Introduction to Service in Multicultural Communities – Section 2: Youth Literacy and America Reads
Community Participation University Learning Requirement (CP) Successful college graduates posses skills and knowledge in many areas. Among these include collaboration, leadership, active citizenship, multicultural understanding, reflective thinking, critical analysis, and the ability to be a change agent in their community. The ULR in Community Participation (CP) is designed to foster the development of self reflective, culturally aware and responsive community participants through reciprocal service and learning. Successful completion of SL200 with a grade of C or better fulfills this requirement. Students acquire competencies in Community Participation through reflecting on an ongoing, service experience (minimum of 30 hours/semester) with and requested…
Learning and Serving in the Community
Course Description Serving and Learning in Community is designed to promote experiential learning for Rivier students while advancing the College’s mission of social justice through service-learning. Students enrolled in SL 100 will be oriented to the concept of service-learning through participation in a semester -long service project and bi-weekly seminar. Students will conduct a community needs assessment, plan and implement a service project to meet a community need, and will critically reflect on these experiences through in-class discussion and journaling. A final portfolio will showcase their learning over the course of the semester. Required Texts and Readings Coles, The Call…
“Making Connections”: A Service Learning Liberal Arts Capstone Course
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…
Service Learning II & III
Departmental goals of Service Learning at Waynesburg College: The goal of Service Learning is to provide a laboratory in which learning experiences address human and community needs and provides the necessary time for reflection on those experiences. Service opportunities are structured to promote student learning and development. Desired learning outcomes include: acquiring a sense of civic and social responsibility, gaining exposure to cultural and socioeconomic differences, applying classroom learning and learning new skills. No more than four credits of service learning will be applied toward the baccalaureate degree. Service-Learning II Catalogue course description: Students will complete the requirements for SLR…
Introduction to Community Organizing
COURSE DESCRIPTION The purpose of this course is to provide an introduction to community organizing; specifically, the knowledge, skill and value base underpinning community organizing, planning, development and change. It will emphasize the myriad roles, goals, and strategies used by community organizers in effecting social change. It will examine the history of organizing as a context of analyzing contemporary issues and organizations in the country and in New York City. Models of community organizing including mass mobilization, social action, grass roots empowerment, leadership development and advocacy, as well as newer community building approaches will assessed for effectiveness in the current…
Crime and Social Control
1 Chamberlain Ave Portland Campus Office Hours: Tues/Thurs 11am to 1pm (and by appointment) Class times: Section One meets 8:00am – 9:15am Tuesdays and Thursdays, in 206 Bailey Hall, Gorham Campus. Section Two meets 1:00pm – 2:15pm Tuesdays and Thursdays, in 402 Luther Bonney Hall, Portland Campus. Course Content and Objectives: This course offers a detailed examination and exploration of state-sponsored responses to criminal activity. We are especially interested in the historical trends in social control developing since the industrial revolution, the impact of economic conditions, and gender on social control policies. Students are required to study social control in…
Human Services Practicum I and II
A year sequence (may be less extensive for students not majoring in Social Work or Society and Justice) designed to prepare students to become entry-level human service practitioners, the practicum is an intensive field experience in human services and community agencies. The field experience will be supervised by agency field instructors in cooperation with the Director of Practicum Programs. The student will be expected to spend sixteen hours each week (two full days) in a specified human services agency. Non-majors may enroll in a 3 credit hour practicum which requires them to be in a placement for one day or…
Volunteer Experience
Course Description: Beginning experience in a social service setting to acquire skills in relationships building and to develop understanding of social work ethics, values and roles in a diverse society. Focus of seminar meetings is the exploration of self in relationship to helping. Prereguisites: Sophomore standing. Required for social work pre-majors. Completion or concurrent enrollment in Introduction to Social Work and Social Work Institutions, SW230 is desirable. Objectives: Students will: (1) become aware of how their personal needs and beliefs may influence a helping relationship. (2) distinguish between being a “friend” and a “helper.” (3) identify some of the core…
“Violence and Youth Gangs”
Course and Project Overview The purpose of this 4-credit class is to involve students in a series of readings and discussions that explore the causes and consequences of youth violence and gang behavior. Solutions to the problems of youth violence and juvenile gang activity are reviewed through required readings. In addition to classroom participation, students are required to meet with a troubled youth in the community for a minimum of three hours per week. Student-youth interactions occur in the context of a project being conducted by the University of Utah (Graduate School of Social Work and Lowell Bennion Center), the…
Social and Economic Justice
“Charity, vertical, humiliates. Solidarity, horizontal, helps.” – Eduardo Galeano Course Description Social and Economic Justice will review and study historical and contemporary issues in social and economic justice as they relate to US policy. It will explore the distribution of power, status, and resources in society. It will also address how issues of discrimination affect the vulnerable populations and how advocates can work in the political arena. Objectives: -exhibit an awareness and understanding of self in relation to diverse populations; -analyze the impact of social welfare populations on populations-at-risk; -identify the forms and mechanisms of oppression and discrimination in society;…
The Contemporary City
