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

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

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

The Mirror (A clear reflection of the Self)

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

The Microscope (Makes the small experience large)

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

The Binoculars (Makes what appears distant, appear closer)

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

SERVICE SITE

DuPuis Management Area:

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

Starting Bibliography:

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

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

Assignments for semester one:

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

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

TENTATIVE SCHEDULE

Date/Topics and Activities – Semester 1

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

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

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

Sep. 10/Submit summaries of specified resources

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

Sep. 24/First visit to DuPuis preserve

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

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

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

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

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

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

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

Nov. 19/Second day at DuPuis reserve.

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

Dec.  3/Meet to discuss log books and data

Dec. 10/Completed journals and timesheets due

Date/Topics and Activities – Semester 2

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

Jan.  28/Third DuPuis visit

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

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

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

Feb. 22/Presentation to College Board of Trustees.

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

Mar. 18/Fourth DuPuis visit

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

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

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

Apr. 29/Journals due for final grading.

SERVICE LEARNING PROJECT DESCRIPTION

Student Name:

Phone Number:

Student e-mail address:

Course Number and Title:

Instructor’s Name:

e-mail address:

Organization: FAU/CES/SFWMD DuPuis Management Area_____________________

Site Supervisor or Coordinator:

Phone Number:

Course service-learning purpose and objectives:

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

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

Community Partner mission:

Purpose of the project:

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

Student:  I agree to:

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

Supervisor:  I agree to:

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

Student ­­Signature:

Date:

Faculty Supervisor Signature:

Date:

SERVICE LEARNING PROGRAM STUDENT TIME SHEET

CourseNumber and Title:

Semester/Year:

Faculty:

Student Name:

Service Site:

Site Supervisor:

Primary responsibilities at your service placement:

Date:

Time In:

Time Out:

Supervisor’s Initials:

Total Hours:

Description of Activities:

SERVICE LEARNING JOURNALS

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

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

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

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

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

6. Never remove pages from the journal!!!

7.  All entries must be in ink.

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

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

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

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

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

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

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

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

REFLECTION PROMPTS

to be entered in the Service Learning Journal

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

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

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

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

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

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

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

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

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

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

Rethinking Urban Poverty: Philadelphia Field Project is an interdisciplinary service learning course offered through the Department of Geography at Penn State. The objectives of the course are to understand why existing poverty policies in the US have failed, and to develop an alternative framework for action in cooperation with residents in a poor neighborhood of West Philadelphia. Each year we select about 10 students to participate in a yearlong course of 3 to 6 hours of credit offered in three parts.

Part 1: Spring Semester (1-3 credits) – Social theories of poverty.

Readings in conservative, liberal, and radical theories of poverty. An introduction to postmodern thinking. Using postmodern thinking to seek new answers to urban poverty. Social movements of the poor. Theories of community empowerment. Foucault's theory of non sovereign power. In addition to the readings all the participants will be given a rapid introduction to interview methods, basic data processing, Geographical Information Systems, and working with the US Census

Readings:

Grenz, S. J. A Primer on Postmodernism. Grand Rapids, MI: Eerdmans Publishing, 1996.

Kretmann, J.P. and McKnight, J. Building Communities from the Inside Out: A Path Toward Finding and Mobilizing A Community's Assets. Chicago, 11: ACTA Publications, 1993.

McKnight, J. The Careless Society: Community and Its Counterfeits. New York, N.Y: Basic Books, 1995.

Poverty: Opposing Viewpoints. San Diego, CA: Greenhaven Press, 1994

Schram, S.F. Words of Welfare: The poverty of social science and the social science of poverty. Minneapolis, MN: University of Minnesota Press, 1995

West, C. Race Matters. New York, N.Y.: Vintage Books, 1994.

Yapa, L. "How the Discipline of Geography Exacerbates Poverty in the Third World." Futures: the Journal of Forecasting and Planning, Vol. 32, 2001.

