Based on the themes of critical reading, logical thinking, effective communication, and service learning, this colloquium will explore social and health issues in public school and community settings. The goal of participation in this colloquium is to assist first-year students in becoming engaged in the intellectual life of the university and to be involved in service learning projects held in after school programs, in school classrooms, and community settings. This course will help connect students to the community to promote better social and health education in the community, help students see their role in service now and in the future, and provide real life experience in the community. The course will utilize the Community Service Center at ECSU and the Area Health Education Centers (AHEC) Collegiate Health Service Corps for community service learning sites.

Required Texts

• Stevens, C. (2008). Service Learning for Health, Physical Education, and Recreation. A Step-by –Step Guide. Champaign, IL: Human Kinetics. Additional readings and required course materials will be available on WebCT.
• Required Materials: Access to WebCT
  You will be required to have an active account. Many of the teaching materials and information necessary for this course will be on WebCT. The majority of your assignments will be “turned in” on WebCT. It is important you are very familiar with Vista so that assignments are turned in correctly and on time. Late assignments will not be accepted. Once the due date passes,

Course Outline and objectives

Class discussions, reflective journals, class activities, assigned readings, media (movies), and service learning projects will explore the theme of health and social issues in our schools and communities. The student will develop an awareness of health and social issues, participate in critical reading and logical thinking about these issues, receive mentoring from professionals in the health and social service field, develop their own philosophy of service in their future, and effective communication. This course will have a service learning component at its core. This course will include Issues of violence, physical activity, HIV/AIDS, suicide, mental health, substance abuse including alcohol, tobacco, and other drugs, and sexuality.

As a result of participation in this colloquium, the student will be able to answer the following essential questions for LAP 130 Service Learning in Social and Health Issues in Public Schools and Community Education:

• What has been the evolution of social and health beliefs and practices?
• What are the essential tenets of social and health education philosophies and do you feel they are relevant to underserved populations?
• What is your own philosophy of social and health education?
• What is the difference between the theories/ model of implantation (planning model) and change process (behavior) theories and how is this relevant as we plan and implement social and health education in different community settings?
• What is the distinction between a primary, a secondary, a tertiary and a popular press health education literature source and why is this important in health education pedagogy?
• How do you critique the validity of the information obtained from a health internet source?
• What are some the reasons for the social and health disparities found among undeserved populations across the U.S.?
• What are the ethical dilemmas and considerations in a multicultural context when teaching social and health education?
• What do you feel are the major responsibilities of an educator teaching underserved populations?
• Reflect on your possible future in careers and/or service in settings that serve undeserved populations.
• Reflect on the experience of participation in the serving learning projects.
• Reflect on the curriculum including understanding underserved populations, social and health disparities, ethics and confidentiality, social and health promotion and health literacy.

Students will complete 25 service learning hours in a health education or social service environment and complete lesson plans and reflections for these sessions.

Methods of student performance assessment and evaluation

1. Attendance and participation: Eastern’s Student Handbook states “Every student is encouraged to attend every class lecture and lab section in each course according to the attendance policy of the instructor of the course. This policy does not prohibit any instructor from evaluating students based on class participation, seminar discussion, laboratory work, field experience, or the like that takes place during regularly scheduled class sessions. If these areas for evaluation involve activities that make class attendance essential, the student may be penalized for failure to perform satisfactorily in the required activities”. The attendance policy for this course is as follows: You are expected to attend every class and to actively engage in every class and show up for your education. You are allowed two skips for whatever reason including sickness, jury duty, participation in athletic team events, leaving early for spring break. Your skips are to be used at your discretion and it is advised to use them wisely. There are no excused absences. You use your skips for the instances you cannot come to class. You will also be asked to meet with the instructor on an appointment basis. This will be also be considered attendance and participation. In addition, Eastern’s Student Handbook states that any student who is unable to the attend class, take an exam, or participate in secular activities, etc. due to religious beliefs should not be penalized. In this circumstance, an equivalent opportunity to make up any work due should be provided by the faculty member upon notification by the student that the religious observance rule applies. Please contact the instructor immediately after the first class if this applies to you. (Prepared by Assistant Dean of Education)
As this is a discussion and participation intensive course and not lecture based, attendance by all students is essential. Check the WebCT calendar for any class cancelations. Weekly questions will be posted and students will be required to prepare through assigned readings, website investigation, observations, interviewing to fully participate in class discussions. There will be times I will ask you to meet with me one on one by appointment. This appointment will count toward attendance and participation as well. The class will be conducted in a discussion format in which theoretical content will be combined with experiential learning. Your participation will be essential. This format requires you to be prepared for class by reading the class material prior to class. If you leave early or arrive late, you will not be given attendance points. If you must leave early you need to let the instructor know before class There will be no make-up assignments for work missed due to absence There will be times that you will be scheduled to meet with the instructor for a progress update. This will count as attendance points as well You will be scheduled for your community service learning projects during or close to class meeting time. You are expected to arrive on time and stay for the entire learning session. If you are unable to do this, it is asked you make other arrangements.

Out-of-Class Requirements (attendance at Arts and Lectures events, University Hour events, field trips, other)
This course will be designed to emphasis flexibility in terms of class meeting times etc. Students will be expected to attend numerous out of class time events related to health both on campus and in the community. Please see the calendar section of WebCT for university events, arts and lectures events, student center events to attend.

2. Team Poster Presentation Teams of students will research and present information on a three section standing poster board format concerning specific health education issue for a marginalized population (separate rubric will be posted on WebCT). Selected posters will be presented at the ECSU Excellence expo.

3. Review of the Literature Report-3 documents report format and 3 attachments of the articles submitted WebCT (6 attachments)
You will be asked to find three peer reviewed research studies on health education topics of your choice and to provide a summary of the 3 original studies. Please do not use a Google or generic database but a study that is found through scholarly databases and peer review. A study will have a participant, methods, analysis, and results. If you are not sure, please allow enough time for the instructor to approve your study. Use the ECSU library staff for help in your search. Each student will find three scholarly/peer reviewed studies and write a one page, double spaced, typed summary of the study that should answer the following questions (submit on line via VISTA assignment section only): Your review must be from a peer reviewed scholarly journal. Please make sure your study is no more than eight years old.

Please include the following: 1. Include the authors (s), title of study, name of publication, and date of publication in your opening introduction sentence. 2. Include 3-5 major discussion points of the study’s results related to applying this information to health literacy in the classroom 3. Discuss what interested you in selecting the study and how it might apply to your future health education classroom. Please also attach a PDF. or html copy of the study article. No study article-no points! We will discuss these studies in class as each person will briefly present to the class the information they found. You will find these studies in the Databases of the School Library. Do not use generic databases to find your study. Use the library staff to help you. If you have any doubt if your study is peer reviewed, please ask your instructor. Please make sure your study is no more than eight years old.

4. Tests Two tests will be given during the semester. The tests will include information that comes from class lecture (with specific reference to text readings), and activities.

5. Community Based Social and Health Education Observations (two) You will be given numerous opportunities to observe social and health education throughout the campus, local, and state community. Examples are high school health education classes, recovery meetings, campus health fairs. You will be required to provide documentation that you did attend these programs/events. You will be asked to reflect on your observations of how these programs address the specific health education needs of the population observed. Rubric to be provided 6. Community service learning sessions-25 hours After in class training, students will be assigned partners and select community service learning sites. Preparation, implementation, evaluation and reflection of lesson plans will be included in the evaluation.

1. Introduce you to the U.S. nonprofit sector encouraging you to explore the differences and similarities between managing in the for profit and nonprofit sectors; explores distinctive characteristics of the nonprofit sector;
2. Introduce you to concepts, best practices, opportunities, and challenges of managing and leading nonprofit organizations;
3. Provide frameworks and tools that will help you be more effective participants, managers and/or leaders in this arena, and
4. Provide an opportunity for you to learn first hand the challenges and rewards of philanthropy.

Course Methodology:

The course will be taught using a variety of lectures, discussions, case study assignments, guest speakers and in-class exercises. As a group, students will simulate the experience of starting a private foundation and granting funds up to $15,000 to a qualifying nonprofit organization. A final paper and in-class presentation is required in addition to other written and oral assignments. This course is organized around three modules.

Module I provides an introduction to the sector, exploring key issues in the sector and how the nonprofit sector is different from the for profit sector.

Module II consists of a philanthropy “bootcamp” where students become familiar with the tools required to conduct effective philanthropy. Topics are focused on accountability and success in nonprofit organizations including mission, financial accountability, governance, and outcomes measurement.

Module III delves more deeply into nonprofit management strategy including fundraising, budgeting, resource allocation, program management, leadership, and social entrepreneurship.

Course Schedule and Readings:

Required Course Packet of Materials and Readings: Available at the Copy Center (first floor of the SMG building)
Additional Readings: Distributed in class

Class #1: January 16: Overview of the Nonprofit Sector – Introduction

• Course Overview and Introductions
• Size and Scope of the Nonprofit Sector
• Review of Philanthropy Capstone Project
• Review January 23rd assignment

Please come to class prepared to discuss the following questions:

1. What type of experience have you had (if any) with a nonprofit organization? What were the positive and negative aspects of that experience?
2. What nonprofit organization do you admire and why?
3. What specific knowledge or tools do you hope to take away from this course? How could it be helpful to you after you leave Boston University?

Please write up to two pages answering these questions. This assignment is:

Due Friday, January 18th by 5:00pm in the SMGtools Assignments Tab

Introductory Readings (in course packet):

• Read: Bornstein, David, How to Change the World “The Fixed Determination of Indomitable Will”, Chapter 4
• Read: A Primer on Nonprofit Organizations; Gita Gulati-Partee

Class #2: January 23: Overview of the Nonprofit Sector – Size and Scope

• Size and Scope of the Nonprofit Sector (continued)
• Legal classification of nonprofits including foundations; tax exempt status
• Funding nonprofit organizations
• Brainstorm and Discussion of MG455 Donor Advised Fund Guidelines
• Issues/problems to address
• Eligible grantees
• Outreach

Homework:

• Read: America’s Nonprofit Sector: A Primer; Lester Salamon
• Read: The Looking Glass World of Nonprofit Money: Managing in For-Profits’ Shadow Universe; Clara Miller http://www.nonprofitquarterly.org/section/704.html
• Skim: The US NP Sector 2001 (National Council of NP Associations)

DUE: Issue Essay: Submit a 1-2 page essay identifying the issue or organization that you would fund if the decision was yours alone. Why is this issue or organization important to you or to society? How will addressing this issue make a difference in the world? What difference will your funding make? Be prepared to be called upon to share your decision with the class.

Class #3: January 28: Philanthropy Bootcamp – What is Effective Philanthropy?

• What is effective philanthropy? Is it possible to do a bad job giving away money?
• Assignment of Topic/Issue Teams
• Brainstorm and Discussion of MG455 Donor Advised Fund Guidelines
• Review February 4th assignment

Homework:

• Review the Charity Navigator website. Make sure to check out “6 Questions to ask a Charity Before Donating”: http://www.charitynavigator.org/
• Complete two Foundation Center tutorials: Foundations and Their Role in Philanthropy AND the Foundations Today tutorial. These tutorials are available with free on line registration at: http://foundationcenter.org/grantmakers/basics.html

Class #4: January 30: Philanthropy Bootcamp—Starting a Foundation

• What issues do you need to consider when starting a new foundation?
• What lessons from the Charity Navigator website are relevant to our work?
• In class team time to work on Feb 4 presentations
• Discuss criteria for Donor Advised Fund

Homework:

• Prepare for February 4th presentations

Class #5: February 4: Philanthropy Bootcamp—The Funder’s Dilemma

• Team topic/issue presentations

Homework:

• Teams will prepare a 7 minute presentation on their issue or topic
• See assignment details under the Assignments tab of SMGtools course website

Class #6: February 6: Philanthropy Bootcamp – The Funder’s Dilemma (continued)

• Continue discussion of topic/issue presentations
• Determine guidelines and criteria for BU Donor Advised Fund

Class #7: February 11: Managing in Nonprofit Organizations – The Mission is the Reason

• What role does the mission play in a nonprofit organization?
• What is “mission drift”?
• What’s the difference between a mission and a vision?
• Draft mission statement for BU Donor Advised Fund

Homework:

• Read: How to Develop a Mission Statement by Peter Drucker: In hard copy or at: http://www.pfdf.org/leaderbooks/sat/mission.html
• Read: Brinkerhoff, Mission Based Management, Chapter 4, The Mission is the Reason

Class #8: February 13: Managing in Nonprofit Organizations – Managing Well

• What are the key characteristics of a well-functioning nonprofit organization?
• What key characteristics are important to the MG455 Donor Advised Fund?
• How will you make sure that the organizations you fund are well managed?
• Discuss/refine criteria for funding projects
• Continue discussion/action on how to do outreach to eligible nonprofit organizations (if necessary)

Special Guest: Peter Brinckerhoff
Homework:

• Read: Brinckerhoff, Ch. 3, What Works: The Characteristics of a Successful Not-for-Profit
• Review Mission Based Management website and Peter Brinckerhoff’s bio at: http://www.missionbased.com/

Class #9: February 19: Managing in Nonprofit Organizations – Key Challenges

• Is managing in the nonprofit sector any different from managing in the for-profit sector?
• What are the key differentiators if any?
• What challenges does Fr. Costello face and what should he do to begin to address them?
• Donor Advised Fund site visit/grant evaluation teams announced

Homework:

• Read: It’s All about Passion, Master
• Read: What Businesses Can Learn from Nonprofit Organizations, Drucker
• Prepare Case: Father Costello
• Please review case questions posted on SMGtools

Class #10: February 20: Managing in Nonprofit Organizations – What is Success?

• How are nonprofit organizations measured?
• How do you know if an organization is having an impact?
• What methods do nonprofits use to measure impact?
• Discuss and determine criteria; review evaluation process for grantees

Homework:

• Read: United Way Introduction and Overview of Outcomes Measurement at: http://national.unitedway.org/outcomes/resources/What/OM_What.cfm
• Read: “Improving the Work We Do for the Benefit of Our Constituents and Communities: Considering the United Way Model,” by Judy Freiwirth and Elena Letona hard copy or at: http://www.nonprofitquarterly.org/section/189.html

DUE February 22: All identified grantees should receive an electronic invitation to apply for funding from the Donor Advised Fund by this date; see SMG tools for draft letter. Note: you can begin scheduling site visits of organizations you anticipate you will want to visit. These visits often take up to two weeks to schedule so be sure to begin the process of scheduling prior to spring break.

Class #11: February 25: Nonprofit Management – The Budget

• Role of the budget process in the nonprofit organization
• Review budget assignment

Homework:

• Read: Securing Your Organization’s Future, Seltzer, “Developing Budgets” pages 65-82.
• Prepare Case: The Theater Budget
• Case questions posted on smgtools site

Class #12: February 27: Nonprofit Management: Governance

• What are the roles and responsibilities of the nonprofit board of directors?
• What are the legal responsibilities of a nonprofit board member?
• What role should the Executive Director play in regards to the Board of Directors?

Homework:

• Read: All excerpts from the Box Project (in case packet)
• Read: The Complete Guide to Nonprofit Management, Chapter Two, “Working Together: Maximizing Board and Staff Effectiveness,” Smith, et. al.

Class #13: March 3: Nonprofit Management – The Budget (continued)

• Budget exercise in-class review
• Donor Advised Fund Activities

Due: Budget exercise assignment

Class #14: March 5: Nonprofit Management: The Balance Sheet

• How does the balance sheet of a nonprofit differ from that of a for profit organization?
• How do you measure financial health in a nonprofit organization?

Homework:

• Read: “Know Your Ratios? Everyone Else Does” by Jennifer A. Lammers, Nonprofit Quarterly, Spring 2003
• Read: Brinkerhoff, Mission Based Management, Chapter 10, Financial Empowerment
• Prepare Case: Identify the Nonprofit, HBS
• Case questions available on smgtools

No class on March 10th and 12th…enjoy spring break!

Class #15: March 17: Donor Advised Fund—Round One: Application Review and Site Visit Protocol

• In class review of status of applications (number, amount of requests, etc.)
• Review site visit protocol
• Conducting an effective site visit, what to look for, etc.

Homework: Begin to review applications as they arrive. Confirm or schedule site visits.

Class #16: March 19: Donor Advised Fund – Team Time

• There will be no formal class held on this date
• Teams should use this time to continue to review applications, confirm or schedule site visits or make site visits if already scheduled

Homework: Review grant applications in teams and/or individually; continue scheduling and attending site visits

Class #17: March 24: Nonprofit Management: Fundraising and Philanthropy

• What lessons from “Programming on a Blank Slate: A Case on Grantmaking in Rural Poverty” can be applied to our challenge?

Homework:

• Prepare Case: Programming on a Blank Slate: A Case on Grantmaking in Rural Poverty (case previously distributed in class)
• Case questions posted on SMG tools

Class #18: March 26: Nonprofit Management – Fundraising and Philanthropy

• What are the various sources of support for a nonprofit organization?
• What are the advantages and disadvantages of each source?
• Status report on team visits; team time

Homework:

• Read: “The Many Sources of Funding,” Securing Your Organization’s Future, Chapter 6
• Continue site visits

Class #19: March 31: Nonprofit Management: Fundraising and Philanthropy

• How much say should donors have in how their funds are used?

Homework:

• Prepare Case: Philanthropy and the Central Park Children’s Zoo
• Questions posted on smgtools site
• Continue site visits and team meetings

Class #20: April 2: Social Entrepreneurship: The Next Generation of Enterprises

• What is social entrepreneurship?
• What differentiates a social entrepreneur from traditional entrepreneurs?
• What’s the difference between social entrepreneurship and nonprofit organizations?
• Excerpts from New Heroes video

Homework:

• Continue site visits and team meetings
• Read: The Meaning of Social Entrepreneurship available on line at: http://www.fuqua.duke.edu/centers/case/documents/dees_SE.pdf

DUE: Site visits must be concluded by Friday, April 4th

Class #21: April 7: Social Entrepreneurship: Starting a New Venture

• How to start a nonprofit organization or social enterprise
• Common challenges in start up organizations

Homework:

• Skim: BoardSource, Starting a Nonprofit Corporation (in case packet)
• Skim: Starting a Nonprofit at: http://hurwitassociates.com/l_start_forming.html
• Optional: Starting a Nonprofit at: http://nonprofit.about.com
• Prepare Case: NFTE (distributed in class on April 2)

Class #22: April 9: Donor Advised Fund: Review Presentation Guidelines and Team Time

• In class team time to discuss funding process and recommendations
• Class discussion of site visits and deliberations

Class #23: April 14: Site Visit Presentations

• Each team will present their site visit resultsAssignment details posted on SMGtools

Due: Site Visit Presentations

Class #24: April 16: Site Visit Presentations

• Each team will present their site visit results
• Assignment details posted on SMGtools

Due: Site Visit Presentations

No class on Monday, April 21st due to Patriot’s Day Holiday!

Class #25: April 23: Funding Deliberations and Voting

• Final deliberations including run off voting

Class #26: April 28: Next Generation Nonprofits: Future Trends

• Trends in philanthropy and nonprofit management
• Strategy frameworks for successful nonprofit organizations

Homework: TBA

Class #27: April 30: Course Wrap-up and Evaluations; Grant Awards Ceremony

Due: Final Paper

Class Attendance, Preparation and Participation (25%): You are expected to attend class regularly and on time. If for any reason you must miss a class, please email me in advance. You may earn partial participation credit for one absence by submitting, before the missed class, a 1-2 page case analysis for the case of the day or reflections on the reading of the day. A second absence may result in a reduction of your final grade, with a third missed class guaranteeing a lower grade. If you miss a class, you are responsible for obtaining information regarding any class issues discussed that day and for making arrangements to get any handouts that were distributed.

You are expected to come to class ready to participate in an active discussion, having read the readings, thought about their relevance to the case(s), and prepared the assigned study questions. On days when speakers have provided background materials, you also should have reviewed that material and thought about questions or issues you would like them to address.

