #7
March 24 —– Assignment #4, Assignment #1

Class attendance and participation is essential. More than three unexcused absences may result in a lower grade for the course.

Guidelines for Journal Entries in CL100, Introduction to Community Leadership:

The following categories should be addressed in your journal commentaries, as you gain experience in the organization or on site with your site director. All journal entries, however, should contain your actual hours of contact and a short description of your activities. Remember that part of your experience is to shadow your community person to determine how he or she exerts leadership and in what contexts. The other part of your field experience is to perform some meaningful service in that organization, in settings which are diverse.

Personal Goals:
Describe what factors brought you to decide on the site you chose. Explain what skills you expect to develop during this experience.

Organizational Goals:
List the formal goals of the organization you are working with, and the source from which you learned them. State any informal goals you've learned about and how you learned about them. Describe the extent to which these goals mesh with the concerns of groups victimized by discrimination, such as women, the disabled, senior citizens, racial and ethnic minorities, and the extent to which these goals may conflict with their concerns.

Organizational Structure and Decision Making:
Create a brief organizational chart or overview of your site. Describe if you can the differences you see between the formal structure's lines of authority and any informal forms of influence. If someone has an informal influence, describe it and account for it. In other words, try to differentiate between formal and informal forms of leadership in the organization. Also describe an important decision made in the organization and how it was made. To what extent was your site director involved? Describe by contrast various leadership styles you might have observed. Evaluate their effectiveness in various contexts.

Diversity:
Explain what this term means to you. According to your definition, describe how much diversity exists at your site, among staff and among those served. If some group or groups are underrepresented, discuss why. Describe the interaction between staff and those served.

Assess the Site/Community:
Determine who benefits from your organization's work. Identify groups, agencies, and organizations with which your site cooperates and competes. If you can, determine the outcomes of the cooperation and the competition. Identify all the external resources sought by your organization and why they might be needed.

Personal Impact:
Summarize your field experience: your accomplishments, shortfalls, feelings, and learnings especially those about leadership, community, and service.

Rev. Barbara Pekich (Amy Giarmo)
Executive Director
Heartside Ministry
54 S. Division
Grand Rapids, MI 49503
235 7211

Mr. Peter Varga (Matt Messing)
Executive Director
The Rapid
300 Ellsworth SW
Grand Rapids, MI 49503
456 7514

Mr. Daryl Delabbio (Elissa Sangalli)
County Administrator
Kent County
300 Monroe NW
Grand Rapids, MI
336 3512

Ms. Sharon Caldwell Newton (Aisling Conroy)
Executive Director
Women's Resource Center
678 Front NW, Suite 180
Grand Rapids, MI 49504
458 5443 ext. 13

Dr. Walter Brame (Kara Stermin)
President and CEO
Grand Rapids Urban League
745 Eastern SE
Grand Rapids, MI 49503
245 2207

Ms. Nancy Dudley (Tracey Mulder)
Program Manager
City Vision
1413 Madison SE
Grand Rapids, MI 49507
451 9140

Ms. Bridget Clark (Jenny Seeley)
Program Coordinator
Kids' Food Basket
Steepletown Neighborhood Services
671 Davis NW
Grand Rapids, MI 49504
308 0955