Yapa, L. "How Social Science Perpetuates Poverty and What the University Can Do About It." Bulletin of Science, Technology, and Society. Vol. 19, 1999, 544 546. Guest editorial.

Yapa, L. "What Causes Poverty? A Postmodern View." Annals of the Association of American Geographers. Vol. 86, 1996, pp. 707 728.

During the Spring Semester we will do two weekend field trips to West Philadelphia. This is to acquaint the participants with Penn State Cooperative Extension Services in West Philadelphia, the Belmont Mantua neighborhood, and to conduct preliminary discussions with community residents and representatives of neighborhood organizations.

Part 2: Summer Field Project from May 10 to June 10 (1 to 2 credits)

This is a 1-2 credit unit on the fieldwork component of the course. Participants will stay in residence in a row house for four weeks researching for their project while working at a neighborhood organization and doing some volunteer work. Participants are encouraged to look at the community within the framework developed in class during the spring semester. That implies working in partnership with the residents to study, uncover, and harness community assets that already exist. In the past students have looked at issues of nutrition, urban gardening, transport options, different models of schooling, learning to access health information on the web, children's poetry, use of vacant lots, electronic marketing of inner city products, access to credit and the role of credit cooperatives, the use of Geographical Information Systems for community development, and so on.

Part 3: Fall Semester Writing Seminar (1 to 2 credits)

Most of the substantial writing of the thesis or report will be done in the fall semester. Despite the sponsorship provided by the Geography Department, the idea is for each student to work closely with thesis advisors in their respective departments. It is our hope that the research will reflect the substantive knowledge of the subjects in which the students are majoring. When appropriate, students will return to West Philadelphia to present their findings in a community setting. I also encourage the students to consider writing a publishable quality paper based on their research.

Advantages to students

1. A research and cultural experience in an inner city urban setting
2. An exposure to a range of social theories of urban poverty.
3. An opportunity to participate in a field experience, facilitating their entry into a job upon graduation
4. Training in the practical application of statistical methods and GIS.
5. A formal structure to pace the research and writing of their theses.
6. An opportunity to publish a paper in a professional journal.
7. A learning community of students from a variety of disciplines

GESS 101/102: General Education Social Science (crn: 42045)
A CSUSM FIRST YEAR STUDENT LEARNING COMMUNITY COURSE

CONTACT INFORMATION:
Professor: Joanne Pedersen Ph.D.
Office: 6205 Craven
Office Phone: 750 4186
e mail: pedersen {at} csusm(.)edu
Class Meeting Time: M W 10:00 to 11:15 in UNIV 441

FALL LEARNING COMMUNITY THEME:
Building Healthy Communities: A Partnership with the City of Escondido
(Website for the City of Escondido: www.ci.escondido.ca.us)

City of Escondido Mission Statement:
"The mission of the City of Escondido is to provide quality service that enhances the safety, economic diversity, environment and health of the community, where our customers and employees can thrive in an atmosphere of courtesy, integrity and respect."

COURSE DESCRIPTION FOR GESS 101 (Fall Term)

In the classroom
The classroom content of GESS 101 will expose you to the research methods used and topics studied under the general heading "social science", the field of human knowledge dealing with all aspects of human social life (Hunt & Colander, 2002). You will learn about the specific disciplines within the social sciences and how research findings are applied to improve the quality of life for individuals and communities.

Learning Community
A learning community is a collaborative effort that links academic courses, students, faculty and community in a way that fosters student success and enhances community development. As a learning community course, the content of GESS 101 is linked to the other Fall semester learning community courses (GEH 101 & GEW 101). During the Spring 2003 semester, the learning community will continue with GESS 102, GEH 102 and GEO 102. In GESS 101 & 102 students will build a linkage with the community by participating in a service learning project with the City of Escondido. It is our hope that the learning community environment will help you create a sense of belongingness and purpose that supports your success as a student.

