This multidisciplinary capstone course is designed to be a culminating experience for a liberal arts education. Students from a range of majors will work, in groups, on a community service project. They will explore connections among their various disciplines and between their liberal arts college experience and issues in the off-campus community. The large field work component will be carried out as part of Goucher’s partnership with the HARBEL Community Organization in northeast Baltimore City. Focus of the project for spring ’98 will involve developing proposals for the possible rehabilitation of the historic Arcade Theatre in Hamilton so that it might best serve the needs of the community.

COURSE OBJECTIVES
1. To help seniors put their own majors in a larger context by exploring interrelationships among their courses, between their own major and other majors, and between their liberal arts college experience and issues in the off-campus community.
2. To work cooperatively within an interdisciplinary team and appreciate the contributions of different liberal arts academic disciplines in addressing social and civic issues.
3. To carry out extensive field research in, and with, the community.
4. To develop, as a team, a feasibility study for one possible use of the Arcade Theatre.
5. To present, discuss, and defend the process and results of that study to groups in the community and on campus at Goucher.
6. To recognize the similarities and differences among different communities and the strategies necessary for making successful transitions between them.

REQUIRED READINGS
To Be Purchased

Fisher, R. & Ury, W. (198 1). Getting to yes. NY: Penguin.
Naylor, G. (1980). The Women of Brewster Place. NY: Penguin.
Spradley, J.P. (1980). Participant observation. Austin, TX: Holt, Rinehart and Winston.
Course packet on sale at the bookstore (see full listing on next page).

To Be Given Out

Cheney, L.V. (1989). 50 hours: A core curriculum for college students. Washington, DC: National Endowment for the Humanities, 1989.
DiTiberio, J.K. & Hammer, A.L. (1993). Introduction to type in college. Palo Alto, CA: Consulting Psychologists Press.
Hirsh, S.K. & Kummerow, J.M. (1990). Introduction to type in organizations. Palo Alto, CA: Consulting Psychologists Press.
Mundell, K. & Frost-Kumpf, H.A. (1995). Sensing place: A guide to community culture (and workbook). Augusta, ME: Maine Arts Commission.
Packet of newspaper articles re: theatre renovations in Baltimore
Packet of materials re: HARBEL Community Organization and neighborhoods
Additional readings may be handed out during the semester

COURSE PACKET
Bloland, H. G. (1995). “Postmodernism in higher education.” Journal of Higher Education 66, 521-559.
Evans, S. M. & B oyte, H. C. (19 8 6). Free spaces: The sources of democratic change in America (pp 1-25). NY: Harper and Row.
Geertz, C. (1977). “Deep play: Notes on the Balinese cockfight.” In C. Geertz, The interpretation of cultures (pp 412-453). NY: Basic Books..
Howe. 1. (1992). “The value of the canon.” In P. Berman (Ed). Debating P. C. (pp 15 3 – 171). NY: Dell Publishing.
Hunter, A. (1993). “Local knowledge and local power: Notes on the ethnography of local community elites.” Journal of Contemporary Ethnography, 22, 3 6-5 8.
Toqueville, A. de 1990 (183 5). Democracy in America (Vol. 1). (pp 241-244 and 248-253). NY: Vintage Books.

On Library Reserve (and copies, available from faculty noted)

Bellah, R.N. et al. (1992). The good society (pp 3 -5 1). Berkeley, CA: University of California Press. (copies also with Carol and Bill Rich)
Lappe, F.M. & Du Bois, P.M. (1993). The quickening of America: Rebuilding our nation, remaking our lives (pp 3-44). San Francisco: Jossey-Bass. (copies also with Carol & Nick Brown)
Putnam, R.D. (1993). Making democracy work: Civic traditions in modern Italy (pp 83-117 and 163-185). Princeton: Princeton University Press. (copies also with Carol and Nick Brown) RECOMMENDED READING
Searle, J. (1992). The storm over the university. In P. Berman (Ed), Debating P.C. (pp 85-123). NY: Dell Publishing. (copies also with Carol and Eli Velder)

COURSE REQUIREMENTS, ASSIGNMENTS, AND GRADING

10% participation/contribution
20% on-going journal
35% final group project and presentations
35% individual portfolios

Participation/Contribution

Interaction, collaboration, and shared expertise are an essential part of this course and apply both to in-class time and to time spent working on the group project in the community. Participation/contribution will be evaluated by:

– self evaluation and justification
– evaluation by rest of team/class
– evaluation by Carol

On-Going Journal

Each student will keep a journal. Entries will be made weekly and journals will be turned in every Thursday (in class or at my office on the Thursdays when you’re out in the field). Carol will read the journals every week and respond to them. You may pick them up on Mondays at her office. Weekly entries/reflections will not be graded, but feedback should provide students with an indication of how they are doing. Students may be referred to other faculty members or additional resources/consultants on or off campus, when appropriate.