Because the case method relies on both preparation and presentation of an analysis, your performance will be rated, in part, on the quality of your contributions to the case discussions. Since the grading of class contribution frequently is a confusing topic, let me describe the criteria in detail.

I will evaluate your contributions to the case discussions as follows:

A/A- Contributes in a significant and regular way to case discussions, regularly (a) undertaking key analyses from information in the case, (b) applying chapter concepts to the case analysis, (c) moving the discussion ahead, and/or (d) making comments that bridge discussion points in the case, thereby integrating the discussion and helping to make it more coherent.

B+/B/B- Makes comments that regularly point out important case facts, but is not particularly analytical and/or misses the application of chapter concepts to the case. This grade category also includes people who do A/A- analyses of some cases but do not contribute in a similar fashion to the discussion of other cases.

C+/C/C- Makes comments that restate case facts but that are not particularly pertinent to the discussion, or that slow the class down by virtue of their peripheral or non-existent relationship to the subject under discussion These comments also may reflect a lack of understanding of how the chapter concepts apply to the case situation. This grade category also includes people who do B+/B/B- analyses of some cases but do not contribute in a similar fashion to the discussion of other cases.

D Makes only a few comments during the entire semester

Failing No classroom contributions.

GENERAL EDUCATION PROGRAM (GEP) ETHICS CATEGORY/COURSE OBJECTIVES & GOALS:
Successful completion of this course fulfills the General Education Program Ethics category. The course addresses the category programmatic goals and supports the GEP through the following course objectives and goals:

• Stimulating a culture of civic engagement, renewal, and advancement of the public good through curricular learning, teaching, and scholarship, and by developing an understanding of moral theories of western civilization.
• Preparing students for active citizenship and democratic participation by learning how moral theories affect our thinking about public life.
• Building the capacity of SSU to establish, maintain, and strengthen community partnerships.
• Providing students an opportunity for reflection on the nature of community involvement and the related contemporary societal, moral, and ethical issues.

REQUIRED CLASS TEXT AND MATERIALS:

• Marianne Larned. Stone Soup for the World: Life-changing Stories of Everyday Heroes. New York: Three Rivers, 1998. ISBN: 0-609-80969-5.
• Supplemental notes and materials for ROCI4485, as assigned.
• An e-journal for reflection. The journal will be due for instructor review every three (3) weeks, for a total of five (5) reviews for each student during the course.
• Community Involvement Covenant Form (copy attached) on-file with the instructor.

COURSE REFERENCE:
Laurent A. Parks Daloz, et al. Common Fire-Leading Lives of Commitment in a Complex World. Boston: Beacon, 1996. ISBN: 0-8070-2005-2.

INTERNET COMMUNITY INVOLVEMENT RESOURCES:

• Ohio Campus Compact http://www.ohiocampuscompact.org/
• ServeOhio – The Ohio Community Service Council. http://www.serveohio.org/
• The Civic Mind http://www.civicmind.com/index.html
• What is Service Learning? http://www.mssa.sailorsite.net/define.html

WRITING REFERENCE:
William Strunk, Jr. and E.B. White. The Elements of Style (paperback, numerous editions)

COMMUNITY INVOLVEMENT COMPONENT:
This course has an out-of-class component of engagement in the community. Engagement in the community is a response to a call into the community to help and assist others in need. Students will be advised of community needs where there might be a call for them to respond, or they can elect to seek their own call in the community. An objective in responding to a call is that a servant relationship exists between the responder of the call and the recipient (the individual or group being served), and not to serve in the abstract, at a distance.

Students currently enrolled in an SSU course requiring an internship, engaged with agencies or programs that provide services to community in any professional or non-ROCI capacity, or who are doing service through a religious, social, fraternal, organization cannot use these placements to fulfill the community involvement component of this course.

The thirty (30) hours of community service can be varied during the term. No more than eight (8) hours can be spent in activities such as blood drives, Operation Christmas Child, SSU Thanksgiving Dinner, Tour of Lofts, and similar functions where there is no direct and personal interaction with an individual being served.

An ROCI485S Reflections on Community Involvement Community Involvement Covenant Form must be on-file with the instructor as part of the student’s documentation for each community involvement affiliation.

The student’s community service component must be documented in a journal that records dates, times, locations, and the nature of the engagement. At the conclusion of each engagement, the student is expected to reflect on the experience, to discern patterns of lives that have been positively or otherwise affected by the engagement, and potential short-term/long-term outcomes.

The journal will be due for instructor review twice during the semester and at the end of the course for a total of three (3) reviews for each student during the course (REV:01/13/09).

The journal will be personal between you and me, and not shared with anyone without your express permission.

MIDTERM REFLECTION:
There will be an in-class mid-term reflection essay.

END-OF-TERM REFLECTION:
There will be an in-class end-of-term reflection essay.

ASSIGNMENTS AND OUT-OF-CLASS WRITING COMPONENT:
All written work (journals and in-class writing excepted) must be word-processed, spell-checked, and proofread. Please do not submit handwritten work. It will be returned un-read and un-graded. Assignments are due on the due date. Emailed assignments will be accepted if their time and date stamp are either prior to or on the due date. Emailed assignments should be in MS Office Word format so they can be opened and read. Email documents prepared in formats other than MS Office Word format should be sent either as .txt or .pdf files so they can be opened. Students are encouraged to responsibly read, critique, and revise their work as follows before it is submitted:

• Look at the content of the work with the intention to improve the choice of language, originality, organization, completeness, and coherence.
• Examine the work by editing it for style.
• Correct the work by looking for mechanical errors.
• Correct the work by looking for technical errors.
• Improve the work by applying new skills, understandings, and competencies.

My evaluation of written work will be by content, ideas, conceptualization, and synthesis. Mechanics and grammar, clarity and content, and conciseness will also be considered. Grades will be reduced for poor quality including sloppy workmanship, incomplete sentences, unintelligible answers, inattention to details, and not following instructions.

Students are recommended to retain a copy of all written work submitted.

Assignments rejected because of poor quality or those that are determined to be electronic copies will be returned to the student with a grade of zero (0). Generally, assignments will be read and returned within one-week.

HELPFUL ADVICE:

• Maintain a healthy balance in your life.
• Set a manageable schedule and stick with it.
• Do not procrastinate.
• Look for connections or applications of class materials and discussions that relate to other areas of your life.
• Find at least one thing this term that you can use in life and/or work.
• Do not miss this class unless absolutely necessary.

GENERAL COURSE OUTLINE:

• Topic 1: Introduction. Community Involvement Opportunities.
• Topic 2: Writing a reflective journal.
• Topic 3: Asking yourself, “Who am I?”
• Topic 4: Our Circle of Care: What faiths and philosophers say about community, ethics, and “Who is my neighbor?”
• Topic 5: People who made a difference. Communities, intentional or otherwise; people in community; activists (Jacob Riis, Dorothy Day, Gandhi, Rev. M. L. King, Jr.)
• Topic 6: Sweatshops and tenements.
• Topic 7: Making it by faking it: the loss of truth.
• Topic 8: More ethics (Aristotle, Aquinas, Hobbes, Kant) and some important words for the 21st Century.

ROCI4485 is an outgrowth of the purposes and objectives of the University. The series of activities integral to the community involvement course enhances the education of the student, compliments the senior seminar, and promotes reflection on the student’s obligation to human beings in need and society at large.

GENERAL EDUCATION PROGRAM (GEP) ETHICS CATEGORY/COURSE OBJECTIVES & GOALS:

Successful completion of this course fulfills the General Education Program Ethics category. The course addresses the category programmatic goals and supports the GEP through the following course objectives and goals:

• Stimulating a culture of civic engagement, renewal, and advancement of the public good through curricular learning, teaching, and scholarship, and by developing an understanding of moral theories of western civilization.
• Preparing students for active citizenship and democratic participation by learning how moral theories affect our thinking about public life.
• Building the capacity of SSU to establish, maintain, and strengthen community partnerships.
• Providing students an opportunity for reflection on the nature of community involvement and the related contemporary societal, moral, and ethical issues.

REQUIRED CLASS TEXT AND MATERIALS:

• Marianne Larned. Stone Soup for the World: Life-changing Stories of Everyday Heroes. New York: Three Rivers, 1998. ISBN: 0-609-80969-5.
• Supplemental notes and materials for ROCI4485, as assigned.
• A e-journal for reflection. The journal will be due for instructor review every three (3) weeks, for a total of five (5) reviews for each student during the course.
• Community Involvement Covenant Form (copy attached) on-file with the instructor.

COURSE REFERENCE:

Laurent A. Parks Daloz, et al. Common Fire-Leading Lives of Commitment in a Complex World. Boston: Beacon, 1996. ISBN: 0-8070-2005-2.

INTERNET COMMUNITY INVOLVEMENT RESOURCES:

• Ohio Campus Compact http://www.ohiocampuscompact.org/
• ServeOhio – The Ohio Community Service Council. http://www.serveohio.org/
• The Civic Mind http://www.civicmind.com/index.html
• What is Service Learning? http://www.mssa.sailorsite.net/define.html

WRITING REFERENCE:

William Strunk, Jr. and E.B. White. The Elements of Style (paperback, numerous editions)

COMMUNITY INVOLVEMENT COMPONENT:

This course has an out-of-class component of engagement in the community. Engagement in the community is a response to a call into the community to help and assist others in need. Students will be advised of community needs where there might be a call for them to respond, or they can elect to seek their own call in the community. An objective in responding to a call is that a servant relationship exists between the responder of the call and the recipient (the individual or group being served), and not to serve in the abstract, at a distance.

Students currently enrolled in an SSU course requiring an internship, engaged with agencies or programs that provide services to community in any professional or non-ROCI capacity, or who are doing service through a religious, social, fraternal, organization cannot use these placements to fulfill the community involvement component of this course.

The thirty (30) hours of community service can be varied during the term. No more than eight (8) hours can be spent in activities such as blood drives, Operation Christmas Child, SSU Thanksgiving Dinner, Tour of Lofts, and similar functions where there is no direct and personal interaction with an individual being served.

An ROCI485S Reflections on Community Involvement Community Involvement Covenant Form must be on-file with the instructor as part of the student’s documentation for each community involvement affiliation.

The student’s community service component must be documented in a journal that records dates, times, locations, and the nature of the engagement. At the conclusion of each engagement, the student is expected to reflect on the experience, to discern patterns of lives that have been positively or otherwise affected by the engagement, and potential short-term/long-term outcomes.

The journal will be due for instructor review twice during the semester and at the end of the course for a total of three (3) reviews for each student during the course (REV:01/13/09).

The journal will be personal between you and me, and not shared with anyone without your express permission.

MIDTERM REFLECTION:

There will be an in-class mid-term reflection essay.

END-OF-TERM REFLECTION:

There will be an in-class end-of-term reflection essay.

ASSIGNMENTS AND OUT-OF-CLASS WRITING COMPONENT:

All written work (journals and in-class writing excepted) must be word-processed, spell-checked, and proofread. Please do not submit handwritten work. It will be returned un-read and un-graded. Assignments are due on the due date. Emailed assignments will be accepted if their time and date stamp are either prior to or on the due date. Emailed assignments should be in MS Office Word format so they can be opened and read. Email documents prepared in formats other than MS Office Word format should be sent either as .txt or .pdf files so they can be opened. Students are encouraged to responsibly read, critique, and revise their work as follows before it is submitted:

• Look at the content of the work with the intention to improve the choice of language, originality, organization, completeness, and coherence.
• Examine the work by editing it for style.
• Correct the work by looking for mechanical errors.
• Correct the work by looking for technical errors.
• Improve the work by applying new skills, understandings, and competencies.

My evaluation of written work will be by content, ideas, conceptualization, and synthesis. Mechanics and grammar, clarity and content, and conciseness will also be considered. Grades will be reduced for poor quality including sloppy workmanship, incomplete sentences, unintelligible answers, inattention to details, and not following instructions.

Students are recommended to retain a copy of all written work submitted. Assignments rejected because of poor quality or those that are determined to be electronic copies will be returned to the student with a grade of zero (0). Generally, assignments will be read and returned within one week.

GRADING SYSTEM:

The student’s final grade is determined as follows:

Community Involvement Reflective Journal:

 The journal is dishonest, the journal completely ignores the basis of the course, or the journal is incomprehensible due to errors in language or usage, the student’s grade for the course shall be “F.”

 The journal is submitted with no Community Involvement Covenant Form on-file with the instructor: 10 points maximum

 The journal lists, narrates, or describes events but contains little or no reflection on the student’s community involvement (0-5% of the journal is reflection); Community Involvement Covenant Form is on-file with the instructor: 11 to 20 points maximum

 The journal lists, narrates, or describes events and contains average reflection on the student’s community involvement (6%-15% of the journal is reflection); Community Involvement Covenant Form is on-file with the instructor: 21 to 40 points maximum

 The journal lists, narrates, or describes events and contains more than average reflection on the student’s community involvement (16%-25% of the journal is reflection); Community Involvement Covenant Form is on-file with the instructor: 41 to 60 points maximum

 The journal lists, narrates, or describes events and contains substantially above reflection on the student’s community involvement (25%-37% of the journal is reflection); Community Involvement Covenant Form is on-file with the instructor: 61 to 80 points maximum

 The journal approaches a 50-50 balance) between narration and description of events and reflection; Community Involvement Covenant Form is on-file with the instructor: 81 to 100 points

The journal grade will be the average grade received for the three (3) required submittals. Each submittal will be reviewed to the above criteria.

GENERAL COURSE OUTLINE:

Topic 1: Introduction. Community Involvement Opportunities.

Topic 2: Writing a reflective journal.

Topic 3: Asking yourself, “Who am I?”

Topic 4: Our Circle of Care: What faiths and philosophers say about community, ethics, and “Who is my neighbor?”

Topic 5: People who made a difference. Communities, intentional or otherwise; people in community; activists (Jacob Riis, Dorothy Day, Gandhi, Rev. M. L. King, Jr.)

Topic 6: Sweatshops and tenements.

Topic 7: Making it by faking it: the loss of truth.

Topic 8: More ethics (Aristotle, Aquinas, Hobbes, Kant) and some important words for the 21st Century.

What is civic engagement? Why do some heed its call, while others shrug their shoulders and change the subject? How do youth who are involved in their communities evaluate their contributions? How do adults view their efforts? What results can programs that seek to engage and empower youth show? How can researchers and evaluators measure these outcomes and their meanings for the youth, for adults, for their communities, and for society?

This course will explore questions such as these, starting from the premise that youth civic participation is not just important, but imperative in a democracy. We will examine current research and theory about youth civic engagement, and we will test the assumptions, conclusions, and implications of these pieces by relating them to a particular youth empowerment program, sponsored by the John W. Gardner Center for Youth and Their Communities at Stanford. In its current sites in Redwood City and West Oakland, Youth Engaged in Leadership and Learning (YELL) trains youth to research and reform their schools and their communities. Through weekly service to this program, you will come to learn from the youth about the issues they face and about how they see themselves in relation to these concerns. The perspectives of these middle and high school students will lie at the heart of this course.

During the quarter, you will also have the opportunity to hear from adult researchers and practitioners about the challenges they face, the lessons they are learning, and the contributions they are making. Finally, you will also be encouraged to assess your own suppositions and convictions about youth, about community, and about civic engagement and service. In essence, you will serve as your own case study as well.
For more information about YELL or the John W. Gardner Center for Youth and Their Communities, please refer to the website http://gardnercenter.stanford.edu.

Course Eligibility

This course is open to all undergraduates and SUSE MA students, but it will be capped at eight. Interested students should submit an application via email to Jerusha and Milbrey prior to the second scheduled class.

Course Requirements and Expectations

* 3 hours per week of service to YELL (25%)
Based on the interests and skills you articulate in your application, the YELL participants will match you with a particular work team. While you will be expected to help your assigned team to prepare its product, you will also be encouraged to find additional ways to contribute to the learning of this community, to support the experiences of the participants, and to serve the program. This aspect of the course may well be the most rewarding and the most fun.

* Class attendance and engagement (20%)
Class attendance is mandatory. Regular participation in class is not required; however, at a bare minimum, we will expect you to have read the assigned readings (usually 50-75 pages a week), to listen respectfully to those speaking, and to appear attentive. We will encourage you to pose questions, to make connections across your experiences, and to share insights and critical interpretations of the readings, as we believe these are the keys to a rich learning experience. When readings for the week exceed 75 pages, we will divide the readings amongst you, using the jig-saw technique.

* Memos (20%)
These short memos will allow you to integrate the course readings with your service experience, and they may help you prepare for class discussion. They need not exceed a page in length. Often, we will prompt you with a directing question. In organization and in style, the memos should be more formal than traditional journal entries, but they should include some conscious analysis of self: your lenses, sensibilities, and sense-making. the first five weeks of the course, you will be asked to complete four memos. In the seventh week of the course, you will have the chance to revise one of these based on the feedback you have received.

* Final presentation (15%)
Throughout the first half of the quarter, the memos will serve to track the ways in which your understandings deepen, as beliefs and assumptions are confirmed or reassessed, and as you consider how research and theory illuminate or obfuscate Jived experience. The presentation you give on our last day of class can be seen as an extension of these memos. You will be expected to draw on personal experiences as you reflect on what you have learned over the past nine weeks from the YELL youth and staff, about yourself, and about civic engagement. You may also wish to discuss any related experiences with service, politics, or community involvement that you had prior to this course. Your audience for this presentation will consist of the YELL youth and staff. Although power point is not necessary, your five-seven minute presentation should be engaging, clear, and well organized. If you wish to present with a partner, you may do so. In this case, your presentation should last 10 minutes. There will be an opportunity to practice presenting and fielding questions in class before the YELL youth arrive on campus.

* Final paper (20%)
Over the course of the quarter, it will become clear to you that the field of youth civic engagement is riddled with problems. Within the research literature, there are problems of conceptualization and of measurement. Both in schools and in the community, effective practice is hampered by social, political, and financial constraints. For your final paper, you will choose one problem that you believe has significant implications for either future scholarship or future policy and practice. Your paper should trace the roots of this problem, discuss its costs, and formulate research-based recommendations for change. These papers should be approximately 10 pages in length, double-spaced, 12 point font. A proposal for the paper will be due in class on May 3. Drafts will be due May 24 in class, and final papers will be due on June 6 by 5:00 p.m.

Course Outline

I. Introduction: Pathways to Civic Engagement

Week 1: Introduction

Week 2: Conceptions and pathways
Assignments due: Memo on civic engagement conceptualizations. Course application
Readings:
Putnam, R. (2000). Thinking about social change in’ America. In Bowling alone: The collapse and revival of American community. New York: Simon & Schuster. 15-28.
Coles, R. (1993). Kinds of service. 1n The Call afService. New York: Houghton Mifflin. 13-67.
Camino, L., & Zeldin, S. (2002). From periphery to center: Pathways for youth civic engagement in the day-to-day life of communities. Applied Developmental Science, 6, 213-220.
Keeter, S., Zukin, C., Andolina, M., & Jenkins, K. (2002). The civic and political health of the nation: a generational portrait. Report for the Center for Information and Research on Civic Engagement (CIRCLE).

Week 3: Obstacles and challenges
Assignment due: Memo on obstacles
Readings:
Roach, C., Yu, H.C., & Lewis-Charp, H. (2001). Race, poverty, and youth development. Poverty and Race, 10, 3-6.
Checkoway, B., et al. (2003). Young people as competent citizens. Community Development Journal, 38,298-309.
C Hart, D., & Atkins, R. (2002). Civic competence in Urban Youth. Applied Developmental Science, 6,227-236.
Anyon, Y., & Naughton, S. (2003). Youth empowerment: The contributions and challenges 0/ youth-led research in a high-poverty, urban community. Stanford, CA: John W. Gardner Center for Youth and Their Communities.
YELL Reports: http://gardnercenter.stanford.edu/sharing_ what_works/work _ of jgc youth.html

II. The Anatomy of Youth Empowerment

Week 4: Civic interest and motivation
Assignment due: Memo on interest and motivation
Readings:
Miller, F. (1992). The personal and the political in reasoning and action. In H. Haste & J, Torney-Purta (Eds.), The development of political understanding: A new perspective. San Francisco: Jossey-Bass, 55-63.
Hart, D., Yates, M, Fegley, S., & Wilson, G. (1995). Moral commitment in inner-city adolescents. In M. Killen & D. Hart (Eds.) Morality in every-day life. New York:
Cambidge University Press. 3 I 7-339.
Lake Snell Perry & Associates and The Tarrance Group, Inc, (2002). Short term impacts, long term opportunities: The political and civic engagement of young adults in America. Report for the Center for Information and Research on Civic Learning and Engagement (CIRCLE) and the Center for Democracy and Citizenship and the Partnership for Trust in Government.
Flanagan, C., Bowes, J., Jonsson, B., Csapo, B., &. Sheblanova, E. (1998). Ties that bind: Correlates of adolescents’ civic commitments in seven countries. Journal of Social Issues, 54, 457-475.
Schondel, C & Boehm, K. (2000). Motivational needs of adolescent volunteers. Adolescence, 35.

