1. family and parenting
2. children
3. daycare and preschool

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:
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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
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BENEFITS OF SERVICE-LEARNING
STUDENTS
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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
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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
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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
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EXPECTATIONS
STUDENTS
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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
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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
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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
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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
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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
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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.
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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.
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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?
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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:
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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
rcovington@drfonline.org.
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)
rcovington@drfonline.org
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)
rcovington@drfonline.org
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)
rcovington@drfonline.org
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.
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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)
rcovington@drfonline.org
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
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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
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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.
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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
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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
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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)
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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?
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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?
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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
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“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.
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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
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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:
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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.)
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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.
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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.
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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.
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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.
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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.
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Towson University’s Handbook for Service-Learning
http://www.towson.edu/studentaffairs/civicengagement/documents/SLHandbook2.pdf
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The California State University’s Center for Civic Engagement Resource Center
http://www.calstate.edu/cce/resource_center/
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American University’s Faculty Guide to Service-Learning
http://www.american.edu/ocl/volunteer/upload/Faculty-Guide.pdf
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Anne Arundel Community College’s Center for Learning through Service
http://www.aacc.edu/servicelearning/
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Elon University’s Kernodle Center for Service-Learning and Civic Engagement
http://www.elon.edu/e-web/students/servicelearning/default.xhtml?m=1
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National Service Learning Clearing House
http://www.servicelearning.org/
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Learn and Serve America
http://www.learnandserve.gov/
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National Youth Leadership Council
http://www.nylc.org/?gclid=CIynu-DohbECFUFV4AodWnccEw
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Campus Compact
http://campuscompact.org/
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Magna Publications
http://www.magnapubs.com/
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2011 College Rankings: Most Service Oriented Schools
http://www.thedailybeast.com/newsweek/features/college-rankings/2011/serviceoriented.all.html