Service Learning
Service Learning is the active integration of academic learning (what you learn in the classroom) with issues and problems facing communities. Communities benefit because students provide them with expertise and service. Students benefit because service projects are relevant to course content. The service learning project for GESS 101 (& GESS 102 in the Spring 2003 semester) involves a partnership with the City of Escondido. During the Fall 2002 semester, our GESS 101 class will research the City of Escondido in preparation for a civic related service project to be done during GESS 102 in the Spring 2003 semester.

MATERIALS YOU WILL NEED TO PURCHASE FOR GESS 101
(Available at the University Store):

1) Daniel, E. L., & Levine, C. (2001). Taking sides: Clashing views on controversial issues in health and society. (51h ed.) Guilford, CT: McGraw-Hill/Dushkin.
2) Hult, C. A. (1996). Researching and writing in the social sciences. Needham Heights, MA: Allyn & Bacon.
3) Hunt, E. F., & Colander, D. C. (2002). Social science: An introduction to the study of society. (11th ed.). Needham Heights, MA: Allyn & Bacon
4) Johnson, S. J. (2002). Study guide for Hunt and Colander: Social science, an introduction to the study of society. (11th ed.). Needham Heights, MA: Allyn & Bacon

COURSE ORGANIZATION FOR GESS 101
Your grade will be based on the following required items:

1) Lost on the Moon exercise/reflection 50 points
2) Exams (3 exams @ 75 points each ) 225 points
3) Field Trip Days (2 trips @ 25 points each 50 points
4) Newspaper Journal/Reflection & Journal Notebook 100 points
5) Term Project – Annotated Bibliography 100 points
6) Term Project – Group Presentation 100 points
7) Attendance/Participation: taken each class day, will influence final grade
Points will be deducted for unexplained or excessive absence

TOTAL POSSIBLE POINTS FOR THE ENTIRE SEMESTER: 625 points

Point scale to determine final grade:
625-562 90 % = A range
562-500 80 % = B range
500-437 70 % = C range
437-375 60 % = D range
374 & below F

DESCRIPTION OF EACH GRADED ITEM

Lost on the Moon Exercise/Reflection Paper
This fun in class exercise will enhance the group decision making skills and team building necessary for the Term Project. A short reflection paper, to be done as homework, will ensure that you develop a deeper understanding of the concepts being taught by the exercise (see Instructions for Lost on the Moon Reflection Paper).

Exams
The three exams will be based on lectures and specific chapters from the assigned reading. Questions will be multiple choice, definitions and short answer/essay. You should use your study guide to master the material from Hunt & Colander. It is recommended that you review your lecture notes and reading on a regular basis.

Field Trips
We will go on two required field trips to points of interest in Escondido. Dates for the field trips are noted in the course syllabus and include a morning at the California Center for the Arts & City Hall, and a morning at Daley Ranch. The field trips will serve to deepen our understanding of course material and prepare us for our Spring 2003 service project. You will be expected to provide your own transportation, just like you provide your own transportation to campus. Directions and further details will be discussed in class.

Newspaper Journal
The North County Times has generously offered to donate copies of the newspaper to our class. Reading the newspaper is an ideal way to keep up with the issues surrounding the City of Escondido. As you read the North County Times, you will prepare a weekly journal entry. At the end of the semester you will turn in an organized notebook with all of your journal entries along with a final reflection paper (see Instructions for Newspaper Journal.

Term Project
At the beginning of the semester you will rank order a variety of social science research topics related to the City of Escondido. Based on your rankings, you will be placed in a small research group (about 5 students per group). Throughout the semester, you will collect information on your topic and prepare an Annotated Bibliography (each student writes their own annotated bibliography). At the end of the semester, each group will present their findings to the class. This term project will prepare the class for the Spring semester when we partner with the City of Escondido to develop a Civic Fair. (see Instructions for Term Project).

