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?

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

COURSE OBJECTIVES:

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

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

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

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

COURSE REQUIREMENTS:

Assessment of Student Learning:

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

Project participation will be evaluated on:

1.         Creativity/Innovation

2.         Clarity of project objectives

3.         Professionalism

4.         Cost Efficiency (if applicable)

5.         Organization of project

6          Effectiveness in working with others

7.         Involvement of the community and students

8.         Effectiveness in accomplishing objective(s)

9          Actual completion or intended continuation

Group Meeting Attendance:

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

ASSIGNMENTS:

Service Activities

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

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

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

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

- WhenHelpingHurts.com

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

Jan. 25

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

Due: Questions 1-5

Feb. 10

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

Due: Questions 1-5

Feb. 22

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

Due: Questions 4-10

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

Due: Questions 1-2, 5-8

Mar. 4

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

Due: Questions 1-5

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

Due: Questions 1-3

Mar. 15

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

Due: Questions 1-3

May 4

Read Ch. 9

Due: Final Individual Reflection (See Below)

Final Individual Reflections:

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

REFLECTION QUESTIONS:

Personal

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

Relational

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

Social

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

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

PRIMARY COURSE OBJECTIVES

• Introduction to literacy education and practice with a primary emphasis on cultural diversity issues in contemporary U.S. society
• More comprehensive understanding of issues discussed in linked literature course
• Development of critical thinking, problem solving, teamwork, communication, and leadership skills

SERVICE OBJECTIVE:

According to the federal Reading Excellence Act of 1999, national assessments reflect “serious deficiencies in children’s ability to read, especially in high-poverty schools” such as those served by Service Learning Program internships. Even in wealthier schools, almost a quarter of fourth-graders do not attain the basic reading levels set by the National Assessment of Educational Progress, while more than two-thirds of fourth-graders in high poverty schools do not attain the basic level.i The failure to learn to read or to read well has many ramifications including diminished self-confidence and motivation to learn, poor school performance, and an increase in the probability of dropping out of high school. Thus, the service objectives of this internship are:

• to improve the basic literacy skills of third graders at Kennedy Elementary School in Phoenix
• recognize the importance of validating the children’s own culture and experiences by utilizing culturally
• relevant children’s books with positive depictions of the children’s and other ethnic groups—specifically
• African-Americans and Latina(o)s
• even more fundamentally, interns will serve as a positive influence in their students’ lives, providing a
• counterpoint to the harsh socio-economic realities many of these children face on a daily basis

CULTURAL DIVERSITY OBJECTIVE:

A central objective of this course is to provide you with community experiences and reflection opportunities that allow you to deepen your understanding of the complex social, economic, political, and psychological dimensions of relations between and among racial, ethnic, and socio-economic groups in contemporary American society. Much of this learning will take place as you carry out your internship activities and interact with community members from diverse backgrounds; weekly readings will provide a theoretical context to further your exploration of these experiences. Your understanding of cultural diversity in our society will be enhanced by thinking critically about your community interactions and what you have read, by responding weekly in an on-line discussion group to prompts designed to help you examine your previously-held assumptions, and by readingand responding to other intern’s posted perspectives.

LINKED COURSE REQUIREMENT

Interns must be enrolled in or have successfully completed the linked literature course (pre/co-requisite):

ENG 459/ENG 559/AFH 459 African American Children’s Literature

REQUIRED TEXTS

• The Service Learning Program African/American Latina(o) Children’s Literature Intern Manual
• The Service Learning Program Reflection Manual

COURSE REQUIREMENTS

• Attendance is mandatory at all training sessions, weekly meetings, and teaching days
• Complete all assignments (training, mid, and end-of-semester)
• Lead small groups of children in literacy activities twice a week
• Participate in computer-mediated reflection (two entries per week)
• Write student evaluations for each of your students at mid-term and end-of-semester
• Write final reflection assignment

FINAL GRADE COMPONENTS

Please consult the GRADING CRITERIA document following this syllabus for the criteria upon which points are based.

I. TRAINING & WEEKLY MEETINGS (10% OF FINAL GRADE)

A. Training (max. 10 points per session):

The first two weeks of this course are devoted to workshops designed to prepare you for working with your students.

• Attendance at these workshops is mandatory.
• Please consult the Calendar (in the DAILY RESOURCES section of PART I: THE BASICS in this manual) for a detailed Training Schedule.

B. Weekly Meetings (max. 10 points per session)

Meetings are held each week to reflect on that week’s activities, discuss issues, ideas, and generally lend each other support.

II. LESSON PLANS & TEACHING (45% OF FINAL GRADE)

Depending upon the number of students and interns, the class will be divided into several small groups of 2-5 students each. An intern will head each small group and engage the students in the day’s activities. You will work with the same small group of children all semester.

Each intern is required to prepare and implement literacy activities designed to meet the needs of the students in his/her group. There should be a written plan for each teaching day, which is to be submitted to your facilitator the week prior to its implementation. You may earn a max. 20 points for each lesson as follows:

A. Planning the lesson plan (max. 10pts)

B. Teaching (implementation of the lesson plan) (max. 10 pts)

III. REFLECTION (30% OF FINALGRADE)

Blackboard is utilized for the computer-mediated reflection portion of the internship. Through the online discussion group on Blackboard, interns reflect upon assigned readings and the week’s activities, practice self-critique, and offer support to fellow interns.

• Two Blackboard entries worth a total of 15 pts. are due each week, one by midnight Wednesday and bymidnight on Sunday.

IV. ASSIGNMENTS (15% OF YOUR FINAL GRADE)

All assignments (except the final reflection assignment) are graded on a 10-point scale.

PORTFOLIO:

To maximize your effectiveness and performance in this internship it is strongly encouraged that you maintain an organized portfolio (Service Learning Notebook) of all course materials.

• It is suggested that you utilize a large 3-ring binder for this purpose and include the following in an orderly fashion with tabs labeling each section:
  • Internship Directory
  • Field Trip write-up
  • Student Rosters
  • Assignments
  • Lesson Plans (in chronological order and including all related materials)

Grading Scale:

A = 92-100% B = 82-91% C = 72-81% D = 65-71% E = below 6

1Reading Excellence Program overview, http://www.ed.gov/offices/OESE/REA/overview.html.

ENG 484/ ENG 584/ AFR 490

African American/Latina(o) Children’s Literature

SERVICE LEARNING GRADING CRITERIA

Information from the syllabus is repeated here with the addition of specific grading criteria.

FINAL GRADE COMPONENTS

Attendance is extremely important. If you miss a weekly meeting or teaching day, you will receive 0 points for that day.

Punctuality is also very important. Points will be deducted for tardiness. 3 tardies is equivalent to one absence, i.e. you will receive 0 points for that day the third time you are late.

I. TRAINING & WEEKLY MEETINGS (10% OF FINAL GRADE)

A. Training (max. 10 points per session):

The first week of this course is devoted to workshops designed to prepare you for working with your students.

Points are based upon: punctuality, preparation, participation, & productive contribution.

Please consult the Calendar (in this manual) for a detailed Training Schedule.

B. Weekly Meetings (max. 10 points per session)

Meetings are held each week to reflect on that week’s activities, discuss issues, ideas, and generally lend each other support. Points are based upon: punctuality, participation, & productive contribution.

II. TEACHING (45% OF FINAL GRADE):

Each intern is required to prepare and implement literacy activities designed to meet the needs of the students in his/her group.

You may earn a max. 30 points for each lesson as follows:

A. Planning (max. 15pts)

There should be a written activity plan (see Activity Planner in DAILY RESOURCES section of this

manual) for each teaching day, which is to be submitted to your facilitator the week prior to its implementation.

• Points are based upon the thoroughness, thoughtfulness, creativity, and appropriateness of the activity plans
• Plans should evidence an attempt to tailor the activities to the needs of your particular students

B. Implementation (max. 15 pts)

At each teaching session (twice a week) the points you earn will be based upon the following:

• Attendance & Punctuality:
  • There are no excused absences—no make-up activities are possible
  • Points will be deducted for tardiness—also 3 tardies is equivalent to one absence
  • In the event of an emergency or illness you must contact (directly, do not leave a message) your Supervising Intern.

If you are unable to reach your Supervising Intern, contact your Site Manager (Lisa Rodrigue 727-7668) and a fellow intern or other Service Learning administrator (see Administrators List preceding the syllabus in this manual).

• Appropriate Dress: Please refer to the Dress Code in this manual.
  • This code must be observed whenever you are with your students.
  • Violations of this code will result in a loss of points.

• Preparation: Demonstrates time spent reviewing activity plan and content and thought given to the best mode of implementation for your students

LESSON PLANS & TEACHING (cont’d)

• Professional: Positive attitude and respect towards students, fellow interns, TA, and classroom teacher

• Engaging/Creative:
  • Maintains students’ focus on lesson
  • Actively engages students in the book and activities:
  • Animated delivery
  • Enthusiasm for the book/activities
  • Stimulation of productive discussion/participation
  • Effective utilization and integration of any audio/visual aids or supplemental materials
  • Effective behavior management

C. Report (max. 5pts)

• Thoughtfully and thoroughly completing the “Report” section of the Activity Planner (see DAILY RESOURCES section of this manual) after implementation of lesson.
  • Completed activity planners are to be submitted on the following Tuesday.

III. REFLECTION (30% OF YOUR FINALGRADE):

Blackboard is utilized for the computer-mediated reflection portion of the internship. Through the online discussion group on Blackboard, interns reflect upon their internship experience within the context of assigned readings. In responding to the prompts, you should incorporate past life experience as well as your experiences in the internship.

• Two Blackboard entries worth a total of 20 pts are due each week by Sunday at midnight.
• Late entries may be submitted for a maximum of 10pts by Monday midnight. No credit will be given for any posts that are more than a day late.
• Please refer to the REFLECTION section in this manual for the required format for these entries and for instructions on how to use Blackboard.

IV. ASSIGNMENTS (15% OF YOUR FINAL GRADE):

A. Mid-Semester & Final Assignments:

• At midterm and at the end of the semester you must complete Student evaluations for all 4 groups
• (each one worth 10 points – total of 40) and a Best Reflection assignment (worth 10 points).
• Your Final consists of a Paper and Portfolio.
• Check the manual for assignment criteria and due dates.
• All assignments must be typed in a legible font (such as Arial, Times New Roman, etc.)

1. Student Evaluations (turn in two copies)

2. Best Reflection

3. Final Paper (turn in two copies; due only at end of semester)

This course involves students in community service learning theory and practice. Through Project Horizon, the University of Hartford’s community outreach program, students partner with non-profit agencies and programs serving primarily vulnerable populations. Engagement, reflection, reciprocity and public dissemination are the vehicles through which service learning is implemented. This course is designed to enhance students’ understanding of the social determinants of illness, community public health nursing and civic engagement. Co/Prerequisites: NUR 443

COURSE OBJECTIVES:

Upon completion of this course the student should be able to:

1. Collaborate with key players in the service learning setting to promote health and prevent disease.
2. Employ professional values and ethics in the practice of community public health nursing.
3. Apply principles of epidemiology when analyzing health problems with the aggregate.
4. Apply ethical principals in your role as community/public health nurse in the service-learning setting.
5. Recognize two values and beliefs that form the basis of community practice.
6. Design culturally competent, professional communication when interacting with groups and aggregates.

TEACHING FORMAT:

The pedagogy of the BSN program is based on the principles of adult learning. Everyone is expected to attend and actively participate. This course uses the principles of service learning to promote student civic engagement and creativity in learning and is organized as a field-based methodology requiring 90 hours per semester of service learning. Students are expected to be present in the service learning sites when committed.

PROJECT HORIZON:

The University of Hartford’s College of Education, Nursing and Health Professions Department of Nursing’s Project Horizon is a vehicle by which students participate in service learning experiences, primarily in, but not limited to, the urban Hartford community. Through NUR 434 Community Service Learning I and NUR 444 Community Service Learning II faculty create the milieu for the student experiences and maintain relationships with 22 partner sites in Greater Hartford. The sites include transitional living centers, homeless shelters, soup kitchens, neighborhood centers, senior centers, boys and girls clubs and urban schools. Project Horizon aims to create a democratic forum for community exchange and partnerships, to foster understanding among groups with different racial, ethnic, cultural and class backgrounds and to create community-driven health care initiatives that seek to reduce ethnic and racial health disparities. Members of the university community outside of nursing are welcome to participate in Project Horizon and to grow in understanding of critical health issues. Students in art, music, sociology and technology have partnered with nursing to implement programs together.

