Service-Learning Resource Manual 2013-2014
2013-2014 Service-Learning Resource Manual Averett University, Danville Community College, Piedmont Community College Dan River Center for Community Change 2013-2014 2 CONTENTS Overview and Introduction ............................................................................................................. 4 What is Service-Learning? .......................................................................................................... 4 Benefits of Service-Learning .......................................................................................................... 6 Students ....................................................................................................................................... 6 Faculty ......................................................................................................................................... 6 Community Partners .................................................................................................................... 6 Expectations .................................................................................................................................... 7 Students ....................................................................................................................................... 7 Faculty ......................................................................................................................................... 7 Community Partners .................................................................................................................... 7 DR Center for Community Change ............................................................................................. 8 Criteria for Community Partners .................................................................................................... 9 Program Eligibility ...................................................................................................................... 9 Scope of Service Activity ............................................................................................................ 9 Supervision .................................................................................................................................. 9 Repeat service projects ................................................................................................................ 9 Risks and Liability ........................................................................................................................ 10 Off-campus Learning Site ......................................................................................................... 10 On-campus or Virtual Learning Site ......................................................................................... 10 Teacher’s Guide to Teaching a Service-Learning Class ............................................................... 11 Getting Started........................................................................................................................... 11 Integrating Service-Learning into Your Syllabus ..................................................................... 11 Additional Information and Resources ..................................................................................... 12 3 Orientation Checklist for Faculty.................................................................................................. 13 Orientation Checklist for Community Partners ............................................................................ 14 Service-Learning Agreement ........................................................................................................ 15 Community Partner and University/College ............................................................................. 15 Service-Learning Agreement ........................................................................................................ 17 Student....................................................................................................................................... 17 Service-Learning Timesheet ......................................................................................................... 18 Sample Syllabi .............................................................................................................................. 19 Exhibit A: Business Spanish ..................................................................................................... 19 Exhibit B: Developmental Psychology ..................................................................................... 24 Exhibit C: Introduction to Creative Writing ............................................................................. 32 Resources ...................................................................................................................................... 40 4 OVERVIEW AND INTRODUCTION The Dan River Center for Community Change, created by the Danville Regional Foundation, expands interest and opportunities for civic engagement throughout the region. The DR Center seeks to create a culture of highly engaged citizens, with its primary target being young people. If this mindset of community participation is fostered by younger generations, then there is a greater likelihood of it changing the future lifestyle of the area to produce a strong sense of involvement in the community. The Danville Regional Foundation has long considered the region’s institutions of higher education to be pillars of progressive change within the community. Since its establishment, DRF has looked for ways to invest in education as well as leverage local institutions’ resources for the betterment of the entire region. DRF recognizes service-learning as a chance to use students as a resource for community empowerment, while providing opportunities for academic and professional development. Therefore, the DR Center will assume a leadership role to implement a collaborative service-learning initiative with Averett University, Danville Community College, and Piedmont Community College. This project will focus on four areas that have been identified as pertinent to the DR Center’s goals, each institution’s curriculum, and the needs that are present in the region. These four focal points are education, financial literacy, neighborhood revitalization, and health & wellness. The objective of this project is to move young people from a place of passivity within the community to a position of active citizenry, with individuals engaged at each level of leadership. Once this goal is achieved, the DR Center foresees the following outcomes: Recruitment and retention of young people within the region Improved academic completion rates for students Increased nonprofit capacity in the region Strengthening of engagement and leadership among the citizen base WHAT IS SERVICE-LEARNING? Service-learning is paving a new path for education, and it continues to gain support because of its positive impact on all parties involved. Today, over half the schools in the nation offer service-learning courses. Although service-learning exists at nearly all levels of education, it is most prevalent on university and college campuses. There are many organizations, including Campus Compact, that assist hundreds of universities/colleges nationwide with service-learning programs by providing resources, training, and other relevant information. The American Association of Community Colleges reports that almost 60 percent of community colleges in the US already incorporate service-learning into their curriculum and another 30 percent are 5 interested in implementing a service-learning program. This wave of service-learning is spreading across the nation with the intention of enriching education and transforming communities. Service-learning brings learning alive in exciting new ways inside and outside of the classroom by combining theory with experience and thought with action to transform our students and our communities. Service-learning allows the students to experience firsthand how the material they are learning in the classroom is applied in the real world. It forces the students to use analytical and critical thinking skills, in part by challenging those preconceptions often held by students. Because service-learning is a form of teaching, the service work must be entwined within the faculty’s curriculum to reinforce what students are learning in the classroom. The service activities can increase students’ comprehension of the material, while teaching them valuable lessons that will remain with them even after graduation. Service-learning is incorporated into a course curriculum to educate students for a life as informed and responsible citizens, not just for a successful career. Service-learning is a form of experiential learning that is distinguished by its even balance of service and learning, as it benefits both the provider and the recipient equally. It is not community service, and it is not an internship. As the chart below demonstrates, servicelearning falls in the middle because it consists of a partnership that mutually benefits all parties involved. For example, a college student tutoring a child at the Boys and Girls Club receives just as much benefit from the relationship as the child he is tutoring. There is no better way to learn something than to teach it to someone else, thus the partnership is advantageous for both sides. Andrew Furco, 1996 6 BENEFITS OF SERVICE-LEARNING STUDENTS Enhance learning in the classroom by gaining hands-on experience outside of the classroom Understand the relationship between academics and the real-life, professional world Improve and develop vital interpersonal skills that include communication, listening, problemsolving, and leadership skills Experience a professional atmosphere and learn job skills that will prepare participants for a successful career