Attendance & Class Participation I will be taking attendance for each class session. Your overall attendance pattern and level of class participation will influence your final grade. You are expected to do the reading ahead of time and come to class prepared to engage in critical discussion and ready to take exams.

INSTRUCTIONS FOR THE TERM PROJECT

The term project has two components, an annotated bibliography and a group presentation. The overall goal of the term project is for the class to develop a comprehensive understanding of the social structure of the City of Escondido in a way that prepares us for the spring GESS 102 service learning project. To that end, our class will use the following social dimensions to research the City of Escondido:

1) Conservation
2) Education
3) Culture
4) Politics/Government
5) Health Care
6) Recreation

You will be placed in a small research group (about 5 students) at the beginning of the semester. Placement in a research group will be based your relative interest in the six social dimensions. Your group will meet throughout the semester to collect and discuss information on your group's assigned social dimension and to prepare for a group presentation. Each member of the group will also prepare their own annotated bibliography. The social dimensions are very broad and individuals within a research group may specialize on a specific aspect of the social dimension. For example, if your social dimension is health care, one member of your group may research health care issues pertaining to senior citizens and another member of your group may research health care issues in low income populations. The annotated bibliography (worth a maximum of 100 points) and group presentation (worth a maximum of 100 points) will be given separate scores. YOUR SCORES WILL BE INFLUENCED BY HOW ACTIVELY YOU PARTICIPATE IN ONGOING RESEARCH AND GROUP ACTIVITIES THROUGHOUT THE SEMESTER.

GROUP PRESENTATIONS

Each group will be responsible for taking a single class period to present the results of their research and should highlight how the topic is relevant to the City of Escondido. Presentations will take place at the end of the semester during weeks 13, 14 and 15. Your group will be assigned to a specific day near the beginning of the semester. Groups are encouraged to use a variety of media for their presentation (e.g. short video clips, websites, Power Point, white board, posters, handouts). The idea is to teach the rest of the class about what your group learned. Preparations for the presentations will be discussed in class and take place throughout the semester during "research/reflection days." You should expect to meet with your group outside of class on a regular basis.

COURSE SCHEDULE

Week 1
W 9/4 Introduction to the Learning Community & GES S

Week 2
M 9/9 lecture: What is Social Science? H&C Ch 1
W 9/11 lecture: Collegial Research in the Social Sciences Hult Ch 1
(rank order research areas)
Newspaper journal entry due

Week 3
M 9/16 Lost on the Moon Exercise/Reflection Paper Assigned Hal article
Assign Research Teams
W 9/18 Discussion of Term Project & Review for Exam 1
Newspaper journal entry due

Week 4
M 9/23 EXAM 1 & Reflection Paper Due
W 9/25 lecture: The Individual, Society & Culture H & C Ch. 7
Newspaper journal entry due

Week 5
M 9/30 lecture: The Family H & C Ch. 8
W 10/2 In Class discussion with the Escondido Youth Encounter
Newspaper journal entry due

Week 6
M 10/7 lecture: Society, Culture & Change
W 10/9 FIELD TRIP: California Center for the Arts & City Hall
Newspaper journal entry due

Week 7
M 10/14 Panel Discussion With The City Of Escondido
W 10/16 lecture: Geography, Demography, Ecology & Society H & C Ch. 5
Newspaper journal entry due

Week 8
M 10/21 FIELD TRIP: Daley Ranch
W 10/23 Research/Reflection Day & Review for Exam 2
Newspaper journal entry due

Week 9
M 10/28 EXAM 2
W 10/30 Research Reflection Day
Newspaper journal entry due

Week 10
M 11/4 lecture: Religion & Society H & C Ch. 9
W 11/6 lecture: Education (guest lecturer Dr. Charles Prickett) H & C Ch. 10
Newspaper journal entry due

Week 11
W 11/12 lecture: Ethnic & Racial Stratification H & C Ch. 12
Newspaper journal entry due