The baccalaureate program in the Department of Nursing for registered nurses completing the bachelors of science degree in nursing is designed to challenge students to explore new ideas and to consider new beliefs and behavior. The curriculum is planned to take the student in small increments to a place where they can: 1. become advocates for health care change and civic engagement, 2. grow in their understanding of the negative effects of racial and ethnic health disparities and, 3. create together with the community innovative health and wellness advocacy programs. The curriculum supports the transformation of ideas. Faculty background in nursing and the social sciences helps provide the conceptual tools to develop a curriculum where students are asked to challenge themselves to address complex health and social issues.

REQUIRED TEXTS:

1. Sweitzer, H.F. & King, M.A. (2009). The successful internship: Personal, professional, and civic development. 3rd ed. Belmont, CA: Brooks/Cole Cengage Learning.

2. Delaney, S. & Delaney, A. E. (1993) Having our say: The Delaney sisters’ first 100 years. N.Y: Dell Books. (Random House)

3. Kozol, J. (1988) Rachel and her children: Homeless families in America. NY: Ballantine

RECOMMENDED TEXTS:

1. Nies, M. & McEwen, M. (2007). Community health nursing: Promoting the health of populations. 4th ed. Philadelphia: W.B. Saunders.

2. Chin, J. E. ed (2000). Control of communicable diseases manual, 17th ed. Washington, D.C.: American Public Health Association.

3. Publication Manual of the American Psychological Association. Washington: APA

4. Forni, P.M. (2002) Choosing civility: The twenty-five rules of considerate conduct. New York: Saint Martin’s Press.

EVALUATION:

Reflective Diaries (due every week for 1st half semester, then every other week) 10%

Monthly Statistical Logs with Monthly tallies & analysis 20%

Letter to the Site Directors (include monthly tallies & health promotion write ups with letter) 15%

Service Learning Setting & Post Conference Contribution 20%

Weekly Health Promotion (2 Health Promotion Campaign write-ups required) 20%

Self Evaluation Green Sheets 5%

End of Semester Analytical Essay 10%

Total 100%

NUR 434 TOPICAL OUTLINE

WEEK 1

Orientation to course format and objectives (held on UHA campus)

Discuss: Engagement, reflection, reciprocity and public dissemination

Field Experience: Hartford Scavenger Hunt, Getting to know Hartford

WEEK 2

Field Experience: Participate in Riverfront Adventure Teambuilding Workshop. This experience is held outdoors in Hartford. Please dress for the weather.

Final setting assignments given out at Park. No classroom Conference

WEEK 3

Field Experience: Introduction & Orientation to Service Learning setting

Complete: Project Horizon: Getting Started Check List

Conference: reflection, Discuss scavenger hunt and how to develop rapport

WEEK 4

Field Experience Developing rapport and Service Learning Site Assessment

Conference: Discuss scavenger hunt, “Getting Started Check List” and how to develop a Service Learning Plan and pages 4-7 Service Learning Packet

WEEK 5

Field Experience Assessment of Population Wellness Needs

Conference: Discuss Population Wellness Needs & Service Learning Plan

WEEK 6

Field Experience Wellness Promotion Teaching (population focused)

Conference: Discuss “Having Our Say”

WEEK 7

Field Experience Wellness promotion teaching

Conference: Discuss “Having Our Say”

WEEK 8

Field Experience Wellness promotion teaching

Conference: Discuss 9th Street Notebook, reflection

WEEK 9

No Field Experience this week. May use for make up hours.

WEEK 10

Field Experience: Wellness Promotion teaching

Conference: Student Present Wellness Promotion topics to peers.

WEEK 11

Conference: Discussion of Self Reflection tool “green sheets”

WEEK 12

Field Experience Site Evaluation and draft plan for Spring semester. If possible, make visits to other settings.

Conference: Students present Wellness Promotion topics to peers.

WEEK 13

Field Experience: Preclosure with sites and if possible make visits to other settings

Conference: Students present Wellness Promotion topics to peers.

WEEK 14

Field Experience Course closure & Wrap-Up. Hand deliver “Letter to the Director” Include Monthly tallies and health promotion write-ups with letter

Conference: CLOSURE,WRAP-UP

Assignment Guidelines and Evaluation Rubrics

Project Horizon: Hartford Scavenger Hunt

Scavenger Hunt to be completed during Weeks 1 & 2 of Service Learning I.

Assignment Objective: to help familiarize yourself with the streets and landmarks of Hartford. May be done in groups.

Fill out table: Location Found, Who I Met, My First Impressions

Project Horizon: Getting Started Check List

To be completed during Weeks 3 & 4 of NUR 434. May be completed in groups

Assignment Objective:

This is a tool to help you navigate through the service learning setting. It will guide you to the key players in the setting and help you learn about the population. The checklist may not be all inclusive. Answer the following questions:

Who are the key people at my setting? (ie) managers, principals?

How would I get in touch with the key people? Contact info:

What is the mission statement and the goals at my setting?

Ask for an organizational flow chart. Is it lateral or horizontal?

Ask for a tour of the facility.

What kind of facility is my setting? Transitional, homeless

What type of funding is provided to the facility?

What populations are served? (ie) elderly, children, teens?

Is the population static or dynamic?

What is the most common issue at your setting?

What type of insurance, if any, does your population have?

What type of income does the population have?

Where does the population seek medical care?

What is the primary mode of transportation for the population?

Name of Setting(s)

Student (s) Name (print)

Student (s) Signature, Date

NUR 434 Analytical Essay

Description of Assignment: This assignment will help you to analyze the service learning experience in a meaningful way. You will make conscious use of the course readings by incorporating them into the essays and by linking them to your experiences in the setting.

The purpose of the analytical essays is to have you demonstrate your ability to critically think about the service learning experience. This is an opportunity to synthesize experiences with the literature, class work and your personal and professional experiences. While this is a formal essay using APA format, it is not a research paper that requires a lot of additional sources. Try to use the existing course readings from NUR 434 and NUR 433 to substantiate your points. This is an individual assignment.

Grading Rubric Criteria

Analytical Essay (Suggested length-5 text pages)

Possible Points: 100

Intro: tells reader what paper is about (identify thesis, purpose, audience) (10 pts)

Logical progression of thought; relates to first paragraph, readability (20 pts)

Content, use of course readings, triangulation of personal, professional (35 pts)

Use of proper grammar, mechanics, APA, (use subheadings, 1st person, active voice) (15 pts)

Summary & Conclusions: Summarize points discussed in paper (return to the thesis, purpose & audience). Conclude with your expanded viewpoint on topic. (20 pts)

Here is a list of things to think about as you write your analytical essay.

(the format is from NUR 333)

Introduction

Does it get the reader’s attention? Is my topic clear?

Did I state the importance of the topic?

Have I stated my thesis (what I think about the topic)?

Did I state the purpose of the paper (This paper will…)

Did I say who I am writing the paper for (audience)?

Did I include an overall statement about the literature review?

Organization of thoughts around your thesis

Do the ideas connect to my thesis?

Are the paragraphs in a coherent sequence towards the conclusion? Are my references related to what I am talking about?

Have I tried hard enough to get the reader to understand what I am saying?

Rhetoric

Does my literature review help support my thesis?

Have I given some consideration to opposing viewpoints?

Style

Can the reader tell that I care about what I am writing about?

Have I written to a specific audience & have I tried to be concise & clear?

Mechanics

Grammar, sentence structure & fluency, spelling, word choice, punctuation?

Neatness in presentation? Careful parenthetical citation (APA)?

Conclusion

Did I reemphasize the purpose & thesis of this paper?

Did I summarize the main points?

Did I reflect on what I learned from writing this piece?

Have I posed any possibilities on what to do with this new information?

NUR 434 Weekly Wellness Promotion Activities

2 write-ups due over course of semester

Guidelines

Assignment Objective: Complete these activities in collaboration with your setting. These activities are usually informal and done in a group setting. They will help you identify the needs of the population and to design setting-specific initiatives.

Student(s) Name(s)

Community Service Learning Site

Date:

Audience:

Who was your intended audience for the activity?

Rationale:

Why did you design the activity and how did you develop it with the population?

Intervention:

What did you do during the activity? Important: Attach any worksheets, activity sheets or handouts you used with the group.

Evaluation:

How did the group respond to the activity?

Why was it successful? Add suggestions or tips for the future.

Implications:

Why was it successful? Add suggestions for future groups.

Attachments: Attach your culturally sensitive bilingual health promotion materials here:

SERVICE LEARNING AND Conference CONTRIBUTION

You are expected to be an active participant in the service learning setting and in post conference. This includes staying at the service learning setting for the required number of hours, doing the readings and being able to participate in discussions in post conference.

Collaborative Work Skills : Ways to Earn Your Grade in Your Setting

Faculty Name:

Student Name:

CATEGORY: Working with Others

4 Almost always listens to, shares with & supports the efforts of others. Tries to keep people working together.

3 Usually listens to, shares, with, and supports the efforts of others. Does not cause “waves” in the group.

2 Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member.

1 Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player.

CATEGORY: Pride

4 Work reflects this student’s best efforts.

3 Work reflects a strong effort from this student.

2 Work reflects some effort from this student.

1 Work reflects little effort on the part of this student.

CATEGORY: Contributions

4 Routinely provides useful ideas when participating in discussion. A definite leader who contributes a lot of effort.

3 Usually provides useful ideas when participating in discussion. A strong group member who tries hard!

2 Sometimes provides useful ideas when participating in discussion. A satisfactory group member who does what is required.

1 Rarely provides useful ideas when participating in discussion. May refuse to participate.

CATEGORY: Problem-solving

4 Actively seeks & suggests solutions to problems. Works collaboratively with staff & guests

3 Refines solutions suggested by others.

2 Does not suggest or refine solutions, but is willing to try out solutions suggested by others.

1 Does not try to solve problems or help others solve problems. Lets others do the work.

CATEGORY: Monitors Group Effectiveness

4 Routinely monitors the effectiveness of the group, makes suggestions to make it more effective.

3 Routinely monitors the effectiveness of the group, works to make the group more effective.

2 Occasionally monitors the effectiveness of the group, works to make the group more effective.

1 Rarely monitors the effectiveness of the group, does not work to make it more effective.

CATEGORY: Focus on the task

4 Consistently stays focused on the task &what needs to be done. Very self-directed.

3 Focuses on the task & what needs to be done most of the time. Other group members can count on this person.

2 Focuses on the task & what needs to be done some of the time. Other group members must nag, prod & remind to keep person on-task.

1 Rarely focuses on the task & what needs to be done. Lets others do the work.

CATEGORY: Preparedness

4 Brings needed materials to class and is always ready to work.

3 Almost always brings needed materials to class and is ready to work.

2 Almost always brings needed materials but sometimes needs to settle down and get to work

1 Often forgets needed materials or is rarely ready to get to work.

CATEGORY: Attitude

4 Never is publicly critical of the project or the work of others. Always has a positive attitude about the task(s).

3 Rarely is publicly critical of the project or the work of others. Often has a positive attitude about the task(s).

2 Occasionally is publicly critical of the project or the work of other members of the group. Usually has a positive attitude about task(s).

1 Often is publicly critical of the project or the work of other members of the group. Often has a negative attitude about the task(s).

CATEGORY: Time-management

4 Routinely uses time well throughout the project to ensure things get done on time. Group does not have to adjust deadlines or work responsibilities because of this person’s procrastination.

3 Usually uses time well throughout the project, but may have procrastinated on one thing. Group does not have to adjust deadlines or work responsibilities because of this person’s procrastination.

2 Tends to procrastinate, but always gets things done by the deadlines. Group does not have to adjust deadlines or work responsibilities because of this person’s procrastination.

1 Rarely gets things done by the deadlines AND group has to adjust deadlines or work responsibilities because of this person’s inadequate time management.

CATEGORY: Quality of Work

4 Provides work of the highest quality. Often goes beyond expectations of instructor

3 Provides high quality work.

2 Provides work that occasionally needs to be checked/redone by other group members to ensure quality.

1 Provides work that usually needs to be checked/redone by others to ensure quality.

WEEKLY DIARIES

The diaries are a way for the nurse to reflect thoughtfully on the service learning experience. It is the place to write about your activities, set goals for the week, and write about actions and reactions and evaluations.