Week 5: Civic knowledge and skills
Assignment due: Memo on knowledge and skills
Readings:
Baldi, S. (2001). What democracy means to ninth-graders: U.S. results
from the international EAS civic education study. National Center for Education Statistics. Chapters 1& 2.
Kirlin, M. (June 2003). The role of civic skills in/ostering civic engagement. Report for the Center for Information and Research on Civic Learning and Engagement (CIRCLE).
Gutmann, A. (1999). Democratic education. Princeton, NJ: Princeton University Press, 101-107.
James, T. (Spring, 2003). Democratizing knowledge: The role of research and evaluation in youth organizing. CYD. 4,33-39.
Flanagan, c., & Faison, N. (2001). Youth civic development: Implications of research for social policy and programs. Social Policy Report, XV, 3-14.

Week 6: Civic and political efficacy
Assignment due: 1 page proposal for term paper
Readings:
Kahne, J. & Westheimer, 1. (2002). The limits of efficacy: Educating citizens for democratic action. Paper presented at the Annual Meeting of the American Political Science Association. Boston, MA. August 29-September 1,2002.
Kaba, M. (200 I). ’They listen to me … but they don’t act on it’: Contradictory consciousness and student participation in decision-making. High School Journal, 84,21-35.
O’Donoghue, J. & Kirshner, B. (2003). Urban youth’s civic development in community-based youth organizations. Paper presented at the International conference on civic education, New Orleans, LA, November 16-18,2003.
Steinberger, PJ. (1981). Social context and political efficacy. Sociology and Social Research. 65, 129-141.

Week 7: Leadership
Assignment due: Revision of one of your memos
Readings:
Gibson, C. (200 I, November). from inspiration to participation: A review of perspectives on youth civic engagement. New York: Carnegie Corporation.
Kouzes, J. & Posner, B. (1998). Student Leadersbip Practices Inventory. San Francisco, CA: Jossey-Bass.
O’Brien, J. & Kohlmeier, J. (2003). “Leadership: Part of the civic mission of the schools?” The Social Studies. 94(4) 161-166.
Roach, A., Wyman, L., Brookes, H., Chaves, C., Health, S.B., Valdes, G. (1999).
Leadership giftedness: Models revisited. Gifted Child Quarterly 43, I, 13-24.

III. School, State, and National Policies for Youth Civic Engagement

Week 8: Civic education in school
Readings:
Meier, D. (September, 2003). So what does it take to build a school for democracy? Phi Delta Kappan, 15-21.
Mosher, R., Kenny, R., Garrod, A., & Sadowsky, E. (1994). Democracy in a New Hampshire school: Applied citizenship education. In Preparing for citizenship: Teaching youth to live democratically. Westport, CT: Praeger, 151-163.
Sawyer, C. (1993). Democratic practices at the elementary school level: Three portraits. In Berman, S., & La Farge, P. (Eds.) Promising practices in teaching social responsibility. New York: State University of New York Press, 87-103.
Kreisberg, S. (1993). Educating for democracy and community: Toward the transformation of power in our schools. In Berman, S., & La Farge, P. (Eds.) Promising practices in teaching social responsibility. new York: State University of New York Press, 218-235.
Kahne, J., & Westheimer, J. (1999). In the service of what? The politics of service-learning. In J. Claus & C. Ogden (Eds.) Service learning for youth empowerment and social change. New York: Peter Lang.
Boyte, H. (1991). Community service and civic education. Phi Delta Kappan, 72. 765-767.

Week 9: Students and school reform
Assignment due: Draft of final paper
Readings:
SooHoo, S. (Summer 1993). Students as partners in research and restructuring in schools. The Educational Forum, 57,386-393.
Crane, B. (2001). Revolutionising school-based research. Forum, 43,54-55.
Harding, C. (2001). Students as researchers is as important as the national curriculum. Forum, 43,56-57.
Mitra, D. (2001). Opening the floodgates: Giving students a voice in school reform. Forum, 43,91-94.
Silva, E. (2001). Squeaky wheels and flat tires: A case study of students as reform participants. Forum, 43,95-99.
Fielding, M. (2001). Beyond the rhetoric of student voice: New departures or new constraints in the transformation of 21st century schooling? Forum, 43, 100-109.
Fletcher, A. (2003). Meaningful student involvement: Guide to inclusive school change. Olympia, WA: The Freechild Project.
Listening:

http://www.wrni.orglfocusrhodeisland/archives/022704.shtmI

http://www.youthradio.org/education/kqed2003 _ krystleexitexam.shtm

Week 10:
Assignment due: Prepared presentation
Readings:
Sirianni, C. (Fall, 2002). Volunteering then and now: Civic innovation and public policy for democracy. The Brookings Review, 20,42-45.
O’Donoghue, J., Kirshner, E., & McLaughlin, M. (Eds.) (Winter 2002). Youth evaluating programs for youth: Stories of Youth IMPACT. New Directions for Youth Development, 96,101.118.
Youniss, J., Vales, S., Christmas-Best, V., Diversi, M., McLaughlin, M., & Silbereisen, R.
(2002). Youth civic engagement in the twenty-first century. Journal of Research on Adolescence, 12,121·158.
Haid, P., Marques, E.C., & Brown, J. (1999). Re-focusing the lens: Assessing the challenge of youth involvement in public policy. Ontano, Canada: The Ontario Secondary School Students’ Association & The Institute on Governance.
Final papers due June 6, 5:00 p.m.

In this course, we will juxtapose theory and practice. Each student will work with others to take on a project that broadly engages students in public work. The project can be on-campus through some sort of student organization, or it can be an off-campus community-based project. The student must be taking on a leadership role in organizing the project. We will use.your experiences as a backdrop to explore the course material. By juxtaposing experiences with readings, we will learn from experience and from analysis. In this way, the process of community work and critical reflection will become mutually reinforcing and enriching.

Of particular interest to us will be the university. We will examine the university as a social institution and community actor. We will explore the internal dynamics’ of the university as a social institution that shapes our notions of citizenship and service. We will also explore the university as an actor whose patterns of actions can and do shape communities.

Format: This class is a seminar. I will expect you to come to class prepared with reading notes that summarize the major points of the reading, and link the readings to larger course themes. We will juxtapose student led discussion, presentations on projects with a variety of other class formats. We will often be joined by others who will participate in our semester long conversation. We will also use films, outside lectures, and off-campus explorations. Students will drive our time together and the ultimately shape of the course.

Two things to know about me:

• I believe that time is a precious commodity. Please do not walk into class late. Late arriving students disrupt the flow for students who arrived on time. Likewise, unexcused absences will result in your final grade being lowered at my discretion. I will not discuss missed class material from an unexcused absence.
• I expect students to check their e-mail on a daily basis.

Requirements: Every student will be required to complete two critical essays, a public work project (including reflection paper), and a final exam. I will also expect reading notes and other writing assignments: Critical Essay #1 (15%); Critical Essay #2 (25%); Community Project (10%); Class Participation And Reading Notes (20%); and Final Examination (30%).

Texts:

• Harry Boyte. 2004. Everyday Politics: Reconnecting Citizens and Public Life. University of Pennsylvania Press.
• Anne Colby, Thomas Ehrlich, et al. 2003. Educating Citizens: Preparing America’s Undergraduates For Lives of Moral Responsibility and Civic Responsibility. Jossey-Bass.
• Maxine Greene. 1988. Dialectics of Freedom.Teachers College Press.
• Robert Hildreth. 1998. Building Worlds, Transforming Lives, Making History. A Guide To Public Achievement for Colgate University.Center For Democracy and Citizenship, University of Minnesota. To be handed out in class.
• George Liebman. 2004. Neighborhood Futures. Transaction Publishers.
• Jodi O’Brien. 1999. Social Prisms. Pine Forge Press.

Part 1: Framing the Question
Week I: The Themes and Practice of Everyday Politics Boyte, chapter 1-2 and then preface
Week 2: Thinking Sociologically About Key Concepts O’Brien, prologue, and chapter 2-5
Week 3: Paradox. Contradictions, and Community 0′ Brien, chapters 6-8 and then chapter 1
*Critical Essay #1 Due

****After the first part of the course, we will decide as a class how we want to read the other texts and what texts we want to add to our course reading.

WRITTEN ASSIGNMENTS:

Critical Essay #1:

Thus, far we have been framing this course by broadly trying to grasp the central question of the course: how do we develop citizens of a democracy who have the capacity and interest to engage in the kinds of community work needed to create and maintain healthy communities? We have spent most of our time talking about democracy, public work, healthy communities, and the sociological imagination.

Pulling together the readings and course discussions. write an essay that explains and justifies the public work (the service-learning) project that you are going to do this semester as part of SOAN 380.

Things you should include:

• Use the readings. How have the readings and/or class discussion allowed you to critically reflect on your own life experiences. Your essay should: describe specific ideas from the books that resonated with you, and discuss why these ideas struck you as profound and important (or wrong) given your life experiences. Summarize the core logic of the reading.
• Describe the project: What are you going to do? Make sure that you clearly justify the significance of the project.

Hints to the Wise:

• Be creative. There are lots of ways to frame your thoughts.
• Use the course material. Include quotes and specific references to stories.
• Be precise.
• The intent of the essay is two fold:
  • Demonstrate that you understand the readings and course material.
  • Explain the project you are going to do this year.

Obviously this assignment is asking you to: (1) summarize the course material, and (2) justify/describe your course project. You cannot adequately discuss every facet of the book and/or your life biography as it intersects with community service and social change. This exercise is intended to force you to identify the core points of the book and to figure out a scheme for conceptualizing the ideas presented in class, as they are important to you.

I will be looking for evidence of critical thinking which is shaped by sophisticated and logical lines of reasoning. In other words, be specific and precise. This will allow you to include more ideas in less space.

Critical Essay #2:

The central question of the course: how do we develop citizens of a democracy who have the capacity and interest to engage in the kinds of community work needed to create and maintain healthy communities? We have examined three major topics: healthy communities, democracy, and civic education. We have also introduced a variety of sociological concepts and ways of framing questions.

Pulling from the readings and course discussions, write an essay that examines the following question: “To what extent is Colgate educating citizens to do public work?”
The essay should be 8-10 pages. It should demonstrate a keen understanding of the last two books. It should also connect to themes raised earlier in the term. You will want to be specific. There are lots of ways to organize your thoughts. A few key issues:

• By “to what extent” you want to keep SWOT exercises/questions in mind. Look at the handout from class.
• By “educating citizens” you want to pull heavily from the Colby and Ehrlich work.
• By “public work” you want to pull from Boyte.
• By “to do” we mean capacity and interest.
• It might be helpful to also refer to O’Brien and early class handouts.
  

Hints to the Wise:

• Be creative. There are lots of ways to frame your thoughts,
• Use the course material. Include quotes and specific references to stories.
• Exhibit both logical and sophisticated thinking.
• Make sure that you demonstrate that you understand the readings and course material.

For Wednesday:
Read chapters 4-7 in Colby. Question: take one great classroom experience at Colgate. How did it contribute to your moral and civic development (chapter 4)? What does this tell us about the pedagogical and Institutional strategies raised in chapters 5-6? Address the same question with one “co-curricular” program you have attended.

Final Exam:

• How do we develop citizens of a democracy who have the capacity and interest to engage in the kinds of community work needed to create and maintain healthy communities?
• Craft a response that pulls from the ideas and language (theories and concepts) we have discussed this term in readings and discussions. Also pull from your projects. This is an opportunity to weave together all the work we have done this semester into your own statement about the course question. Feel free to write this to me in a memo as Dean of the College, as opposed to a faculty member.

Goal of the course:

• to assist you to integrate a commitment to social justice into your lives and careers.

You will learn:

• to advocate for social justice
• to use your professional skills and knowledge to work for social justice.

As a result of all SEM 300 courses …

• You will learn the difference between doing charity and working for justice through systemic change. You will show that you understand this difference by producing projects and participating in advocacy work that has long-term goals.
• You will demonstrate a sustained commitment to the practice of social justice through community-driven projects designed to create social change.
• You will reflect on the tensions among your individual beliefs and personal interests, political realities, and the common good in local and global communities.
• You will develop and critique your own personal philosophy of social justice grounded in dignity, equality, and solidarity.

In addition to the goals of all SEM 300s, in this particular SEM 300 you will also learn how to make a life-long commitment to social justice a part of your Professional Development. You will produce tangible outcomes both useful for your career preparation and beneficial to the work of partner organizations like Catholic Relief Services. In order to achieve these goals:

• You will gain broad knowledge about the interconnectedness of our world.
• You will learn the needs of partner organizations like CRS and the communities they serve.
• You will learn how to use your professional skills in ways that benefit the efforts of partner organizations to aid those in need. You will produce research, educational, and media products to raise community awareness of issues affecting the people our partner organizations serve.
• You will present the results of your research and study to the public in a venue appropriate to your career.
• You will learn to do an advocacy project throughout the semester that has direct benefit for our community partners and ultimately for the poor they serve.
• You will learn the skills needed to work for long-term systemic change that benefits the lives of the poor.

Issue Focuses for the Course:

• Development, poverty, and the Millennium Goals
• Peacebuilding and effects of war, especially refugees from war
• food security
• HIV/AIDS

Requirements:

You will learn

• You will understand how the United Nations Millennium Goals address the main issues affecting the 3 billion poorest people on earth and what solutions will bring an end to desperate poverty on earth.
• You will understand three dimensions of the problems affecting the most desperately poor — food, disease (HIV/AIDS), and war. You will learn the interconnectedness of the problems affecting poor people around the world and how to effect long-term systemic change.
• You will demonstrate this knowledge in each class by short oral and written reports on your study. A quarter of your grade will be based on these short, frequent reports.

You will produce

• You will choose one of the focuses of the course–food security, HIV/AIDS, poverty, and refugees/effects of war — and become deeply immersed in studying that area.
• Through the guidance of partner organizations such as Catholic Relief Services and Bread for the World, you will produce materials that raise the awareness of Americans about the issue you have chosen.
• You will use your professional skills to raise public awareness in ways that benefit the efforts of partner organizations. You will produce a major project, such as a multi-media documentary or educational unit on your topic.
• You will present this project to the public in a venue appropriate to your career. Both content and presentation should be of professional quality. To ensure the highest quality, frequent reports on milestones will be given. Forty percent of your grade will be based on this project.

You will advocate

• You will learn to participate throughout the semester in a project on food security, one of the priorities of CRS. You will have the opportunity to express your own well-founded position in a variety of ways, including writing to and speaking with legislative aids in Congress.
• In preparation for your advocacy work, you will have milestones that you will meet and report on throughout the semester, leading up to your advocacy work. A quarter of your grade will be based on this preparation.

You will synthesize

• You will write a final paper that reflects on and critiques your growth in understanding the Outcomes presented on the previous page and synthesizes what you have learned through research, study, and practice. Ten percent of your grade will be based on this component.

Required Books:

• Ishmael Beah: A Long Way Gone–Memoirs of a Boy Soldier. ISBN 978-0-374-10523-5
• Jeffrey D. Sachs: The End of Poverty–Economic Possibilities for our Time. ISBN 0-14-303658-0
• Numerous Web links

Office hours:

• M 11-noon
• T 10-11, 12:15-1:45, after 3:15
• TH 10-11, 12:15-1:45, after 3:15
• Other times by appointment: 902-8360(office), 647-2744(home). The snow number is 523. If school is closed for snow, keep on schedule with your work.

The fine print:

• Attendance: For this class to be successful, your active involvement is needed. I want you to report your excused absences to me before the start of class. Absences due to illness, intercollegiate athletic events, etc., are considered "excused" absences if reported to me in advance via phone (x8360) or via e-mail jzurek at cabrini dot edu, and with the appropriate doctor?s note or athletic director?s note. You will not be penalized for missing that class; however, you are responsible for making up what we learned in class during your absence. It is up to you to find out what you must do both for the missed class as well as for the following class. More than three unexcused absences from this course will likely result in a substantially lower grade or even failure.
• Cabrini College Academic Honesty Policy: The principal objective of the Cabrini College Academic Honesty Policy is to encourage a dynamic, open and honest intellectual climate based on the personal and academic integrity of all members. It is the responsibility of students to help maintain the community of academic integrity. Students shall not receive credit for work that is not a product of their own efforts. For a full description of the policy, please see the 2005-2006 Undergraduate Catalog.
• Disability Support Services: Cabrini College provides support services and appropriate accommodations for qualified students with documented disabilities. If you are a student who requires classroom or testing accommodations, please contact Disability Support Services at 610-902-8572 or email at dss {at} cabrini(.)edu. Please note that classroom or testing accommodations can only be provided to students who have Accommodation Notification Forms from Disability Support Services. Students are responsible for providing the instructor with the Accommodation Notification Forms and informing the instructor when they need academic adjustments.

DEFINITION OF GRADES:

• A = Excellent and very insightful grasp of material as shown both in class and written work. Interesting presentation of ideas.
• B = Very good, careful, diligent class participation and written work. Shows effort, ability, and insight in preparation, participation, and presentation of ideas but not outstanding in all areas.
• C = Assignments completed adequately, books read on time, homework handed in on time. Adequate basic understanding of the main points of the books shown in class participation and homework papers. Some aspect of preparation, participation, or presentation of ideas deficient.
• D = Some books not read on time or some work not handed in on time. Rudimentary understanding of the books. Little class participation.
• F = Some work missing or some books not read.

ATTENDANCE AND LATENESS:

• This is a seminar course. Attendance, promptness, and full participation are expected. Absence from your Community Involvement Project is even more serious because staff and people at your project are expecting you. Absence from your Project jeopardizes your passing the course.
• One of the criteria by which final grades are determined is class participation. Attendance and punctuality are components of that criteria. You share with me the responsibility for the success and interest of this course. Absences will affect your grade. If you miss class you may be given work to make up for some of what you missed.

Syllabus is subject to change.