Week 12
M 11/18 Review for Exam 3
W 11/20 EXAM 3
Newspaper journal entry due

Group presentations begin week 13.
Annotated bibliographies are due on the day your research team presents

Week 13
M 11/25 PRESENTATION
W 11/27 PRESENTATION
Newspaper journal entry due

Week 14
M 12/2 PRESENTATION
W 12/4 PRESENTATION
Newspaper journal entry due

Week 15
M 12/9 PRESENTATION
W 12/11 PRESENTATION
Newspaper journal entry due

Week 16
M 12/16 Assessment Day
FINAL: Saturday 12/21 from 10:00 a.m. to 11:45 a.m.
FINAL REFLECTION/JOURNAL NOTEBOOK DUE

GESS 102 (Spring Term)

SPRING LEARNING COMMUNITY THEME:
Society, Health, and Community Action

COURSE DESCRIPTION FOR GESS 102 (Spring Term)
Welcome to the second semester of the CSUSM First Year Student Learning Community. The theme for our GESS 102 course (Society, Health & Community Action) will guide us as we develop our Service Learning project with the City of Escondido (a Community Health Fair for the Grant Middle School community). Class time will be spent exploring a number of contemporary issues related to health and society. Basic principles of social science topic development, hypothesis formation, literature review and data gathering will be used as research committees develop various components of the Community Health Fair. Each research committee will do a class presentation/poster that assesses their contribution to the Community Health Fair and outlines a set of recommendations for the City of Escondido. Each student will also write a report that summarizes and assess the Community Health Fair project.

COURSE ORGANIZATION
Your grade will be based on the following items:
1) Midterm Exam – 100 points
2) Health Fair Report – 100 points
3) Health Fair Poster Presentation – 50 points
4) Quizzes (10 points each x 6) – 60 points
5) Health Fair Reflection Journal Entry (10 points each x 7) – 70 points
6) Health Fair Committee Worksheet – 50 points
7) Attendance/Participation (taken each class session: can influence final grade)

TOTAL POINTS POSSIBLE FOR THE ENTIRE SEMESTER 430

Point Scale to Determine Final Grade:

430 to 387 90% = A range
386 to 344 80% = B range
343 to 301 70% = C range
300 to 258 60% = D range
257 % below F

EXPLANATION OF EACH GRADED ITEM:

Midterm Exam
The midterm Exam will cover Ch. 17 from Meyers and Issues 9 & 10 from Daniel & Levine. The exam will cover material from the reading and related lectures. Expect the exam to contain multiple choice questions, essay questions and short answer/definition questions. The material covered will help set the stage for the theme of our Service Learning projection (the Community Health Fair)

Health Fair Report & Group Poster Presentations
Each committee will do a class poster presentation that assesses their contribution to the Community Health Fair and outlines a set of recommendations for the City of Escondido. Each individual student will also write a report that summarizes and assesses the Community Health Fair Project (see instruction sheet)

Quizzes
Quizzes will be based on specific readings from Daniel & Levine (2001) and will take no more than 15 minutes to complete. Questions will be multiple choice and will be taken directly from the reading. Quizzes will be given at the beginning of class on the dates indicated in the course syllabus and will serve to prepare us for critical discussion of the relevant topics. Small groups will prepare (in class) a written summary of our debates/discussions. NO MAKE UP QUIZZES will be given. Please bring a SCANTRON (available in the CSUSM bookstore) and a #2 pencil for each quiz.

Health Fair Reflection Journal Entries
Journal entries will be due on the days indicated in the course calendar and will serve as written documentation of your thoughts and ideas as we proceed with planning the Fair. Journal entry instructions will be discussed in class. LATE JOURNAL ENTRIES WILL NOT BE ACCEPTED.