Guidelines for length and content

500 words is a good length for your weekly diary entry. This is the one assignment where APA format is not requires. However, you must use proper grammar, syntax and punctuation and quote from sources if you use them. Be cognizant of the objective for the course as well as your own learning objectives for the course Use the 1st person.

Evaluation Criteria

1. Quality of reflection

2. Relevance to course and student learning objectives

3. Ability to link experience with concepts

MONTHLY LOGS

The monthly logs are records of individuals and groups you assess in the settings and what interventions were carried out. The logs are collated so that you may use the information gathered in the settings and report your findings to the agency staff. When you complete the collation, pay attention to patterns and trends as well as health concerns within the service learning population.

Evaluation Criteria

1. Clarity and accuracy of data

2. Legibility

3. Completeness

LETTER TO THE SITE DIRECTOR

This is a letter that you write and give to the agency director at the end of the semester. The letter is intended to inform the director of activities done, health concerns expressed by the aggregate and your evaluation of the activities. This is a narrative based on your collation of the “monthly logs”.

Evaluation Criteria

1. Clarity, accuracy and completeness of information

2. Readability

3. Quality of synopsis and evaluation

Analytical and Conceptual Guides to Writing and Thinking for Service Learning Implementation

Concepts from Peace and Power by Peggy Chinn

Praxis: Thoughtful reflection and actions that occur together; “values made visible through deliberate action.”

Empowerment: growth, personal strength and power; respect of other, actively listening to self and others

Awareness: being in touch with the moment; acknowledging self and others

Cooperation: commitment to group. Each viewpoint and abilities are of equal value. Ideas are encourage; energy generated will contribute to group solidarity and cohesiveness.

This is the glue that holds the group together

Evolvement: The group will change over the semester. Change is deliberate; change happens because the group is growing together over the semester.

Power of Process: fluid learning environment designed to give a fresh perspective of nursing

Power of Sharing: passing of knowledge and skills that may develop. Some of the group may find that they have a passion for educating; others may have a voice advocating for others.

Power of Distribution: material resources available benefiting others according to need. This may challenge your biases, think about the “haves vs. have nots.”

Power of Consciousness: ethical dilemmas; involves alternate views, flexibility. Expansion of thoughts and give meaning to service learning experience

Critical Reflection: this is the best you have to offer and is the intent of helping the group understand your challenges and learning experiences.

Concepts from Service Learning Literature

“Service learning is the pedagogy that links academic study with the practical experience of community service. It has become an international movement that offers new approaches to teaching and learning and to civic engagement of institutions of higher education. It provides students with an education that meets the highest academic standards and delivers meaningful service that makes a difference to the well-being of society.

Service learning aims to develop in students a lifelong commitment to service and leadership. It promotes understanding of local issues as well as recognition of the interrelatedness of communities and societies across the world (IPSL, 2003).”

From: The International partnership for Service-Learning and Leadership, www.ipsl.org.

Helpful Links to Info on Service Learning

http://www.servicelearning.org

http://www.ipsl.org

Study Questions for Having our say: The Delaney Sisters’ First 100 Year

Pages 1-145

1. Bessie says “if it is going on in my neighborhood, it’s my business.” Do you think this stems from concern or nosiness? Does this apply to neighborhoods today, why or why not?

2. Papa discusses freedom, what do you think he means? What ways are there to be free? How do we take away freedom?

3. Papa says “your mission is to help somebody.” What image does this evoke? What ways can you carry out this mission in your setting?

Pages 146-299

4. Sadie gets a letter from her college after graduation demanding $25 and states that the assumption is that she is a “deadbeat.” Is this a common bias? Do we unknowingly perpetuate this viewpoint? How can this perception be changed?

5. Do you think that being “entirely honest, clean and brilliant” is enough to get ahead? Why or why not? What other qualities are needed?

6. “Am I going to change the world or am I going to change me?” What are some examples of this in your setting? What are some examples in our daily lives?

7. Do you think this book portrays life the way it is today? Have your personal thoughts or prejudices changed since reading this book?

NUR 434 Student Mid-Course Evaluation

1. The three top things I have learned so far in the course are …………

2. More than anything this is what I like about the course…………

3. Between now and the end of the semester I would like to change this about the course.

NUR 434 Self-Evaluation “GREEN SHEETS”

Community service learning I (NUR 434) require the careful completion of the “green sheets” which is a self-appraisal achievement tool attached here. Please document all of the behaviors you demonstrate in the service learning field sites as well as the rationale for your behavior. This form is available electronically for ease of completion.

GREEN SHEETS: The purpose of the green sheets is for you to document how you have achieved the learning objectives over the course of the semester. The green sheets provide documentation for accreditation of the program and are completed individually.

Nurse Intern:

Community Service Learning Site(s):

Date:

Rate each behavior by the following code:

2 – Satisfactory, meets requirements

1 – Showing improvement

0 – Inadequate

and provide documentation.

Behaviors to be achieved by end of semester:

1. Collaborate with key players in the service learning setting to promote health and prevent disease.

1.1 Demonstrate how you apply public health theory to your community service learning activities.

2 2. Employ professional values and ethics in the practice of community public health nursing.

2.1 Identify one conflict between the individual and the public good.

2.2 Identify two of your own values & beliefs that form the basis of your community practice.

3. Apply principles of epidemiology when analyzing health problems with the aggregate.

3.1 Provide one example of your use of epidemiology when analyzing a health concern with a population group.

3.2 Give one example of your use of incidence and prevalence measurements with a population group.

4. Apply ethical principals in your role as community public health nurse in the service-learning setting.

4.1 Illustrate two competing ethical principles in your role as community public health nurse.

5. Recognize two values and beliefs that form the basis of Community practice.

5.1 Define your role as a public health advocate.

Mid Semester Student Summary of Progress

End of Semester Student Summary of Progress

Faculty Signature, Date

Student Intern Signature, Date

This is an experiential learning course; i.e. you learn by doing and by application of information and techniques acquired in previous courses. There is no text for this course, but background information and appropriate web links will be posted online.

Course description

Numerous SJC courses have service learning components; CO 403 is a major experiential learning experience that uses the service-learning model to develop and enhance professional conduct. The course also gives students the opportunity to produce professional quality work for pre professional portfolios and work samples.

Often there is confusion about the differences between internships and service learning projects. The mechanics of the courses are similar, but the philosophies and structures differ. For example, as an intern you write news releases, shoot and edit video and update websites under the direction of a site supervisor. As a SL student you meet with potential community partners, assess their needs and use your talents and expertise to recommend and then create solutions. The terms supervisor and partner are significant. In the internship experience the site supervisor tells you what to do; in the SL experience you work collaboratively and equally with a partner to solve communications problems.

Outcomes

At the conclusion of the course you will have:

• Synthesized learning through a final written, reflective report
• Produced a professional quality final deliverable (print, electronic, other)
• Created and submitted a journal of service time and observations
• Evaluated and met the needs of a community organization and its clients
• Refined your own personal philosophy of community service

Attendance

We will meet regularly to discuss progress, problems and share resources—some of you may have greater expertise in video editing, others may be more comfortable creating web sites. While you will have primary responsibility to your community partner, it is reasonable to ask others in class for help with specific problems. You are allowed to miss two scheduled meetings; each successive absence will reduce the final course grade by one point.

Grading

Clearly it is easier to assign grades for objective exams and quizzes—but those tools are not available in this course. In internships you often work for sophisticated site supervisors who are used to evaluating job performance. In SL you are working with community partners—many of them organizational volunteers—who may be less experienced. To accurately assess your performance the following tools will be used:

• Initial analysis and reflection of the SL experience—what you expect, what you hope to accomplish, your understanding of how SL fits into an academic program. You should develop this as a research paper with appropriate web and library research, with the addition of your own thoughts 15% of course grade
• Signed agreement between you and your community partner, detailing what you will be doing, when and how you will be doing it, and what final deliverable will be produced 15% of course grade
• Regular, weekly journals that detail what you did, how the activity met your expectations and how much time was spent involved in the SL project 25% of course grade
• Final analysis and reflection of the SL experience; you should re-read and analyze your initial paper before completing this assignment 15% of course grade
• Performance analysis from your community partner; the document is similar to the site supervisor form in the internship package—the SL form will ask your partner to review your performance, attendance, enthusiasm, and rate the final deliverable 15% of course grade
• Attendance and participation in weekly SL conferences; initially these will be held each class day, then each Monday as you move into the field phase of the experience 15% of course grade

Community partners include service organizations, civic groups and not-for-profit groups recognized by the IRS Code. We do not work with for-profit organizations or businesses.The following SL projects are available this semester; we will discuss these in some detail and you can select which one(s) interest you:

Rippling Waters Farm (http://www.ripplingwaters.org) is a community based organic farming organization that works with students in the Standish school system to promote gardening and food sufficiency. Adjunct Professor Chris Carden is actively involved in this organization. As an SL participant you can expect to help the group develop and maintain its newsletter, create and place newspaper and television stories, produce an informational DVD or help with website upgrades.

Sr. Sylvia produces and delivers meditational audio messages on the college website; these have attracted international attention for their spirituality and ability to comfort people. We will videotape Sr. Sylvia, add b-roll materials in post production, group these inspirational messages into appropriate themes, and then create and copy DVDs. Sr. Sylvia is a remarkable woman and this project will further help her Ministry and help those people seeking spiritual comfort and guidance. These same video messages may also be streamed on the college website. This project may include development and production of a standardized open and close for the messages, actual message production, and DVD production and distribution.

Webcasting We are involved in a long-term program with the athletic department to air SJC events via the campus website. This spring we plan to produce a weekly or bi-weekly news program with news, sports and college features. These will be taped and streamed on the campus website. Later in the semester we will air live game coverage (basketball, baseball, perhaps others). This project will also include the active recruitment and training of your successors, so that the project will be ongoing. If you select this service learning area, you will work with first year students in Professor Hufstader’s production class. You will act as executive producers, and the first year students will provide video, stills, web design elements for your projects.

Riding to the Top This therapeutic riding program is based in Windham; it works with youngsters with physical and developmental issues and trains them to ride horses in a safe, controlled environment. Riders gain self-confidence, self-respect and improve their physical coordination. John Hufstader’s production classes have been heavily involved in taping and interviewing. This is an opportunity for one or two SL students to assume the roles of executive producers—you would assume responsibility for coordinating taping dates, editing sessions, community relations and supervision of students in lower level production classes. It is a great opportunity to add professional level work to your sample portfolio.

This interdisciplinary, community-based field study “laboratory” is a variable credit elective which provides students the opportunity to engage intensively in a community based project or program with academic application, support, guidance and supervision. Student may choose to take this course for 1-3 credits in order to more fully engage in a project derived from another class as a supplement to that class; or they may take this elective independently to pursue a project of interest with the community. Many students took this course in fall 2009 in order to participate in the USM LA Cares for Youth mentoring program and their course is described below. Students who took this course in fall 2009 but were not participating in the mentoring program had varying academic requirements, writing requirements, supervision requirements and meeting requirements based on individual arrangement with the course instructor.

USM LA Cares for Youth Mentoring Program Community Engagement

This option of the Community Engagement field study course provides structure, supervision, training, administration, orientation and academic application to students paired with identified community youth through the USM LA Cares for Youth Mentoring Program. Students in this class work with diverse at-risk youth in developing, implementing and evaluating a resiliency and community building youth program. Students will develop mentor relationships with individual youth through one of four school-based supervised programs administered by Big Brothers Big Sisters of Androscoggin County. In addition, they will be involved with group and community based activities and development. They will learn to apply activity-based techniques, strengths perspectives and community empowerment fundamentals in order to develop a positive peer culture among the youth, enhance self esteem and empower youth with skills in decision making and communication.

The course will be conducted through a three intensive training/orientation sessions to be held the first three Fridays in September as well as a monthly group seminar in which concepts, skills and techniques will be taught and group supervision provided. Students will also fully participate in the Big Brothers Big Sisters orientation and training program and be provided the weekly supervision and support of Big Brothers Big Sisters staff at the sites to which they are assigned.