Provide opportunity to experiment with different fields to gauge interest in a specific career path Learn critical-thinking skills as the classroom material is applied to the ‘real world’ Meet influential community members and leaders that will expand the participant’s professional network Increase awareness of societal and community issues Introduce participants to diverse cultures and expose them to different perspectives that exist outside of the campus walls FACULTY Increase students’ retention and understanding of the course material by providing them with the opportunity to apply what they are being taught in the classroom Bring a new dimension to classroom lectures and discussion Create more opportunities for research and professional recognition Build strong mutual partnerships within the community, which can promote future collaborative work and networking possibilities COMMUNITY PARTNERS Gain much needed human resources that can be utilized to achieve the organization’s goals Educate students about important issues in the community and adjust any misconceptions Promote the organization’s mission and increase public awareness of key issues Participate in molding today’s volunteers into tomorrow’s civic leaders Build networks with other community organizations and the university/college 7 EXPECTATIONS STUDENTS Complete all academic coursework and community-based assignments Be aware of the organization’s needs and provide assistance where and when needed Adhere to organizational rules and procedures, including confidentiality of organization and client information Periodically reflect upon and re-evaluate the service experience keeping in mind the objectives of all parties involved Operate with integrity and professionalism at all times; which includes being punctual, meeting deadlines, and being open to supervision and feedback, which will facilitate learning and personal growth Sign service-learning agreement with professor and community partner Participate in evaluation process FACULTY Work with DR Center staff to identify and develop community project relevant to courses Act as a contact person for the community partner & maintain this relationship (includes providing the community partner with a course syllabus) Provide students with structure and guidance to process and reflect upon service-learning experiences Assist students in connecting their community based learning experience with course learning objectives Sign service-learning agreement with students and community partners Participate in evaluation process COMMUNITY PARTNERS Work with faculty and DR Center staff to develop a service-learning project Maintain and develop strong relationship with faculty partner Contact DR Center staff and faculty partner for any problems or questions Provide service-learning opportunities that are significant and/or challenging to the students, relevant to course learning objectives, and address community agency’s goals Host a student for a predetermined number of hours or provide necessary access to your organization for the student to complete his/her research Provide training, supervision, feedback, resources, and sufficient information about the organization to aid in the success of students’ service-learning projects Sign service-learning agreement with university/college, students, and faculty partner Participate in the evaluation process 8 DR CENTER FOR COMMUNITY CHANGE Serve as a liaison between the community partner, students, and faculty Provide support and guidance for any challenges that may arise Provide classroom service-learning orientation and reflection sessions as requested Act as a resource in developing new service-learning initiatives Provide resources such as agreements, forms, etc. Follow-up on signed agreements and ensure fulfillment of any contracts 9 CRITERIA FOR COMMUNITY PARTNERS The Dan River Center for Community Change uses the following criteria to determine compatibility of prospective site placements with program goals. An effort is made to recruit a variety of community partners, including those within social service, church, nonprofit, and civic arenas. We take into account the specific merits and circumstances of each prospective placement. PROGRAM ELIGIBILITY The DR Center partners with tax-exempt nonprofit, civic, and government organizations. The DR Center partners with organizations committed to strengthening relationships with underserved communities. SCOPE OF SERVICE ACTIVITY Partners must provide opportunities for students to learn about the organization and its mission, while ensuring enough interaction to meet faculty’s goals. Organizations must perceive the student as a learner while in service with the organization. Service activities should be both challenging and of a reasonable workload. Organizations must develop goals and desired outcomes to share with faculty and students. Organizations must provide the necessary full range insurance coverage for participating students and notify the DR Center and the university/college of any cancellation or lapse of this coverage. SUPERVISION Organizations must provide a site supervisor who is willing to (1) invest time in orienting and advising the faculty and students, (2) complete necessary documents for evaluation of the student’s service experience, and (3) attend meetings with faculty members to fully collaborate on initiatives. REPEAT SERVICE PROJECTS Although the agreement with the university/college stays in effect for one year, site placement decisions are determined each academic year (with no priority placed on previous site placements), giving consideration to student enrollment, diversity of available service opportunities, and ability of organizations to meet criteria. 10 RISKS AND LIABILITY OFF-CAMPUS LEARNING SITE Danville Regional Foundation, Averett University, Piedmont Community College, and Danville Community College will not be held liable for any occurrence(s) involving claims made by an injured student against the community partner or those made by an injured third party against the community partner and/or the student. While the student is participating in a servicelearning project at a site away from his/her respective campus, the community partner should provide proof of the full range insurance coverage that would protect against the claims mentioned above. The community partner must also provide assurance from the insurer that DRF and the university/college will be notified immediately of any lapse or cancellation of the insurance coverage. While serving at the learning site, the student will be considered as a statutory employee of the community partner. Thus, if any injury concerning the student occurs, the coverage would be provided by community organization’s Worker’s Compensation. This coverage may look different from organization to organization, but each university/college will be provided with the declarations page of each partnering community organization’s policy to keep on record. Community organizations must fax to the university/college with which they are partnering a copy of the declarations page of their policy that shows proof of coverage for students while at the learning site. Averett: Terri Jones, 434-791-5601 DCC: Angela McAdams, 434-797-8461 PCC: Shelly Stone, 336-694-7086; Robert Simmons, 336-597-3817 ON-CAMPUS OR VIRTUAL LEARNING SITE If the student is performing his/her service-learning activities for the community partner on campus, then the standard insurance coverage provided by the university/college will protect against any claims made by an injured student. Thus, when the student is doing work for but not physically present at the community organization, the community partner is not held liable for any injury. The student will be asked to sign an Informed Consent Form, a Service-Learning Agreement, and any liability waivers/consent forms required by the community partner before initiating in any service-learning activity. These forms are meant to protect all parties against any claims for injury by ensuring that the student has been made aware of any risks, many of which are not known or reasonably foreseeable. 11 TEACHER’S GUIDE TO TEACHING A SERVICE-LEARNING CLASS GETTING STARTED 1. Identify concrete, measurable course outcomes and learning objectives. 2. Identify a complimenting service activity that can accomplish one or more course outcomes. How can performing needed services in the community help students meet the learning objectives? 3. In what type of service do you prefer your students participate? Direct (on site with client contact)? Indirect (on site without client contact)? Non-direct (off site)? 4. What type of community organization can offer the type of service in which you would like your students to participate? 5. How many hours of service must the students complete? As a general rule, students taking a 3 credit course perform 2 hours of service a week for up to 10 weeks. However, this differs from class to class, just as the length of research papers varies across the spectrum. The number of hours a student serves should be based on the course objectives and the needs of the community partner. The required hours for a service-learning class are the same as for any class: 45 hours per credit, with 15 hours completed in class and 30 hours completed outside of class. The professor and community partner can determine the appropriate number of servicelearning interaction hours. 6. How will your students record their experiences and the knowledge they have acquired from their service activity? Will there be reflection papers, projects and/ or activities in which you have them participate? INTEGRATING SERVICE-LEARNING INTO YOUR SYLLABUS 1. Will the service-learning be manifested in a one-time project or spread out into sessions through the semester? If you are an Averett professor, you may create a standalone service-learning course for credit in which the students’ efforts are dedicated to the service-learning project, with the majority (85%) of their work being completed on-site. If you choose this option, 1 credit= 45 hours. 