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Objectives
1. To explore theoretical and practical approaches to service, democratic citizenship,
and community building, particularly in Appalachia.
2. To engage in critically-reflective placements with local organizations, and to
participate in a class project designed and conducted in partnership with the
community.
3. To develop effective skills in community service and citizenship, including oral
and written communication skills, teamwork, leadership, diversity awareness, and
participatory action research.
4. To formulate and examine the students own commitment to service and
citizenship.
Texts
Our basic text is an interdisciplinary anthology especially designed for courses like this
one. Its wide range of materials, from philosophy and theology to poetry and literature to
politics and sociology, represent differing perspectives on service, citizenship, and
community. Our second book focuses on contemporary examples of what the authors call
living democracy, and includes exercises that will help us link theory and practice.
Several additional articles will be distributed in class.
Please buy the following books:
Benjamin Barber and Richard Battistoni, Education for Democracy: A Sourcebook for
Students and Teachers
Frances Moore Lappe and Paul Martin DuBois, The Quickening of America: Rebuilding
Our Nation, Remaking Our Lives
Format
Each week, the students will each complete 4-5 hours of service (which must include
community contact), and the class will meet together for a two-hour seminar. The
placement experience is structured by the roles and responsibilities the host organization
agrees to provide you, your own interests and learning objectives, and this course design.
These three components will be formalized in a Learning Agreement, to be signed by the
student, a representative of the host organization, and myself as the instructor. It is
essential that the relationship between the student and the host be as reciprocal as
possible; the community organizations and leaders who share with us this semester
should be respected as equal partners, not treated as walking data.
In our weekly seminars, we will explore community building and democracy among
ourselves. Sessions will include analyses of the readings; placement highlights and
presentations by members of the class; and dialogues with community leaders. In our
discussions, we will integrate scholarly and community voices which are not always
included in academic or public debates. During our meetings, we will work hard to
express our views and to listen to the views of others. This requires a degree of courage
and trust; it is sometimes very hard to take an unpopular stand on a controversial or
sensitive issue, or to open ourselves to a very different viewpoint. But if we can not do so
in a class, how will we ever be able to do so in our communities?
Assignments and Evaluation
The assignments are designed to encourage structured academic reflection upon our
service experiences outside the classroom, and to create an active learning community in
class. Accordingly, the evaluation process is designed to match the multiple ways in
which our learning takes place. The course grade will be determined as follows:
1. Journal: 20%. One of the most valuable tools for reflection is a journal in
which you consistently record and analyze your experience in light of the
class materials. After each session at your placement, record the date and
times, and a brief report of your activity. Each week, write at least three
entries (approximately three pages) reflecting upon these topics: (1) an
issue or theme from the weeks readings, (2) a critical incident that
occurred during the week, and (3) an activity or dialogue that took place
during that weeks seminar.
The goal is to study the class themes in light of our experiences. Ask
yourself such questions as: How do the readings help me to understand my
experiences? In what ways does my placement tend to confirm or refute
the readings? Remember that, although this journal is not expected to be a
polished essay, it should not be purely stream-of-consciousness either.
You may also attach media articles, photos, flyers, or other material
relevant to your topic be creative! The key to effective use of a journal is
to write immediately and frequently dont leave it until the day of class!
The journal should be typed or word-processed, double-spaced, and
should be brought to class every week. I will initial it each week, and read
and comment on it three times during the semester. At the end of the
semester, you will submit the entire journal, with my comments.
2. Placement presentation and final summary essay (4-5 pages): 20%.
3. Analytic essays: 20%. These papers will give you a more structured
format in which to reflect upon selected themes of the class (4-5 pages
each).
4. Class community service project: 20%. Because service is best approached
as a partnership, the class will decide on, design, and carry out a project in
collaboration with the community. This may involve assuming
responsibility for a specific activity or initiative, or participatory action
research.
BEREA COLLEGE
Home URL: http://www.berea.edu/GST/GST.home.html
carol_derosset@berea.edu
Last update:02/20/01
All Contents Copyright 2000, Berea College, Berea KY
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