Your first entry should consist of your setting, and explaining, your own personal goals for this experience, and discussing how your personal goals relate to the goals of the course.
Please see the handout of guidelines for journal writing for more detail .

Group Projects and Presentations

The instructors will divide the class into groups of approximately 5. Each group will conduct the necessary field research to develop a feasibility study for the possible rehabilitation of the historic Arcade Theatre in Hamilton so that it might best serve the needs of the community. Results will be presented both to the appropriate community groups and here at Goucher. Projects and presentations will be evaluated by

– self evaluation of team
– evaluation by rest of class
– evaluation by audience at presentations
– evaluation by instructors (feasibility studies themselves to be evaluated by Debra Sherwin)

Individual Portfolios

The the team project is a group effort, each student will also keep an individual portfolio that documents the work they have been doing in pursuit of the group project/presentation and their reflection on that work, their role in it, and the connections among disciplines and between theory and practice. Material in the individual portfolio might, for example, include:

-research questionnaires/forms developed data collected and analyzed correspondence interviews conducted written responses/reflection in relation to assigned readings (these reactions could be revisited and added to at different times in the process) a final intensive reflection on your entire educational experience, the integration of your own major with the full liberal arts experience, and a discussion of the connections you’ve made between a liberal arts education and issues in the off-campus community.

Students can have Carol review their portfolios during the semester to get an indication of how they’re doing.
Please see the handout of guidelines for portfolios for more detail.

REVISED TENTATIVE COURSE OUTLINE
(subject to still more revision!)

(A) = Thursday afternoons from 1:30 – 4:00 p.m.

(N) = Tuesday nights from 6:30-9:00 p.m.

(A) Jan. 22 Introduction to Class and Faculty Team/Background of HARBEL, the Neighborhoods, Hamilton, and the Arcade Theatre (all faculty, Judy Fritsche, executive director of the HARBEL Community Organization, Ruth Gilka)

Readings:
Mundell & Frost-Kumpf, Sensing place: A guide to community culture.
Packet of articles and materials re: theatre renovations in Baltimore, the HARBEL Community Organization and neighborhoods surrounding the Arcade Theatre

(N) Jan. 27 Field Research Approaches/Outsider Coming into Communities/Understanding Differences/Ethical Issues (Nelson Kofie and Donna Flayhan)

Readings:
Spradley. Participant observation.
Geertz. Deep play: Notes on the Balinese cockfight.
Hunter. Local knowledge and local power: Notes on the ethnography of local community elites.

(A) Jan. 29 Into the Field – visit the Theatre Site

(N) Feb. 3 Interpretation of Myers-Briggs in Relation to Cooperative Group
Work/Plan of Action for Field Work (Bill Rich/Carol Weinberg)

Readings:
DiTiberio & Hammer. Introduction to types in college.
Hirsh & Kummerow. Introduction to types in organizations.

(A) Feb. 5 Into the Field

(N) Feb. 10 Into the Field

(A) Feb. 12 Into the Field

(N) Feb. 17 Pooling Information/Different Problem Solving Approaches/
Decisions About Division into Two Work Groups (Eli Velder and
Carol Weinberg)
Readings:
Fisher & Ury. Getting to yes.

(A) Feb. 19 Into the Field/Work on Projects

(N) Feb. 24 Doing Feasability Studies/Panel of “Experts” on Rehabbing in
Communities (Debra Sherwin/Carol Weinberg)

(A) Feb. 26 Into the Field/Work on Projects

(N) Mar. 3 Organizational Structures/Religious Organizations in the
Community/Schools in the Community (Bill Rich, Eli Velder,
Nelson Kofie, Nick Brown)

Readings:
Bellah. The good society (pp 3-5 1).