2. What type of reflection activities will be integrated into the course? 12 Reflections are essential in the service-learning experience for two reasons. First, they present the opportunity for you to measure what and how your students are learning. Second, they help the students connect meaning to their service activity by challenging simple preconceptions, raising questions, and examining cause and effect cycles. To be most effective, reflection activities should be challenging and continuous (before, during, and after the students’ service activity). 3. How often will you require reflection activities to be completed throughout the semester? 4. When composing your syllabus, be sure to provide a detailed description of the service activity and the expectations you have of your students. Clearly connect the service to course content and learning outcomes so that the students can understand its purpose. Make your syllabus as thorough as possible by including the following information: Service-learning definition o Service-learning brings learning alive in exciting new ways inside and outside of the classroom by combining theory with experience and thought with action to transform our students and our communities. Rationale for participating in a service-learning activity Description of the service activity Description of the reflection activities Responsibilities of the students Schedule of the service activity and/or reflection activities (if you are assigning these dates) Contact information for you and the learning site supervisor ADDITIONAL INFORMATION AND RESOURCES If you would like have access to Dr. Barbara Jacoby’s Service-learning Course Design Workbook (complete with interactive instruction for incorporating service-learning into your syllabus, examples of reflection activities, and sample syllabi), please email Rachel Covington at [email protected]. For more sample syllabi and general information about service-learning and programs across the country, please visit www.campuscompact.org. If you have any questions or concerns, please contact Rachel Covington: 434-799-2176 (Work) 434-334-4033 (Cell) [email protected] 13 ORIENTATION CHECKLIST FOR FACULTY 1. Service-learning introduction: What is service-learning? Why is it a part of the course syllabus? 2. How many hours of service are required for the course? 3. General information about the community partner: mission, projects/work in the community, clients, location, etc. 4. Detailed explanation of the service activities the students will be performing. 5. What will the students learn from performing the service activities? Make sure you clarify your expectations and anticipated outcomes. 6. Any necessary training to ensure that the students are prepared and able to complete the service activities to the best of their abilities. 7. Brief introduction about the site supervisor. 8. Contact information for the professor, site supervisor, and DR Center. 9. Discussion of appropriate attire, behavior, and attitude when at the learning site. 10. Directions of where/how to check in at the learning site on the students’ first day. 11. Discussion of transportation opportunities (e.g. vans, Cougar Express, etc.). 12. Service-learning timesheets. Have the students fill out the top section. The timesheets should be signed on their last day of service to ensure that the supervisor and the student agree about the number of hours shown. 13. Discussion about maintaining the confidentiality of the university/college and the community partner and its clients. 14. Discussion of the risks associated with the service project. It is very important that the students are aware of this and understand that many risks are unknown or unforeseeable. 15. Informed Consent Forms. If you have any questions or concerns, please contact Rachel Covington. 434-799-2176 (Work) 434-334-4033 (Cell) [email protected] 14 ORIENTATION CHECKLIST FOR COMMUNITY PARTNERS Answer any questions about the organization’s mission and/or work in the community. Provide a tour of the learning site. Introduce the students to the staff. Discuss the expectations that you and your organization have for volunteers. Review where/with whom to check in and check out. If students are keeping their timesheets at the learning site, where is the logbook? Provide any training needed for the students to complete their assigned tasks. Answer any questions the students have about the tasks they have to perform. Make sure the students understand that the supervisor is there to facilitate their learning experience and provide help, advice, and/or feedback when needed. 10. Review the standards of conduct and behavior and any other rules of the organization of which the students should made aware. 11. Discuss all safety rules, in addition to the risks involved with performing the service activities. 12. Review emergency procedures of the learning site. 1. 2. 3. 4. 5. 6. 7. 8. 9. If you have any questions or concerns, please contact Rachel Covington: 434-799-2176 (Work) 434-334-4033 (Cell) [email protected] 15 SERVICE-LEARNING AGREEMENT COMMUNITY PARTNER AND UNIVERSITY/COLLEGE This Agreement is to ensure that both parties, the university and the community partner, understand and agree to the responsibilities listed below. This agreement is between (University/ College) and (Community Partner). Both parties agree to responsibly carry out the following promises: Responsibilities of the University/College: 1. Work together with the community partner to coordinate service-learning placement and the selection of students to the organization. 2. Provide the necessary information to the student before the first day of on-site participation, including: a. Orientation to service-learning principles b. Clear definition of the organization and its mission c. Connection between course content and service-learning project d. Responsibility of the students to act in a mature and professional manner when at the learning site e. Obligation of students to abide by the rules and principles of conduct of the community partner f. Log sheets to monitor hours g. Informed Consent Forms and explanation of any risks associated with the servicelearning project h. Explanation that neither the university/college nor DRF is to be held liable for accidents, injuries, etc. i. Discussion informing the students to maintain the confidentiality of the university/college, community partner, and the clients with whom they are working Responsibilities of the Community Partner: 1. Name a supervisor at the learning site to provide oversight and with whom the student can meet when needed to enhance his/her learning experience. 2. Provide student with information on how/where to check in and check out. 3. Provide adequate training and orientation that includes an introduction to the staff, a tour of the learning site, a detailed explanation of the student’s duties and tasks, information about the organization’s confidentiality policy, and a discussion of the safety and emergency procedures and of the learning site. 4. Provide a sufficient workload for the student that correlates with his/her specified course objectives. 5. Provide the student with all the materials and equipment needed to accomplish his/her tasks. 16 6. Promise to make at least one in person visit to the students if the learning site is virtual or away from the organization’s main office. 7. Evaluate the student’s performance upon the conclusion of the student’s service-learning, or as requested by the professor or the Dan River Center for Community Change. 8. Contact the professor, university/college, or the DR Center with problems associated with the student’s behavior, conduct, and/or performance. 9. Contact the university/college or the DR Center as soon as possible with any injury to a student that occurs at the learning site. 10. Provide the necessary full range insurance coverage for participating students and notify the DR Center and the university/college of any cancellation or lapse of the coverage. This Agreement will become effective as of the date written below and will stay in effect for one year. Upon the completion of this year, the Agreement may be renewed after being revised and updated, if needed. Either party may terminate this Agreement by providing the other party with 30 days written notice. If this termination occurs during a student’s service-learning project, the Agreement allows the student to complete his/her work at the learning site. This Agreement may not be altered unless both parties provide their consent in writing. University/College: Name Title Email Address Telephone No. Signature X Date Community Partner: Name Title E-mail Address Signature X Telephone No. Date If you have any questions or concerns, please contact Rachel Covington: 434-799-2176 (Work) 434-334-4033 (Cell) [email protected] 17 SERVICE-LEARNING AGREEMENT STUDENT This Agreement is to ensure that the student understands and agrees to the behavior and responsibilities expected of him/her. I, at (Student), as a participant in a service-learning project (University/College), agree to responsibly carry out the following promises: 1. Be punctual to all sessions at the learning site and contact my supervisor if for any reason I will be late or unable to attend as scheduled. 2. Represent the community partner in a responsible and professional manner and abide by any rules and regulations of the organization when at the learning site. 3. Remain open to supervision and feedback to enhance my learning experience. 4. Maintain confidentiality with all information regarding the university/college and the community partner and its clients. 5. Complete all tasks assigned by my supervisor at the learning site in a timely manner. 6. Complete all assignments found in my course syllabus, including service activities, hour requirements, and reflections. 