Health Fair Committee Worksheet & Planning Log
This will be an ongoing semester long assignment that will guide committees as they plan for the Health Fair. The worksheet will be filled out every Wednesday and each group will present it to the entire class for discussion (see instruction sheet). A FINAL VERSION OF THE WORKSHEET WILL BE DUE ON 4/23 AND WILL REPRESENT YOUR COMMITTEE'S ACTION PLAN FOR THE FAIR.

Attendance/Participation
I will be taking attendance for each class session. Your overall attendance pattern and level of class participation will influence your final grade. You are expected to do the reading ahead of time and come to class prepared to take quizzes and participate in all discussions.

Geo 266: Groundwater Hydrology
This course begins the business of science literacy in the hydrogeology sequence. Although groundwater hydrology is taught at the senior or graduate level in most institutions (requiring at least two semesters of calculus as prerequisites), at Bates, I was required to teach it as a sophomore level course for Geology majors with no math requirement.

Not only do I cover the fundamental information for such a course (water budgets, hydrographs, flood frequency calculations, hydraulic head, Drake's Law, groundwater flow, and some water contamination issues), the students begin to use the equipment and techniques used by professional hydrogeologists (water level recorders, geochemical testing equipment, Global Positioning Systems, Geographical Information Systems, permeameters, map analysis, systems analysis based on conservation of mass, and numerical ground water models).

A significant component of this course is the laboratory project. Over the last few years, I have included a semester long service learning project as the lab portion of the course. In 1997, Geo 266 students studied the Garcelon Bog in Lewiston along with Envr 302: Wetland Science and Policy taught by Curtis Bohlen. Our classes evaluated the impact of a road through the wetland, analyzing the water table, geochernistry and other aspects of the work. At the end of the semester, both classes presented their work in a public meeting at City Hall (see Ongley et al., 1999). In Fall, 1998 with twenty-one students, the class took on two projects: an evaluation of the hydrogeology of Androscoggin Lake at the request of the Androscoggin Lake Homeowners Association and of several ponds in Turner at the request of the Turner Conservation Commission. We found acceptably high arsenic concentrations in water from one well. At my request, the homeowner verified the result at a state-certified lab and then, chose to install a point of use remediation system. We presented our results at a public meeting and have been asked to return and perform more tests in 1999.

Heather Piper, now a consultant, (a Colby College '98 grad who came to Lewiston three times each week during Fall'97 to take Geo 266) recently emailed me and said:

" I thought of you yesterday as I was putting together a constant head permeameter. We were sent a really old setup so that we can possibly start doing sand perms right from our office instead of having them sent to Bangor. No one in the Caribou office knew what to do with the setup though so I brought in Fetter and my lab report and did some assembling. We will have to test for leaks and then see if results are accurate, but regardless I was pretty excited I could do that on my own. And thankful I attended your lab that day!"

Geo 362: Contaminant Fate and Transport on Geologic Systems
Students in Geo 362 are usually senior geology majors (although I have had physics and biology majors as well). I expect students here to integrate all their prior coursework in order to consider issues of ground water contamination. In this course students learn some of the fundamental terminology of organic chemistry, research the use and physio-chemical properties of a contaminating chemical of their choice, engage in comprehensive discussions of professional papers and select and lead the discussion of a paper of their choice. This course could easily become a graduate level offering.

The lab portion of this class is devoted to a semester-long project. Here I expect the students to design at least portions of the investigation we will undertake. In 1997 (the last time I taught this), we set out to determine if it were possible for leachate from the Gracelawn landfill to contaminate Lake Auburn. This was a service learning project undertaken at the request of the Lake Auburn Watershed Commission. The students examined existing reports, designed and built seepage meters to install in the lake, decided which geochemical parameters to measure, installed the meters, sampled various wells (with the assistance of the consultant in charge of the monitoring wells), analyzed the water, wrote a joint report and presented the report to the Lake Auburn Watershed Commission.

