Community-based learning Internship (EPS 720) 3 credits, 2 classes per week

In this class, we will learn skills and techniques for thinking critically about what it means to be involved in service and to be an agent of social change. This community-based learning course is designed to address three aspects of learning: personal growth, civic learning, and a critical reflection on what it means to work in development.

This class is divided into two concurrent activity streams: community-based learning experiences and classroom reflection. The community-based learning project will be determined by a combination of your interests and the needs of local organizations. During the first class meeting, we will discuss community-based learning options and how to access resources for finding opportunities for community-based learning in Madison. Students will have a maximum of two weeks to find and begin a community-based learning project, and must complete a minimum of 70 hours of service by the end of the semester.

We will meet as a class twice per week. During class, you will meet with groups of two (binaries) and three (triads) to discuss your critical reflections. This will give each student an opportunity to become familiar with the writing, reflections, and experiences of three classmates. The discussions will be structured to reflect the readings for the week. Part of critical reflection is re-writing. Each student will submit a total of three critical reflects to the instructor. The instructor will comment on the reflections and return them to the student to help the student think through their experiences.

In order for this class to be a success, you must participate fully in your community-based learning opportunity. Additionally, there are reading assignments that are designed to aid your reflection and critical thinking about community-based learning. These assignments are designed to scaffold this experience by providing regular opportunities for self-reflection and instructor feedback on your critical thinking.

Students will interact with one another to discuss reading assignments in multiple on-line forums including an on-line bulletin board for posting and responding to questions and a drop box for turning in written assignments.

The expectations for the class include:

o A log of the hours of community-based learning completed including date, time, and location.

o Evidence of a written reflection for each time you participate in community-based learning (e.g. a compilation of critical reflections on your community-based learning after each experience).

o Critical Reflections will be submitted 3 times throughout the semester. o Bulletin Board posting: Each week you will post one comment and respond to one

comment on the bulletin board found on Learn@UW. Comments must directly address the readings and can raise questions, comments, concerns, or reflections on the readings. Feel free to tie in your own experiences in these postings; they are an opportunity to regularly communicate with your colleagues.

o A final reflection (and informal presentation) on your experience in the course and its applicability to your work in international development.

Assessment for this class

o Each submitted reflection = 15% 45%o The log of hours and reflections 30%o Bulletin board post 10% o Final reflection 15%

100%

Week 1:What is community-based learning?

Morgridge Center introduction to community-based learning and to opportunities around Madison

Week 2:What is critical reflection?

Check in re. community-based learning assignments. Who still needs one?*Handout #1 (AshClaytonMoses 1-15 &16);*Handout “Need for Reflection”*Handout “Universal Intellectual Standards”*Ash, Clayton, and Moses. (2009). Learning through critical reflection: a tutorial for service-learning students. Raleigh, NC. Ch. 3*Go over rubrics. (Handouts)*Choose/Assign binaries and triads.Assignment:J1: *In your journal: What do you think about critical reflection? What seems like a good idea? A waste of time? What do you think of when you hear “universal intellectual standards”?Suggested reading:*Ash, Clayton, and Moses. (2009). Learning through critical reflection: a tutorial for service-learning students. Raleigh, NC. Ch. 2

Week3:Models for critical reflection

See the instructor immediately if you have not yet started your community-based learning project.*Work in binary groups—discuss J1*Ash, Clayton, and Moses. (2009). Learning through critical reflection: a tutorial for service-learning students. Raleigh, NC. Ch. 4*Bringle, R. and Hatchet, J. (1999). “Reflection in Service-Learning: Making Meaning of Experience.” Educational Horizons. Summer. 179-185.*Handout/Link “Additional forms of reflection”Assignment:J2: *In your journal: What are your thoughts about the DEAL model? What questions do you have?

Week 4:Personal Growth

*Work in triad groups-discus J2* Ash, Clayton, and Moses. (2009). Learning through critical reflection: a tutorial for service-learning students. Raleigh, NC. Ch. 6*Handout “Personal Growth”

Assignment:CR1: * Use the DEAL model to reflect on your community-based learning thus far: Describe your first day(s), Examine your personal growth, Articulate What you learned (and are learning about the importance of reflecting soon after the experience...)

Week5:Civic Learning

*Work in binaries- guided discussion of CR1* Boyte. (2005). Reframing Democracy: Governance, civil agency, and politics. Public Administration Review. 65: 5 pp. 536-546.Assignment:CR2: Use the DEAL model to reflect on your civic learning.Suggested reading:*Ash, Clayton, and Moses. (2009). Learning through critical reflection: a tutorial for service-learning students. Raleigh, NC. Ch. 7

Week 6:Academic learning

*Sumbit CR1 to the instructor*Work in triads—guided discussion of CR2*Escobar. (2001). Culture Sits in Place: reflections on globalism and subaltern strategies of localization. Political Geography. 20: pp. 139-174.Assignment:CR3: Use the DEAL model to reflect on the power relations in your service-learning project. Draw from the readings and discussion from your PAR and Education for Global Change classes as needed.