7. Use and complete at the appropriate time the forms provided by my professor to track hours, complete evaluations, etc. 8. Provide my own transportation, unless otherwise offered by the university/college. 9. Contact my professor and/or the Dan River Center for Community Change with any problems, concerns, and/or suggestions. 10. I will not hold the DR Center or the university/college responsible for any injury sustained at the learning site. I hereby give my irrevocable consent to DRF and/or its representatives to photograph, film, videotape and then use, reproduce, and publish said images and/or interviews of or by me and/or my child/children. Student’s Printed Name Signature X Date Parent’s Printed Name (if student is under 18) Signature X Date Professor’s Printed Name Signature X Date Learning Site Supervisor’s Printed Name Signature X Date 18 SERVICE-LEARNING TIMESHEET Name Student ID Course (name and number) Professor Community Partner Date Hours Services Performed Supervisor’s Signature Student’s Printed Name Signature X Date Supervisor’s Printed Name Signature X Date 19 SAMPLE SYLLABI EXHIBIT A: BUSINESS SPANISH School: University of Massachusetts Dartmouth Professor: Carlos Benavides Department of Foreign Literature and Languages University of Massachusetts Dartmouth M/W/F 10:00-10:50, I-114 Spring 2003 Office: Room 351, Group I Office phone: 910-6469 Office Hours: Wednesday 2-5 p.m. or by appointment Email: cbenavides {at} umassd(.)edu Textbook: -Saldo a Favor and accompanying Workbook (Manual de Actividades e Investigaciones) -A bilingual dictionary is strongly recommended. Course Description: Spanish for correspondence, banking, administration, personnel, and publicity. Practice in business-related vocabulary and writing. Readings and selections on business-related and cultural topics for comprehension. Service learning project, in collaboration with the Community Economic Development Center (CEDC) of Southeastern Massachusetts. Goals: By the end of this course, students will be able to: Use a variety of communicative strategies while engaging in conversations within the Hispanic cultural and business environment. Understand the culture and values of the Hispanic world of business within the context of the U.S., Latin American and global economies. Understand the similarities and contrasts between Hispanic culture and their own. Use critical thinking and problem solving skills while reading authentic business-related materials in Spanish. Understand the key elements of writing, including grammar and writing formulas, and apply that knowledge to create business-related documents in Spanish such as resumes, letters, reports and advertisements. 20 Understand basic public speaking techniques and apply them in oral presentations. Assessment and Evaluation: The scores for all graded work are distributed as follows. % Points Participation: 15% 150 Oral Presentation (1): 6% Assignments (5): 25% 250 50 pts. each Workbook (4): 20% 200 50 pts. each 60 Service Learning Project (1): 20% 200 Tests (2): 14% 140 Total: 100% 1000 70 pts. each Service Learning Project: The class will participate in a project in collaboration with the Community Economic Development Center (CEDC) of Southeastern Massachusetts, whose central goal is to create a more just local economy by building bridges to resources, networks and cooperative action for low-income members of the community. The CEDC fulfills this mission by providing support in the following key areas: 1. Microenterprise development 2. Computer literacy and access for low-income residents 3. Grassroots community organization training and capacity building 4. Central American immigrant workers support services and advocacy 5. Affordable Housing Development feasibility and strategic planning Through a business survey developed by the CEDC, the class will develop a project that, by gathering important information, will help fulfill the main goal as well as the functions of the CEDC, particularly (1) above, but also (2) The goals of this course will also be fulfilled by this project, especially the first three goals, all having to do with understanding the Hispanic business environment and culture (see page 1). For this project the class will be organized in six groups of five/six students each. The project involves the following components (The schedule for the project is incorporated in the syllabus below): I. New Bedford Business Community Survey 21 1. Translation of survey by students, in groups. 2. Interviews of local business owners (or managers) of Hispanic or Hispanic-oriented businesses (using survey) by students. Each group will interview two businesses, for a total of twelve businesses surveyed (the businesses are located in New Bedford, MA). 3. Group report (minimum of three typed pages, in Spanish) based on business survey (summary of results and conclusions). These reports will be shared with the CEDC. They should include the following: a. A comparison of the two businesses interviewed based on the surveys. In what key points are the businesses similar and different? b. Recommendations on how the CEDC can provide (further) assistance to these businesses c. Suggestions for the businesses d. Suggestions for the improvement of the business surveys 4. Peer evaluation of performance in group work throughout the project. Evaluation forms will be provided. II. Individual report of lessons learned, reflection, and impressions (minimum of three typed pages, in Spanish). In these reports you should answer the following questions: a. What did I learn through this project? b. How has my understanding of Hispanic culture and business practices been affected or improved? c. Will the lessons learned in this project be useful to me in the future (for example, academically, professionally)? How? This project is worth 200 points (20% of the grade), distributed as follows: Translation of business survey (40 pts.) Peer evaluations (60 pts.) Group Report (50 pts.) Individual Report (50 pts.) (See attachment with the Summary of Student Reports (Group and Individual)) Class Schedule: The tests and oral presentation will take place on the dates indicated on the class schedule. Likewise, all assignments need to be turned in on the dates indicated on the schedule. As far as chapters, class topics and activities go, their coverage in class will be flexible, depending on progress. At times we may jump ahead of schedule, at times we may fall behind schedule, and other times we may need to skip some material. 22 CLASS SCHEDULE Material to be covered: Saldo a Favor: Chapters 1-4 DATE DISCUSSION, ACTIVITIES AND ASSIGNMENTS Week 1 M Jan 27 W Jan 29 F Jan 31 Introduction Getting to know each other; Discussion of the Syllabus Introduction and general discussion of the Service Learning Project Introduction to the textbook Week 2 M Feb 3 W Feb 5 F Feb 7 Chapter 1: Personas, personajes y personalidades Trasfondo cultural Punto de embarque Inventario y Práctica Week 3 M Feb 10 W Feb 12 F Feb 14 Turn in Mis cosas favoritas assignment; Planilla y Práctica Papeleo cotidiano Turn in Workbook #1: Chapter 1; Papeleo cotidiano Week 4 M Feb 17 W Feb 19 F Feb 21 Presidents’ Day, no classes Review Turn in Assignment #1: Chapter 1; Review Week 5 M Feb 24 W Feb 26 F Feb 28 Chapter 2: La sociedad hispana y la empresa Turn in translation of business survey; Trasfondo cultural Trasfondo cultural; Punto de embarque Week 6 M Mar 3 W Mar 5 F Mar 7 Punto de embarque Begin interviews of local business owners; Inventario y Práctica Planilla y Práctica Week 7 M Mar 10 W Mar 12 F Mar 14 Planilla y Práctica Turn in Workbook #2: Chapter 2; Papeleo cotidiano Papeleo cotidiano SPRING BREAK 23 Week 8 M Mar 24 W Mar 26 F Mar 28 Papeleo cotidiano Turn in Assignment #2: Chapter 2; Review Test #1: Chapters 1, 2 Week 9 M Mar 31 W Apr 2 F Apr 4 Chapter 3: La economía y las finanzas Trasfondo cultural Trasfondo cultural Punto de embarque Week 10 M Apr 7 W Apr 9 F Apr 11 Grades; Punto de embarque Inventario y Práctica Last day to Withdraw; Planilla y Práctica Week 11 M Apr 14 W Apr 16 F Apr 18 Planilla y Práctica Turn in Workbook #3: Chapter 3; Papeleo cotidiano Last day to complete the business surveys; Papeleo cotidiano Week 12 M Apr 21 W Apr 23 F Apr 25 Patriots’ Day, no classes Review Turn in Assignment #3: Chapter 3; Review Week 13 M Apr 28 W Apr 30 F May 2 Chapter 4: El mercadeo y la publicidad Trasfondo cultural; Punto de embarque Inventario y Práctica; Planilla y Práctica Papeleo cotidiano Week 14 M May 5 W May 7 F May 9 Turn in Workbook #4: Chapter 4; Oral Presentation Turn in group report based on business survey; Oral Present. Peer evaluation of performance in group work, Service Learning Project Turn in Assignment #4: Chapter 4 Week 15 M May 12 W May 14 Turn in individual report of lessons learned and impressions, Service Learning Project; Review Test #2: Chapters 3, 4; Spring classes end 24 EXHIBIT B: DEVELOPMENTAL PSYCHOLOGY School: Fairfield University Professor: Dr. Judy Primavera Overview: This course examines human development from conception through early adulthood with special a special focus on issues related to race, class & gender. It involves a 12-hour service-learning component in Head Start preschool classroom in Bridgeport CT where you will have the opportunity to act as “participant observers” and learn directly from the children, their teachers, and their families about child development and the complex array of biological, psychological, social, and political issues that impact on the course of healthy development. This course fulfills the U.S. Diversity requirement. Required Text: Berk, L.E. (2012). Infants, children and adolescents. (7th Edition). Boston: Allyn & Bacon. For this course we will be using Blackboard for quizzes & videos and access through Mozilla Foxfire works best. Determination of Final Grade: 20% – 5 online quizzes 20% – Head Start (service learning) journal assignment – there are 3 assignments journals. It is expected that you will integrate your on-site observations with material from your textbook, the class videos, and outside research with your classroom observations. 