Schedule:

for Tuesday, Jan. 15: Introduction to course

• advocacy, short-term vs. long-term systemic change
• justice vs. charity
• The Millennium Goals
• using your interests and talents for the common good after college

for Thursday, Jan. 17: Defining Poverty (link to class slides)

• Read: Sachs, foreword, introduction, ch. 1
• In class: Video: The Colbert Report: Interview with Jeffrey Sachs
• Issues: Poverty and development; peacebuilding and the effect of war on children, refugees; hunger and food security; HIV/AIDS and other diseases and health.
• Defining poverty: Extreme, Moderate, Relative Poverty; ascending the ladder of development. Introduce Millennium Development Goals, US budget.
• Relationship of poverty and national security.
• Development is possible: The miracle of Bangladesh by Gapminder.

for Tuesday, Jan. 22: – The Millennium Development Goals

• Read Sachs: Ch. 11 (p. 210 ff). The Millennium, 9/11, and the United Nations
• Video: Bono's White House Breakfast Speech. To read it, go to: http://www.bread.org/get-involved/one-campaign/bono-prayer-breakfast-speech.html

for Thursday, Jan. 24 – Learn about Advocacy

• Download and Read: "CRS and Advocacy," 18 pages.
• Advocacy on Food Aid and Food Security
• Advocacy on HIV and AIDS
• Bread for the World campus advocacy examples
• CRS Guest Speakers in class: Brendan Cavanaugh and Candice Harris to speak on CRS work in advocacy.

for Tuesday, Jan. 29: – Peacebuilding and war

• Read: Ishmael Beah: A Long Way Gone, pp. 1-50
• Learn about Sierra Leone http://news.bbc.co.uk/1/hi/world/africa/country_profiles/1061561.stm
• Learn about Sierra Leone's Civil War: http://news.bbc.co.uk/1/hi/special_report/1999/01/99/sierra_leone/251251.stm

for Thursday, Jan. 31 – Peacebuilding and war

• Read: Ishmael Beah: A Long Way Gone, pp. 50-100
• Learn about CRS and Peacebuilding: http://crs.org/peacebuilding/

for Tuesday, Feb. 5 – Peacebuilding and war

• Read: Ishmael Beah: A Long Way Gone, pp. 100-150
• Read: Muhammad Yunus 12/10/06 Nobel Prize Lecture (12/10/06) http://nobelprize.org/nobel_prizes/peace/laureates/2006/yunus-lecture-en.html
• Study CRS on Microfinance:
• http://crs.org/microfinance/
• http://crs.org/microfinance/principles.cfm

for Thursday, Feb. 7: – Microfinance

• Trip to Villanova at special class time: 2:30-3:40 for guest speaker: CRS Bill Farrand: on Microfinance In preparation for his talk, study:
• Sachs, pp. 13-14; and
• Listen to Muhammed Yunus here: http://pages.cabrini.edu/jzurek/SEM300/01Usingthefreemarkettoreduceworldpoverty.mp3
• or go to WHYY.org > Radio Times > Jan. 24, 2008
• Study CRS on Microfinance:
• http://crs.org/microfinance
• http://crs.org/microfinance/principles.cfm

for Tuesday, Feb. 12: – Peacebuilding and war

• Read: Ishmael Beah: A Long Way Gone, pp. 150-end
• Iraqi refugee crisis: Sr. Arlene Flaherty will report to us on Iraq Refugee Crisis. Having just returned from a fact-finding tour of Syria and Lebanon, she will present the conclusions of the CRS-led team. Powerpoint and audio available.
• This report lays out the Iraqi refugee crisis very clearly, giving causes and solutions. ESCAPING MAYHEM AND MURDER: IRAQI REFUGEES IN THE MIDDLE EAST–A Report From United States Conference of Catholic Bishops Migration & Refugee Services July 2007

for Thursday, Feb. 14: – Agriculture: Key to Development

• Watch this video on Food Security in Niger (13 minutes) By Feb. 21, answer this question by posting your reflection on http://crs.nortia.org (login required). "After viewing "Journey Against Hunger," reflect upon and discuss the elements that make the foreign assistance highlighted in this video especially effective." http://video.google.com/videoplay?docid=-2786361255383806873&hl=en (video is 13 minutes)
• Watch this personal story of Thomas Awiapo and how food interacts with other forces in people's lives. (19 minutes) By Feb. 26, answer this question by posting your reflection on http://crs.nortia.org (login required). "In the second video, we hear of how Thomas Awiapo experienced first-hand the complex effects of food insecurity. What does his personal story bring home to you?" http://snipr.com/awiapo (video is 19 minutes)
• Read Bruce White's essay: "How can the United States contribute." By Feb. 26, answer this question by posting your reflection on http://crs.nortia.org (login required). "Bruce White, CRS food security and hunger policy adviser, brings 20 years in Africa, Eastern Europe, the United States and on Capitol Hill. He addresses the question: How can the United States contribute to improving the capacity of both the governments and people to feed themselves? What are the pros and cons of his proposal?"
• Read Web page: http://www.crs.org/public-policy/food_aid.cfm
• Food Security. Begin your participation in the Global Solidarity Network with CRS Ghana and CRS Baltimore Headquarters. Log onto the GSN Web site and study the essay by Bruce White (above) and watch the two short videos (above) on this site: http://crs.nortia.org . Create your account with a user name and password. Over the weekend you will begin to enter into written discussions on the two videos and the essay with students at Villanova, Seattle, and Santa Clara universities.
• In class–CRS Conference Call #1- Bruce White, Overview of Food Aid, CRS' Advocacy Position — class may go longer
• Download and print these questions (Click here). They are what Bruce White will speak about. Use these questions to take notes during his talk. Fill in the answers.
  • What is the Food for Peace Program (PL 480)
  • How did it start
  • What were its purposes
  • Explain the Titles, especially Title II
  • What is the Bill Emerson Humanitarian Trust Fund – When did it start
  • It is important to explain that money is not transferred, but commodities – what is monetization
  • What is the Farm Bill? What is its relationship to Food Aid
  • Also important to explain who else benefits from food aid (shipping, etc.)
  • Why is cash important
  • What dept. does food aid come under: USAID, Agriculture, State Dept.?
  • Who decides how much funding is appropriated for food aid
  • Does food aid go to the hungriest countries?
  • How is it decided which countries receive food aid?
  • Do NGOs like CRS compete for food aid contracts
  • How does CRS distribute food aid
  • How is food aid used: emergency, long-term development, food for work
  • Talk about the 25% local purchases issue
  • What percentage of Food Aid does CRS get?
  • Who distributes the rest
  • Does CRS have trucks that pick up the food from U.S. farmers to take it to the docks for shipment overseas?
  • Do you give the food to governments to distribute
  • How much corruption is there
  • How much food actually gets to the hungry? Don't you have to pay bribes along the way
  • Now to the legislative part

for Tuesday, Feb. 19:

• Food Security. Begin your participation in the Global Solidarity Network with CRS Ghana and CRS Baltimore Headquarters. Log onto the GSN Web site and study the essays: http://crs.nortia.org . Begin to enter into written discussions with students at Villanova, Seattle, and Santa Clara universities.
• In class video: Aids Relief: Providing Treatment, Restoring Hope in Zambia.
• Each group will prepare questions for Ken Hackett. Email me the questions ahead of time. Select one member of your group to interview Mr. Hackett for your documentaries.

for Tuesday, Feb. 19 — Cabrini Founders Day (evening):

• Ken Hackett, president of Catholic Relief Services, and Ishmael Beah, author of A Long Way Gone — speak at 7 p.m.
• Write a reflection on what Hackett and Beah speak about.

for Thursday, Feb. 21:

• Watch this video on Food Security in Niger (13 minutes) By Feb. 21, post your reflection on http://crs.nortia.org (login required). "After viewing "Journey Against Hunger," reflect upon and discuss the elements that make the foreign assistance highlighted in this video especially effective." http://video.google.com/videoplay?docid=-2786361255383806873&hl=en (video is 13 minutes)
• Study Sach, ch. 10.
• Read: In Global Battle on AIDS, Bush Creates Legacy http://www.nytimes.com/2008/01/05/washington/05aids.html?ei=5124&en=604c010abc2622b6&ex=1357275600&partner=permalink&exprod=permalink&pagewanted=print

for Tuesday, Feb. 26:

• Watch this personal story of Thomas Awiapo and how food interacts with other forces in people's lives. (19 minutes) By Feb. 26, post your reflection on http://crs.nortia.org (login required). "In the second video, we hear of how Thomas Awiapo experienced first-hand the complex effects of food insecurity. What does his personal story bring home to you?" http://snipr.com/awiapo (video is 19 minutes)
• Study Sach, ch. 11.
• In class. Watch video "Bread for the World Offering of Letters."
• NEW!! Read Bruce White's Reflections on Your Emails!!

for Thursday, Feb. 28

• Read Bruce White's essay: "How can the United States contribute." By Feb. 26, post your reflection on http://crs.nortia.org (login required). "Bruce White, CRS food security and hunger policy adviser, brings 20 years in Africa, Eastern Europe, the United States and on Capitol Hill. He addresses the question: How can the United States contribute to improving the capacity of both the governments and people to feed themselves? What are the pros and cons of his proposal?"
• Read Web page: http://www.crs.org/public-policy/food_aid.cfm
• Prepare and send to me written questions for the videoconference.
• GSN Study E-Broad Video Conference, 2:30-3:15 p.m.: Bruce White, Thomas Awiapo.
• Over spring break, study the Global Poverty Act just reported out of a senate committee. Understand the issues the act addresses. The Act: http://www.bread.org/take-action/take-action-2008-ol.html and http://www.bread.org/take-action/ol2008/achieve-in-2008.html Explain the Act to others. Find out if your senators are co-sponsors of the act. http://capwiz.com/bread/issues/bills/?bill=11087656 Write to your senators and explain your position to him/her. Bring me copies of your letters. Your letter: http://www.networklobby.org/resources/writing_your_moc.pdf

for Tuesday, March 4 and Thursday, March 6 – spring break



for Tuesday, March 11- Global Poverty Act S.2433

• Over spring break, study the Global Poverty Act just reported out of a senate committee. Understand the issues the act addresses. The Act: http://www.bread.org/take-action/take-action-2008-ol.html and http://www.bread.org/take-action/ol2008/achieve-in-2008.html Explain the Act to others. Find out if your senators are co-sponsors of the act. http://capwiz.com/bread/issues/bills/?bill=11087656 Write to your senators and explain your position to him/her. Bring me copies of your letters. Your letter: http://www.networklobby.org/resources/writing_your_moc.pdf
• More background on the Global Poverty Act. http://www.borgenproject.org/globalpovertyact.html
• Campaign Update on HIV/AIDS http://www.africaaction.org/campaign_new/docs/hivaidsupdate.pdf

for Thursday, March 13

• List assets, information & media for your project. List to-dos.
• Report and reflect on your discussions with your family and friends regarding the Global Poverty Act.
• Begin preparation for determining specific legislative aids for lobby trip.
• Study Bruce White's final reflections on your discussions.

for Tuesday, March 18

• Determine audience & scope of your project. Fill out form for Research Symposium.

for Thursday, March 20 – Holy Thursday

for Tuesday, March 25 – Refugees

• Read Sachs: ch. 16
• Bring in all assets. Present outline of project.

for Thursday, March 27

• CRS Conference Call #2 – Food Aid Controversies; State of the Debate — class may go longer
• Write your scripts

for Sunday, March 30, at Villanova, 2-5 p.m.

• Bread for the World lobbying training in preparation for Washington trip.

for Tuesday, April 1

• To prepare for 4/3 Conference Call, reread: "Tips for Effective Lobbying" (on electronic reserves). Legislative appointments due. Teams self select. JZ notified of teams: 5 p.m., 3/31. 1 page staff briefing sheet due 4/3.
• Write and produce for your project.

for Thursday, April 3

• CRS – How to Lobby (Kathy Kalau) in class.
• Write and produce for your project.

for Monday, April 7

• Iraqi refugee speakers on Monday, April 7.
• The General-Secretary of Caritas-Iraq and the Director of the Caritas Lebanon Migrant Center are coming to the United States and will come to us as their first stop on a speaking tour.
• The plan is for them to speak to Journalism first to get them warmed up and comfortable speaking. Then the refugee team will make a 15-20 minute video interview, downloadable for use in college classrooms.

for Tuesday, April 8

• Present rough cut.

for Thursday, April 10

• Final preparation for lobbying. Practice sessions

for Friday, April 11

• All-day trip to Capitol Hill to lobby Congress in Washington DC on food legislation and other issues.

for Tuesday, April 15

• Present scope of project & research at Symposium

for Thursday, April 17

• Editing of project


for Tuesday, April 22

• Project complete.

for Thursday, April 24

• Determine replicability of project.

for Tuesday, April 29

• Dissemination of project

for Thursday, May 1

• Celebration of project!

for Tuesday, May 6 or Thursday, May 8 Final

]]> http://www.compact.org/syllabi/public-and-community-service-studies/working-for-global-justice/4200/feed/ 0 http://www.compact.org/syllabi/public-policy/transforming-communities-seminar/4165/ http://www.compact.org/syllabi/public-policy/transforming-communities-seminar/4165/#comments Thu, 09 Jun 2005 15:02:20 +0000 tdomf_26a6d http://compact.localhost.com/?p=4165 WASHINGTON SEMESTER PROGRAM

American University

Professor Katharine Kravetz

Office Phone: (202) 895-4931

Home Phone: (202) 686-0247

E-mail: kkravet {at} american(.)edu

TRANSFORMING COMMUNITIES SEMINAR SYLLABUS

GOVT-417-001T and 418-001T or JLS-464-001T and 465-001T

All human existence throughout history, from ancient Eastern and Western societies up through the present day, has strived toward community, toward coming together.

]]> http://www.compact.org/syllabi/public-policy/transforming-communities-seminar/4165/feed/ 0 http://www.compact.org/syllabi/public-and-community-service-studies/project-dc-urban-research-internship/4145/ http://www.compact.org/syllabi/public-and-community-service-studies/project-dc-urban-research-internship/4145/#comments Fri, 13 May 2005 12:17:41 +0000 tdomf_26a6d http://compact.localhost.com/?p=4145 Institution: Georgetown University
Discipline: Sociology / Urban Studies / Internship / Service-learning / Seminar
Title: Project D.C.: Urban Research Internship
Instructor: Sam Marullo

Department of Sociology Georgetown University

Project D.C.: Urban Research Internship
Fall 2001

Professor Sam Marullo
Office: ICC 596
Phone: 687 3582
Email: marullos {at} georgetown(.)edu
Office Hours: T, Th 2:30 4:00 and other times by appointment

The Project D.C. course is designed as a community based research seminar. The central feature of the course is that each student will work in a research internship with a community based organization (CBO) or a D.C. government agency in order to undertake a collaborative research project of value to the organization. The student, site supervisor, and faculty member will collaborate in the design of the project to which all three parties will agree which will be carried out by the student over the course of the academic year. The research process and product are intended to help advance the work of the CBO and the student's academic and personal development.

Course Overview
You are expected to work as an intern for 6-8 hours per week for the CBO or local government agency, in addition to the time spent on class assignments. Some of the research work you undertake for your project may take you away from the site for example, conducting interviews in the community or researching materials in the library. This work may be counted as part of your hours toward the project. At the beginning of your internship experience, however, it is likely that the bulk of your time will be spent on site at the CBO/agency, as you learn about the organization's activities. Even when you are off site, you are still responsible to the site supervisor to keep him/her posted as to the location and nature of your work and your schedule

In addition to the research internship work, there will be regular class readings and discussion, presentations to the class based on your work, and short papers related to the larger project to be turned in. You will be responsible for creating a work plan during the first month of the course and updating it throughout the process. The work plan will include a description of the work that you will be doing at the site, the nature of the research project to be undertaken, a timeline for the tasks to be done and who will do them, a preliminary bibliography of readings on your topic, a description of the form the project report will take, how it will be used, and your thoughts on how you should be evaluated on it. In addition, I will ask you to keep an ongoing journal throughout the course in accord with particular guidelines, which will serve as your field notes, your analysis, and your reflection medium.

The core readings for the course are designed to give you an overview of the community based research methodology and some background about urban problems on which you will be working. We will use as our core text a draft of a book that I am co authoring, Community Based Research: Principles and Practice for His/Her Education. We will also read Leedy and Ormrod's Practical Research, to provide you with a brief introduction of applied research methods. You will be expected to do additional readings relevant to the substantive topic as well as the research methods that you employ in your CBR project. As a writing resource, I will have you read A Guide to Writing Sociology Papers, which provides you with the essentials of a good research paper and a primer on how to use various data sources. To help us with our reflection and critical analysis, I will ask you to read Paul Loeb's Soul of a Citizen, which poses the tough questions and offers inspirational answers for those of us engaged in social justice transformation work.

After the first 3 weeks, as you are settling into your site and establishing the outlines of your research project, I will meet with you on a one to one basis to discuss your projects and review your work plans. During these periods of faculty student meetings, we will meet only one time per week as a full class.

The research project will serve as the major component of your course work (and grade). Along the way, you will be asked to turn in progress reports, components of the overall project (e.g. literature review, summary of "best practices," methodology report, policy analysis), journal entries, and auxiliary materials (e.g. issue papers, newsletter articles, or fact sheets that you have prepared). In addition, you will be making periodic presentations to the class about your project and presenting case study summaries. I expect you to attend class and to participate fully in all class discussions. Although there is no weekly mandatory number of hours to be worked at your site, I expect you to put in at least 80 hours per semester of work related to your CBR project. This should be a major and regular commitment in your schedule of at least 6-8 hours per week. Failure to work the minimal number of hours will result in a failure for the course. Your site supervisor will be asked to evaluate your work on the project and to provide me with an estimate of the amount of time worked on it.

Your work on the project will continue throughout the entire academic year, so I do not expect a "completed" project by the end of the first semester. Your internship work will continue in the spring semester in conjunction with SOCI 438. If you are not planning to continue the course during the spring semester, or should your situation change abruptly during the fall semester so that this is not possible, please see me at once to discuss how you will arrange for your project to be completed.

Course Goals
The goals of this course are:

1) to provide you with an experiential learning process through which you will understand and learn how to undertake sociological research;
2) produce a sound research design.
3) create a practical timeline for undertaking the research.
4) gather and analyze data, resulting in a written report.
5) produce supporting documentation and elements of a research report.
6) to provide you the support, guidance, and fruitful site opportunities to ensure that your research results are of value to the community;
7) provide lists of opportunities with pre screened partners and meet with you to create an appropriate partnership.
8) work together (student, faculty, community partner) to create a research plan and carry out the process.
9) develop a plan so that the results will be utilized by the community organization.
10) to provide you with the opportunity and experience of working collaboratively in the community, as part of a diverse team, to contribute to an ongoing social change initiative; work at the site, with its staff, volunteers, and constituents, undertaking work valued by the organization.
11) write and reflect on how your work contributes to larger social policy issues and/or social change initiatives.
12) produce resources (e.g. op ed pieces, issue papers, newsletter articles) that are of value to the CBO and/or its constituents.
13) to provide the reading and background materials about community based research, methodology, and theory to enable your research results to be of high quality;
14) produce abstracts and literature summaries contributing to the success of the project.
15) contribute to the growing body of literature on CBR pedagogy, research, and campus engagement.
16) produce work that can be presented publicly and/or published in various formats.

I believe that this CBR internship over the course of the school year provides you with the time to concentrate on this activity, to develop a valuable project, and to produce a high quality report. The small number of students in the course, the ongoing partnerships that we have with community organizations, and the special guests that will contribute to the course will provide you with the intensive support you will need to make this project valuable. I am very excited about the potential contributions this course can make, the high quality educational experience that you will have, and our ability to work closely together throughout the year. This course is a collaborative project and both I and the community partners are open to hear your input. Let's work together to make this the most memorable educational exercise of your undergraduate career!

Grading
Grades for the course will be based on your research project, your workplan, journal entries, abstracts, bibliography, and short papers produced throughout the semester; your contributions to the class (attendance, participation, shared insights and experiences); your presentation of material during one on one meetings with me; an evaluation by your site supervisor; and a self evaluation.

Required Readings
The readings listed below are required. You will need to do substantial amounts of additional readings related specifically to your project. You should complete the reading assignment PRIOR to the class for which it is assigned and come to class prepared to discuss it. The required texts for the course are:

The Sociology Writing Group, A Guide to Writing Sociology Papers
Leedy, Paul, and J. E. Ormrod, Practical Research (7th ed.) (PR)
Loeb, Paul, Soul of a Citizen: Living with Conviction in a Cynical Time (SC)
Strand, Kerry, S. Marullo, R. Stoecker, N. Cutforth, and P. Donohue, Community Based Research: Principles and Practices for His/her Education (CBR).