Prerequisites: Psychology 101 and 102 or permission of instructor

EDUCATIONAL OBJECTIVES

Upon completion of this course, it is expected that students will be able to:
1. Demonstrate an understanding of the multiple interrelated factors which contribute to vulnerability in identified youth from micro, mezzo and macro systems perspectives.
2. Define and apply the primary concepts of social service practice relationship building such as engagement, strengths assessment, bonding, boundaries, transference-counter transference, empowerment, networking, resource development and termination.
3. Demonstrate familiarity with the fundamental understandings necessary for work with adolescents such as youth development, adolescent development, maturational issues, peer interaction, and youth culture.
4. Integrate an understanding of particular issues related to at-risk adolescents, such as substance abuse, teen pregnancy, separation, attachment and loss, and resilience, into their work with teens and families.
5. Participate in self-reflective and group reflective evaluations and assessments.
6. Communicate and relate sensitively to diverse populations and with people different from themselves.
7. Utilize social skill training methods with at-risk youth to enhance the self-esteem, communication and decision making of these youth.
8. Analyze the impact of multiplicative and interactive effects of diversity, race, ethnicity, culture, gender, environment, and personal and societal history on particular at-risk youth and families.
9. Assess and describe the nature of obstacles and hardships faced by ethnic and racially diverse adolescents, gay, lesbian and bisexual adolescents, as well as poor, disabled, and otherwise vulnerable adolescents in the delivery of services.

CONTENT ON SPECIAL POPULATIONS

In the course of assessment of, as well as discussion, instruction, and practice with, at risk youth, much attention will be paid to the contribution of racism, oppression, poverty and powerlessness to the particular vulnerabilities recognized in youth. In addition, critique of theories and programs which characterize and identify vulnerability as a condition endemic to the “underclass” and to people and families of color will be incorporated into the curriculum and supervision. Further the phenomena of family and community violence, substance abuse, school dropout and teen pregnancy will be analyzed from ethno cultural and societal perspectives, which recognize the disproportionate manner in which these obstacles are confronted by “at-risk” youth. As such, issues of race, class, gender, sexual orientation, ethnicity, disability and age will be emphasized as particularly salient to the analysis of and practice with this community.

TEACHING METHODS

This course will be presented through a discussion seminar format (“seminar”), which will be immediately accompanied by a community service learning practicum (“community practicum”). The seminar will take place for the first three 3-hour course sessions and then monthly for 3 hour sessions. The content of the seminars will be actuated through supervised practicum experience in the community with individual mentoring relationships, group activities and community practice. Lecture, discussion, modeling, experience, peer and group interaction, reflection, and self and group assessment will all be methods utilized in both fora to introduce, impart, integrate and operationalize the content of this course.

The course encourages student exploration of the issues confronting low income and multiply-stressed families and neighborhoods through research, community involvement and assessment of risk and resilience in a particularly vulnerable community.

COURSE REQUIREMENTS AND GRADING

1. Attendance and Class Participation (50%)
As the seminars are designed in a progressive/serial manner, and as the community practicum entails regular interaction with individual youth as well as with the community group, EACH CLASS SESSION IS CRITICAL to full understanding, incorporation and development of the course material and community relationships. Each student will receive a participation grade for each seminar and practicum which total will amount to 30% of the final grade. In addition, each student will receive an attendance and participation grade based on attendance and engagement at the assigned sites and interaction with your assigned youth which will amount to 20% of your total grade.

2. Reflection/Interaction Journal (40%)
Throughout your participation in the mentoring program, you will be asked to maintain a weekly journal in which you describe your regular interaction with the youth to whom you are assigned as well as respond to certain questions and suggestions regarding your interaction and growing relationship. You will be asked to reflect on these interactions, evaluate your interventions, design future objectives and process your involvement and group processes in accordance with the “Guidelines for Journals” handout circulated on the first day of class. These journals are an additional means of supervision and must be turned in required format at each monthly meeting date. The journals will be collected and reviewed on four occasions in the semester: Sept 18 – ONE preparing journal submitted. Oct 23 – four weekly journals submitted. Nov. 13 – 2 weekly journals submitted. Dec. 11 – remaining weekly journals submitted. You are expected to complete a journal wherever indicated, even if you have not yet met with a mentee or if you were unable to meet with a mentee that week.

3. Self Evaluation Essay (10%)
In preparation for the second week of class you will be asked to articulate at least three goals for yourself for this course and the objectives you expect to meet in achieving these goals. At the end of the semester you will then be asked to review these goals and objectives, your journal, and your work with your assigned youth, and then to reflect on your performance throughout the semester in a Self Evaluation Essay. This essay should discuss your relative achievement of your goals and objectives; the particular challenges and frustrations you faced; as well as the noted successes you enjoyed. The Self Evaluation should include an analysis of strengths and limitations generally throughout the semester, as well as specifically in your mentoring relationship, interactions with school and/or other agency personnel, interactions with the USM LA Cares for Youth group and interactions with the community at large. Thus, your essay should include analysis of your work and learning on micro, mezzo and macro levels. Further, it is expected that your discussion will incorporate concepts learned in classes and through the practicum experience. The essay should conclude with a self-reflection in which you discuss your growth/development/change throughout this course as well as that of your mentee and your relationship. These Self Evaluation Essays will be due at the last class, December 11.

4. Additional Academic Requirements
Students who are taking this course for one credit need only complete the items listed above for full credit and grading.

Students who are taking course for two credits will also be required to design, propose and present an integrated project, such as a policy paper, presentation or other course related work which must be preapproved by the instructor.

Students who are taking this course for three credits will be required to engage in and integrate an extensive community engagement application project to be preapproved by and arranged with instructor and which may involve a year-end summary report, a developed proposal or grant application to continue the mentoring program, a policy or advocacy piece or some other extensive application project.

EVALUATION CRITERIA

Written work, contributions and presentations will be evaluated according to the following criteria:

Application: Work that demonstrates relevance to practice.

Critical thinking: Work that demonstrates the ability to evaluate and critique ideas.
Conceptual ability: Work that demonstrates the ability to use theoretical concepts accurately, to think in logical sequence and to organize ideas into a conceptual whole.
Communication and presentation: Work that demonstrates the ability to transmit ideas in a verbal or written form in an organized and grammatically correct (sentence, paragraph, spelling, etc.) structure.

Creativity: Work that suggests innovative approaches to the subject matter being discussed or presented.

Perspective: Work and contributions which reflect an understanding and awareness of others as well as an increased ability to integrate information on micro, mezzo and macro levels.
Research: Work that demonstrates that the subject matter has been adequately researched and correctly cited.

***Class and practicum participation will similarly be evaluated according to the above criteria but the emphasis will be on thoughtful, interactive and appropriate participation.

REQUIRED BOOKS AND READINGS

There are no specifically required texts for this course but relevant readings will be assigned and either put on electronic reserve or provided to students and these works will be required.

COURSE OUTLINE

Class 1: Introduction and Overview
1. General discussion of vulnerability, at-risk, resilience, strengths perspective, mentoring relationships and community practice
2. Overview of class syllabus and course progress
3. Overview of Big Brothers Big Sisters Format and Outline of Pairing set up
4. Complete Preevaluation, Self Goals and pairing questionnaire

Class 2: Training and Orientation
1. Big Brothers Big Sisters staff provide training and orientation as required for their program matches.
2. Continue of training/orientation with specific focus of vulnerability, risk and resiliency factors and techniques for promoting resilience.
Due: Mentor Survey (Baseline), Goals/Objectives for Self-Evaluation Form

Class 3: Vulnerability, Risk and Resiliency
1. What it means to be “At Risk” or “vulnerable”
2. Circumstances which place a child “at risk”
• Trauma and PTSD
• Resiliency Factors
• Practice Implications for Building Resiliency
3. Overview of Research Issues with Bernice Conklin Powers
Due: First Journal Entry

Classes 4-5: Encouraging Resiliency
1. Review of practice skills which reinforce and promote resiliency
2. Communication and mentoring techniques to promote resiliency (coaching)
3. Establishing mentoring relationships and trust: boundaries, engagement, confidentiality, empathy
Due: Journal assignments as designated at each date; for students taking class for 2-3 credits, academic assignment proposal is due by Oct 23

Class 6: Last Class of Semester, Wrap Up and Community Celebration
Group Supervision
Reflection
Evaluation
Due: Final Journals as required; Self-Evaluation Essay; for students taking course for 2-3 courses final products are due

Required Texts:

1. Achieving Excellence: How to Reach and Then Exceed Your Goals for College and Life by Jeffrey Buller, Ph.D. (available for free on Blackboard!)
2. Various handouts

Course Description & Objectives:
The purpose of this course is to help develop academic and social skills in first year students that can lead to a more successful college career through the following objectives:

• Assist you in your transition to Florida Atlantic University
• Assist you in developing and/or improving essential academic skills
• Assist you in making connections with your new community
• Assist you in becoming oriented to campus resources and facilities
• Assist you in your goal setting and short and long-term planning
• Assist you in developing analytical and critical thinking skills
• Assist you in exploring career and academic goals
• Assist you in improving your written and oral communication skills

Classroom Environment:
Discrimination, harassment, or intimidation will not be tolerated. Everyone has the right to her or his own opinion, but should also remember that others also have the right to a classroom free from hostility, ridicule, or embarrassment, and an atmosphere conducive to learning. Every student is expected to participate in a responsible and mature manner that enhances education. Any conduct that disrupts the learning process may lead to disciplinary action.

Expectations & Philosophy of Teaching/Learning:
Students are expected to actively participate in the class. I see my role in this process as that of a facilitator. I will introduce ideas and concepts and lead the discussion or introduce the activity, and occasionally, I may lecture, but students are required to do more than show up for class—you are expected to listen, ask questions, and offer insights. In doing so, we will learn from each other, as well as from the assigned readings. I expect and challenge you to keep an open mind and to think critically about the diverse viewpoints, ideas, and concepts discussed throughout the class.

What You May Expect From Me:
For my part, I will do my best to engage students in the material and make the subject matter understandable, and I will strive to create a safe environment for honest discussion. You may expect me to be prepared, to lead discussion, to be available for help, to meet with you at your request, to carefully review your work and to be fair in grading. I use a variety of tools and resources in teaching, including films, guest speakers, and the Internet. The best way to reach me outside of class is by e-mail.

Course Requirements:

Who Am I, Where Have I Been, Why Am I Here, and Where Am I Going?—Create a homepage on Blackboard addressing these questions. Include a photo and your three favorite websites. You will present your page to the group in class on August 27. 5%

Participation/Attendance— This class is discussion-based. As such, your attendance is crucial. Failure to participate will have a negative impact on your grade in the course. Students are required to prepare for and attend all class meetings. Attendance will be taken. As a matter of justice, adjusting the grades of students who fail to attend class is warranted in virtue of their having done comparatively less of the objective work of the course. Reading assignments should be read prior to class. Participation in class discussions indicates proper preparation. For information about excusable absences please see below. 20%

Campus Connections—Campus life is rich with opportunities for you to attend cultural and social events. Often these events are free or at very little cost. The research on student success has demonstrated that students who become involved with their campus have an enriched academic experience, have a higher rate of retention, and express greater satisfaction with their higher-education experience. They tend to perform better academically, develop a large group of social contacts, and broaden their cultural interests. This assignment introduces you to organizations and activities available on campus that can provide you with an enriched experience. You will report on THREE campus connections that you’ve made throughout the semester. Further details will be provided in a separate handout. 20%

Reading Responses—The ultimate goal of this course is to help you thrive in college. Through the textbook and class discussions you will be introduced to strategies for success and encouraged to seriously reflect on them and incorporate them into your life. Answering the discussion questions at the end of each chapter of our textbook will help in this direction. The purpose of this requirement is threefold. First, it will ensure that you complete the reading in a timely fashion and approach the work in a thoughtful and critical way. Second, it will give you practice in written communication. Third, the reflection will support your participation in more stimulating discussions in class. We will use your responses as a springboard for our discussions; you should bring your responses to class and be prepared to read aloud if asked. Responses are due at the beginning of class. See separate handout for further details. 20%

Group Treasure Hunt/Map—In small groups, you will explore the FAU campus. This assignment will help familiarize you with people, places, offices, departments and buildings on campus. The goal is for you to gain awareness of the resources and services at your disposal for college success. 10%

Academic Service Learning Project— You will engage in a service project that is relevant to the course. This assignment is designed to enrich the learning experience and meet aforementioned course objectives through hands-on activity, and to teach civic responsibility. This requirement includes 10 hours of service, a written reflection paper, and an oral presentation. You will also complete a Volunteer & Academic Service-Learning Log to earn a service learning designation on your transcript. Further details will be provided in class and in separate handouts (below). 20%

Self-Evaluation—Write a paper evaluating your work in this course. Questions to address will be provided in advance. 5%

PLEASE NOTE: THIS SYLLABUS IS SUBJECT TO CHANGE AT THE DISCRETION OF THE INSTRUCTOR TO ACCOMMODATE INSTRUCTIONAL AND/OR STUDENT NEEDS.