One student who took the course a few years ago told me:

I have been "…in contact with Weston, Inc., an environmental rehab company that works in Penn. N.J., and West Va. A job with Weston would have something to do with SuperFund site evaluations. It sounds really exciting. And you can remember how excited I was to visit the Winthrop Landfill … the majority of the jobs listed in the paper and with the USGS are related to some aspect of what we covered in class. A perfect example of this is the SuperFund job. But there are also several technical and research/problem solving jobs listed … And I tell you their descriptions are like repetitions of class goals and tasks … you did a great job of including enough of everything that I feel confident applying for these jobs."

Conclusion
The level of sophistication and required technical expertise to successfully complete my courses increases as students progress through the sequence of hydrogeology courses. From basic scientific literacy through a high degree of science literacy and technical expertise, I lead students in learning experiences from which they emerge as capable entry-level hydrogeologists; and/or citizen-scientists.

Literature Cited
Boyer, E. L. , Scholarship reconsidered – Priorities of the professoriate: Princeton, NJ, The Carnegie

Conant, J. B., 1952, General Education in Science Cambridge, MA, Harvard Univ. Press.
George et al., 1996, Shaping the Future - New expectations for undergraduate education in science,

Foundation for the Advancement of Teaching, 147 pp.

mathematics, engineering, and technology_: report to the National Science Foundation from the EHR Advisory Committee, NSF 96-139,76 pp.

Maienschein, Jane et al., 1998, Scientific literacy: Science, vol. 281, no. 5379, p. 917.

Moore et al., 1997, Science teaching reconsidered – a handbook: National Academy
of Sciences, Washington, DC, 88 pp.

NSF, 1995, NSF in a changing world – The National Science Foundation's Strategic Plan Washington, DC,

The National Science Foundation, 38 pp.

NSF, 1999, Environmental Science and Engineering for the 21' Century hiterim Report, NSB 99-1333, 80 PP.

Ongley, L.K., Bohlen, C., and A. Lathrop, 1999, Evolution of the consultant model of environmental service learning, Bates College, Lewiston, Maine, Harold Ward, (volume editor), Acting Locally,

Service Learning in Environmental Studies part of American Association of Higher Education's Series on Service Learning in the Disciplines.

Typical Schedule
This preliminary schedule may change as required by our progress. In addition, if there are topics you wish to particularly discuss in class, we may be able to do that.

The readings listed by chapter are from your book. The others are on reserve in the library and the reserve number is listed in parentheses after the author's last name.

Week 1 – Introduction
Reading – Syllabus, Chapter l.
Monday – Introduction to the course. Logistics. What is science?
Wednesday – Condonts and the Scientific Method, Systems Analysis and
Some Earth Systems
Friday – Dynamic Earth Systems
Just for Fun – The Mars Trilogy ( Red Mars, Green Mars, Blue Mars) by
Kim Stanley Robinson, Bantam Books. Terraforming Mars and
creating a humanophile atmosphere. You may have to buy copies.

Week 2 – Earth Systems
Reading – Chapter 2, LaRiviere (7612), Spiedel and Agnew (7659) Monday – MLK Day. Homework I Wednesday – Water Cycle and Budgets, Global and Watershed

Friday- Water budget discussion. Do the reserve reading before class. Read both articles. Prepare a paragraph summarizing one of them. Just for Fun – In the Path of the Killer Volcano video. Shows interaction of scientists and politicos. Awesome footage of volcano creating its own weather systems and consequent mud slides.

Week 3 – The Atmosphere
Reading – Chapter 9, Davis and Dolan (7764)
Monday – Energy Budget of the World, Mechanisms of Energy Transport
Wednesday – Climate and Weather Systems
Friday – Severe Storms
Just for Fun – Secrets of Ice, video, QC981.8.C5 S43 1991 (using ice cores
from the Arctic to determine global climate change)

Week 4 – Surface Water Systems
Reading – Chapter 7 (206 – 216), McPhee (7824), Cobb (7763)
Monday – Watersheds
Wednesday – Stream Flow and Hydrographs. Using Russian River Data
Friday – Floods and Flood plain Management.
Just for Fun – The River (video) F354.R584. A 1930 documentary on the
devastating Mississippi River floods prior to the Federal Emergency
Management Flood protection system. This won a Pulitzer Prize.