20% – Essays – You will have a choice of doing 3 of 4 optional assignments. Late assignmentswill not be accepted. If you do all 4 essays, the lowest grade will be dropped. 20% – Class research project – we will design the study, collect the data, discuss results as a class but you will write your own individual report 20% – Final exam – a take-home written assignment designed to assess your cumulative knowledge of what you have learned this semester. Class participation & attendance: This class is designed for active involvement in the learning process; you are expected to participate & contribute to class discussion. This course deals with the development of a person from conception into young adulthood. Since you are all human beings and since you all have experienced developing into a young adult, I expect that you will have many valuable insights to 25 contribute to our discussions. However, you have to be there to contribute. Excessive absences will detract from your final grade. Course Schedule: Tues – Friday class @ 10 am – 12:15 pm Head Start days 9:20-noon 1/18 Introduction to course; Theory & Research (Chapter 1) 1/21 Overview: Healthy Dev. in Adolescence & Early Adulthood (skim Chap 14, 15, 16 & 17) 1/25 Environmental Foundations (Chapters 2 & 3) – a focus on issues of race, class & gender 1/28 Genetics, Biological Foundations; Prenatal Development (Chapters 2 & 3) 2/1 Head Start staff visit to class to meet us SERVICE LEARNING JOURNAL #1 due in class Tuesday Feb 1 2/4 Birth & Infancy (Chapters 4 & 5; skim 6 & 7; QUIZ 1 on chapters 1 – 4 must be taken by Wednesday night Feb 9 @ midnight 2/8 Infancy (Chapter 6) 2/11 Infancy (Chapters 7) 2/15 first Service Learning trip to Head Start – meet inside Kelley Center at 9:20 am 2/18 Infancy (Chapter 7) 2/22 no class; Monday classes meet on Tuesday ESSAY #1 due in class Friday Feb 25 2/25 Early Childhood (chapters 8, 9) 3/1 second Service Learning trip to Head Start – meet inside Kelley Center at 9:20 am QUIZ 2 on chapters 5 – 7 must be taken by Wednesday night March 2 @ midnight 3/4 Early Childhood (chapters 9, 10) 26 3/8 third Service Learning trip to Head Start – meet inside Kelley Center at 9:20 am ESSAY #2 due in class Friday March 11 3/11 Early Childhood (chapters 9, 10) 3/15 fourth Service Learning trip to Head Start – meet inside Kelley Center at 9:20 am SERVICE LEARNING JOURNAL, Part 2 due in class Friday March 18 3/18 Early Childhood (chapters 9, 10) & discuss research paper spring break 3/29 fifth Service Learning trip to at Head Start – meet inside Kelley Center at 9:20 am QUIZ 3 on chapters 8 – 10 must be taken by Wednesday night March 30 @ midnight 4/1 Middle Childhood (Chapters 11, 12) Seasons of Life Video 4/5 sixth Service Learning trip to Head Start – meet inside Kelley Center at 9:20 am ESSAY #3 due in class Friday April 8 4/8 Middle Childhood (Chapters 12, 13) Mad Hot Ballroom SERVICE LEARNING JOURNAL #3 due in class Tuesday April 12 4/12 Process Head Start service learning experience QUIZ 4 on chapters 11 – 13 must be taken by Wednesday night April 20 @ midnight 4/15 Middle Childhood (Chapters 12, 13) Middle School Confessions 4/19 Adolescence (Chapters 14, 15) – Seasons of Life Video Easter Break 4/26 Adolescence & Young Adulthood (Chapters 16 & 17) ESSAY #4 due in class Tuesday April 26 4/29 Adolescence & Young Adulthood (Chapters 16 & 17) age 21 & up QUIZ 5 on chapters 14 – 17 must be taken by Monday night May 2 @ midnight 27 5/3 young adulthood & a look to the future Final Exam: hand in take home exam (typed) by Wednesday May 11 by 12 noon – Bannow 122 Head Start Service Learning Component: As a service learning component of PY264, you will be participating in the Adrienne Kirby Family Literacy Project at ABCD Head Start in Bridgeport, CT. We will be traveling to Head Start together in university vans for 6 visits. Be in the Kelley Center lobby at 9:20 SHARP! You will be assigned to work with preschool children in their classrooms in the hopes of enhancing their language and school readiness skills. There is a Journal assignment worth 20% relating your service learning experiences to your readings and class discussions. Attendance for labs in Bridgeport are mandatory. However, if for some good reason, you miss a lab session it is your responsibility to (1) notify me by calling my cell phone BEFORE 9:15 am and (2) to make up the session by arranging transportation to Head Start on your own. Documentation of the make-up session will be required. Head Start Journal Project: PART 1: Background Information – due 2/1/11 As psychologists from a university about to enter a community agency, it is important that you know something about the community setting you are about to form a partnership with. On 2/1/11, teachers and site managers from Action for Bridgeport Community Development’s Head Start program will come to our class to meet you and to introduce you to ABCD, to the Head Start model, and to classroom etiquette and expectations. Before their visit, you will do some research about both ABCD as an agency and about the history of the Head Start program, its original purpose, the controversy over its effectiveness, the research about its long term outcomes, etc. Answer the following questions: 1. When did Head Start begin? 2. What was its purpose? What was the rationale for creating Head Start? 3. What types of services did Head Start originally provide? 4. How many children are served today? What is the family income criteria? 5. Under the Nixon administration there was a controversy over Head Start’s effectiveness – what was it? What types of research did opponents of Head Start use to try to disband it? What were the arguments supporters of Head Start used to save funding? 28 6. What are some of the areas where there have been documented positive long term effects of Head Start? 7. Edward Zigler & others have argued that Head Start is cost effective because it prevents many of the problems faced by low income children & their families … what are those statistics? 8. What are the major challenges Head Start faces today? What is stopping it from being effective? 9. Look at ABCD’s website: www.abcd.org ABCD was created in the 1960’s as a part of President Johnson’s War on Poverty, what services does this agency provide to the greater Bridgeport community? How many people does it serve? PART 2: First Service Learning Journal – due 3/15/11 Additional Readings for this journal first assignment: Berk, L.E., Mann, T.D., & Ogan, A.T. (2006). Make-believe play: A wellspring for development of self-regulation. In D.G. Singer et al. (Eds). Play = learning: How play motivates and enhances children’s cognitive and social-emotional growth. NY: Oxford University Press. Use the notes that you kept from each of your first three sessions at Head Start and respond thoughtfully to each of the following prompts integrating your classroom observations, assigned course readings, assigned course videos, and additional library and internet research. (1) Observation: social ecology: Your textbook stresses the importance of the social ecology of an individual’s environment. Do an ecological assessment of the Head Start environment both at the site level and the classroom level. Remember that all environments have positive resources that contribute to a child’s ability to develop resilience as well as risk factors and liabilities that have the potential to detract from optimal development. For this part of the assignment, you are expected to provide an assessment of two important ecological factors: the school and the individual classroom. Suggest what impact you think this “ecology” might have on the children’s development (positive and/or negative). Consider the following: the “feel” of the school when you enter, the “feel” of the classroom; its physical lay-out; the quality, quantity, and developmental appropriateness of learning materials available; cleanliness; structure vs. chaos; the behavior of the adults; the noise level, and the “mix” of the children (ask your teacher about this-gender, age, behavior problems, special needs, etc.). NOTE: You are expected to relate your observations to research/theory in your textbook AND you are expected to do some additional research related to school-classroom factors related to school adjustment/success. (2) Observation: Vygotsky’s zone of proximal development. Your textbook and the reading by Berk, Mann & Ogan (2006) provide you with a good description of how much cognitive development depends on social dialogues & social interaction. Work with a child – you be the more knowledgeable person and stretch a child’s cognitive development a bit. Describe one example of a child’s learning being advanced using the zone of proximal development. Are there instances of children being asked to do things out of their zone of proximal development? 