Academic Service-Learning Project Guidelines

Academic Service Learning Project (20%)

Enhanced Academic Learning
Students will spend a minimum of 10 hours over the course of the semester on an academic service-learning project. This activity will address a need in our community, involve a connection between the campus and the world around it, challenge students to be civically engaged, and involve structured student reflection. The project will support the following of our course objectives:

• Assist you in your transition to Florida Atlantic University
• Assist you in making connections with your new community
• Assist you in becoming oriented to campus resources and facilities
• Assist you in your goal setting and short and long-term planning
• Assist you in developing analytical and critical thinking skills
• Assist you in exploring career and academic goals
• Assist you in improving your written and oral communication skills

Relevant and Meaningful Service in the Community
Keeping the above objectives in mind, each student will select an FAU partner agency through the Weppner Center for Civic Engagement & Service. (A list of opportunities and options will be provided.) With such a broad range of possible projects and/or partners, the academic service-learning project can work for any schedule or limitation(s) you might have. No student is required to participate in a service placement to which s/he has a religious, moral, or political objection. If such an objection does arise, the student will contact the instructor immediately to arrange an alternative placement site.

Purposeful Civic Learning
Academic service-learning is not simply volunteer work. In addition to serving the community, your project should assist you in exploring career goals, becoming oriented to the University and local community, and in developing important life skills.

Reflection on Service Experience and Application of Class Concepts
Critical reflection on experience is an important component of intellectual growth. You will spend time reflecting on your service-learning experience through class discussions, a final reflective and critical essay, and an oral presentation to the class While there is a 10-hour minimum for service to pass the course, your service-learning efforts will be the core of much of the learning in this course. Therefore your grade for service-learning will come from the tangible class-related projects (i.e. paper and presentation) that come out of it rather than simply from completion of the hour minimum.

Academic Service-Learning Requirement includes:

• Minimum of 10 hours spent on service at one agency over the course of the semester. You’ll be surprised how easy the hour requirement is to meet, especially if you plan early.
• Reflection on your service through:
  • a time log;
  • a 3-5 page final reflection paper that connects your activities to course material and objectives;
  • an oral presentation in class.
• Documentation or “proof” of your work (e.g. photographs, contact information, samples of your work, etc.)

Academic Service-Learning Reflection Paper Guidelines

SLS Academic Service-Learning Project Reflection

Critical reflection on experience is an important component of intellectual growth. Take notes as you go on your participation in the academic service-learning project. When the project is complete, write a reflection paper.

Your paper should include:

• Project Summary
  • A discussion of your community agency
  • Goals (what you hoped to accomplish or establish a foundation for in the future)
  • What your project entailed
  • The process itself (activities, pitfalls, successes)
• Connection and Reflection
  • A discussion of how your work connects to course objectives, discussions, texts, and subject matter
  • A discussion of what you learned from the process and how the project affected you.
  • A discussion of how you think it contributed to the public good.
• Proof
  • Include a contact (name and phone number and/or email address)
  • Include documentation to demonstrate the work you completed (e.g. pictures, final product, etc.).
  • Attach the Academic Service-Learning Log.
• Letter Grade. Grade yourself and explain the grade based on the following criteria:
  • How much effort you put in
  • How much you learned
  • How meaningful the act may be or become for others

Further details:

• Your paper must be well-developed and well-organized, and you should observe the conventions of correct writing (i.e. complete sentences, spell checking, and proofreading, etc.), since these details reflect an author’s commitment to and respect for good scholarship. Preparation details can affect your grade.
• The purpose of this paper is to articulate your experience(s) and the actual process of and reflection on your actions, which is probably varied and involves ups, downs, barriers, and successes. Discuss the project process as such, including original plans, changes of plans, and other related issues.
• Offer a clear description of what your project consisted of: purpose, activity or activities, outcome(s), and the role of your project in the future. What brought you to the agency you chose? Why did you choose the particular issue? Do you plan to continue working with/on the issue(s) in the future? In what capacity?
• Keep anything you acquire as a result of your service-learning and attach it to your paper. Take pictures if you can—it’s a great way to document your activities

**Perhaps the most important part of this paper is reflection and connection to course content—what did you learn from your experience? How do you think you and/or others benefited from your service? How did your service connect to the objectives of the class? Be specific.
**You must explicitly link your academic service-learning experiences/work to course content, especially course objectives. You may also wish to draw from specific texts, quotes, passages, reading assignments (which may also include assigned websites). You should develop these connections and spend some time making them clear.

Academic Service-Learning Presentation Guidelines

Academic Service-Learning Project Presentation Guidelines:

• Students representing each agency selected (be it an individual or team) will make a 10- minute presentation in class about the experience they had with the agency. This can serve as an opportunity to promote your agency. Consider yourselves ambassadors for the cause and think of your audience for this assignment as potential volunteers or even donors of time/funds!
• Suggestions: Use materials gathered during your individual reflection papers, specifically, anything that relates to promoting the cause/agency.
• Your presentation should include:
  • A summary about your community agency – the mission, goals, and current status of it.
  • What was your (your group’s) specific role in the agency?
  • Why should others become interested/involved in the agency?
  • Are there other similar agencies competing for similar resources (time/donations)? If so, how is the agency you worked with addressing these concerns?

THINK OF THIS AS YOUR OPPORTUNITY TO REPRESENT THE AGENCY AND RAISE AWARENESS OF THE WORK THEY DO. THINK OF YOURSELF AS A SPOKESPERSON FOR THIS AGENCY, AND BE AS CREATIVE AS YOU CAN IN DEVELOPING YOUR PRESENTATION.

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

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

Learning Outcomes:

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

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

DYNAMIC LEADERSHIP
Leadership
Reasoning and Problem Solving
Teamwork

UNIVERSAL COMMUNICATION
Interpersonal Communication
Oral Communication
Written Communication
Global Perspective

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

Student Responsibilities:

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

Instructor Methodologies and Class Policies

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

3/8 Individual reports on service experiences in Disaster Relief

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

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

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

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

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

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

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

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-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/syllabi-service-learning/service-learning/4109/ http://www.compact.org/syllabi/syllabi-service-learning/service-learning/4109/#comments Tue, 02 Nov 2004 00:00:00 +0000 tdomf_26a6d http://compact.localhost.com/?p=4109

Northeastern University
Bouve College of Health Professions
Department of Physical Therapy

Service Learning


Course number: PTH1426
Instructor: Nancy Roberge, M.M., PT,

Course Objectives:

1. The student will "demonstrate social responsibility, citizenship, and advocacy, including participation in community and human services organizations and activities." (APTA Guide to Physical Therapy Practice, 1999).

2. The student will conduct an accurate and thorough needs assessment for a specific target population to be served.

3. The student will develop and accomplish separate service (3) and educational (3) goals.

4. The student will identify and consider individual and cultural considerations in developing service interventions and activities.

5. The student will participate in all reflection seminars and identify both professional and personal growth.

Service Learning Project Guidelines:
A service learning project is recognized as a contribution, by an individual above and beyond their normal professional duties, to a target population identified as being in significant need of services. Target populations may include but are not limited to disadvantaged, under served, or multi cultural populations. The student must be able to determine their service as being either direct or indirect benefit to the target population. The student must also fulfill criteria for written and oral reflection presentations (criteria to be given at a later date). ALL service projects require the identification of an onsite supervisor. If the service learning project requires the student to utilize specific physical therapy skills, then onsite supervision by a licensed physical therapist is required.

Commitment Requirement:
The student will be required to provide documentation of a minimum of 15 direct contact hours of service to their selected site per quarter.

Methods of Evaluation
Service Learning summary 10%
Reflection journals 20%
Written Proposal 30%
Oral Presentation 10%
Commitment Requirement 30%

SERVICE-LEARNING

Proposal: Due 5/23
May be completed as a group with each group member submitting #4 individually.

The proposal must contain the following information.
1. Brief description of service project in 3 to 5 sentences.
2. Define the project objectives. How do they relate to mission of organization?
3. How does target population meet the service project criteria?
4. Describe why you chose this project and/or organization. How will this experience enhance or expand your individual/professional growth. NOTE: if a group completes the project, each member of the group must individually submit their response to this item.
5. Name of the agency and person who approved your project. Be sure to include address and telephone number.
6. Describe the type of supervision on site and who will supervise your project, or to whom you will be responsible while you complete your service project.
7. In a couple of sentences, briefly describe how you plane to meet project objectives and how you will recognize the outcomes of your project.
8. Will you incur any financial expense? If so, please give an estimate.
9. What will be the final outcome of your project? (Poster, Presentation, Brochure, etc.)

Oral Presentation:
will be given during the class of May 23 or 30 Individual presentations may be up to 10 minutes in length. Students participating in group projects will do a group presentation. All members of the group must participate in some way. Photographs and slides are encouraged for presentation.

Reflection Journals:
1. Date all entries
2. Entries must be made immediately (within 24 hrs) after leaving the site.
3. Questions for weekly reflections will be posted on the web site.
4. Journal entry to include:

A) Response to question
B) Aspect of project that went well
C) Aspect of project that needs to be modified
D) Goal for next week

5. Other issues that you want to discuss with the group or your advisor should be entered in your journal on an as needed basis.

Final Project Written Report:
Due end of Directed Study 2. Final written report should enhance the information provided in the proposal. This report must be typed and a
copy of the proposal should be included in an appendix. In addition, the following information should also be individually included:

Were the objectives of the project met? or did they have to be altered? Explain the outcomes of your project. What type of supervision did you receive? Was it adequate? What type of feedback did you receive? Did you have any particular challenges? How did you resolve it? What was your actual fiscal burden and how was it handled? How did this experience impact your growth personally? Professionally? Do you anticipate participating in community service as part of your professional growth and development after you graduate? If so, how has this experience affected that decision?

WRITTEN REPORTS MUST ALL BE COMPLETED INDIVIDUALLY

Project Schedule:

4/11 Solidify service learning assignments, introduction to journals, Web site reading
Reflection journals: Personal Goals

4/18 Reflection of first week activities
Service learning assignment due AT SITE
Proposals Due

5/2 Proposals Due – Oral presentation of proposal

5/9 Rough drafts due

5/16 Oral presentations
Guest Speaker Kristen Simonelli

5/23 Site supervisor evals due
Review of journals
Group reflection

5/30 Schedule is tentative. Groups working with Professor Lowe will meet on Thursday from 8-9 in 311RB.

]]> http://www.compact.org/syllabi/syllabi-service-learning/service-learning/4109/feed/ 0 http://www.compact.org/syllabi/syllabi-service-learning/building-healthy-communities-a-partnership-with-the-city-of-escondido/4123/ http://www.compact.org/syllabi/syllabi-service-learning/building-healthy-communities-a-partnership-with-the-city-of-escondido/4123/#comments Tue, 02 Nov 2004 00:00:00 +0000 tdomf_26a6d http://compact.localhost.com/?p=4123 Institution: California State University – San Marcos
Discipline: Service-Learning / First-Year Seminar / Sequential Course / Interdisciplinary
Title: Building Healthy Communities: A Partnership with the City of Escondido
Instructor: Joanne Pedersen
Model: Action Research
Rating: 5 out of 5


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.

]]> http://www.compact.org/syllabi/syllabi-service-learning/building-healthy-communities-a-partnership-with-the-city-of-escondido/4123/feed/ 0 http://www.compact.org/syllabi/syllabi-service-learning/service-learning/4126/ http://www.compact.org/syllabi/syllabi-service-learning/service-learning/4126/#comments Tue, 02 Nov 2004 00:00:00 +0000 tdomf_26a6d http://compact.localhost.com/?p=4126 PSY404 07: SERVICE LEARNING


Course Professor: Dr. Adolph Brown

Text:

Learn & Serve America. (2000). Service Leaming & Mentoring High Risk Populations.
Selected Readings available on reserve at the Hampton University Library.