(A) Mar. 5 The Democratic Process and Civic Participation (Nick Brown with Donna Flayhan and Nelson Kofie)

Readings:

Evans & Boyte. Free spaces: The sources of democratic change in America (pp 1-25).
Lappe & Du Bois. The quickening of America: Rebuilding our nation, remaking our lives (pp 3-44).
Putnam. Making democracy work: Civic traditions in modern Italy (pp 83-117 and 163-185). RECOMMENDED READING
Toqueville. Democracy in America (pp 241-244 and 248-253).

(N) Mar. 10 “The Last Picture Show” and the Role of Film and Theatre in Providing Perspective on Social Issues (Donna Flayhan?
Michael Curry? Fred White, Shirley Peroutka?)
Video of “The Last Picture Show” available on reserve in the library (please view prior to class)

(A) Mar. 12 Work on Projects

S*P*R*I*N*G B*R*E*A*K

(N) Mar. 24 Work on Projects or TBA

(A) Mar. 26 The Concept of Community and the Role of Literature in Providing Perspective on Social Issues (Mary Marchand, Barbara Roswell, Todd Jackson, Emily Perl)

Readings:
Naylor. The Women of Brewster Place.

(N) Mar. 31 Work on Projects or TBA

(A) Apr. 2 Work on Projects or TBA

(N) Apr. 7 Work on Projects or TBA

(A) Apr. 9 Final Preparation for Presentations

(N) Apr. 14 Presentation Week”

(A) Apr. 16 Presentation Week”

(N) Apr. 21 Presentation Week”

(A) Apr. 23 Presentation Week”

(N) Apr. 28 Celebration

(A) Apr. 30 Reflection on Overall Educational Experience at Goucher (Eli Velder and all faculty)
Readings:

Bloland. Postmodernism in higher education.
Cheney. 50 hours: A core curriculum for college students.
Howe. The value of the canon.
Searle. The storm over the university.

(N) May 5 Final Evaluations/Tie Up Loose Ends/Portfolios Due

NOTE: Each group will schedule and publicize one on-campus and one off campus presentation/defense/discussion of their study and experience (both process and outcome) during the weeks of April 13th and April 20th. Class times will be held open in case groups want to use that period, or they can schedule them at other times, providing a majority of the faculty in the course can attend. You’re encouraged to attend the other group’s presentation.

IDS 300 Spring, 1998
Capstone

UPDATED SYLLABUS AFTER SPRING BREAK

(N) Mar. 24 Work on Projects (Debbie Sherwin)

Mar. 26 NOTE: at 11:30 a.m. Debbie and Carol will be meeting a contractor at the theatre to do a walk-through for basic estimates of bringing the building up to code (if each group wants to have someone join us that’s fine, but not necessary)
(A) Mar. 26 The Concept of Community and the Role of Literature in Providing Perspective on Social Issues (Mary Marchand,
Barbara Roswell, Todd Jackson, Emily Perl)
Readings:
Naylor. The Women, of Brewster Place.

(N) Mar. 31 Work on Projects

(A) Apr. 2 Work on Projects then Powerpoint Training (Linda Fowble
at Thormann 2:30-4:00)

(N) Apr. 7 Work on Projects (Debbie)

Due:
Rough Drafts of the Body

Apr. 9 Work on Projects

Due:
Rough Drafts of the Financials

(N) Apr. 14 Work on Projects

(A) Apr. 16 Work on Projects

Due:
Revised Draft of Body & Financials
Powerpoint

(N) Apr. 21 Work on Projects

(A) Apr. 23 Presentation Practice – Powerpoint and Handouts

(N) Apr. 28 Work on Projects

(A) Apr. 30 Course Evaluation/Reflection on Overall Educational Experience at Goucher (Eli Velder and all faculty)

Readings:
Bloland. Postmodernism in higher education.
Cheney. 50 hours: A core curriculum for college students.
Howe. The value of the canon.
Searle. The storm over the university.

Due:
Presentation and Business Plan

(N) May 5 Open Campus Presentations (Merrick Hall 7:30 p.m – bethere at 7:00) followed by dessert at President Mohraz’shouse with Sue Cohen

Due:
Portfolios

(N) May 7 Open Community Presentations (meet in front of Mary Fisher
Thurs. at 6:30 p.m.)
Presentations will be held at 7:30 in the Fellowship Hall Roomat St. Johns of Hamilton Church, 5315 Harford Road (across from Dunkin Donuts)

GUIDELINES FOR ON-GOING JOURNAL

Journals are an effective way to focus and organize the way you monitor and evaluate an experience and explore its impact on you and your thinking.