29 Describe one example. As a developmental psychologist, what is the “take home” lesson you have learned from these observations? (3) Observation: make believe play & self regulation Refer to the article by Berk, Mann & Ogan (2006). Either on your own or with the help of your teachers identify TWO of the youngest children in your classroom and TWO of the oldest children. Spend time talking to an interacting with these four children, try to engage each of them in make-believe play. Use the Berk et al. (2006) article and discuss the differences you see in (a) the children’s language skills and (b) the children’s self-regulation skills. Describe and discuss (using professional psychological terminology) your observations of the connection between make-believe play, language & selfregulation. As a developmental psychologist, what is the “take home” lesson you have learned from these observations? (4) Personal reflection: discuss your personal reactions to the experience thus far : (a) what were some of your thoughts in reaction to your experience? (b) how do you feel (personally) when you are at Head Start and/or when you leave? (c) discuss one link/connection to your personal life & experience. (5) Questions: And, since every experience should generate more questions & encourage you to wonder “why?” What did your experience at Head Start this week make you wonder about? What do you want to know more about? (please do not say “what will happen to these children when they grow up” - you are capable of much deeper thinking that that.) (6) References: give the complete and correct APA style formatted citations for the resources you used. PART 3: Second Service Learning Journal – due 4/12/11 Additional Readings for this journal second assignment: Albee, G.W. (1992). Saving children means a social revolution. In G.W. Albee et al. (Eds). Improving children’s lives. Newbury Park: Sage. Zigler, E.F. & Styfco, S.S. (2007). America’s Head Start program: An effort for social justice. In C. Wainryb (Ed.). Social development, social inequalities, and social justice. Hoboken: Erlbaum. (1) Observation: discipline style & behavior The preschool years are noted for being a time of “socialization.” Adults “teach” children about how society expects them to behave through discipline. Similar to what we learned about attachment, the type of discipline style a child is exposed to provides additional information to the child’s “internal working model” about selfworth, how relationships work, and the rules that govern behavior in the world. Do a behavioral assessment of your classroom – what can you say about the relationship between rewards/punishments and the children’s behavior? Just like families, classrooms can be categorized can according to the predominant discipline style used and there is a rich research 30 literature about the effects of teacher discipline style on children’s behavior. How would you describe the discipline style in your classroom – authoritative, authoritarian, permissive, or neglectful/uninvolved? Explain your reasons for that classification. Identify at least one child you know well and evaluate the impact that that discipline style is having on his/her development. Be sure to consider the bidirectional interaction of child characteristics & discipline style. [use your textbook; the videos & additional research as resources] (2) Observation & Reflection: Head Start Social Justice Read Zigler & Styfco (2007) and Albee (1992). These two readings should encourage us all to think about how we can use our knowledge of psychology to encourage an approach to child development that is truly “socially just.” Nearly two decades ago, Albee (1992) proclaimed that saving children would require a “social revolution” … Zigler & Styfco’s (2007) tell us that the benefits of a high quality early intervention like Head Start may not level the playing field between the poor children and their middle class counterparts but it is better than having nothing at all. Here is my question to you: Is this the best we can do for the children of the poor? Answer the following questions: (a) How do you evaluate the children’s preschool experience your Head Start classroom in terms of social justice? Remember to consider strengths as well as weaknesses (b) Using your knowledge of developmental psychology (textbook, readings, videos), suggest two policy changes that would help level the playing field and make Head Start a more “socially just” early childhood intervention. (3) Reflection Consider the following passage taken from “Ordinary Resurrections” by Jonathan Kozol: “The lives of children in poor neighborhoods are studied, and their personalities examined and dissected, often with a good deal of self confidence, by grown-ups far away who do not know them but rely on data generated by researchers to come up with various conclusions that are used to justify political decisions. This is inevitable, I guess. Societies and governments need to rely on generalities to organize their understandings and establish policies. Sometimes, though, these generalities seem much too big, too confident, and too relentless. It feels at times as if the world of adult expertise is taking hundred-pound cement blocks, labeled “certitude” and “big significance,” and lowered them down onto the shoulders of a [young child], then telling him, “Okay, you carry this for ten years or fifteen years. Then, if we learn something new, we will come back and give you new labels you can carry.” Sometimes the size and weight of all this significance make it hard to see if there is still a living body underneath” (Kozol, 2000, p. 1415). The children you have gotten to know at Head Start are known by many stereotypes – they are called low income children, children at risk, poor children, disadvantaged children, etc. The children you have come to know are innocent victims of these stereotypes and many 31 “generalities” researchers report in our professional journals and politicians use to make social policies. For the past 6 weeks you have been able to see these children for who they really are … With that in mind, answer the following: What did the children at Head Start teach you about the lives of children (and their families) who researchers “study” and “explain” & who politicians pass policies about that no textbook or published research study ever could tell you? Give two specific examples from your time at Head Start. Use whatever resources you think will help you make your argument. (4) Personal reflection: How has your time at Head Start affected you? Consider your personal development and your world view & attitudes. Explain. (please give this question some serious thought) (5) References: give the complete and correct APA style formatted citations for the resources you used. 32 EXHIBIT C: INTRODUCTION TO CREATIVE WRITING Meets MWF, 1:00 02:05 p.m. in Hum 111 (Service Learning sessions at West Wind Village to be arranged) Instructor: Argie Manolis Email: manolis {at} mrs.umn(.)edu (This is the best way to reach me) Office: HUM 124 Office Phone/Voicemail: 589-6257 (This is the second best way to reach me) Office Hours: Tues, 12-2 and Wed, 2-4 A poem does invite, it does inquire. What does it invite? A poem invites you to feel. More than that: It invites you to respond. And better than that: A poem invites a total response. -Muriel Rukeyser from The Life of Poetry Course Description Welcome to Introduction to Creative Writing! This is a course in "inquiry" and "total response." In the process of reading and writing poetry and fiction, you'll come to recognize the power of the written word how it can change the way writers and readers live their lives. This writing course is designed to help you discover and put into practice your own strategies for living a more creative life. More practically (or more academically), you'll learn basic strategies for gathering ideas for, writing, critically reading, and revising prose (primarily fiction) and poetry (which may be fictional or non fictional). This course encourages you to think of all your writing as work in progress. You will complete a portfolio of fiction and poetry at the end of the semester, but much of your grade on this portfolio will hinge on how hard you work at drafting and revising. In the process of doing the work, we'll discuss questions like, what makes a good story? A good poem? What is creative writing as an academic discipline and as a way of life? Where do our own stories and poems, and our own writing goals, fit in? What value does creative writing have personally, socially, and politically? Research shows that people learn best when their reading, writing, and thinking relate to challenges and needs within their communities. In this course, you will have the opportunity to interact with elderly people in the Morris community, many of whom suffer from Alzheimer's Disease and Related Dementia. You will create "found poetry" from their words in addition to your original poems. You will be providing a valuable service, and in the process, you'll learn to value the lives, memories, and words of people much different than you. You will spend a total of eight hours this semester Outside of class time meeting with the residents. Course Requirements and Policies Books You Need: A Poetry Handbook, by Mary Oliver Writing Fiction: A Guide to Narrative Craft, by Janet Burroway 33 Service Learning in Writing Courses at University of Minnesota Morris Course Manual, Fourth Edition (This manual will be available from the instructor at the cost of production). Other Supplies/Costs: Photocopying costs will be significant. You should set aside $20 for these costs from the beginning of the semester. Two two-pocket folders for submission of your portfolios and journal entries. A large envelope for the return of your final portfolio A disk, with all versions of your stories and poems saved. Lined paper and a pen for in class writing assignments. Attendance and Participation (5% of grade): Because so much of your learning will take place in class, you must attend to receive credit for this course. If you miss more than three unexcused class meetings, your final course grade will be lowered by one letter grade. If you miss more than five unexcused class meetings, you cannot pass this course. Conferences and service learning sessions count as class meetings. If you find yourself missing class frequently because of illness, family problems, or other reasons, please talk to me about your attendance record as soon as it is of concern. Because we are building a community of writers in this class, participation is important. You must participate in full class discussions of readings, service learning activities, and workshops. In class writing, including both journals and bi weekly letters (explained below) will count toward your final grade. At the end of the semester, I will assign an attendance and participation grade based on attendance and promptness, in class writing, participation in class discussions and workshops, and peer evaluations of your participation in the service