Course Objectives:

A. Apply concepts of the subfields of child, family, and community psychology while working with community organizations and agencies under the supervision of "helping" professionals.

B. Apply skill-based training to issues of multistressed (affected by one or more sources of significant stress, for example homelessness, substance abuse, or lack of basic necessities) children, families, and communities.

C. Correct misperceptions that you held about multistressed children, families, and communities before taking this course with regards to stressors that are routine, unrelenting, and woven into the daily life and are a result of societal conditions and pressures that are beyond the control of individuals.

D. Apply practical strategies for working with children and families who live in multistressed environments through participant observation & intervention and service learning.

E. Have a basic knowledge of child growth and development.

F. Understand and implement developmentally appropriate practice.

G. Working knowledge of multicultural principles.

H. Use the information learned and experienced in this course to improve your understanding of multistressed children, families, and communities and to be more effective in your interactions with others and your physical environment.

I. Find the psychological resources and assistance that you need throughout the rest of your life for maximum happiness and success as well as exploring resource allocation and utilization of others.

J. Evaluate the ability of science to detect the causes and determinants of behavior,

K. Choose to systematically observe and study your behavior and the behavior of others throughout your life.

L. Participate in Service Learning (involvement in community activities that complement your classroom studies in an effort to increase your academic skills through applying what you learned in the classroom to the real world) by seeing the applications of your school based learning to real life situations, including the world of work.

M. Participate in Service Learning by learning how to as well as the importance of forging school and community partnerships that will affect the quality of life in your community.

N. Generate some product or documentation that illustrates what meaning you have gained from the experience as connected to course content.

Evaluation

You will receive written and verbal feedback from the professor. In-text feedback will be given to help you learn to separate observation from inference and to help you critique your recorded experiences in light of the psychological concepts under discussion. Several meeting discussions will be devoted to brainstorming ways to best showcase the difference you felt you made in the community. We have audio and video equipment (if all permissions are obtained) which we can use to produce documents, videos, forums, and programs. I also have several media contacts. Thus our resources for exchange are numerous. The HU Grading Scale will be used to assign grades based on the percentage of total points earned using the following formula (4 Assignments weighted at 25% each):

(1) Reflective Journal Assignment
(2) 20-Page Model Application & Position Paper
(3) Attendance
(4) Attitude

]]> http://www.compact.org/syllabi/syllabi-service-learning/service-learning/4126/feed/ 0 http://www.compact.org/syllabi/ethnic-studies/understanding-diversity-in-a-pluralistic-society-through-service-learning/4132/ http://www.compact.org/syllabi/ethnic-studies/understanding-diversity-in-a-pluralistic-society-through-service-learning/4132/#comments Tue, 02 Nov 2004 00:00:00 +0000 tdomf_26a6d http://compact.localhost.com/?p=4132 S100 Understanding Diversity in a Pluralistic Society:
Understanding Diversity through Service Learning

Marie Watkins, Ph.D., ACSW
Telephone: 274-2713

Grading Plan:

The intention of the point system is to provide students with a plan to monitor their ability to successfiffly complete different components of the class. Students are to keep track of their own points achieved, as well as maintain all information received from the instructor in their workbooks.

PARTICIPATION IN EXPERIENTIAL LEARNING ACTIVITEES:

Class Attendance:

As stated during class, the course activities are designed to encourage cooperative teaming about theories, feelings and beliefs about issues of diversity. Therefore, discussions, peer group dialogue, and class lectures are designed to be experiential and interactive which require consistent attendance. Students are provided the allowance of missing one class per semester. After one class is missed, 3 points for each class missed will be subtracted from overall accumulated points. A doctor's excuse is required for more than two classes missed consecutively.

Students who have missed class are required to attend mentoring sessions with our peer mentor, Shirley Grigsby. Student who have missed more than three classes with meet with Marie and Les Cook, academic counselor.

Service Learning Attendance: possible 40 points

As you begin your service learning experience, you will understand the importance of the word "commitment". The agency will depend on your timeliness and your attendance as an important component of their programming for youth. It is critical that the agency staff and the children at the agency who will look forward to your participation are not disappointed. Therefore, it is crucial that you "commit" to a day and time that you are able to consistently attend. If you are experiencing any difficulties, it is very important that you talk with Marie about your ability to maintain your commitment EARLY in the semester's service learning experience. If you are absent more than two times without a legitimate reason, Marie win terminate your service learning, activity because of the hardship it will create for the agency staff. It is your responsibility to turn in your service learning attendance sheet that is signed by agency staff each week to Marie. Service Learning Journals at the beginning, middle and end of your experience will be required.

If you are unable to able to participate in off campus service learning activities, I will assist you to find an on campus service learning project that relates to achieving the objectives of the course

Service Learning Projects: possible total 30 points for 3 hours per week attendance for 10 weeks. 10 points for service learning journals. Journals must be completed.

Attendance at community/ IUPUI campus activities: possible 15 points

Within your "world" you may find the time and opportunity to participate/attend an event that addresses the stated objectives of the S 100 course. For example, February is Black History month and IUPUI will sponsor various educational events about the culture of African American people; or each Friday from 4:30 the International Students offer a coffeehouse (Thanks for the information, Jonathan!). In order to receive points for your participation, it is required that you turn in a one two page reaction paper that answers the following questions:

• describe the activity
• describe the types of diversity that was evident to you
• review the objectives of SlOO and choose the objectives that relate to the activity you attended.
• explain how this activity helped to achieve this objective for you.
• describe the five most important lessons you learned about yourself because you attended this activity.

Five points for each activity/journal completed (no more than 15 points allowed)

Diversity Patch: possible 10 points

The diversity patch is your creative interpretation of who you are as a member of our diverse country. The diversity banner will be constructed at the last class as a part of our final reflection of our class experience.

Attending Mentoring Sessions: possible 10 points

When you voluntarily seek help from our Peer Mentor, Shirley Grigsby at the Mentoring Center your educational experience will be enhanced. You can upgrade your academic performance and your S100 grade by participating in mentoring. Each mentoring session attended, with a "quick" email to Marie that documents: the reason you went to mentoring, the type of assistance you received and whether or not it was valuable to your understanding S 100 or IUPUI in general, is worth one point. Two points will be awarded for each voluntary visit to the mentoring session with a quick email to Marie.

Reflection Journal: possible 40 points

Purpose:


• to provide you an opportunity to share your thoughts, feelings and beliefs about the class content and the manner in which it impacts your own personal development and self awareness
• to demonstrate your ability to critically think about class content and activities
  
• to demonstrate your ability to write in a grammatically correct manner
• to demonstrate your ability to respond to time frames (48 hour response time)
  
• to demonstrate your ability to follow the directions and respond to each of the journal questions

Reflection Journals will be reviewed based upon your demonstration of these 5 criteria. and not your feelings and beliefs. It is important that you demonstrate some EFFORT in responding to the questions. Therefore, at least a complete, well written, self reflective paragraph/ response per question is expected. Also, beginning February 9, 1 will not review or accept journals not received by Wednesday night.

Reflection Journals: 2-4 points for each well completed journal turned in on time

Cultural Genogram: possible 20 points

The cultural genogram assigm nent is designed to assist your personal development related to understanding your own lens. As a future teacher, nurse, social worker, human service provider, business manager, it is critical to understand our own ways of thinking and knowing to fully appreciate the daily lives of others. This assignment is a critical part of the S100 course and it is required for everyone. Due date: March 23, 1998

Asking for Help Email questions to Shirley, Mary or Les: possible 10 points

Five times during the semester, you have the option to "ask for help" via e mail to our Learning Community tearn members. This can be ANY question, to ANY person, ANY time you need assistance other than when Marie indicates to you that you are required to seek assistance to help you in class. It is important that you ask the question with your email address and your name on the email so that you can receive a response and also receive credit for your efforts.

Self Assessment: possible 10 points

You will have the opportunity to assess your own class performance and suggest your own grade by completing the Self Assessment Paper. The guidelines for this paper is in your workbook. Due date: Monday April 27, 1998.

160 points: A 110 points: C+
150 points: A 100 points: C
140 points: B+ 90 points: C
130 points: B 80 points: D
120 points: B Below 80 points: Failing grade in the course

]]> http://www.compact.org/syllabi/ethnic-studies/understanding-diversity-in-a-pluralistic-society-through-service-learning/4132/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/education/perspectives-in-human-ecology/4063/ http://www.compact.org/syllabi/education/perspectives-in-human-ecology/4063/#comments Mon, 01 Nov 2004 00:00:00 +0000 tdomf_26a6d http://compact.localhost.com/?p=4063 Preparations for Fieldwork: Perspectives in Human Ecology

Dwight Giles, Instructor Spring 1992

CLASS TIMES
Section 1: Tuesday and Thursday, 10: 10 12:05, Room NC3 5 MVR
Section 2: Tuesday and Thursday, 2:30 4:25, Room NG35 MVR

OFFICE HOURS: Mondays, 1:30 4:00, and by appointment, Room 170d MVR

TEACHING ASSISTANTS
Michael Dill
Susan Losee
Steve Sharon
Sharon Siegel
Paul Weisenfeld

Teaching Assistants' Office Hours are posted on Room 154, MVR, they will also be distributed in class.

COURSE GOAL

The goal of FIS 200 is to provide pre-field students with instruction and practice field learning skills that will enable them to enhance their learning from field study, internships, and other experiential learning courses. These skills include: analysis of assumptions, perceptions, and biases; field data gathering methods such as participant observation and interviewing; analysis of non-verbal communication; self-directed learning skills such as critical reflection and setting learning objectives, and effective communication and interaction in small groups.

FOCUS

The focus of FIS 200 is on the multiple cultural settings that students encounter in the small group, organization, and community contexts of their field study experiences. FIS 200 attempts to prepare students to analyze and understand the ecology of these settings and to make transitions across different cultural settings. This focus includes small-scale cultural settings such as a department in an organization or a neighborhood within a community as well as larger cultural settings such as ethnic and racial groups and national societies.

PROCESS

The learning activities of FIS 200 include structured participation in organization and community settings and analysis of these skill building exercises. Through a cycle of action and reflection, students experience participant observation, interviewing problem solving, small group dynamics, self directed learning, and cross cultural communication. Working in small task groups, students apply and synthesize their skills to produce ethnographies of selected cultural settings in the Ithaca area.

During the first part of the course, we will focus on beginning the process of self directed learning and on acquiring the basic concepts of and tools for experiential learning. Also you will be introduced to, and will practice, observation and interviewing. Because in field projects the observer is often the data gathering instrument, we will examine assumptions, perceptions, and biases at individual and cultural levels.

During the second phase, as the major part of the course, you will be assigned to a task group of approximately six students. Each task group will be assigned a topic around which it will design and carry out a study of one aspect of the Field Project which is developed in cooperation with key community people in the local area. Working with the community project sponsors, we will develop a research data gathering plan from which we will generate interview and observation data. Each group will then analyze its data and present its findings to the community sponsor. In addition to the Field Project report, each task group will monitor and analyze its own internal dynamics in order to develop an understanding of group process and interpersonal interaction

This semester The Field Research Project will focus on understanding the needs of working parents, especially in regard to child care and transportation. We will work with local day care centers and groups, Cornell's Office of Transportation Services, Cornell's Working Families Project, and other community groups to carry out a study that will provide needed information for planning child care and transit systems in Tompkins County. On April 29, we will make an oral report to the project sponsors.

During the last week of the course we will examine the experience of engaging in fieldwork by critically reflecting on the events of the previous twelve weeks. We will use this reflection to develop some theoretical perspectives on social structure in organizational and community settings. The course will conclude with an assessment of each student's learning of field skills that will serve as a transition experience for developing learning objectives for subsequent field study.

READINGS

1. Required Texts

Two books are required for the course and can be purchased from the Cornell Campus Store or Triangle Book Store:

Lofiand, John and Lyn H. Lofland, Analyzing Social Settings: A Guide for Observation and Analysis. (Second Edition) 1984.