Recommended Readings
In addition to the required readings, there are several other excellent resource books you may wish to consult. By area of specialization, these are:

Action Research and Community-based Research:
Andranovich, Gregory and Gerry Riposa, Doing Urban Research;
Greenwood, Davydd and Morten Levin, Introduction to Action Research;
Hope, Anne, and Sally Timmel, Training for Transformation;
Maurrasse, David, Beyond the Campus: How Colleges and Universities Form Partnerships with Their Communities;
Murphy, Danny, et al. (eds.), Doing Community Based Research: A Reader;
Nyden, Philip, et al (eds.), Building Community;
Project South, Popular Education for Movement Building: A Project South Resource Guide;
Smith, Susan, et al (eds) Nurtured by Knowledge: Learning to Do Participatory Action Research;
Stringer, Ernest, Action Research: A Handbook for Practitioners;

On Community and Urban Sociology:
Kleniewski, Nancy, Cities, Change and Conflict;
Kretzmann, John, and John McKnight, Building Communities from the Inside Out;
Macionis, John, and V. Parrillo, Cities and Society;
McKnight, John, The Careless Society: Community and Its Counterfeits;

Sociology Writing:
Mills, C. Wright, The Sociological Imagination;
Johnson, William A., Jr., et al., The Sociology Student Writer's Manual;

Research Project Partnerships
On the first day of class, I will distribute a list of possible research projects. These projects have emerged as a result of ongoing relationships with the CBOs and Georgetown University. I urge you to take on one of these projects, so that you may contribute to the good works of the organization and make a positive contribution to the developing institutional relationship between Georgetown and the CBO. You are also free to present to me a proposal for a research collaboration with another community organization with which you already have an ongoing relationship. Please let me know that you are considering such an option immediately. I strongly discourage you from seeking to develop a new relationship on your own, apart from the institutional partnerships already listed, for the purposes of this course.

Let me impress upon you that you are an "ambassador" and representative of the university in your relations with these organizations. We will discuss the appropriate perspectives, demeanors, and characteristics that you should exhibit in your relationships with community members. Please keep in mind that others have gone before you, investing tremendous time and energy to establish and develop these relationships; and that others will come after you to further, advance them. Please do not dishonor or misuse the trust that has been grown over time, and do your utmost to nurture and develop it further.

Guiding Principles of Service Learning and CBR
There are two sets of principles that guide how we will operate in this course. The first is a set of principles of service learning pedagogy, to insure that your professional research service and learning is combined in ways that benefit both your learning and the community's desires. The second is a set of CBR research principles, guiding how the research should be done.

The first set of principles is derived from a meeting convened by the National Society for Experiential Education (NSEE) and the Campus Compact in 1989, gathering together service-learning practitioners at the Wingspread Conference Center in Wisconsin. The group formulated a document, "Principles of Good Practice for Combining Service and Learning," known as the Wingspread Principles, which articulates the principles to which we would like to adhere in our activities in this course. I enumerate them here in order to introduce you to these principles and to establish the foundation upon which you will undertake your community based research project. We will conduct the entire course in accordance with these principles, and I encourage you incorporate this mode of thinking with respect to all aspects of this course.

The second set of principles draws on a tradition of participatory action research and activist research, through which scholars have attempted to use their intellectual resources to promote social justice objectives. In particular, a group of seven universities have collaborated in establishing local CBR networks over the past four years, with the support of the Corporation for National Service and the Bonner Foundation. Georgetown is one of these institutions. The directors of these projects have met together on several occasions to document and assess their learnings from these experiences. The CBR principles specified below are our attempt to crystallize the highest values that guide this work. The summary below is drawn from the first chapter of the CBR book, where these principles are explained.

Wingspread Principles

1) An effective [service learning] program engages people in responsible and challenging actions for the common good. [Given the Catholic, Jesuit mission of
Georgetown, we note our institutional "preferential option for the poor."]

2) An effective program provides structured opportunities for people to reflect critically on their service experience.

3) An effective program articulates clear service and learning goals for everyone involved.

4) An effective program allows for those with needs to define those needs.

5) An effective program clarifies the responsibilities of each person and organization involved.

6) An effective program matches service providers and service needs through a process that recognizes changing circumstances.

7) An effective program expects genuine, active, and sustained organizational commitment.

8) An effective program includes training, supervision, monitoring, support, recognition, and evaluation to meet service and learning goals.

9) An effective program insures that the time commitment for service and learning is flexible, appropriate, and in the best interests of all involved.

10) An effective program is committed to program participation by and with diverse populations.

CBR Principles

1) CBR is a collaborative enterprise between researchers (professors and/or students) and community members.

2) CBR validates multiple sources of knowledge and promotes the use of multiple methods of discovery and of dissemination of the knowledge produced.

3) CBR has as its goal social action and social change for the purpose of advancing social justice.

Journal Guidelines
Your journal will serve multiple purposes, from documenting your actions in the community, to serving as a "testing" area for your analysis, to being a "safe space" for you to discuss your experiences in and response to the community, the readings, and your project. I will give you some specific guidelines for the three types of entries that you should make in your journal. I will collect them every few weeks to provide you with feedback. Your journal should be kept electronically, as you will be using it for ongoing analysis and paper presentation. Some of the entries will be shared with others, while others you may wish to keep for yourself or to share only with me. We will develop operating rules for maintaining confidentiality for your community partners as well as yourself.

]]> http://www.compact.org/syllabi/public-and-community-service-studies/project-dc-urban-research-internship/4145/feed/ 0 http://www.compact.org/syllabi/leadership/civic-leadership/4060/ http://www.compact.org/syllabi/leadership/civic-leadership/4060/#comments Mon, 01 Nov 2004 00:00:00 +0000 tdomf_26a6d http://compact.localhost.com/?p=4060 ELED503.002 Special Topics: Civic Leadership


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.

]]> http://www.compact.org/syllabi/leadership/civic-leadership/4060/feed/ 0 http://www.compact.org/syllabi/public-and-community-service-studies/community-service-learning/4061/ http://www.compact.org/syllabi/public-and-community-service-studies/community-service-learning/4061/#comments Mon, 01 Nov 2004 00:00:00 +0000 tdomf_26a6d http://compact.localhost.com/?p=4061 Community Service Learning

EWS 280 (4 units) Dr. Aubrey H. Fine Winter Quarter 2002
Office: Bldg. 5 246 Coordinator of S.L
Cal Poly Pomona Phone #: 2799

Additional Campus contacts:
CEIS Center for Leadership and Service Learning, 869 5370

Purpose:

This course is a participatory action course familiarizing students with empowerment and social action. It is done in cooperation with Ethnic and Women's Studies, Residence Halls, and the CEIS Center for Leadership and Service Learning. Our goal is to access community needs, discuss them, analyze them, and act on those needs. In other words, we are engaging in a process of consciousness, analysis, and action.

Everyone is required to work closely with a community agency or school site and volunteer about 30-40 hours on a specific project. Using a Freirian approach to teaching we will discuss issues collectively through dialogue and participate in a number of group exercises. The primary purpose of the course is to work in the community through praxis, linking participation with theory. (May be repeated for a total of 8 units.)

Objectives:

1. To work closely with a community agency or local school.
2. To apply service learning theory to the local community
3. To understand some of the critical issues facing Southern California.
4. develop relevant skills in becoming a more effective and engaged community member
5. describe a personal conceptual framework for working with communities.
6. To understand the role of education in a changing multi-ethnic society.
7. To integrate scholarship with fieldwork.
8. To work effectively with a project team.

Readings:

The Soul of a Citizen. Paul Loeb.

Handouts and readings will be assigned as needed.

Requirements:

1. Class assignments, class participation, readings (10%)
2. Weekly journal* (10%)
3. Prepare a poster and final presentation of your agency/site (10%)
4. Analysis paper (30%)
5. Participate with a community agency/school site (30%)
6. A short group presentation (20 minutes) on any topic that would relate to the service areas under focus in the class e.g. poverty, homelessness, environmental issues, animal right's, AIDS, etc (10%)

***Presentations will be on weeks 6-7

***Please note that after each visit to your agency, please write a journal entry on your impressions of the experience. Please attempt to integrate some of the materials we are discussing in class and how they may relate to your experiences. Time will be allotted each class period (at the beginning) for small group discussion that relate to our experiences and reflection. Please review the CEIS Center for Leadership and Service Learning student manual suggested guidelines on how to prepare journals.

Schedule:

Week 1
Introductions. [What are your previous experiences in volunteering and service?]
Introduce ourselves and our interests. Introduce the course. Purpose of community projects. Discussion of sites and selection of individual projects.
Review of forms (contract with site, weekly evaluation, etc). Final selection of agency. Select contact person for each team.
A discussion of the role and function of journaling and reflection. All students are requested to read the CEIS Center for Leadership and Service Learning manual which has numerous guided exercises for reflection.
Themed reflection discussion: Don't ask what your community can do for you, but what can you do for your community.
Community Service Learning. [What is community service learning?]

Week 2
Ethical Considerations. [What are some of the ethical considerations for working with communities?] Overview of some ethical questions and concepts. Group exercise to examine case studies. Due: Contracts and procedural forms from your selected agencies

Week 3
The Umbrella of Oppression. [What are the barriers community members face? What are some of the tensions we encounter in working with communities?) Discussion of the various "isms" and their relevance to community work.

Week 4 and 5
A discussion of the Soul of the Citizen. The class will be divided into several discussion groups. Each student will be responsible to discuss a few chapters from the book. All students should bring an outline of the chapters they prepared. Addition we will also discuss community issues as they relate to us.
Community Issues. [What are the critical issues facing our local communities?] What is being done to respond to those issues (by public officials, universities, schools, social movements, etc.). What role can students play in community issues? Cultural Workers. [What is the role of the university in responding to community issues? What role can students play in community issues?] [What social issue is your agency responding to?]

Week 6 and 7
Social Issues: Small group presentations and discussions

Week 8
Asset Based Approaches. [From what frameworks do we draw for our work with communities?]
Presentation re: varying approaches to working with communities, including an asset based approach. Group exercise to map our community's assets.

Weeks 9 and 10
Conclusions. Group and Individual presentations. Recommendations for the future. Congratulations for all our work. Due: Poster, Analysis Paper.

(Please note that we will select one group service project that we will work on together for a day. A date will be selected at the beginning of the quarter. This scheduled activity may modify our week 9 or 10 presentations. We may do some of them during the finals week.)

---

Community Service Learning Analysis Paper

A 5-8 page paper on your participation and analysis of your experience is due on the 9th week of the quarter. (Please type and double space). Make a photocopy of the paper and turn in the original. Paper is worth 30 percent of overall grade.

Suggested outline:

1. Introduction:
What general issue or problem is your organization/agency responding to? Use at least one outside source to discuss the issue or problem. Describe the organization/ agency Discuss purpose and goals of the organization/agency

2. Participation:
What is your role? What project(s) are you working on? Summarize your participation (schedule, hours) What was your contribution?

3. Analysis
Did the project accomplish its goals?
Analysis of project in the context of our class (discussions, exercises, speakers, etc.).
How does this project contribute to self or group empowerment?
How does this project respond to the social issue raised in your introduction?
How did the project reflect identity, social class, ethnicity, gender, or sexual orientation, etc.?
Your opinions, criticisms, feelings and/or analysis of project

4. Conclusions:
Overall experience as a service learning project
Suggestions or recommendations of the project
Do you recommend this project to other EWS 280 students?

5. References
If you interview someone, list interviews by name, date, and city in reference section.
If you site any sources give full citations in reference section

6. Appendix
Include service hours' sheet
Include signed letter from contact, confirming hours and service Include programs, brochures, flyers, site materials, etc.

---

What areas are you interested in working with this quarter?
(youth, elementary schools, social service organization, high school students, etc.)

Youth

• Kingsley Elementary School Toria Bond, assist. principal, 909 397 4608 Science projects, Tutoring, PE activities, Drama/plays*
• Kellogg Elementary School (open), Cecia Asihido, principal, 909 397 4604
• I Poly HS Math Tutorial Program (@ CPP), (develop a EWS 280 program with I Poly, tutoring, mentoring, Diversity Dialogue,
  college preparation, etc.), Isaac*
• YWCA (youth programs) Pomona and Ontario, Laura Sands, 909 622 4432
• Boys and Girls Club of Pomona, 1420 S. Garey Ave, 909) 623 8538
• Pomona Promise Team, promote outreach activities to PUSD (Angela Robinson, Manuel Saucedo, x4480, x403O)
• Youth Education Motivation Program (Cathy Martinez, 626) 330 6648 (target middle schools in Pomona)
• Sultana Elementary School, (working w/ parents) Ontario Mary Salgado, 909 986 1215*
• Pomona, Ganesha, and Garey High Schools
• Marshall Middle School, Pomona, 909 397 4532*
• Covina Valley Elementary School, Bill Brown, principal 626 974 4200*
• Huntington Park High School*
• Mason Elementary School*
• Glendora Youth Volleyball*
• Traweek Middle School*

Community

• Voter Registration Projects
• Pomona Day Labor Center, Jose Calderon 909 607 2852
• House of Ruth, Leanne, 909 784 2437
• Casa Colina (brain injured people) La Verne
• Inland Valley Council of Churches, Beta Center SOVA, Pomona, CA, Martin Rodriguez, 909 622 7278 *
• Westend Hunger Project SOVA, Ontario, Rosa Lopez 909) 986 0533*
• San Dimas Hunger Project, 909 622 3806
• Pomona Valley Center for Community Development, (Latino Community organizing) 1155 W. Grand Ave, Pomona, 909)
• Westend Animal Shelter, Ontario, Mike Romero, 909 947 3517*
• Inland Humane Society, Pomona, Sheila Bea, 909) 623 9777 x 612*
• Community Senior Services La Verne, (909) 593 7511
• CEIS Downtown Pomona Site (x4480, x403O)
• Habitat for Humanity, La Verne, Diane Haddock Harvey, 909 596 7098*
• Wildlife Waystation, Angeles National Forest, Doug MacLeay, 818 899 5201*
• Anderson Counseling and Education, Whittier, Hugo Luna, 562 945 2977
• Inland Aids Project, 909 391 8824
• Pomona Library, Adult Literacy Program, Muriel Spills, 909 620 2047
• Salvation Army, Pomona, Connie, 909 623 1579
• Catholic Worker, Santa Ana Chapter*
• Libros Revolucion, Los Angeles, 213 488 1303*

CALPUS

• National Organization of Women chapter, Raquel Contreras* ASI*
• Asian & Pacific Islander Student Center*
• Native American Student Center: HOPE project*
• Cesar Chavez Center for Higher Education
• The [Women] Center
• African American Student Center
• MASA*
]]> http://www.compact.org/syllabi/public-and-community-service-studies/community-service-learning/4061/feed/ 0 http://www.compact.org/syllabi/leadership/introduction-to-community-leadership/4089/ http://www.compact.org/syllabi/leadership/introduction-to-community-leadership/4089/#comments Mon, 01 Nov 2004 00:00:00 +0000 tdomf_26a6d http://compact.localhost.com/?p=4089 Introduction to Community Leadership

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.

---

Spring 2003 Service Placement Opportunities

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

]]> http://www.compact.org/syllabi/leadership/introduction-to-community-leadership/4089/feed/ 0 http://www.compact.org/syllabi/architecture/community-service-workshop/3976/ http://www.compact.org/syllabi/architecture/community-service-workshop/3976/#comments Tue, 08 May 2001 00:00:00 +0000 tdomf_26a6d http://compact.localhost.com/?p=3976 Department of City and Regional Planning
College of Architecture, Art, and Planning

CRP 479 Community Service Workshop (3 Credits)
Fall 2000

Class Meetings
Thursdays, 7:00 pm – 9:50 pm
208 West Sibley Hall

Instructor: Kenneth M. Reardon, Ph.D. Associate Professor in City and Regional Planning
Office: 202 West Sibley Hall
Office Hours:Mondays, 1-3 pm ; Wednesdays, 1-3 pm

Teaching Assistant: Kristin Rosacker
Office: 202 West Sibley Hall

Course Description:
CRP 457 Community Service Workshop is a service-learning course offered by the Department of City and Regional Planning in cooperation with Cornell University's Public Service Center. The course offers students the opportunity to deepen their understanding of local democracy and citizen participation through engagement in a participatory action research program focused on low voter registration and turnout in Ithaca's low-income communities of color. This class is being carried out in support of the Campus Compact's Project Smart Vote.

Course Objectives:

CRP 457 Community Service Workshop has been designed to assist students in achieving the following educational objectives:

1. Expose undergraduate planning and design students to the critical environmental, economic, and social problems confronting residents of Ithaca's low-income communities of color;
2. Enhance student understanding of the basic principles, practices and challenges of contemporary service learning and civic engagement within higher education;
3. Introduce students to the core theories, principles and practices of participatory action research; and
4. Offer students the opportunity to deepen their understanding of and commitment to participatory local democracy through their involvement in an ambitious community education program.

Course Structure:
CRP 457 will meet every Thursday evening for three hours. These classes will feature lectures by the instructor, presentations by various local officials, and classroom discussions related to the assigned readings. Members of the class will also be involved in the design and implementation of an ambitious community education and neighborhood outreach effort aimed at increasing voter registration and turnout within Ithaca's minority neighborhoods.

Course Schedule

#1 Rebuilding Local Democracy 8/24
Rimmerman, Craig A. 1998. "Civic Indifference in Contemporary American Politics," and "Civility, Stability, and Foundations for the New Citizenship," in The New Citizenship: Unconventional Politics, Activism and Service. Boulder: Westview Press, pp. 29-72.

#2 Declining Social Capital 8/31

Putnam, Robert D. 2000. Bowling Alone: The Collapse and Revival of American Community. New York: Simon and Schuster, pp. 1-64.

# 3 Service Learning 9/7

Stanton, Timothy. 1990. "Service-Learning: Groping Toward a Definition," in Combining Service and Learning: A Resource Book for Community and Public Service, Jane C. Kendall (eds.), Raleigh, NC: National Society for Experiential Education, pp. 65-67

Mintz, Suzanne D. and Gary Hesser. 1996. "Principles of Good Practice in Service Learning," in Service Learning in Higher Education: Concepts and Practices, Barbara Jacoby (eds.), San Francisco: JosseyBass, pp. 26-52.

Pollock, Seth S. 1998. "Early Connections Between Education and Service," in A Movement's Pioneers Reflect on Its Origins, Practice, and Future, Timothy K. Stanton, Dwight E. Giles, Jr. and Nadinne I. Cruz (eds.), San Francisco: Jossey-Bass, pp. 12-32.

#4 Participatory Action Research 9/14
Reardon, Kenneth M. 1994. "Undergraduate Research in Distressed Communities: An Undervalued Form of Service-Learning," Michigan Journal of Community Service Learning, Volume 1, pp. 45-54.

Park, Peter. 1990. "What is Participatory Research? A Theoretical and Methodological Perspective," in Voices of Change: Participatory Research in the United States and Canada, Peter Parks, Mary Brydon-Miller, Budd Hall and Ted Jackson (eds.), Westport: Bergin and Garvey, pp. 1-20.

Greenwood, Davydd J. and Morten Levin. 1998. Introduction to Action Research: Social Research for Social Change, Thousand Oaks: Sage Publications, pp. 12-32.

# 5 Preparing for Field Research 9/21
Kolb, David A. 1984. Experiential Learning, Englewood Cliffs, NJ: Prentice Hall Publisher
Whyte, William Foote. 1989. Lessons from the Field, Thousand Oaks, CA: Thousand Oaks

# 6 Systematic Reflection9/28
Eyler, Janet, Dwight E. Giles, Jr., and Angela Schmiede. 1996. Practitioner's Guide to Reflection in Service-Learning, Nashville, TN: Vanderbilt University, pp. 47-162.

# 7 Civic Engagement in Higher Education 10/5

Boyer, Ernest. 1994. "Creating the New American College," The Chronicle of Higher Education, 67, A48.

Cisneros, Henry G. 1996. Universities and The Urban Challenge, Washington, DC: U.S. Department of Housing and Urban Development, pp. 1-21.

Boyte, Harry and Liz Hollander. 1999. Presidents' Declaration on the Civic Responsibility of Higher Education. Providence: Campus Compact, pp. 1-10.

#8 The Obstacles Confronting Higher Education's Civic Engagement Agenda 10/12

Goldsmith, William W. 1998. "Fishing Bodies Out of The River: Can Universities Help Troubled Neighborhoods," Connecticut Law Review, Volume 30, Summer 1998, Number 4, pp. 1205-1246.