Week 5 – Surface Water Systems
Reading – Chapter 7 (216 – 229) Myers and White (7822) Monday – Impact of Urbanization Wednesday – Role Playing Exercise: County Commissioners Meeting, Harris County, Texas. Application of Jane Developer's Proposed Nature's Own Subdivision Friday – Drinking Water and Waste Water, Use and Treatment Just -for Fun – The 1993 Mississippi River Flood US Army Corps of Engineers video

Week 6 – Groundwater
Reading – Chapter 8 (not on exam) Monday – Midterm Exam Wednesday - Aquifers, Hydraulic Head Friday – Water Table, Groundwater flow Just for Fun – Jean de Florette. 1988 video (PQ263 LA26 J43 5) in French where water is of major importance in the plot. Based on Pagnol, M., 1963, L'eau des Collines PQ263 LA26 E2. English translation of the book, The Water of the Hills, PQ263 LA26 E213 1988.

Week 7 – Groundwater
Reading – Dolan and Goodell (7728) Monday – Aquifers and Problems, Water Quality Lab Preparation Wednesday – Aquifers and Problems 2 Friday – Water in Orange County, CA Just for fun – Marion des Sources. 1988 video in French (PQ263 LA26 M356) sequel of Jean de Florette.

Week 8 – Groundwater
Reading – Chapter 8 (pp 233 – 248 Monday – Aquifer Over-exploitation Wednesday – Water in the Mexico City Basin Friday – Aquifer Pollution Reading – Chapter 8 (248 – 257), Dolan and Goodell (1986)

Week 9 – Time Rocks
Reading – Chapters 3 and 4 (90-100, 111-119) Monday – Geological Scale, Time Wednesday -Sequencing Geologic Events Friday – Rocks

Week 10 – Mineral Resources and Weathering
Reading – Chapters 5 (122-138) and 6 (158-178)
Monday – Ores
Wednesday – Natural Processes and Water Pollution Friday – Arsenic Contamination around the World

Week 11 – Energy
Reading – Chapter 11 (3 26-3 3 8)
Monday – Fossil Fuels
Wednesday – Course Evaluation, Sustainable Energies
Friday – "Midterm" Exam

Week 12 – Where'd the water go?
Reading – Chapters 12 and 13, Gleick (7836), Postel (7872)
Monday – Past Changes
Wednesday – Future Hopes
Friday – Sum-up

1. Instructor assesses journals at three points during the semester (weeks 5, 10, 16)
a. Provide positive appraisal of the student?s reflections
b. Pose questions to guide students toward deeper reflection on problems/issues
c. Observe growth in reflective and writing skills

2. Instructor evaluates student participation in reflection sessions throughout the semester, in regard to changes in student?s ability to reflect, understand his/her role in society/the profession, understand clients? circumstances and problem-solve

f. What fraction of total course grade is related to the SL project.

To-date with the course offering the total grade is based on follow-through on course features related to the SL project and reflection activities. It is intended to build in some content-related readings and student write-ups as an additional basis for broadening student learning and broadening basis for course grades.

g. Results, and (h.) lessons learned

A Masters student project focused on development and evaluation of outcomes in terms of achievement of objectives from the student and community partner perspectives. The student's thesis is due to be completed this summer with an abstract and later a manuscript will be available on request. In general, offering this course each semester during the past two academic years has led to universally positive learning and motivation outcomes for each student participant and continuing interests from each community partner to continue to participate. Student enrollment in this elective course began with 23 and 19 in the first two semesters, 34 this past spring (1997), and 54 in the fall semester (1997).