Stanton, Timothy and Kamil Ali,The Experienced Hand: A Student Manual for Making the Most of an Internship

2. Optional Additional Reading

Articles and book excerpts are on reserve at Mann Library; two, additional sets of readings are available in The Field and International Study Resource and Advising Center in 159 MNR for use in that room only

Biagi, Bob "Observing How Your Group Does What It Does," in Working Together: Manual for Helping Work More Effectively, Chapter V1, pp. 68 85.

Coleman, J. "Differences Between Experiential and Classroom Learning," Ch. 5, pp. 49761.

Knowles, M. "Some Guidelines for the Use of Learning Contracts in Learning," in Using Learning Contracts, Appendix B, pp. 27 47.

Whyte, William Foote, Learning From the Field: A Guide From Experience.

GRADING

The grading schema is based on a 100 point scale and includes class participation, performance, on assignments, rating by task group peers, and a group grade on the Field Project.

ITEM POINTS

Assignment #1: Observing in Ithaca = 10 points
Assignment #2: Field Site Observation Report = 10
Assignment #3: Field Interview Report = 10
Learning Plan #1 = 10*
Learning Plan #2 = 10
Learning Plan #3 = 10
Class Participation = 15
Mid Semester Evaluation = 10*

Critical Incident Journal = 5 points
Field Project = (Group Points)
Oral Report = 5
Written Report = 15
Final Self Evaluation Report =10

Total = 100 points

* = These assignments will not be graded but if not handed in there will be a five point penalty.

]]> http://www.compact.org/syllabi/education/perspectives-in-human-ecology/4063/feed/ 0 http://www.compact.org/syllabi/education/service-leadership/4065/ http://www.compact.org/syllabi/education/service-leadership/4065/#comments Mon, 01 Nov 2004 00:00:00 +0000 tdomf_26a6d http://compact.localhost.com/?p=4065

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

Service Leadership

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

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

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

TEXT and MATERIALS

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

COURSE DESCRIPTION

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

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

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

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

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

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

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

COURSE OBJECTIVES

The student will:

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

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

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

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

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

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

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

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

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

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

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

REQUIREMENTS AND GRADING

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

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

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

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

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

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

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

7. Make your Service Leadership Conference Presentation.

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

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

THE SERVICE LEARNING FIELD EXPERIENCE

A. RATIONALE

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

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

B. PROPOSAL

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

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

C. ASSESSMENT

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

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

]]> http://www.compact.org/syllabi/education/service-leadership/4065/feed/ 0 http://www.compact.org/syllabi/education/service-learning-in-higher-education/4066/ http://www.compact.org/syllabi/education/service-learning-in-higher-education/4066/#comments Mon, 01 Nov 2004 00:00:00 +0000 tdomf_26a6d http://compact.localhost.com/?p=4066


Service Learning in Higher Education


INSTRUCTORS: Janet Eyler & Dwight E. Giles, Jr.
OFFICE HOURS: By appointment
OFFICES: Payne 206 & Mayborn 104
OFFICE PHONES: 322-8522 & 322 8273
E-MAIL: janet.s.eyler {at} vanderbilt(.)edu; dwight.e.gilesjr {at} vanderbilt(.)edu
CLASS: Mayborn 105 Wednesdays 4:10-7:00PM

PURPOSE

This class is a hands-on, minds-on engagement in the practice and theory of service learning – the integration of community service and related academic study. Students will assist a service learning program with planning, implementation or evaluation and integrate this experience with study of current practice, theory and research. Students who plan careers in higher education will find this interesting and useful as in the last ten years there has been increasing commitment to providing service-learning opportunities on campuses. Many student services and other higher education positions include the need to offer leadership to these programs.

By the end of the course students will:

• Develop skills for collaborative work with community partners
• Assist in planning, implementation and/or assessment of service learning program
• Critique existing service learning research literature
• Identify ways in which service learning advances goals of higher education
• Describe the range of service learning programs in higher education
• Apply experiential learning theory to service learning
• Describe theoretical roots of service learning

If there are students in this course whose interests lie with K-12 rather than higher education service learning, we will identify appropriate core reading alternatives and incorporate this focus into our seminar discussions. There is a rich body of practice, theory and research in K 12 service learning.

COURSE REQUIREMENTS

Service Learning Project: The project will allow you to provide service to a service-learning program.

The project you choose must meet these criteria:

• Must provide service to the host organization or program.
• Offers opportunities for immersion in the daily activities of the service learning program, including direct service activities as well as administration.
• Must be able to engage in one or more of the following dimensions of service learning: planning, implementation, evaluation.
• Produces a product that:
• Meets the host organization's needs
• Links the experience to the goals of the course.
• Furthers the students own intellectual and professional goals.
• Ideally the projects will provide a window on the cutting edge issues and practices in service learning in higher education.

Personal Journal: You should keep a personal journal in which you record descriptions of your service activity as well as personal interpretations of the experience. This document is personal and will not be directly shared with others, but will serve as a useful data base for both the service learning project and for your final exam/reflective paper.

Personal Goals Statement: You need to review the overall goals for the course and reflect on your personal needs and identify what you hope to accomplish over the course of the semester. This goals statement will be a significant starting point for the development of your final reflective paper.

Final Exam/Reflective Paper: At the end of the semester you will reflect on your own process of learning and evaluate your progress towards achieving the goals you identified during the first weeks of the class. In this paper, you will integrate course material related to practice, theory and research on service learning with your experiences and accomplishments.

In-Class Presentations / Seminar Leadership: There will be opportunities during the course of the semester for individuals or small teams to share the results of reading, analysis or observation with the class. Examples include: analysis of college mission statements and their fit with service learning, exploration of organizational web sites related to service learning and sharing specialized reading assignments.

COURSE MATERIALS

Edward Zlotkowski (ed.) Successful Service Learning Programs. Bolton: MA: Anker Publishing Co. 1998;

Janet Eyler and Dwight E. Giles, Jr. Where's the Learning in Service Learning. San Francisco: Jossey Bass 1999

Additional readings on service learning research and theory will be in the Classpak available through campus copy or on reserve in the Education Library.

COURSE GRADING

Service Learning Activity and Project: 50%
Goal Statement: 5%
Final Exam/Reflective Paper: 25%
Seminar preparation and participation: 10%
Weekly assignments: 10%

COURSE OUTLINE & READING SCHEDULE

Much of what we do in this course will grow out of the experiences students have in their projects and the questions that arise from our early study of the practice, research and theoretical literature. We have outlined readings and topics for the first part of the course; we will collaboratively develop the last part of the course based on questions and interests generated in the first half

January 12

What is service learning? What does service mean in your life?

• Joseph "Cultivating Compassion" Foundation News, March/April 1990
• Speaker: Sharon Shields

January 19

How does service learning fit into the mission of higher education?

• Zlotkowski text Chapter I "A new model of excellence"
• Pairs of students will be responsible for each of the following four chapters:
  Chapter 2 "On the shoulders of giants: Augsburg College"
  Chapter 5 "Community college and service learning: Brevard CC"
  Chapter 6 "Rediscovering our heritage: Community service and the historically black college."
  Chapter 8 "Comprehensive design of community service: … Portland State University"
• Kendall et al "Building experiential education into the mission and values of your institution." Strengthening experiential education within your institution. 1986 pp. 7 24
• Assignment Due: Pairs of students will analyze mission statements of colleges and universities using modified version of NSEE guidelines.
• Projects: Clients will present needs and share ideas

January 26

How can service learning contribute to higher education reform?

• Zlotkowski Text Chapter 9 "Making a major commitment: Providence College"
• Schon, "Knowing in action: The new scholarship requires a new epistemology" Change, 1995, November/December pp. 27 34.
• Boyer, "Creating the new American college" Chronicle of Higher Education, 48 March, 1994
• Stanton "Institutionalizing Service learning within postsecondary education: Transformation or social adaptation." Partnership
  Perspectives Vol. I #1 1998 pp. 9 16.
• Pollock "Early connection between service and education" Stanton, Giles & Cruz, Service-learning: a movement's pioneers reflect on its origins, practice, and future. San Francisco: Jossey Bass. 1998, pp. 12 32.
• Assignment Due: Personal Goal Statement
• Projects: Clients will share needs and ideas

February 2

Students will break into two teams; one team will explore research literature on institutionalization of service learning, the other will look at faculty involvement.

• Institutionalization Readings:
  Holland "Analyzing institutional commitment to service: A model of key organizational factors." Michigan Journal of Community Service Learning, 1997, pp 42 55. Ward "Service learning and student volunteerism: Reflections on Institutional commitment" MJCSL, 1996 pp. 55 65.
• Gray et al. Rand report:
  Coupling service and learning in higher education: The final report of the evaluation of the Learn and Serve America higher education program. 1998 Zlotkowski Text Chapter II "We make the road by walking: University of Utah"
• Faculty Involvement Readings:
  Nelson and Gore?
  Hammond "Integrating service and academic study: Faculty motivation and satisfaction in Michigan higher education" MJCSL, 1994, pp. 21 28.
  Antonio, Astin & Cress Community service in higher education: A look at the nation. Stanford, 1998, unpublished MS
  Zlotkowski Text Chapter 3 "Curriculum and community connection: … Bates College"
• Assignment Due: Web Search. Each student will brief class on resources available through their assigned organization's web site.

February 9

Strategies for Establishing Service Learning in Higher Education

• Speaker: Tim Stanton, former director Haas Center for Public Service, Stanford
  University Sr. Fellow Haas Center and International Consultant on Service Learning
• Assignment Due: Review Haas Website.
• Project teams: Meet in class and share ideas and questions

February 10

University Lecture on Service Learning Stanton talk 4pm

February 16

What do we know about student outcomes of service learning?

• Gray et al (1998), Rand report. Sections on student learning in library reserve
• Astin & Sax, "How undergraduates are affected by service participation" Journal of College Student Development. May/June 1998 pp. 251 263.
• H. Markus, Howard & King, "Integrating community service and classroom instruction enhances learning: Results from an experiment. Educational Evaluation and Policy Analysis,1993, pp. 410 519.
• Mabry, "Pedagogical variations in service learning and student outcomes: How time, contact, reflection matter." MJCSL, 1998 pp32 47.
• Miller, "Linking traditional and service learning courses: Outcome evaluation using two pedagogically distinct models." MJCSL 1994, pp. 29 36.
• Eyler & Giles, Chapters 3-6, Where's the Learning in Service Learning, 1999

February 23

How does Service Learning Affect Student Outcomes

• King "How do we know? What do we believe?" Liberal Education, 1992, vol. 78 # 1 pp. 28.
• Ehrlich, "Civic learning: democracy and education revisited" Educational Record, Summer/Fall 1997, pp 57 65.
• Wolfson & Willinsky "What service learning can learn from situated learning" MJCSL, 1998 pp. 22-31.
• Eyler & Giles Chapter 8 "Program characteristics of effective service learning" Where's the Learning in Service Learning, 1999
• Project Teams: Share progress report

March 2

How does service learning make a difference for communities and society?

• Barber, "Service, citizenship and democracy: Civic duty as an entailment of civil right." Evers National Service Pro and Con. 1990. pp. 27 43.
• Putnam, "Bowling alone: America's declining social capital" Journal of Democracy, 1995, January pp. 65 78.
• Varlotta "Service learning: A catalyst for constructing democratic progressive communities" MJCSL, 1996, 22-30.
• Zlotkowski text Chapter 7 Communal participatory action research & strategic academically based community service: … Penn.
• Eyler & Giles Chapter 7 Where's the Learning in Service Learning? 1999
• Project Teams: Project outlines and timelines presented in class.

March 16

• How do you design, implement and assess effective service learning programs?
• CIC Engaging Communities and Campuses Council of Independent Colleges working paper 1999

March 23

• Evaluation of Service Learning Programs
• Speaker: Jeanne Henry Evaluation of Tennessee Service Learning Initiatives

March 29 to be planned in response to issues that arise during semester
April 6 Final presentation [clients invited]
April 13 Consultation sessions on final projects and issues
April 20 Final presentation [clients invited]

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Independent Study in Service Learning

English 495 (special studies)
Professor Timothy Wandling
664-2796
Office hours T/TH 1-3 pm

This course will bring together students from several disciplines to discuss ways in which to further integrate service learning into the coursework at SSU. We will approach this problem both thematically (i.e., Homelessness, Environmentalism, etc.) as well as by considering how different disciplines might engage with these issues. We also will consider how our community partners conceptualize and address social issues and how these conceptions connect or fail to connect with academic approaches. We will seek to encourage a productive dialog between community partners and academics (both faculty and students) in order to address community issues.