Boyte, Harry C. 2000. Public Engagement in a Civic Mission: A Case Study. Washington, DC: Council on Public Policy Education

#9 Citizen Participation in Urban Planning and Policy-Making 10/19

Arnstein, Sherry B. 1988. "The Ladder of Citizen Participation," Contemporary Urban Planning, John M. Levy (eds.), Englewood Cliffs: Prentice Hall.

AICP Code of Professional Ethics. Chicago: American Planning Association Website.

Krumholz, Norman, 1999. "Urban Planning, Equity Planning and Social justice," in Urban Planning and The African American Community: In The Shadows. June Manning Thomas and Marsha Ritzdorf (eds.), pp. 109-126.

Reardon, Kenneth M. 1998. "Enhancing the Organizational Capacity of Community-Based Development Organizations," Journal of Planning Education and Research, 17-4, pp. 323-333.

#10 Community Organization, Social Movements and Social Change 1: The Dudley Street Initiative 10/19

King, Mel. 1981. Chain of Change: Struggles for Black Community Development. Boston: South End Press, pp. 27-128.

Medoff, Peter and Holly Sklar. 1994. Streets of Hope: The Rise and Fall of an Urban Neighborhood Boston: South End Press, pp. 7-66.

#11 Community Organization, Social Movements, and Social Change 11: Harold Washington and the Neighborhoods10/26

Abkalimat, Abdul and Doug Gills. 1989. Harold Washington and the Crisis of Black Power. Chicago: Twenty-First Century Books and Publications, pp. 51-102.

Giloth, Robert, "Social Justice and Neighborhood Revitalization in Chicago: The Era of Harold Washington, 1983-1987" in Revitalizing Urban Neighborhoods edited by W. Dennis Keating, Norman Kxumholz and Philip Star. Lawrence: The University Press of Kansas, pp. 83-95.

#12 Community Organization, Social Movements, and Social Change III: Communities Organized for Public Service (COPS) and the Industrial Areas Project in San Antonio, Texas 11/2

Cortez, Ernest C. 1993. "Reweaving the Fabric: The Iron Rule and the LAF Strategy for Power and Politics," in Interwoven Destinies: Cities and the Nation. Henry G. Cisneros (eds.), New York: W. W. Norton and Company, pp. 294-318.

Boyte, Harry C. 1989. "Reconnecting Power With Vision," in Common Wealth: A Return to Citizen Politics. Boston: The Free Press, pp. 81-99.

# 13 Developing a Direct Action Campaign 11/9

Bobo, Kim, Jackie Kendall and Steve Max, 1991. Organize! Organizing for Social Change: A Manual for Activists in the 90s. Chicago: Seven Locks Press, pp. 20-32.

Service-Vote 2000: Voters Toolkit. 2000. Providence: Campus Compact, pp. 3-63

# 14 Confronting Racism 11/16

Hacker, Andrew. 1992. Two Nations: Black and White, Separate, Hostile and Unequal, New York: Ballantine Books, pp. 31-64.

Hoch. Charles. 1993. "Racism and Planning," Journal of the American Planning Association, Autumn, pp. 451-460

Reardon, Kenneth M. 1998. "Combating Racism Through Planning Education: Lessons From The East St. Louis Action Research Project," Planning Research and Practice, 14-4, pp. 421-432.

#15 THANKSGIVING BREAK 11/23

#16 Participatory Evaluation 11/30

#17 Future of Community/University Partnerships 12/1

Course Texts:

Two copies of the readings are available at the Reserve Desk of the Fine Arts Library located under the Sibley Dome, 2nd floor.

Course Requirements:

1. Regular attendance and active participation in each workshop class.
2. Timely completion of all assigned readings and preparation for classroom discussion of these items.
3. Consistent contribution to the workshop's field-based research and outreach activities.
4. Completion of the following written assignments:

A. Literature review on specific voter registration topic
B. Voter registration/ turnout drive plan
C. Preparation of one piece of outreach literature
D. Contribution to voter registration/ turnout drive manual


Course Grading:

1. Workshop attendance and participation 15%

2. Literature review paper/ presentation 15 %

3. Individual contribution to Ithaca field research community outreach effort 30%

4. Quality of voter registration/ turnout plan 20%

5. Quality of individual contribution to manual 20%


Research Partners:
Leonardo Vargas-Mendez, Interim Director, Public Service
Center, Cornell University
Susan Davis, Ithaca Representative, Tompkins County Board

Other Important Sources of Course Information:

Tompkins County Board of Elections www.tompkins-co-org

New York State Board of Elections www.elections.state.ny.us

Project Vote Smart www.vote-smart.org

Service Vote 2000 www.SERVEnet.org

Campus Compact www.compact.org

First Foundation www.libertynet.org/ ~first

League of Women Voters www.lwv.org

National Civic League www.ncl.org

]]> http://www.compact.org/syllabi/architecture/community-service-workshop/3976/feed/ 0 http://www.compact.org/syllabi/public-and-community-service-studies/community-service/3929/ http://www.compact.org/syllabi/public-and-community-service-studies/community-service/3929/#comments Thu, 01 Feb 2001 00:00:00 +0000 tdomf_26a6d http://compact.localhost.com/?p=3929 This course is designed for students who are interested in learning more about different aspects of Community Service. One major focus of the course is to examine how community empowerment brings about organizational changes. Students will learn about the resources available to people for revitalizing their communities. Special emphasis will be given to the understanding of values of diversity and ethics in community services.

A major focus of the course is to examine how nonprofit human service organizations develop the processes and structures of community planning and utilize volunteers. Students will have the opportunity to examine projects in community service as case studies.

Finally, students will have the opportunity to develop basic knowledge and skills in community service strategies, tactics, and techniques, including the art of volunteerism.

COURSE OBJECTIVES:
Following the completion of this course, students will have knowledge of:

1. The history and philosophy of community service.
2. The nature and magnitude of community problems, such as unemployment, housing, substance abuse etc., in the Greater Cleveland area.
3. Processes, structures and collaboration in community service.
4. Basic strategies and tactics utilized by groups and/or organizations to maintain or improve the quality of life in their communities.
5. Selective communities across the country have used public and private resources for community services.
6. The socially defined consequences and expectations of sex, race, ethnicity, age, gender preference, religion, and social class in community service.
7. Different ways to conduct the outcome evaluations of community service activities.
8. Critical and analytic thinking and written expression.
9. Library skills and the Internet in the identification of community resources.

Following the completion of this course, students will have skills in:

1. The process of information and referral systems in the human service agencies.
2. Mobilizing human and other community resources to encourage empowerment and self-sufficiency among low-income individuals.
3. The use of a variety of community service strategies for neighborhoodrevitalization.
4. The art of volunteering in a nonprofit organization.

EXPECTATIONS AND STUDENT EVALUATIONS
Students are expected to be actively engaged in the learning process, in class and in community based non profit social service agencies. Class participation is essential. Students will be evaluated on their ability to relate course readings to class discussions and in their volunteer work. Class discussions and written materials should demonstrate analytic thinking and use of university and community resources.

Grades will be based on the following:

Weekly reflection log 20%
Major Paper 20%
Class participation 10%
Class presentation 20%
Attendance 10%
Volunteer work -100 hours 20%

A minimum one hundred hours of community service (volunteer work) in a nonprofit ormanization is expected during the quarter. After the first two weeks, class meets only once a week. (Two days of class time and other needed times must be utilized for comm service activities and to meet with the instructor for individual supervision).

REQUIRED TEXT

Brody, R. and Nair, M. (1997) Community Service: The Art of Volunteering and Service-Learning. Wheaton, Illinois: Gregory Publishers.

COURSE OUTLINE:

1. INTRODUCTION
Volunteering: A Quest for the Human Spirit
Discussion of a case scenario

2. KNOW YOUR ORGANIZATION
history, governance, structure and processes, funding, personal practices, organizational culture, missions, goals and objectives, community relationships
Discussion of a case scenario

3. PROPER VOLUNTEER BEHAVIOR
dress code, gifts and gratuities, attendance/tardiness, being highly personal with clients, dating clients or co-workers, confidentiality, misconduct, qualities students bring to the assignment, handling hostility.
Discussion of a case scenario

4. ORIENTATION AND TRAINING
what you can expect, the orientation process, matching the volunteer to the job, identifying an appropriate volunteer placement, preparing for the first interview, making a good first impression

5. TRAINING
what to expect, dealing with negative experiences, being sensitive to people different from yourself

PROPER AGENCY PRACTICES
attitude of investing in volunteers safety, precautions proper procedures, sexual harassment, nondiscriminatory practices, how agencies approach community service

6. RESPONSIVE TO SUPERVISION
types of supervision, being a productive subordinate, dealing with ethical dilemmas, being evaluated by the supervisor

7. DEVELOPING A LEARNING CONTRACT
community service learning contract, establishing learning objectives, assessing the agency and the supervisor, student evaluation of voluntary placement, evaluation of your supervisor

8. JOURNAL AND INTERVIEWING
using a journal to explore ideas, examining critical elements, community service journal, What is an interview? understanding yourself and your feelings, understanding the behavior of the person you are interviewing, conducting an interview, techniques to help you in interviewing, guiding an interview through questions, helping clients to help themselves, how to deal with the client who doesn't want to talk, confidentiality, importance of listening,

9. MANAGING TIME AND STRESS
juggling several roles simultaneously, setting priorities, additional steps to use time productively, dealing with stress, community service time sheet

10. FOSTERING A TEAM SPIRIT
asking questions to facilitate discussions, running effective meetings, avoiding excessive conformity, participating in team activities, generating creative ideas

Community Service Weekly Log Expectation:
The log should represent your summary of your service activity. It should contain "fact" and your own review and critique of your performance. Be sure to maintain confidentiality: disguise names; what is most pertinent are the facts of the situation in which you are expected to be helpful: what you thought, did and evaluated.

COMMUNITY SERVICE WEEKLY JOURNAL
Due every Monday

Name Date
Agency Period covering
Address Hours this period
Telephone Cumulative Hours
Plans for the week:
Special positive experiences:
Special negative experiences:
Most significant accomplishments:
Questions and answers:

Special insights….
a. Yourself:
b. Clients:
c. Agency:
d. Community:

Major Paper outline
This paper is due one week prior to the end of the quarter. Type double spaced with a cover .You need to incorporate the required readings and your community service experiences in this paper.

SECTION 1.
COMMUNITY PROBLEM UNDER OBSERVATION a. Describe the nature of the problem/issues under your observation b. What has already been done about this issue in the community? c. What are the diversity issues involved? d. What are the ethical issues involved?

SECTION 2.
ORGANIZATIONAL BASE
a. Description of your agency – client profile, organizational chart,
program activities
b. Mission, goal statements of this agency
c. Background history
d. Environmental factors influencing this agency
e. The organization's culture
f. Fiscal management
g. Agency morale

SECTION 3.
SPECIFIC ACTIVITIES/INVOLVEMENT
a. Describe different types of activities you were involved at the agency
b. Explain the impact your involvement had on the clients and staff at this agency

SECTION 4.
REFLECTIONS
a. Discuss the rationale for selecting this agency/clients for your practice
b. Your perceptions at the beginning of this experience
c. Your perceptions at the end of this experience
d. What are the ways you could mobilize community support to deal with this issue?
e. If you are planning this type of another experience, what else would you do differently?

READING LIST
Hall, Peter Dobin: Inventing the Nonprofit Sector and Other Essays on Philanthropy. Voluntarism, and Nonprofit Organizations, American Journal of Sociology, March 1993.

Swidler, Ann, Inequality and American Culture: the Persistence of Voluntarism, The American Behavioral Scientist, March/June 1992.

Wildavsky, Ben, Mandatory Voluntarism: Is There Harm in Having to Do Good? -The American Enterprise., September/October 1992.

Harcum, E. Rae: (Eugene Rae), The Relative Utility of Complementary Disparate Views on Voluntarism and Determinism, The Journal of Psychology, March 1991.

Voluntarism, Planning, and the State: The American Planning Experience, The Journal of Economic History. December 1989.

Voluntarism and Social Work Practice: A Growing Collaboration, Social Work, July/August 1986.

Van Til, Jon, Voluntarism and Social Policy, Social Policy, Spring 1985.

Peyrot, Mark, Coerced Voluntarism: The Micropolitics of Drug Treatment, Urban Life, January 19 8 5.

Voluntarism and Social Work Practice: A Growing Collaboration, Social Casework, February 1985.

The Many (Unexpected) Advantages of Volunteering, The New Social Worker, Spring 1994.

Volunteerism by Elders: Past Trends and Future Prospects., The Gerontologist,, April 1993.

From Voluntarism To Paid Work, Journal of Women and Social Work, Spring 1993.

Reflections from the Field, the Role of the Nonprofit Sector: How Can Social Welfare Experiences Be Developed in East and West Europe? Social Development Issues, 1992.

Lammers, J. C. Attitudes, Motives, and Demographic Predictors of Volunteer Commitment and Service Duration, Journal of Social Service Research, 1991.

The Impact of Race on Volunteer Helping Relationships Among the Elderly, Social Work, September 1990.

Bergel, V. R. The Many (unexpected) Advantages of Volunteering, The New Social Worker, Spring 1994.

Chambre, S.M. Volunteerism by Elders: Past Trends and Future Prospects, The Gerontologist April 1993.

From Voluntarism to Paid Work. AFFILIA Journal of Women and Social Work, Spring 1993.

Ventura, F. Reflections from the Field. The Role of the Nonprofit Sector: How Can Social Welfare Experiences Be Developed in East and West Europe?

Lammers, J.C., Attitudes, Motives, and Demographic Predictors of Volunteer Commitment and Service Duration. Journal of Social Service Research, 1991.

Morrow-Howell, N., Mui-A. Elderly Volunteers: Reasons for Initiating and Terminating Service. Journal of Gerontological Social Work, 1989.

Morrow-Howell, N., Lott, L, Ozawa, M. The Impact of Race on Volunteer Helping Relationships Among the Elderly. Social Work, September, 1990.

Alinsky, S., (197 1). Rules for Radicals. New York: Random House.

Applebome, Peter, (1995). The New Volunteers — A Special Report: Program with 60s Spirit Butts Against 95s. The New York Times, Wednesday February 08, 1995.

Bobo, K., (199 1). Organizing for Social Change: A Manual for Activists in the 1990's. MD: Seven Locks Press.

Cohen, M.B. (1994). Overcoming Obstacles to Forming Empowerment Groups: A Consumer Advisory Boardfor Homeless Clients. Social Work. 39(6): 742-49.

Daniels, A. C. (1994). Bringing out the best in people. New York: McGraw-Hill.

Drake, Robert E., (1994). Introduction to "Consumers as Service Providers: The Promise and Challenge. Journal of Community Mental Health, 30(6):613-625.

Etzioni, A., (1993). The Spirit of Community: Rights, Responsibilities, and the Community Agenda. New York: Crown Publishers.

Etzioni, A., (1993). The Spirit of Community: The reinventing of American society. New York: Touchstone.

Figueira- McDonough, Josefina, (1995). Community Organization and the Underclass: Exploring New Practice Directions. Journal of Social Service Review

Fitzpatrick, Jackie, (1995). The View From Fairfield: Off Campus, College Students Find A World Of Service For Neighbors. The New York Times, Sunday, May 28, 1995.

Freedman, Marc. (1993). The Kindness of Strangers: Adult Mentors, Urban Youth, and the New Volunteerism. San Francisco, Jossey-Bass.

Freire, P., (1968). Pedagogy for the Oppressed. New York: Herder and Herder Publishers.

Freire, Paulo, (1994). Pedagogy of Hope. Reliving Pedagogy of the Oppressed. New York: The Continuum Publishing Company.

Halpern, R. (1993). Neighborhood Based Initiative to Address Poverty: Lessons from Experience. Journal of Sociology and Social Welfare. 20(4): 111-3 5.

Keenan, E., & Pinkerton, J. (199 1). Some aspects of empowerment: A case study of work with disadvantaged youth. Social Work with Groups, 14(2), 109-124.

Kieffer, C. H. (1984). Citizen empowerment: A developmental perspective. Prevention in Human Services, 2(2-3), 9-36.

Massey, Douglas S., (1994). America's Apartheid and the Urban Underclass. Journal of social Service Review, December.

Mead, Lawrence M., (1994). Poverty: How Little We Know. Journal of Social Service Review, September.

Morgan, B. (1993). Four Pennies to My Name: What it's Like on Welfare. Public Welfare, 51(l): 29-3 1, Winter.

Specht, Harry and Courtney, Mark. (1995). Unfaithful Angels: How Social Work has Abandoned its Mission. New York: The Free Press.

Tracy, E. M., & Whittaker, J. K. (1990). The social network map: Assessing social support in clinical social work practice. Families in Society, 71, 461-470.

Tropman, John E., (1995). "Community Needs Assessment." Encyclopedia of Social Work (19th ed. p. 563). MD: NASW Press.

Wilson, J., (1993). Cal-Pal: a county-wide volunteer service program. Journal ofschool Social Work, 6(1/2): 75-85, May.

Wolf, Maura, (1993). Involving the community in national service. Social Policy. Vol. 24, pp. 14-20.
]]> http://www.compact.org/syllabi/public-and-community-service-studies/community-service/3929/feed/ 0 http://www.compact.org/syllabi/public-and-community-service-studies/community-service-values-and-action/3930/ http://www.compact.org/syllabi/public-and-community-service-studies/community-service-values-and-action/3930/#comments Thu, 01 Feb 2001 00:00:00 +0000 tdomf_26a6d http://compact.localhost.com/?p=3930
This is a course that, by building on learning through service to an area of community need, will offer an opportunity to explore our own assumptions, values, questions, and beliefs regarding some of the key issues in social philosophy and ethics. As the service component we will each find areas or projects where we can help–and learn–with the Dixwell Area Community Development project. At class meetings we will share our experiences and any questions or insights they are raising for us. These discussions will be enhanced by course readings, films, and class projects.. Each student should keep a running journal of questions/insights raised by any aspect of the course, the reading, the service, or indeed where relevant, by anything else going on in the world, the news, etc. "Position and Question" papers should be handed in in connection with each week's reading, and class work; these will be handed back with comments and suggestions, as part of the "raw material" for a term paper reflecting on your experience of this course and exploring its implications ("so what?"), which will be due during final exam week. Further information to be provided later.

To begin with, we shall read Compassion in Action by Ram Das Oust read the part he wrote, the first ca. 150 pages). Keep a written record of any questions, issues, ideas, etc. that reading this raises for you, about your own reasons for being involved in service, the ways in which you are exploring your own limits to what you can/would/should do, the nature of your attitudes and relationships with others of "different" background than your own, and–as always–any further questions or ideas Ram Das's story raises about your own life and values. This book and the 'T & Q" paper on it should be completed by mid-term.

We shall also be exploring issues of values–including our own– and their role in our lives, the nature and role of assumptions and stereotypes, issues of justice, rights, the nature of "the good society", right/wrong, and "what should be done?". In this we shall use selections (hopefully provocative) from the Bible, Socrates, Aristotle, Jefferson, Kant, Mill, Marx, Nietzsche, the UN Declaration of Human Rights, Sartre, Friedman, and from the Feminist and Third (and Fourth) World critiques of Western expereince, philosophy and human rights-Micheal Harrington, Carol Gilligan, Franz Fanon, Charlotte Brunch, Amartya Sen, Vinay Lal, as well as the films Zoned fbr Slavery and Pridiana. .