learning project. The Workshop (Part of attendance and participation grade): Good writing is never a product of only one mind. Writers draw on a variety of experiences and influences in order to work through the writing process, An important influence is feedback from a diverse audience for the sake of this course, your teacher and your peers. The workshop is an important part of this, and all, creative writing courses. The workshop allows you to gather a variety of responses and make choices about how you will revise your work as a result. As a reader, you'll discover what styles of writing you most enjoy and how to better appreciate good writing. You'll gain critical reading skills which will help you write more clearly and thoughtfully. Writing involves risk. Responding to writing involves careful, critical, sensitive communication. I hope that as we get to know each other, we will learn to challenge and to support and encourage each other. This classroom should be a place in which we all feel comfortable sharing our work and are all open to thoughtful feedback. It's important to note that there's a difference between providing critical feedback that is useful and feedback that amounts to a general judgment negative or positive about a piece of work. Similarly, there's a difference between disagreeing 34 with an idea or comment and shutting down or criticizing the person who made the comment. All work has the potential to be improved, and all ideas have the potential to be thoughtfully reconsidered. You'll be asked to look critically at each piece by your peers and think about how it could be improved. Unsupported comments will not be accepted. Neither will comments that are hurtful or condescending. Workshop responses (20% of your grade): You will be assigned to a group of three to four other students for each assignment. You are required to read drafts of poems and stories from the entire class, but you must only complete a thorough written response for your group members. You must be prepared to lead the discussion about the pieces written by members of your group on the day they will be workshopped. We will discuss the process for responding to drafts in more detail, and you will get a list of questions and/or criteria for each assignment. Workshop Policies: You must bring enough copies of your draft for each class member and the teacher on the day your drafts are due. You are responsible for knowing how many copies to bring. If you do not bring enough copies, your participation grade will be affected. You must complete written peer reviews for each group member on the day the peer review is due. You must bring two copies of the peer review: one for the writer and one for the teacher. If you do not complete the peer review on the day it is due, or bring copies for both the writer and the teacher, your participation grade will be affected. You must include copies of peer reviews you received with your portfolio packets, so do not discard them, even after you've completed the revision. Peer reviews must be prepared in one of the following ways: you may type responses to each of the questions or criteria. Include your name, the writer's name, and the assignment if you type peer responses. You may also respond to each of these questions or criteria by writing in the margins of the poem. If you choose the second option, be sure you respond in some way to all criteria and use dark ink to write your comments so they will be legible on a photocopy. Write comments legibly, and include your name legibly at the top of the poem. Bi-weekly letters (part of attendance and participation grade): Every other week, I will give you ten minutes at the end of class to reflect on the work we have accomplished as a community of writers during the previous two weeks. I will return your letter with a response during the next class period. Unlike the rest of your work in this class, your letters will be confidential. Because my goal is to help you learn, I want to check in with you every two weeks and find out how the class is working for you. Suggestions on ways to improve the class curriculum are greatly encouraged. In addition to these letters, I encourage you to meet with me so we can discuss how the class is working for you in more detail. Conferences (part of attendance and participation grade): One group and two individual conferences are scheduled during the semester so you may receive one on one feedback on your writing in various stages. In addition, you should plan to visit me during office hours for additional feedback. 35 Final Poetry and Fiction Portfolio (50% of your grade): You will write one short story and three original poems this semester. You will be evaluated not only on the quality of the final drafts, but also on the process. You will do a lot of prewriting for each assignment. It is your responsibility to keep track of these prewriting assignments. Out of class prewriting assignments must be submitted in the format described for your story drafts below. In class prewriting will be handwritten, but should include a heading with your name, the date, and a description of the prompt. Each time a draft is due, I will collect all the prewriting that led to that draft, directly or indirectly. The story and the first two poems will be submitted to the instructor and peers for oral and written comments; the third poem will receive comments from the instructor only. You are expected to revise the story and one of the poems using these comments. At the end of the semester, you will write a reflection on your revision process for each piece you revise. Revision means "re vision" or "seeing in a new way." Mechanical changes or a few minor changes in plot, setting, language, line breaks, etc. does not constitute a revision. A revision involves reworking the piece several times, using critical thinking, peer comments, and artistic vision (which comes from a combination of intense engagement with the piece and periods of distance from it). How thoroughly you revise, how well you address peer comments in your reflection, and how much the story or poem improves in terms of its essential elements (plot, imagery, characterization, line breaks, etc.) will affect your grade. In order to receive a passing grade (C or D) on this portfolio, you must submit all drafts of portfolio pieces on their due dates, complete 75% or more of the prewriting, and write a good revision. For an A or B, all prewriting must be completed and all drafts submitted on time. The revision must be significantly better in terms of its essential elements than the early drafts. All pieces must also be carefully proofread and free of mechanical errors for an A or B. In addition to prewriting exercises, Your portfolio will include several drafts, workshop responses, a final revision of at least one poem and the story, and a reflection on your revision process. Found Poetry Portfolio (15% of your grade): You're responsible for writing found poems based on the tapes from at least three meetings with residents at West Wind Village. Each time you write a series of found poems, you will also write a reflection on the process and on what the poems reveal or witness (a handout with specific questions to address will be available). Writing found poems will give you practice in composing titles and line breaks and help you think about your role as a writer in new ways. At the end of the semester, you and your peer group will compile these poems into a book of poetry for the residents and their loved ones. Each group of found poems and reflection is due in draft form a week after the session with residents. Final versions are due close to the end of the semester, when you will compile final books of poems for each resident with your peers. Service learning journals and final service learning reflection essay (10% of your grade): As part of the course's service learning requirement, you must reflect on the service learning project periodically throughout the semester. Specific questions will be offered to you in advance of each journal due date. Service learning journals should be submitted in the same format as your short story draft (see "final poetry and fiction portfolio"). In addition, you will draft and 36 revise a final service learning reflection essay, which will be included in each resident's final book of poems. On some weeks, rather than a journal, you will be asked to write a letter to a family member of a resident with whom you work on the service learning project along with a brief reflection and analysis to accompany the letter. This letter should be formatted like a business letter. Examples will be provided. Grading Policies: For drafts of poems and stories, I will offer comments only; however, the comments will clearly explain how the assignment could be improved. I will you written comments on the day your poem or story is workshopped. For the third poem, you will receive my comments during a conference. You won't receive a grade for these pieces until I review your final portfolio revisions, but these final grades will be largely based on how thoughtfully you incorporated earlier comments. You will receive comments on found poems within a week of the day they are submitted. You and your peers will receive a group grade on the final poetry books. Your workshop responses will be graded based on how thoroughly you answered each assigned question/addressed each criterion and how thoughtfully you engaged the writer's work. I will offer thorough comments on these; please allow two weeks for a return. Your service learning journals and essay will address how thoroughly and thoughtfully you answered the prompt and how well you narrated, reflected, and analyzed your experience in the previous two weeks. Please see me during office hours or make an appointment to discuss any concerns about your grade. Tentative Schedule (NOTE: This schedule is likely to change. All changes will be announced in class.) 