Requirements:

• Work with OCBL or with Faculty member from another department as a Teaching Assistant
• One service learning resource project (web page or binder)
• Engaged discussion of readings.
• Support for and advocacy of service learning pedagogy.

Research assignment: Choose an area of focus for yourself upon which you will focus for the rest of the semester. Prepare to describe it to the group. Find three professors on campus whose courses would seem to relate to this issue. These professors need to be in at least two departments and need not be service learning courses. Out of this research will come your service learning resource project.

Schedule of Meetings and readings:

We will meet Friday afternoons from 1 3 on the following dates. Amy Stafford will schedule meetings with Americorps members on alternate Fridays. We will usually meet in Nichols 302.

August 31: Course introductions:

Sept. 14th: Engagement:
Mike Rose, from Possible Lives
Education

Sept. 28th: Call to action.
Martin Luther King, "Letter from Birmingham Jail"
Racial injustice.

Oct. 5th: Reflection.
Rachel Carson, from Silent Spring
Al Gore, Forward to new edition of Silent Spring

Oct. 19th. Connecting Service to Academic Learning Outcomes.
Selections from Voices from the Alley.
Homelessness

Nov. 2nd: Connection Academic Learning Outcomes to community issues. bell hooks, "Homeplace: A Site of Resistance" Gender/domestic violence

Nov. 9th: Reciprocity.
We will look at some service learning models for our reading this week.

Dec. 7th: Wrap up. Presentation of resource materials.
Edelman, on "Call to service"
Mike Rose, from Lives on the Boundaries

Ways to earn credit:

1 unit of English 495, Independent study in Service Learning Pedagogy for all who attend 6 of 7 class meetings, participate in workshops and in class reflection about service learning, and develop resource materials for the agency you are working with as well as one issue associated with that agency.

2-3 units of 495 for those students who wish to do all course readings, participate in the development of service learning materials for the SSU service learning community, and work to make connections with off-campus partners. Resource materials will be developed for multiple agencies and around several issues.

1-3 units of English CIP available for those students who wish to link a volunteer experience to this class. For each unit, students should spend 30 hours (2 per week) at the volunteer site. Reflective work will take place our seminar.

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Sociology Through Service Learning


ZAP NO: 35058 / 6:00 8:20 W
INSTRUCTOR: Rita Duncan
rduncan {at} tulsa.cc(.)edu
Office: Room 2003
Phone: 595 7629
Office Hours: MWF 7 8:00 a.m. || WF 12 1:00 p.m. || M 12 2:00 p.m.

COURSE DESCRIPTION:
This course is a directed study at self-selected sites in the Tulsa community. within the context of field experience, students are offered a reciprocal opportunity to acquire knowledge and develop skills while providing service and assistance to the community.

TEXTS:
1) Education for Democracy. Benjamin R. Barber and Richard M. Battistoni. Kendall/Hunt Publishing Company, 1993.
2) The Quickening of America: Rebuilding Our Nation, Remaking Our Lives. Frances Moore Lappe and Paul Martin DuBois, Jossey Bass, 1994.
3) A series of articles in the form of handouts.

COURSE OBJECTIVES:
The National and Community Service Act of 1990 defines Service Learning as student participation in thoughtfully organized service experiences:
a) that meet actual community needs and that are coordinated in collaboration with the school and community
b) that are integrated into the students' academic curriculum or provide structured time for a student to think, talk or write about what the student did and saw
during the actual service activity;
c) that provide students with opportunities to use newly acquired skills and knowledge in real life situations in their own communities;
d) that enhance what is taught in school by extending student learning beyond the classroom and into the community and help to foster the development of a sense of caring for others.

More succinctly, Service Learning is an experiential learning program which integrates academic course work into community service. While this course seeks to accomplish that general goal, it is also designed to foster reflective thinking, critical thinking and creative thinking.

Upon completion of this course the student should be able to:

1) Apply sociological concepts and principles to the experience gained in the community.
2) Strengthen personal understanding of how the sociological imagination informs social experience.
3) Propose modified or new strategies which are more effective for accomplishing the chosen site goals.
4) Acquire additional knowledge about the Tulsa community.
5) Develop a greater understanding and appreciation for human agency as it relates to participants at the selected site.
6) Refine and expand existing skills.
7) Recognize the significance of her/his own contribution to the community, thereby increasing the sense of personal social responsibility.

COURSE LEARNING ACTIVITIES:
Since learning is most effective when students are actively involved in the process, it is expected that each student will do the following:
1) Attend all orientation/preparation classes.
2) Participate in other scheduled course activities.
3) Read course text and handouts and seek clarification when necessary.
4) Comply with the stipulations on the Student Agreement form.
5) Complete all course assignments.
6) Complete evaluation instrument at end of course.
7) Inform instructor immediately if you feel you have a disability which requires special accommodations.

The instructor will make periodic visits to your site but an email address and access to a computer is necessary for weekly contact and journaling. For students without access to a computer, TCC microcomputer labs can be utilized. Students without an e mail address should establish one at www.hotmail.com. There is no cost for this service and staff members in the microcomputer labs will assist in establishing the e mail address.

GRADING CRITERIA:
Assignments have been designed to enhance your Service Learning experience. All assignments are considered late if not submitted on or before the due date. Grade points will be reduced by 50% for each late assignment. Further, late assignments must be submitted the day after they are due or no credit will be earned.

A point system will be used to determine final grades. The maximum number of points that can be earned is 700. Points will be distributed as follows: 100 four preparation assignments worth 25 points each 200 the equivalent of 2;.~ hours per week spent at site 200 journal 100 final product 100 interview

GRADING SCALE based upon points earned:

700-650 = A
649-599 = B
598-548 = C
547-497 = D
496-0 = F

GUIDELINES FOR FINAL PRODUCT:

Service Learning is an innovative method of learning. Accordingly, in lieu of the boring, mundane and oftentimes stressful typical final, you will prepare a product which analyzes your Service Learning site and illustrates the experience you have had over the course of the semester.

Presentation
This is an opportunity for you to draw upon your creative talents but also employ your interests to demonstrate what you have learned. Develop a way to bring your classmates to your site:
Are you a musician? Compose and perform a song
Is acting your passion? Develop a deliver a monologue
A photography buff? Present a photo essay
Working on the next NYTimes bestseller? Write and read a short story
Computer Geeks R Us member? Design an interactive computer program
You have no talent? YES you do! Use whatever it may be

The presentation piece of your product will be explained/demonstrated/displayed to your classmates on the College scheduled time for finals.

Summary
The summary is analytical in nature and should address the following topics and questions:

1) Organizational Structure
What is the name of the organization? Who are the clients? What are the goals of the organization? What constraints and opportunities are there? What did
you do there and with whom? (be specific)

2) Differences
What are the differences in race, ethnicity, religion, class, gender, lifestyle among the staff, volunteers, clients? How are such differences dealt with? Do
they cause problems? For whom? Are these problems manifest problems or latent problems? How are they addressed? Is this effective? Why or why not?

3) Concepts
List at least three sociological concepts from your readings that you saw illustrated in your activities or in the organization's operation. These concepts
should not be ones you have already used in your journal. Describe how the concepts connect to what you observed. Use one of the four major sociological
perspectives to describe the organization.

4) Structural Change
Do the activities of the organization contribute to structural changes in the local community? If so, how? If not, what could/should be done at this site to foster change? What suggestions can you offer to improve the area in which you worked, i.e. how might things be done differently but more efficiently or effectively?

5) Impact
What impact does the organization have on its clients? On the community? What effect did you have there, i.e. how did you impact the people with whom
you worked? What impact did your work have on you?

6) Personal Development
What did you learn from this experience that you did not know before? How has the Service Learning experience changed what you thought you knew about organizations such as this? What has your work taught you about yourself? About your community? About your country?


GUIDELINES FOR JOURNAL:

To learn by experience requires thoughtful reflection about those experiences. Reflection is the key for transforming service into learning. Thus, it is basic to the process of integrating service with academic concepts. An easy and effective method of reflection is journaling. The Service Learning journal is a series of informal writings which respond to your experience in the field. It is designed to enhance knowledge and skills and to increase capacity for reflection and action. Journaling not only demonstrates understanding about sociological concepts and their applications to society; it allows you to practice the skills of writing and critical thinking.

You will find the journal to be most helpful if you take a few minutes at the end of each day at the site to write about your experiences there. Each journal entry should include the date and times you worked. When appropriate, you should deliberately apply the sociological concepts learned in class. It is here that your sociological imagination comes into play, so that you examine the intersection of community and your own biography.

Before you begin your Service Learning experience, write an initial entry in your journal that discusses your expectations. You may discuss why you chose the specific site or anything that may have influenced your decision. Explore what you hope to get out of the experience, not only in terms of this specific course, but also in terms of your own personal development. Certainly the satisfaction of "doing good:" may be motivation enough, but there are also a number of other skills (social, critical thinking, administrative, cognitive, leadership, etc.) and benefits (self-confidence, knowledge, life experiences, potential job contacts, etc.) you might hope to gain. Think about how you will know when/if you have actually attained the desired benefits and skills. Finally, you should include in this first entry, a discussion of some of your anxieties or concerns about undertaking this project. It is not unreasonable to have such concerns (e.g. fitting in, not knowing what to do, feeling apprehensive or frustrated, etc.) However, articulating them may lead to a better understanding and/or their resolution.

Beginning with the first week you are on site, and each subsequent week throughout the semester, post a one page (minimum) journal entry on Bulletin Board. By the end of the semester you should have posted a minimum of 12 entries, though you are not limited to that number. Each must link at least one of the terms from your list to what you experienced that week. You may use a term more than once but each subsequent use must be accompanied by a new term. For example if you reflect on witnessing poverty during week one, you may also write about poverty during weeks four, six and nine, but master status or morbidity or some other concept must also be utilized during those weeks.

Immediately after your first service experience on site, take some time to record everything you remember about it. Note all the details, including sights, sounds, odors, tactile sensations, people, furniture, events, animals any and every thing you remember about the experience as well as your feelings associated with it. Remember, the journal you keep is reflective in nature rather than descriptive. Write about your feelings and reactions to the situation. This may include discussions of your emotional responses, contemplation of political implications, reflections on faith and morality, or any topics that move you.

Entries should contain a wide range of possibilities, including but not limited to: raise questions, offer criticism, construct social policy, imagine possibilities, relate observations, theorize about an issue. To be effective, the journal must not be a mere listing of events. It should be a means for you to provide focus to your experience so use it as such. Describe your feelings, perception, questions and ideas about what happened during the day. Let your thoughts roam freely and be candid in your writing.

INTERVIEW GUIDELINES:

Although "virtual reality" claims to come as close as possible, people still cannot actually experience becoming someone else. Perspectives can, however, be broadened through a technique that is available to everyone. We become more enlightened about another's situation through dialogue.

This assignment entails carrying on a conversation at your site with a person about whom you have little or no knowledge. The word "interview" may be a misnomer because you should not just be asking the person questions; you must also offer information about yourself. Thus, the interview becomes an opportunity to raise the level of understanding for both of you.

At some point during the course of the semester identify one client, patron, or employee for an interview to ascertain that person's feelings about his/her connection with the site. Conduct the interview using a prepared list of questions as a guide. Your constructed list of questions should include queries that give you information about the person's cultural background, values and goals as well as his/her experiences at your placement site.

Interviewees should be assured that their names will not be used and their responses will be kept strictly confidential, shown only to your instructor. You must, of course, abide by that assurance.

You will turn in a typewritten report of your inter view which includes, but is not limited to the following:

1) Name and gender of person
2) Date and place of interview
3) Length of time of interview
4) Summary of the dialogue What is this person's opinion of your site? What else was discussed? Did the person seem comfortable talking to you? Why or why
not? What was your level of comfort?
5) Points that caught your attention Did something he/she said evoke any emotion from you? Why? Which emotion and what was said?
6) Value of the discourse What did you learn from the conversation? How might you use this information? What do you have in common with this person?

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