For the first 3 weeks we shall begin at 5:PM, working with the Dixwell project at the police substation at 26 Charles St, New Haven, followed by a (hopefully not overly long) class meeting at QC. After the third Monday–the community meeting on public safety for which the first two of the community meetings are preparation–we will determine how and when our service work with – ' will continue; there are several other projects among which we will be able to choose, once we have become more familiar with the people, issues, and projects involved. From the fourth Monday on, we shall meet every-other week in class, with learning-through- service for a minimum of 4 hours during each of the intervening weeks (time and nature of service to be worked out between each of us and the director of the Project; you are of course welcome to undertake more than the required bi-weekly 4 hours).
]]> http://www.compact.org/syllabi/public-and-community-service-studies/community-service-values-and-action/3930/feed/ 0 http://www.compact.org/syllabi/public-and-community-service-studies/community-service-in-american-culture/3932/ http://www.compact.org/syllabi/public-and-community-service-studies/community-service-in-american-culture/3932/#comments Thu, 01 Feb 2001 00:00:00 +0000 tdomf_26a6d http://compact.localhost.com/?p=3932 Summary:
This course begins with the proposition that community service is, in the United States, a significant and continuing cultural response to the individual and social dilemmas that emerge from the intersection of capitalism and democracy. Focusing on the history of the Smith Hill Neigborhood of Providence and current efforts to revitalize it, we will explore our contemporary concern for "community," the origins of the concept of "community service," and the "streams" of service that have emerged and been institutionalized in the United States over the past 150 years.

We will develop our historic imaginations (the capacity to understand how the past is present in the here and now) and, in the end, we want to come to some understanding of how two basic questions have been answered in America: What collective responses to the meanest problems of our society are effective in making the world a better place? What individual responses to these same problems help other individuals become all that they can be? During the course we will move back and forth among historic responses to these questions, the contemporary legacies of these responses and the meaning of the service you are doing.

Overview:
Community Service in American Culture will explore the origins and legacies of the social, political, and cultural transformations of late 19th and early 20th century American that defined both a crisis of community and forms of service in response to that crisis. Because thisera is very much "the beginning of our own time," as the historian Henry May has written, understanding its contours and manifestations has direct implications for the present day. We will approach this period and the recognition of "community" as an issue of critical importance-socially, politically, morally-through the history represented by a simple worker's cottage at 61 Lydia Street in Smith Hill.

We will join in this historic exploration of community service with the more immediate goal of rehabilitating 61 Lydia Street. We will work with the Smith Hill Community Development Corporation (CDC) staff and board to develop and implement a plan for bringing this about. Built as a rental property for factory workers in 1889 by the Dickhaut family, the property is currently owned by the CDC. The CDC plans to renovate the property and sell it for the owner occupancy. The house says much about the history of the neighborhood as a home to factory workers and immigrants. It says much about the economy, about class, about race. It says much about how we understand what are casually called "inner-city neighborhoods." It says mucha bout the emergence of non-profit human and social service organizations, which combine a curious mix of public funds and private initiative. And it says much about the often paradoxica values of our culture- how a mobile people think about home; how we perceive injustice and justice; how we understand our collective responsibility and withold our compassion. In short, the home at 61 Lydia Street has the potential to inform and challenge our understanding of history, ourselves, and service.

While the content of this course is focused on intensive and comprehensive analysis of 61 Lydia Street and the cultural ocntext in which it is embedded, the course is also about the connection between this history and your present service involvement in a community. At one level, this site offers an opportunity for charity and hospitality; at another it requires a well managed system of skilled workers and volunteers. At yet another, it is a politicaly symbol- the physical product of years of public policy debates and local citizen activism. We hope, with this approach, to demonstrate how the past is present in your work and your lives.

Readings
Jane Addams, Twenty Years at Hull House, 1910
Robert Halpern, Rebuilding the Inner City, 1995
Marybeth Rogers, Cold Anger, 1995
Peter Medhoff and Holly Sklar, Streets of Hope , 1995

Requirements: The course requirements are:

Complete and average of 3-5 of community service per week. (15%)
Our collective goal is to develop and implement a plan for rehabilitating 61 Lydia Street. This work will be carried through a working group structure established in class. Initially, the working groups will be design and construction; fundraising; communication; worker recruitment and coordination; strategy and policy; and documentary and history. You will be expected to participate fully in one or more work groups and to join in physical work on the house as negotiated out in class.

Documenation/Portfolio (15%)
We expect that each working group will keep a portfolio of its work-meeting notes, written materials, research, questions, problems, etc. This will contribute to the regular reports scheduled throughout the semester, and will help those working on similar projects in the future. These portfolios will be turned in at semester's end.

Class Participation (15%)
Participation in class discussions assumes that you are in class, have done the readings when required, and contribute to the learning of the class.

Complete Reflective Essays (30%)
The essays are exercises intended to help you think deeply about issues central to the course. In them, you will report on an interview of someone you believe has made service central to his or her life; ponder the centrality (or marginality) of spiritual commitment to service; and try to place yourself in the history of service.

Turn in a final paper or project, as described below (25%)
The final paper/project (12-15 pages) should summarize your thinking about the work you/we have undertaken during the semester, explore in depth the ways in which you understand that work and argue whether or not you believe working on a house such as this is, in fact, a service to the community, or the best way that a class such as this might serve a community such as Smith Hill. Note that presentations on your paper/project will be made during the final week of classes. Group projects are allowed, and encouraged; all members of a group will receive the same grade. Alternative media-video, art, theatre- are also encouraged. The absolute deadline for turning in the final project is 3 pm, Wednesday, May 6.


Agenda
Monday – History/Theory
Wednesday – Application/Discussion
Thursday – Work Groups/Reports

January 15
Introductions
Overview
Work Groups

January 19
MLK Day Observed;
No Class

January 21
Smith Hill:History
Read SH Preservation report
Providence Plan summary at SH Web Site: http://www.providence.edu /psp/smithhill/smthlnot.htm

January 22
Meet Saturday, 61 Lydia Street, introduction Smith Hill CDC staff

January 26
Smith Hill
read: Triangle Plan

January 28
Charity, project, social change:What is the meaning of what we are doing? What makes a place a community?What makes a house a home?

January 29
Work groups:
first reports

February 2
Rebuilding the Inner City: Complete Halpern

February 4
Rebuilding, continued
meeting with the local residents (Mary Jones, Tom Twitchell, others)

February 5
Work groups:
second reports

February 9
Halpern, continued

February 11
The Smith Hill CDC:
history, roles, issues

February 12
Working group reports

February 16
No class; class meets Tuesday,

February 17.
Economics, wealth and the origins of "scientific philanthropy"
Read Carnegie, Wealth

February 18
Economics, continued
February 19
Fundraising report and workshop

February 23
Communities by Design
Reading to be determined

February 25
Meet with RISD class February 26
Design report, issues

March 2
Spring Break

March 9
Voluntarism: History, motivation, meaning. Read Addams, Twenty Years at Hull House

March 11 meet with reps. From Habitat for Humanity,
Christmas in April
YouthBuild
March 12
Worker Coordination report

March 16
Origins of "Community Service" read Morton and Saltmarsh
March 18
Origins of the NFP sector
read Hall,Inventing the Non-profit sector>
March 19
Working group meetings

March 23
Strategy, Policy and Power
Rogers, Cold Anger
March 25
Rogers, continued
March 26
Strategy and Policy report

March 30
The language of service: Communication
April 1
Language, continued
April 2
Communication report

April 6
A place like Smith Hill: problems or opportunities
Read Streets of Hope and
"Why Care…"(web site)
April 8
Medhoff and Sklar, cont.
April 9
Easter Break; no class

April 13
mets Tues,
April 14
Who is the community
Read Walzer, "Membership"
April 15
Who is the community, continued
April 16
Documentary Group Report

April 20
Read Matthei Economics as if Values Really Mattered
April 22
Ecnomics and Values, continued
April 23
Working Group Reports

April 27
Summary reports and legacies to the next group
April 29
Summary reports and legacies to the next group
April 30
Summary reports and legacies to the nect group

Final Projects are due no later than 3pm, Wednesday, May 6.
]]> http://www.compact.org/syllabi/public-and-community-service-studies/community-service-in-american-culture/3932/feed/ 0 http://www.compact.org/syllabi/public-and-community-service-studies/introduction-to-service-in-multicultural-communities-section-2-youth-literacy-and-america-reads/3934/ http://www.compact.org/syllabi/public-and-community-service-studies/introduction-to-service-in-multicultural-communities-section-2-youth-literacy-and-america-reads/3934/#comments Thu, 01 Feb 2001 00:00:00 +0000 tdomf_26a6d http://compact.localhost.com/?p=3934 Community Participation University Learning Requirement (CP)
Successful college graduates posses skills and knowledge in many areas. Among these include collaboration, leadership, active citizenship, multicultural understanding, reflective thinking, critical analysis, and the ability to be a change agent in their community. The ULR in Community Participation (CP) is designed to foster the development of self reflective, culturally aware and responsive community participants through reciprocal service and learning.

Successful completion of SL200 with a grade of C or better fulfills this requirement. Students acquire competencies in Community Participation through reflecting on an ongoing, service experience (minimum of 30 hours/semester) with and requested by an external community and demonstrating they can participate in the community in a selfreflective, culturally aware, and responsive manner.

What is Service Learning? (adapted from the Corporation for National Service):
Service Learning is a method through which community participation, academic subjects, skills, and awareness are taught. Service learning goes beyond traditional forms of volunteering by linking, active learning and reflection on self in relation to others.

Service Learning provides for the sharing of resources between educational institutions and the community. This partnership provides opportunities for learning and serving, by all involved. This process is called reciprocity.

In addition, the Service Learning process is a collaborative one. Students, faculty, and the community work together to identify individual needs, and to develop ways to address those needs while capitalizing on each partner's strengths.

Some basic tenants of Service Learning can help ensure the process of serving and learning is one that mutually benefits the student, the faculty member, and the community. These tenants include preparationn for sensitive and effective service, on-going reflection, and evaluation of the process by all partners. This process assists in transforming a service experience into a learning experience, which in turn leads to more effective service with the community.

Introduction to Service in Multicultural Communities

Course Purpose
The purpose of SL200 is to foster the development of self-reflective, culturally aware, and responsive community participants through reciprocal service and learning. This type of community participation requires an indepth understanding of some of the root causes of the challenges we face in our communities. After successfully completing the course, you will better understand the complexities of our surrounding community including the impact oppression, power and privilege have on our communities and on each of us individually; you will be better prepared for your service learning experience in a major; and you will have developed skills in entering, participating and exiting communities with sensitivity and awareness.

Course Learning Environment:
Both classroom-based and community-based learning are integral to this course.

Communitv-Based Component
The theme of this section is Youth Literacy and is part of an innovative Presidential initiative called the America Reads Challenge which seeks to ensure that every child in the U.S. can read well and independently by the end of third grade. For a minimum thirty hours, you have the opportunity to tutor second or third grade children in a local elementary school: Jesse Sanchez and Cesar Chavez in Salinas and Ord Terrace and Manzanita in Seaside. In addition to hands-on work, your time at the school will be spent observing, listening, and engaging in dialogue with community members. You will be working with children and adults with whom you do and do not share common life experiences related to class, race, gender, ethnic background, language, religion, age, disability, or sexual orientation. One of the purposes of your community placement is to afford you a direct experience in a community or sector of a community with which you do not have previous experience. You will have the opportunity to learn more about youth, schools, literacy, issues of injustice, and about the strengths and assets as well as about the challenues we face in our local community. Through this involvement, you will have the opportunity to be both teacher and learner, server and served. Children are often our best teachers, and you will have opportunities to learn from their wisdom.

Classroom-Based Component
Twice weekly we will meet as a group to explore the relationship between class readings and service-site experiences through small and large group discussion, writing, experiential exercises, and the use of media. We will focus our reflection and learning on the relationship between institutional structures such as racism, classism, sexism, and other forms of oppression that create and maintain privilege and prejudice in our communities, particularly as they relate to inequities in our schools and in literacy education. Time spent in the classroom and in the community is of equal importance. Active involvement in both are crucial to gaining the competencies necessary for successful completion of the ULR in Community Participation. Because the time spent in the community and in class are critical to the successful completion of this learning experience, some classes meetings have been canceled and class assignments have been developed with these time commitments in mind.

Required Course Readings

Reading Packets available from Professor Rice.

Depending on your site placement, you will read one of the following four books available at the University Book Store: ' Savage Inequalities by Jonathan Kozol; Push by Saphire; When the School Bell Rings by Christine Sleeter; or School Girls. DO NOT BUY YOUR BOOK YET, WE WILL CHOOSE BOOKS AS A CLASS A FEW WEEKS INTO THE SEMESTER.

*Additional readings will be distributed throughout the semester. Of course, we are all expected to come to class having read the readings, and made notes on things you want to discuss with your classmates. On occasion you will be asked to write on the readings in class.

Assignments

Students will create a portfolio throughout this course consisting of a weekly Reflection Journal, in-class activities and lecture notes, brochures and information obtained from your community placement, notes on class readings, a group book report presentation, and a final presentation. The assignments you will be expected to turn in are described below.

A. Service Learning Agreement
Due: September 30

Completing a Service Learning Agreement (the form will be provided for you) gives your the opportunity to clarify and articulate service and learning goals for your Service Learning site. The form is completed by you, after discussing its contents with your site supervisor. Once completed, your site supervisor signs the form. You will give a copy to your site supervisor, turn one copy into me, and keep one copy for yourself.

B. Reflection Journals
Due: September 14 (3 entries), October 5 (3 entries), and November 2 or 4 (turn in 2 entries at
Mid-Semester Meeting), November 23 (2 entries)

The purpose of the Reflection Journal is to provide you with a forum for making meaning of your experience in the community, in class and through the readings. You may choose the form you use for your Reflection Journal. This can be done in writing, on audio tape, through e-mail or other technological processes, or through artistic expression (other forms will be considered for approval). Your Journals will be returned within two weeks. However, you need to be contributing to them every week, so be sure you do not turn in a notebook that you cannot be adding to while it is being graded. We will spend time in class discussing what makes a Reflection Journal an effective one. Be sure to read the Student Guide to Reflection carefully.

.C. Book Club (Group Presentations November 18; Peer Evaluation Due November 23) You and 4-5 classmates will read the same book. As a group, you will creatively inform your classmates of the most significant learnings of the book, and describe how they relate to your site, class activities AND readings in a 15-20 minute presentation in class. Group members will anonymously evaluate one another's participation in the group as well.

D. Final Presentation (December 2, 7, and 9) The final presentation consists of two parts, one written and one presentation. The written portion will be a "mega" reflection about your learning for the semester and will help you prepare for your class presentation. The written reflections are due December 2. In addition, each student will have the opportunity to share their most significant learning with their classmates through a class presentation. Creativity is encouraoed! Your project can be done independently or collaboratively. You will have 10-15 minutes per person to highlight what you have learned from 1) your service site, 2) class activities AND 3) class readings. Placing effort on the otherassignments, especially your Reflection Journal, will ensure this culmination project will be of hiah quality. If you will be taking photographs or filming video at your site for your final project,
early planning is ESSENTIAL as you must obtain written permission from people in the photos or videos! This will be discussed in class. You will also receive more information on your final project later in the semester.

Evaluation/Grading
All assignments are to be turned in on time. Any late assignments will lose points. You will receive clear grading criteria for each assignment, and information on how your work is assessed. If you are not pleased with the grade you received on an assignment, you are encouraged to rewrite or redo the project and resubmit it. You may receive full credit if the rewrite is of high quality. Those assignments submitted with little effort will be returned without a grade. You will be expected to resubmit the work within one week. Original work must be submitted with a rewrite.

Evaluation
Various forms of evaluation will be conducted by the three partners in the Service Learning process (people at your community site, you, and the professor). You will provide feedback on the course and on the service placement site. Throughout the semester, the supervisor at the placement site will be asked for verbal and written feedback on the commitment and quality of service provided by each student. I will provide feedback on your ability to articulate your experiences, reflect upon them, and integrate them with course readings, discussions, and exercises through assignments. Your grade will be determined by my assessment of your classroom participation, successful completion of assignments, and on feedback received from your placement site. Also, we will schedule a mid-semester meeting where I will give you feedback on your performance to date and you will, have the opportunity to provide feedback on the class and on your community site. Attendance at this meeting is a portion of your class participation grade.

Grading
Reflective Journal 30 points ( 3 points per entry)
Group Book Report 15 (10 points presentation; 5 points peer evaluation)
Final Presentation 25 points (15 points for reflection paper, 10 points for presentation)
Class Participation 15points (attendance and active involvement, mid-semester meeting, additional class assignments)
Agency Assessment 15 points (evaluation from service site supervisor)

Weekly Class Schedule – Unless otherwise noted, readings should be done for the Monday class.

Course Overview and Expectations, What is Service? Introduction to Service Learning, Reflection, and Experiential Learning Journal Questions of the Week: What is your definition of service? Did the class exercise help you clarify your definition? If so, how? What is your definition of of service learning? What do you see as the benefits and challenges of reflection?

Personal Histories of Service; Preparation for Placement Fair; Introduction to America Reads and to the schools

For Class:
Read Course Syllabus
"Service-Leaming: A Balanced Approach to Experiential Education" by A. Furco
"Politics … maybe" by J. Castro
"A Family Legacy" by M.W. Edelman

Journal Questions of the Week: What interests, skills, knowledge, and abilities do you have that could benefit people at your placement site? What is your motivation for being involved in the community? Do you relate to the motivations Castro or Edelman write about? Why or why not? How does the Furco article help you think about creating the kind of experience you want to have in the community and in this course?

Journal Questions of the Week: What did you learn from the tutor training? What additional train i ng/i nformation do you need to be successful as a tutor? What expectations or hopes do you have for your first tutoring session?

Placement Fair Assignment; Entering and Participating in Communities: Seeing and Observing, Listening, Questioning, Recognizing Assumptions, Reflection

For Class:
Reading Assignment:
"Student Guide to Reflection" (handout)

Journal Questions of the Week: What things have you learned that are important to keep in mind when you are working respectfully in the community? After first Tutoring session: What was your first tutoring session like? What were you pleased by? What surprised you? What will you do similarly next time? What will you do differently? What did you learn from the children in your first day?

Assessing Needs and Assets of Communities, Reciprocity

For Class:
Reading Assignment:
"American Horse" by L. Erdich
"·Give Back to Your Community· She said" by R. Campo
"Why Servanthood is Bad" by J. McKnight (handout)

Journal Questions of the Week:

What do you see as the needs and assets of the children you will be working with? What do you see as your own needs and assets as a service learner? Describe a relationship that is a reciprocal one for you, one where you both give and receive significantly from the relationship. Would you define this relationship as one of service? Why or Why not?

Who is your Neighbor? What is Community? Who is Our Community?

Reading Assignment:
"On Being a Good Neighbour" by Dr. M. L. King, Jr.
"TELL US Report" (booklet handed out in class)

Journal Questions of the Week: What do you define as a "good neighbor"? Referring the Dr. King's descriptions of various neighbors, what kind of neighbor are you? Is this the kind of neighbor you want to be? What does community mean to you? Is it important for you to feel a sense of community? What community(ies) do you feel a part of? In what communities do you feel apart from/feel uncomfortable in? What have you learned about the local community? Was anything surprising for you?

Compassion and Blame; Understanding Others' Perspectives; Dialogue with Reading Specialists

For Class:

Reading Assignment:
"right and wrong" by P. Chodron
"The Quivering Heart" by D. Sawyer
Poems and photographs by Dr. Frances Payne Adler and Kira Corser
(handout)

Journal Questions of the Week:
What has been positive about your, experience in the community so far? What has been uncomfortable or challenging? What have you learned about compassion, blame and understanding other's perspectives? How might what we have discussed in class assist you in seeing the people at your site in some new ways? What impacted you most from the work of Dr. Adler and Ms. Corser? What was helpful about the time spent with the reading specialists? What additionalassistance do you want?

Revealing Root Causes; Introduction to the Dynamics of Oppression and
Community: Stereotypes, Privilege and Prejudice; Classism; Ageism

For Class:
Reading Assignment:

"Tired of Playing Monopoly" by D..Langston

Journal Questions of the Week: What did you learn from the Star Power Simulation–about yourself and about the systems of oppression at work in our society? What are some of your reflections on how oppression has played a role in your life, both as a member of a target group of oppression, and as a member of a non-target group? In what ways might people at your placement site have experienced oppression from our society as both targets and non-targets?