This course examines the topics contained in a traditional urban sociology course and applies them to the surrounding urban area of Washington, D.C. It is a service-learning course, which means that you will be providing a service to community residents through your applied research projects as part of your learning in the course. In a sense, we will use the city as a social laboratory to test the concepts, theories and findings presented in the course readings and lectures. The purpose is to discern the knowledge and theory that will help improve the lives of people living here. However, rather…
Project D.C.: Urban Research Internship
The Project D.C. course is designed as a participatory research seminar. The central feature of the course is that each student will work in an internship under the supervision of Professor Sam Marullo or Professor Mark Rom. These internships are designed to further the goals of the Georgetown Community Outreach Partnership Center (GCOPC), a collaborative project involving the North Capital and Mt. Pleasant/Columbia Heights communities as well as Georgetown University. Each student will conduct an academic research project valuable to the GCOPC and the student·s intellectual and personal development. Georgetown Community Outreach Partnership Center The major objective of the GOPC…
Social Problems: Joint Educational Project
Sociology 150 Spring 2000 Tuesdays and Thursdays 9:30-10:50 am Discussion Sections Tuesdays, 11 am: WPH 202 Thursdays, 11 am: WPH 202 Course description This course will analyze social problems in the United States using various sociological perspectives. We will use the tools of sociology-its analytical insights, its theoretical frameworks, and its methods-to ask questions about what constitutes a social problem, when a condition becomes “problematic,” and who is advocating certain strategies for solutions, for social change, etc. In Sociology 150, we will focus on a limited range of the most contentious social problems facing the nation (such as education, race…
Regional Planning
Planning for Metropolitan RegionsThis course will focus on the regional scale management of the relationships between urban land use, transportation and environmental quality. Background will be provided on local and national trends, related research findings, existing legal and institutional contexts, contradictions in currently espoused solutions, and emerging policy options. Recent work on land use, transportation and environmental quality by community organizations like 1000 Friends of Oregon will be reviewed. Then the following three activities will be implemented in successive offerings of the course to constitute the course's service learning component. The first activity scheduled for this spring will be to…
Seminar in Urban Information Resources
Course Description: This upper division undergraduate research seminar provides an opportunity for participants to develop an assessment on the character and quality of informational resources available to residents of Philadelphia and other urban centers. As a community service learning course, this research activity will be conducted in cooperation with teachers and students at West Philadelphia High School . Each seminar participant will produce a final report reflecting his or her individual interest and enterprise. Student performance will be evaluated periodically on the basis of written and oral reports. Ten percent of the final grade will be based on an assessment…
Intro to Women’s Studies
Texts: Annual Editions: Women·s Studies ’99-00 (AE); Richardson/Taylor/Whittier, Feminist Frontiers IV (R/T/W); Ruth, Issues in Feminism, 4th ed. (R); Handouts. Introduction This course will introduce you to the discipline of Women’s Studies. We will employ a multicultural/interdisciplinary/experiential approach to address a number of questions: How does our culture define women and men? How do images of women and men in media shape our behavior? What roles do our ideas about gender play in the institutions of family, sexuality, health, work and politics? What can we learn about women, women·s lives, and a gendered culture through service learning, and how can…
Women’s Community Education Project
In Other Words Summer 2000 Melissa Kesler Gilbert DESCRIPTION: In this course, we will be working with our community partner, the local non-profit feminist bookstore IN OTHER WORDS and their sister organization, The Women’s Community Education Project. Our project this term is to coordinate a series of *rap sessions* with local teen girls about current issues in their lives. We will use these group conversations to encourage the girls to become a part of our ZINE project — where they will write, edit, and publish a grassroots, mini-magazine with our class. Please take a look at the enclosed outreach plan…
Technical Report Writing
CATALOG DESCRIPTION: The practice of technical writing, ranging from the simple memorandum to the long, complex technical research report. The course is designed for students in professional, technical and scientific programs. Prerequisite: English 106 or equivalent. THEME: “Understanding the role of writer and citizen through service-learning” TEXT: Technical Writing, Seventh Edition by John M. Lannon MATERIALS: 3 1/2″ disk; journal notebook; student guide COURSE OBJECTIVES: 1. To prepare effective documents, visuals and presentations by knowing purpose, audience, constraints of the situation, and strategies for organizing and presenting information. 2. To reinforce writing and revising as a process 3. To learn…
Writing 405
Course Rationale and Goals Writing 405 is the final course in the sequence of Writing Studios at Syracuse University. The course is intended to prepare graduating students to understand and take up the kinds of writing and rhetorical tasks that will be expected in the professional workplace. In this class, we will continually attempt to balance the tension between the “academic” and the “professional,” between theory and practice. Therefore, you will find yourself writing the forms and contexts you have become accustomed to as students, as well as in ways you may be less familiar with but that are common…
Social Action Writing: Witnessing Welfare
PRE-REQUISITE: Previous writing experience necessary. COURSE FULFILLS: Concentration in Creative Writing and Social Action OR Concentration in Women’s Studies AND Service Learning Requirement COURSE DESCRIPTION: Social Action Writing is a form of critical inquiry and an act of social responsibility. It is writing that witnesses, that breaks silences, that transforms lives. This is an advanced creative writing service learning class that centers on a particular public issue: welfare reform. Students will work collaboratively to research this issue, as well as co-create knowledge with those in the community who are affected by the new (Jan. 1, 1998) welfare reform policy. Students…
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