Frequency and Format

You should write in your capstone journal throughout the week, documenting your thoughts and experiences as you work on the group project in the community and participate in class. These guidelines can help you focus your entries, although you should feel free to deal with relevant issues other than those suggested. Aim for approximately 24 pages per week (closer to 4 pages if handwritten; closer to 2 pages if typed).

Journals should be turned in every Thursday (in class or at my office on the Thursdays when you’re out in the field). I will read the journals every week and respond to them. You may pick them up on Mondays at my office (Gamble 101).

First journal entries are due Thursday, January 29th and the final ones on Thursday, April 30th.

Keep all of your journal entries in one place (e.g., a notebook, folder, looseleaf) and be sure each is dated. Turn in your whole journal each time. Leave decent sized margins so I can comment in response to your entries. I may raise additional questions for you to consider, and if I do I’d like you to address them.

I need to be able to read your writing (if you write rather than type) and understand what you’re trying to say, but your journals can be more informal and conversational than traditional college papers. “Talk to the paper.” I’ll talk back!

Focus

In your first journal entry (due Thursday, January 29th ), you should set and explain your own personal goals for this experience, and discuss how your personal goals relate to the goals of the course (see the course syllabus).

For each of the remaining weeks, use your journal to talk about:

your reactions to working on the task
your reactions to working as part of a group
your reactions to what is done during class – content or process

Examples of the kinds of issues you may reflect on include:

– expectations
– interacting with members of the community
– power and influence
– leadership styles and effectiveness
– gender issues
– racial issues
– socioeconomic class issues
– problem solving approaches
– ethical questions
– group dynamics, both in your work group and in community groups
– the politics of change
– feelings as someone new coming into an established community
– reactions to doing different types of tasks
– how you use your skills and knowledge
– how you expand and develop your skills and knowledge
– taking risks
– similarities/differences between different communities
– assumptions you may have made and how they have changed

You may, at times, find yourself drawing from your journal entries for some of your portfolio reflections.

Evaluation

Weekly entries/reflections will not be graded, but feedback should provide you with an indication of how you are doing. I will be reading and responding to all journals weekly. Evaluation of your on-going journal counts for 20% of your final grade in the course. Your journal will receive an over-all grade at the end of the semester. We are interested in the scope and depth of your reflection– seeing you honestly monitor your process of learning and seriously explore yourself, your experience in the course, and your objectives for your work.

GUIDELINES FOR INDIVIDUAL PORTFOLIO

While the team project is a group effort, each student will also keep an individual portfolio that documents the work they have been doing in pursuit of the group project/presentation and their reflection on that work, their role in it, and the connections among disciplines and between theory and practice. Material in the individual portfolio might, for example, include:

– research
– questionnaires/forms developed
– data collected and analyzed
– correspondence
– notes on interviews conducted
– written responses/reflection in relation to assigned readings
(these reactions could be revisited and added to at different
times in the process)
– a final intensive reflection on your entire educational experience, the integration of your own major with the full liberal arts experience, and a discussion of the connections you’ve made between a liberal arts education and issues in the off-campus community. (SHOULD BE DONE IN PREPARATION FOR CLASS DISCUSSION ON THURSDAY, APRIL 30th)

The portfolio is a product of your own personal experience and growth. It is not simply a collection of the work you’ve done, but also an active reflection tool on that work. Your portfolio should be organized in some coherent manner, using a looseleaf, dividers, packets, etc. Related items in your portfolio should be followed by some reflection on those items.

In your reflection, you should demonstrate/discuss how each task or activity has contributed to your understanding of your major and program of study, the relationship between your major and the other liberal arts disciplines, and the connections between theory and practice. You may find yourself drawing, at times, from your journal entries, as you write the more focused reflection pieces for your portfolio.

Portfolios are worth 35% of your final grade and are due during class time on Tuesday, May 5th. Particular parts of the portfolio will also be read and evaluated by any or all of the other faculty co-teaching the course. You can have Carol review your portfolio earlier in the semester for feedback and to get an indication of how you’re doing.