1/13: Introductions/pre-survey 1/15: Complete informational questionnaire. Read introduction to manual and complete reflection journal on p. 15. Read chapter one in Burroway. 1/17: No class today. Begin work on assignments for 1/20. 1/20: Read chapter one in manual and complete reflection journal on p. 23. NOTE: If you have already been involved in the service learning project, please complete the same journal assignment; Your responses will likely be different this semester. 1/22: Read chapter four in manual and complete reflection journal on p. 72 under "additional questions for creative writing." You do NOT have to complete the reflection journal questions above this one. Read "The Visible Man" on pp. 144 154 in Burroway and the stories and poems on reserve at the library before tackling the reflection journal question. Be prepared to discuss all the stories and poems in the packet. 1/24: Read chapter five and complete reflection journal under "additional questions for creative writing" on p. 80. You do NOT have to complete the reflection journal questions above these. 37 1/27: Read chapter six in manual. Read chapter seven in manual. Read "alternative journal assignment" (handout). 1/29: Complete journal on pp. 52 53. Panel discussion. Bring questions for panelists. 1/31: Tour of West Wind Village. First service learning session during assigned group time. Facilitator will write poems for this week. 2/3: Read chapter eight and complete reflection journal on p. 109. NOTE: If you have already been involved in the service learning project, please complete the same journal assignment; your responses will likely be different this semester. Complete a plot outline for your story. (Consider using exercise 1 or 3 on p. 28, or in class writing exercises, for ideas). 2/5: Read Chapter Three in Burroway. 2/7: Read Chapter 10 in Burroway. Second service learning session during assigned group time. Facilitator will write poems for this week. 2/10: Service learning journal #1 due. Read chapter Four in Burroway to p. 132. Complete a character sketch of your main character by freewriting about him/her, then writing a one page summary of the important characteristics of the character and the main obstacle/difficulty s/he will face in the story. (Consider using the exercises on p. 155 under "development/revision" for help in freewriting). 2/12: Read chapter five in Burroway. 2/14: Read chapter six to p. 216 in Burroway. Write a one page description of one or more of the settings in your story in progress. Read Chapter 7 to p. 273 in Burroway. 2/15: Sweetheart's dance at West Wind Village. Volunteers who write a reflection about their experience will receive 20 points of extra credit toward their reflection journal or essay grade (wherever the points would best help you at the end of the semester). Third service learning session during assigned group lime. Facilitator will write poems for this week. Individual conferences will be held outside of class lime this week. Bring your story in progress to the conference. 2/17: Read Chapter 8 in Burroway to p. 301. Read "Who's Irish?" on pp. 311-319. 2/19: No class today. Begin work on homework for 2/21. 2/21: Read Chapter two in manual and complete reflection journal. Read poems your facilitator wrote from weeks one and two (handout). Read found poetry reflection journal assignment sheet (handout). Practice writing found poems. Continue work on story. Fourth service learning session during assigned group time. Student assigned to fourth session writes poems. 2/24: Service learning journal #2 due. Read pp. 1-18 in Oliver. Practice writing found poems. Continue work on story. 2/26: Read pp. 19 34 in Oliver. Practice writing found poems. Continue work on story. 2/28: Story due with five copies. Read sample peer responses (handout). Fifth service learning session during assigned group time. Found poems and reflection due in class on Monday for student assigned to fourth session. Student assigned to fifth session writes poems. Group workshop conference will be held outside of class time. Bring two copies of each workshop response to the conference. 3/3: Read pp. 35 57 in Oliver and packet of poems (handout). 3/5: Read 58 75 and 112 118 in Oliver. 3/7: Read chapter 11 in Burroway. 38 3/10-3/14: Have a safe and happy spring break! Sixth service learning session during assigned group lime. Found poems and reflection due in class on Monday for student assigned to fifth session. Student assigned to sixth session writes poems. 3/17: Service learning journal #3 due. Read assignment sheet and readings for poem #1 (handout) 3/19: Work on poem/discuss handout. 3/21: Work on poem/discuss handout. Read sample poem responses (handout). Seventh service learning session during assigned group time. Found poems and reflection due in class on Monday for student assigned to sixth session. Student assigned to seventh session writes poems. 3/24: Draft of poem #1 due with copies for class and instructor. 3/26: Workshop group one's poems. Group one responses due two copies each. If you are not in group one, read group one's poems carefully and make written notes for the workshop. 3/28: Workshop group two's poems. Group two responses due two copies each. If you are not in group two, read group two's poems carefully and make written notes for the workshop. Eighth service learning session during assigned group time. Found poems and reflection due in Class on Monday for student assigned to seventh session. Student assigned to eighth session writes poems." 3/31: Service learning journal #4 due. Workshop group three's poems. Group three responses due two copies each. If you are not in group three, read group three's poems carefully and make written notes for the workshop. 4/2: Workshop group four's poems. Group four responses due two copies each. If you are not in group four, read group four's poems carefully and make written notes for the workshop. 4/4: Read poem 42 assignment sheet and readings (handout). Ninth service learning session during assigned group time. Found poems and reflection due in class on Monday for student assigned to eighth session. Student assigned to ninth session writes poems 4/7: Read Chapter 15 in manual. 4/9: Work on service learning essay in class. 4/11: Draft of service learning essay due with copies for peer group. Tenth service learning session during assigned group time. Found poems and reflection due in class on Monday for student assigned to ninth session. Student assigned to tenth session writes poems. 4/14: Service learning journal #5 due. Peer response to service learning essay due. 4/16: Draft of poem 92 due with copies for class. Read found poem semester reflection assignment sheet (handout). 4/18: Workshop group one's poems. Group one responses due two copies each. If you are not in group one, read group one's poems carefully and make written notes for the workshop. Last service learning session. Found poems and reflection due in class on Monday for student assigned to tenth session. This session is not taped; no poems are written from it. Individual conferences held this week. Draft of poem #3 any topic, any form due on day of conference. Revisions of Found poems also due on day of conference. Found poems and reflection due in class on Monday for student assigned to last session. 39 4/21: Workshop group two's poems. Group two responses due two copies each. If you are not in group two, read group two's poems carefully and make written notes for the workshop. 4/23: Workshop group three's poems. Group three responses due two copies each. If you are not in group two, read group three's poems carefully and make written notes for the workshop. 4/25: Workshop group four's poems. Group four responses due two copies each. If you are not in group four, read group four's poems carefully and make written notes for the workshop. 4/28: Service learning journal #6 due. Read 109-111 and 119-122 in Oliver. Read Chapter fourteen in manual. Close to final drafts of all found poems and reflection due. In class, we'll edit poems and reflections and begin work on the books of poems. 4/29: Celebration at West Wind Village held at 6:30 p.m. 4/30: Second draft of service learning essay due. In-class peer review. Continue work on books of poems. 5/2: Post survey and evaluations. Fiction and poetry portfolio due. Includes revision of story and at least one poem, reflection essay, drafts of all formal assignments, and final draft of service learning essay (hard and electronic copy). Tuesday, 5/6: Final draft of service learning essay due in hard copy and electronic copy. Final draft of found poetry portfolio due. Final books of poetry due in electronic copy. Bring these to my office. Time TBA. 40 RESOURCES If you are interested in learning more about service-learning or would like to research existing service-learning programs across the country, please try the following links to find additional information. Towson University’s Handbook for Service-Learning http://www.towson.edu/studentaffairs/civicengagement/documents/SLHandbook2.pdf The California State University’s Center for Civic Engagement Resource Center http://www.calstate.edu/cce/resource_center/ American University’s Faculty Guide to Service-Learning http://www.american.edu/ocl/volunteer/upload/Faculty-Guide.pdf Anne Arundel Community College’s Center for Learning through Service http://www.aacc.edu/servicelearning/ Elon University’s Kernodle Center for Service-Learning and Civic Engagement http://www.elon.edu/e-web/students/servicelearning/default.xhtml?m=1 National Service Learning Clearing House http://www.servicelearning.org/ Learn and Serve America http://www.learnandserve.gov/ National Youth Leadership Council http://www.nylc.org/?gclid=CIynu-DohbECFUFV4AodWnccEw Campus Compact http://campuscompact.org/ Magna Publications http://www.magnapubs.com/ 2011 College Rankings: Most Service Oriented Schools http://www.thedailybeast.com/newsweek/features/college-rankings/2011/serviceoriented.all.html
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