Suggested reading:* Ash, Clayton, and Moses. (2009). Learning through critical reflection: a tutorial for service-learning students. Raleigh, NC. Ch. 8

Week 7:Personal Growth

*Work in binaries—guided discussion of CR3* Edwards, M. (2004). What’s the big idea? In Civil Society. Cambridge, UK: Polity Press. Ch. 1.

Assignment:CR4: Use the reading to reflect on your service learning work. What type of civil society organization do you think you are working for. Do you agree with their mission? Do you agree with the way in which they related to the local and state government?

Week 8:Civic Learning

*Work in triads-guided discussion of CR4*Giles, D. and Eyler, J. (1994). The Theoretical Roots of Service-Learning in John Dewey: Toward a Theory of Service-Learning. Michigan Journal of Community Service Learning. 1(1) pp. 77-85.Assignment:CR5: Reflect on your experiences in terms of Dewey’s Citizenship, Community, and Democracy as discussed in the readings.

Suggested Reading:

Roberts, E. (1992). Is Dewey’s educational vision still Viable? Research and Review in Education. 18. Pp. 335-381.

Week 9:Academic learning

Work in binaries. Guided discussion of CR5*Gandin and Apple. (2002). Challenging neoliberalism, building democracy: creating the Citizen School in Porte Alegre, Brazil. Journal of Education Policy. 17 (2): 259-279.AssignmentCR6: Use the DEAL model to reflect on your service-learning experiences and how these experiences related to, provided examples of, and highlighted questions or gaps in your knowledge about models of change.

Week 10: Submit critical reflections (CR5) via dropbox or other arrangement.*Work in triads: guided discussion on CR6*Burton. (2012).Building on Living Traditions: Early Childhood Education and Culture in the Solomon Islands. Contemporary Issues in Comparative Education. 15 (1):157-175.Assignment:CR7: How was the community involved in the development of the organization with whom you are currently working? What are some of the aspects of the community’s involvement that make it sustainable or unsustainable. What changes would you recommend?

Week 11: *Work in binaries: guided discussion on CR7*Elshtain, J. (2000). Democracy on Trial: the role of civil society in sustaining democratic values. In The essential civil society reader: the classic essays. Eberly, D.( Ed.). Ny, NY, USA: Rowman&Littlefield Publishers, Inc. Ch. 6.Assignment:Critical Reflection 8.

Week 12: Triads: Guided discussion on CR8*The ethics of Educational research. Edited by R. Burgess. Choose Ch. 1 <<OR>> Ch. 3 <<OR>> Ch. 4.Assignment:CR9: Use the DEAL model to reflect on your service-learning experiences and how there relate to, exemplify, and/or challenge the power/knowledge/development theme discussed in your Global Inequalities class.

Week 13: Binaries: guided discussion on CR9* Jane Zeni (1998): A guide to ethical issues and action research, Educational Action Research, 6:1, 9-19To link to this article: http://dx.doi.org/10.1080/09650799800200053Assignment:Critical Reflection 10.

Week 14: Submit critical reflections (CR9) via dropbox or other arrangement.Triads: guided discussion of CR10*Apple, M. (2010). Education and Power. Routledge. Ch. 2.Assignment:

Critical Reflection 11.

Week 15: Binary: guided discussion on CR11*Colas, A. (2002). International Society from below: The role of civil society in international relations. In International Society. Cambridge, UK: Polity Press. Ch4Assignment:CR12: Write an Articulated Learning statement about the entire community-based learning experience.

Week 16: In-ClassFinal presentations

*Whole class: debrief the service-learning experienceSubmit final reflection via dropbox or other arrangement.* Final presentations of community-based learning projects

K-12 Service-Learning Standards for Quality Practice

Meaningful Service Service-learning actively engages participants in meaningful and personally relevant service activities.

Link to Curriculum Service-learning is intentionally used as an instructional strategy to meet learning goals and/or content standards.

Reflection Service-learning incorporates multiple challenging reflection activities that are ongoing and that prompt deep thinking and analysis about oneself and one’s relationship to society.

Diversity Service-learning promotes understanding of diversity and mutual respect among all participants.

Partnerships Service-learning partnerships are

Progress Monitoring Service-learning engages participants in

Duration and Intensity Service-learning has

collaborative, mutually beneficial, and address community needs.

an ongoing process to assess the quality of implementation and progress toward meeting specified goals, and uses results for improvement and sustainability.

sufficient duration and intensity to address community needs and meet specified outcomes.

USF—youtube video