Racism and Sexism

For Class:

Reading Assignment:
"Racism: Something about the Subject Makes it Hard to Name" by G. Yamato
"Passing" by K. Brundage
"White Privilege and Male Privilege" by Peggy McIntosh

Journal Questions of the Week: How does racism impact your life, either as the target of racism (a person of color) or as a non-target ( a White person)? What do you believe needs to happen to end racism? What do you think you can do? What role do you believe racism plays in the lives of the people at your service site? What role do you think racism may plays in the educational system?

Sexism and Heterosexism; Responses to Oppression: Resistance and Alliesor Internalized Oppression and Internalized Domination

For Class Monday:

Reading Assignment:

"A Fabulous Child's Story" by L. Gould
"Homophobia and Sexism" by S. Pharr (Pharr reading numbered pp. 11-25)

Journal Questions of the Week:

Many are raised to believe men and women have equal opportunity to achieve anything they want to achieve in the U.S. Do you believe this? Identify examples in your own life and in your community site placement that support and defy this belief. Do you notice any gender differences at your site? How does heterosexism play a role in your life? In what ways do you receive privileges or prejudices based on sexual orientation? What examples of heterosexism. and homophobia do you see in your daily life, at your service site? What does it mean to be a resister or an ally to fight injustice? Do you want to resist oppression when you are a target? Do you want to be an ally with others? Why or why not? and if so, how?


Class Dialogue with Community Activists (MONDAY); Group Book Club

For Class Monday:
Reading Assi!znment:

"Battling Toxic Racism" by R. Street
"Women, Home, and Community: The Struggle in an Urban Environment" by C. Hamilton
"The Pocketbook Game" (handout)

Journal Questions of the Week What did you learn from the courageous acts of resistance of being allies? How did the discussion relate to, shape, influence, or differ from your own views about community participation and activism? What did you learn. from the book club presentations?

Charity and Social Change; Preparing to Exit Community Site

Reading Assignment:

"In the Service of What: The Politics of Service Learning" by J. Kahneand J. Westheimer
]]> http://www.compact.org/syllabi/public-and-community-service-studies/introduction-to-service-in-multicultural-communities-section-2-youth-literacy-and-america-reads/3934/feed/ 0 http://www.compact.org/syllabi/public-and-community-service-studies/paf-110-public-service-practicum/3937/ http://www.compact.org/syllabi/public-and-community-service-studies/paf-110-public-service-practicum/3937/#comments Thu, 01 Feb 2001 00:00:00 +0000 tdomf_26a6d http://compact.localhost.com/?p=3937 Course Overview
Through the completion of a 35 -hour community service requirement, journals, written paper assignments, and the attendance of four class meetings, the goals of this 1 -credit course are for students to:

?Develop a sense of responsibility and commitment towards public service;
?Improve their understanding of the societal problems that affect members of the Syracuse community;
?Identify the strengths and weaknesses of using volunteers at community agencies; and
?Relate community service experiences and issues to the assigned readings.

You will complete the given reporting calendars and obtain a signature from your agency supervisor each month. In addition, the instructor will conduct agency visits throughout the semester. Students are to complete all 35 hours of their service requirement by May 5, 2000.

Required Class Meetings
?Tuesday, January 25, 5:30-6:50pm: Course Orientation/Placement Selection,
?Tuesday, February 15, 5:30 – 6:50pm: Reflectional Agency Histories Due
?Tuesday, March 21, 5:3 0 – 6:50pm: Experience Reflection, Habits of the Heart -Chapters 1, 3,6,7
?Tuesday, April 25, 5:30-6:50pm: Reflection and Evaluational Final Papers Due

Since there are only four class meetings, students MUST ATTEND ALL FOUR. Each meeting missed without proper verification according to the guidelines outlined in the Syracuse University student handbook will result in a ten point reduction (or one letter grade) from the student's final grade.

Class meetings are used to discuss community service experiences and how the assigned readings and paper assignments relate to the experience. At the interim meeting on March 21, 2000, students will work in groups to identify common problems faced by their agency and those it serves with respect to using volunteers. During the final class meeting on April 25, 2000 students will complete an agency evaluation assessing the level of supervision received and the quality of the overall experience.

PAF 110: Public Service Practicum

* All class meetings will be held in 108 Maxwell Hall

Required Readings

Bellah, Robert N. et al. Habits of the Heart. Harper & Row: New York, 1985, or Glassman, Bernard Available at the Orange Student Bookstore

Journal Format:

Journals are due each class meeting in. Complete one entry for each week that you go to your agency. Each entry should be typed at approximately one page (double-spaced) using a heading that includes your name, the agency you are completing your service, and the dates and times you served that your journal entry is in reference. Include several or all of the following:

Description of the duties you performed; Observations on how your agency functions and how their "clients" are served; Initial reactions to agency and clients; later reactions to agency and clients; Discussion of the societal problems facing those your agency serves; Observations of the degree to which the agency uses its volunteers effectively; whether they are or not, in your opinion, describe what criteria you are using to assess effectiveness; Integration of the text as it applies to your service experience.

Although journals are to be written in an informal manner, you are expected to not only describe your service experience but to reflect on your experience using the points mentioned above. The instructor will provide comments to your journals which will be made available on the following Friday.

Assignments and Weights:

Community Service Completion and evaluation 35 hours

Written Journals
Class Participation
Final Paper Assignment
Total 100 points

Electronic Mail

Since this class meets only periodically, it is extremely important that you check your e-mail account frequently to note any changes in meeting times or locations (especially with Syracuse's snow season). You are encouraged to contact the instructor by e-mail with any questions or problems.

Late Paper/Late Journal Policy:

Students will lose five points per day off their total paper grade for any late written assignments. Each day a journal is late will result in a one-point deduction from the total number of points that can be earned (out of 10 points). I am not sympathetic to tardiness to class, late papers or any other assignments that are late. Assignments are due on the date listed in this syllabus, there are no exceptions, so don't ask!

Community Service Calendars

Monthly calendars will be provided to you for the purpose of recording and verifying your community service hours. Completed calendars are due during the first week of the following month; for example, your January calendar will be due during February 1-5, 2000. Therefore, you will have monthly calendars due during the following weeks, 2/1-5, 3/1-4, 4/1-5, and the final calendar is due immediately following completion of your service hours. I am not going to hunt you down for your calendars. If calendars are not handed in to me, it will be assumed that you had no hours to submit.

All service hours must be completed by May 5, 2000.

Student/Agency Contract

The following page contains a student/agency contract that is to be completed by the student and their agency supervisor. The contract enables the student and agency supervisor to agree upon expected service hours, duties, and supervision. All students must submit completed contracts no later than February 15, 2000to Michelle Walker in 102 Maxwell Hall. You will lose 10 points for late contracts. Students cannot begin completing their service at their agency without submitting a completed contract.


Student/Agency Contract
PAF 110: PUBLIC SERVICE PRACTICUM
Spring 2000

Your Name:
Name of Agency and Address:
Agency Supervisor:
email/phone:
Agency Phone/Fax:

I hereby agree to complete my 35 hour internship requirement at the above agency according to the schedule given below. My agency supervisor will oversee and evaluate my service work for PAF 110.

1. Student's Responsibilities and Tasks (please list):

2.Student Hours:
Days:
Times:

1. If, for extreme and unavoidable reasons, I must change my service schedule I will inform my agency using the following procedure:

2.If my supervisor is not available, I will work under the direction of

(Phone)
(Name)

3. List any additional or special considerations on the part of the student or agency.

Student Signature Date Agency Supervisor

** Submit this form to Michelle Walker by February 15,2000**
]]> http://www.compact.org/syllabi/public-and-community-service-studies/paf-110-public-service-practicum/3937/feed/ 0 http://www.compact.org/syllabi/education/community-based-research-in-urban-settings/3971/ http://www.compact.org/syllabi/education/community-based-research-in-urban-settings/3971/#comments Thu, 01 Feb 2001 00:00:00 +0000 tdomf_26a6d http://compact.localhost.com/?p=3971 Introduction and Background to the Course
In November 1999, the DU/Northwestside Schools Partnership received funding to collaborate with the Piton Foundation in a research and evaluation component of the DeWitt-Wallace/Beacon Project Evaluation. Beacons are extended-service schools—schools that open before the start of the traditional academic day and offer a range of enriching activities in the afternoon through evening hours, as well as on weekends and over the summer. Their purpose is to answer the pressing need for productive and meaningful activities for children and youth during the non-school hours. There are three Beacon sites in Denver: Cole Beacon Neighborhood Center, Lake Middle School, and Rishel Beacon Neighborhood Center.

The collaboration between DU and the Piton Foundation is being undertaken through the above course to provide graduate students with the theoretical and practical skills to assist with this project and to conduct their own research studies. After reading about, discussing, and practicing the relevant research techniques, you will work in teams with fellow graduate students and your professors to oversee data collection at one of the three Beacon Sites. This work involves training high school students to conduct interviews at the three neighborhood centers, overseeing all interviews, organizing the data for entry and analysis, and writing up a draft of the findings that will be submitted to the Piton Foundation.

The research project will provide information about young people's attitudes about their neighborhood centers and their suggestions for improvement. If time allows, you will have the opportunity to conduct interviews with site providers.

Course Description
This class will introduce you to the emerging philosophical and methodological issues that arise when university faculty and students collaborate on research with community-based organizations. We will discuss different research traditions, master relevant skills, and access resources to prepare you to conduct your own inquiries and to understand and solve problems.

Course Objectives
This course will enable you to:
1. Learn about the challenges and successes involved in effective community-based youth programming.
2. Learn about conducting research in community settings.
3. Assist with a research project based upon the needs of the Piton Foundation and the Beacon Neighborhood Centers. This research project includes the development of a data collection instrument(s), data collection and entry, analysis of findings, and the writing of a report.
4. Develop, understand, and practice applied research skills with professors, fellow students, community members, and young people that can inform and improve community-based youth programming.


Course Readings
There is no required text for this course—indeed the course·s focus is inherently applied and will itself be community-based. However, readings will be assigned based on the development of the class and their relevance to the questions that we are grappling with. Also the instructors have several books, articles, and reports that will enable you to follow up on your own interests.

Organization and Course Outline
The content of classes will consist of a configuration of guest lectures, discussions, site visits, group process activities, and other activities to be determined.

These course topics and dates are presented as a guide. It is reasonable to assume that interests and needs may lead to some variation.

Week 1: Jan 5 Introductions; Course overview; Description of research project and introduction to data collection instrument.
Guest speaker: Terri Bailey, Research Officer, Piton Foundation, Denver (Course Consultant).

Week 2: Jan 12 Extended service schools, youth development and developmental assets
Activities: Complete final draft of Beacon Participant Interview Instrument.
Readings: Focus: Extended-Service Schools (DeWitt Wallace Reader·s Digest Report); Voices of hope: Building developmental assets for Colorado youth
Guest speakers: Constancia Warren, Senior Program Officer, Academy for Educational Development, New York; and Terri Bailey.

Week 3: Jan 19 Beacon Site Visit (1)
Activities: Meet Coordinators; identify high school research assistants; organize and implement training of research assistants.
Reading: Fred Beauvais, "Ethnic communities and research: Building a new alliance."

Week 4: Jan 26 Beacon Site Visit (2)
Activities: Meet Coordinators; identify high school research assistants; organize and implement training of research assistants.

Week 5: Feb 2 Beacon Site Visit (3)
Activities: Meet Coordinators; identify high school research assistants; organize and implement training of research assistants.

Week 6: Feb 9 Data Collection at Beacon Sites
Activities: Data collection—Monday-Thursday.

Week 7: Feb 16 Data Entry (Data Collection Reserve Date)
Activities: SPSS tutorial.
Guest lecture/visits: Dr. Tom Paskus and Jo-Anne McDonald, DU Educational Psychology (Course Consultants).

Week 8: Feb 23 Data Analysis
Activities: Meetings with research team.

Week 9: Mar 1 Writing
Activities: Meetings with research team.

Week 10: Mar 8 Findings and Reflections on Community-Based Research
Activities: Presentations and Celebration!
Reading: National Center for Service Integration Resource Brief.

Course Requirements
There are five course requirements.

1. Thoughtful participation (10%). You will be required to attend all class sessions, participate fully and responsibly, and read all assigned readings.

2. Research Log (20%). You will compile a notebook comprising reflections on the readings, class discussions, and your work at the Beacon site. These reflections may form the basis for part of your presentation (see 5 below) and will be due on the last class session.

3. Organization of data collection (30%). You will be responsible for establishing rapport at your Beacon site, identifying and training high school research assistants, and supervising data collection.

4. Organization of data entry, analysis, and writing report draft (30%). You will be responsible for analyzing the data and producing a report draft.

5. Presentation (10%). You will present your findings to the class and provide reflections on the research process.

]]> http://www.compact.org/syllabi/education/community-based-research-in-urban-settings/3971/feed/ 0 http://www.compact.org/syllabi/leadership/leadership-and-community-service/3878/ http://www.compact.org/syllabi/leadership/leadership-and-community-service/3878/#comments Mon, 29 Jan 2001 00:00:00 +0000 tdomf_26a6d http://compact.localhost.com/?p=3878
Course Objectives:
to increase understanding of leadership theories and concepts
to utilize community service as an introduction to service, civic responsibility, and leadership
to provide opportunities and methods for reflection
to integrate discussions on diversity, ethics, social justice, community, and civic responsibility with leadership and service
to gain an understanding of and appreciation for multiple perspectives and how power and privilege shape these perspectives
to explore personal values with respect to leadership, service, and diversity
to develop a personal philosophy of service and leadership through critical analysis of social issues, reflection, and practice
to increase students' ability to work in groups

Course Readings:
Required texts:

Coles, R. (1993). The call of service: A witness to idealism. New York: Houghton Mifflin, Co.
Gardner, H. (1995). Leading minds: An anatomy of leadership. New York: Basic Books.
Reading packet (available from BSOS Copy Center in 1105 Tydings Hall for $6.80)

Schedule:
Monday, Feb.1 : Introduction to Service

Wednesday, Feb. 3: Motivation to Serve
Read: Attributions about Misery (excerpt pp. 51-56), The How and Why of Volunteering, Intro to Coles

Monday, Feb. 8: Community Service Agency Representatives
Read: Redefined community service needs room for all, Think About It, Coles chap. 1

Wednesday, Feb. 10: Mandatory Service
Read: History of the service-learning requirement in Maryland, Involuntary Volunteers, Is
Volunteering a Waste of Time?

Monday, Feb. 15: Servant-Leadership
Read: Becoming a Servant-Leader, Coles chap. 2

Wednesday, Feb. 17: Introduction to Theories of Leadership
Read: The Power of Nonviolent Action, Gardner chap. 1

Monday, Feb. 22: Types of Service
Read: The Transformation of Silence into Language and Action, Gardner chap. 14

Wednesday, Feb. 24 :Take Another Look Fair, Grand Ballroom Lounge, Stamp Union
(meet at classroom)
Read: Spaceship Earth, Social Change Model of Leadership (not in packet)

Monday, March 1: Race, Class, and Power (Star Power Activity)
Read: The Poverty Industry, White Privilege, Coles chap. 3

Wednesday, March 3: Critique of Service
Read: Why Servanthood is Bad, Coles chap. 4

Monday, March 8: Civic Responsibility and Reflection .
Agency report due
Read: Gardner chap. 2 and 3

Wednesday, March 10: Cultural Influences on Service and Leadership
Hand out midterm
Read: Why Should you be an Ethical Leader?, Gardner chap. 4

Monday, March 15: Individual Philosophies of Service (Form groups for presentations)
Read: Black Women Leaders as Lamplighters

Wednesday, March 17: Individual Leadership Styles
Midterm due

Monday, March 22 and Wednesday, March 24
SPRING BREAK

Monday, March 29: Hunger and Homelessness, Speaker from So Others Might Eat
Meeting with instructor
Read: Diary of a Homeless Man, Coles chap. 5

Wednesday, March 31: Poverty, Children and Education
Read: Amazing Grace (excerpt – chapter two)

Monday, April 5: HIV/AIDS, Names Project Speaker
Read: Reports from the Holocaust, Life Support

Wednesday, April 7: Disabilities, Holland Family (Special Olympics) speakers
Read: Hey, Joe; The Catbird Seat; Coles chap. 6

Monday, April 12: Environment
Read: At wit's end, litterly (not in packet); Coles chap.

Wednesday, April 14: What Good Does Service Really Do?
Read: To Hell with Good Intentions, Coles chap. 8

Monday, April 19: Presentations – two groups

Wednesday, April 21: Presentations – two groups

Monday, April 26: Presentations – one group
Read: Gardner, chap. 11

Wednesday, April 28: Review of Leadership Theories

Monday, May 3: Living Examples Of Service and Leadership
Read: Gardner chap. 15 and Appendix I

Wednesday, May 5: Artistic Reflection, Guest speaker/activity with Lacretia Johnson

Monday, May 10: Activism and Personal Commitment
Read: Act from the Heart

Wednesday, May 12: Celebration of Service
Journal synthesis due

Assignments:
20% Presentation
10% Agency Report
15% Participation
30% Midterm. (take-home essays) 10% Journal 15% Journal Summary/Synthesis
Service Log Sheet (pass/fail)
One meeting scheduled with instructor (pass/fail)
Two hours of community service per week for 12 weeks (pass/fail)

Participation:
Regular attendance and active participation are necessary to succeed in this course. Read all class assignments prior to each class and come prepared to discuss them.

Community Service:
To further your understanding of service and leadership, every student will be required to complete at least 20 hours of documented community service. A minimum of three hours per week is required throughout the semester. Involvement in service will provide you with practical information and experiences that will be connected to the ideas and information shared in class.

Your involvement in service should have personal meaning, therefore, it is recommended that you are diligent in selecting a service site. Your service experience should be initiated during the week of February 15, however, no one is stopping you from starting earlier! Time will be provided in class for you to learn about service sites and options on campus and in the community. It is highly recommended that you visit Community Service Programs in 1195 Stamp Student Union for a thorough listing of potential service sites.

Every student will be required to provide documented confirmation of their service hours. You will be provided with a log sheet to be signed by a site supervisor or volunteer coordinator. It is your responsibility to get the form signed. If you have problems getting the form completed at your service site, come and speak to us.

Journal:
Keeping a journal throughout the semester will enable you to record important ideas and track their progression. For every visit to your community service site, record your reactions, accomplishments, and what you learned. Write an entry that reflects your efforts to connect the course readings with what you experience at the service site. This means that the journal entries will be more analytical than descriptive. Instructors will periodically provide questions to guide you in your journal writing. Journals will be collected, without prior notification, two or three times during the semester so bring them to each class. At the end of the semester, you will review and reflect on your journal entries and write a synthesis paper on them. The synthesis paper will identify major themes from your journal, compare and contrast viewpoints on the issue addressed by your service site, and make recommendations for future work at your service site.

Agency Report:
At the Community Service Comer at the Take Another Look Fair (Feb. 24) you will be required to learn about two community agencies. In class we will brainstorm questions to ask the agency representatives. Time will be given during class to attend the fair where you will pick up materials and ask questions of the agency representatives. You will be required to write a 4-5 page paper describing the agencies you learned about while comparing and contrasting the similarities/differences.

Presentation Project:
Students will form about five groups to teach the class for a 20-30 minute session in the middle of the semester. Each group will choose an issue (e.g., homelessness/poverty, AIDS,
children/education, and disabilities or another issue-inform instructors of your choice early) and present an action plan for addressing that issue in a specific community. You will be expected to do background research, set the context of the issue, and plan an interactive session that teaches some of the key course concepts. We will discuss this in greater detail later.

Extra Credit:
Every student will have the opportunity to gain up to 5 extra-credit points throughout the semester. There will be two-three optional group service projects throughout the semester. Students who choose to volunteer can gain extra credit points by attending the group service experience and writing a 1.5 page paper on that experience. Students will only receive credit for both attending the project and writing the paper. Details will be explained in class.

Academic Integrity:
All students are expected to adhere to the Code of Academic Integrity. Cheating and/or
plagiarism detract from a learning environment and will not be tolerated.

Documented Disabilities:
Any student who has a documented disability and requires academic accommodations for this course should notify the instructors during the first week of classes.



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