Details for all of these assignments will be given in separate instructions and discussed in class.
SERVICE LEARNING PROJECT: 20% of final grade.
Placement MUST BEGIN:
Placement MUST END:
The course goals in the previous section stated that service-learning is a form of experiential learning that engages students in an organized service activity. You will work on a service-learning project and/or with community partners by helping them to address their particular needs. Do not think of your participation as simply service. Instead, students working on group projects, faculty members and the community partners will work, collectively, as both teachers and learners. You will meet challenges together with your cohort to achieve the community service-learning goals.
Service-learning is one of the best to ways to integrate course learning objectives with real life service-learning. The course will combine assigned readings with class discussions, shared off-site experiences, and students will journal their service-learning experiences and/or plans for their project. Students will work on a community service-learning project and/or at a community service-learning site. As a community service-learner, students will learn how to meet challenges and be flexible depending on various circumstances in the community.
No service-learning experience would be complete without a writing component. Students will be required to write a reflective piece about their experience in the planning of their project and/or write about the details of their experiences working with their community partner. Reflection is an important component of this course.
This will be an opportunity for students to:
1) Define, interpret and discuss social issues that activists encounter.
2) Develop a vocabulary that will help students to better understand what activists experienced and observed in various communities, and
3) Make the appropriate connections between classroom content, their service project, activism and social justice.
Reflections:
Students must maintain a reflective journal which describes your daily activities at the service site or with the community project. This should correspond to the daily log that lists the days and hours you were at the site and/or worked on the project. In your journal, discuss how the activities relate to the course objectives. Students must post on Blackboard or e-portfolio (We will discuss together and come to an agreement as to which platform will be used). The Reflective Summary should be about the experience, summarizing the journal entries and assessing the experience and how it related to the course content and objectives. Critique your own participation and the quality of both your participation and your journal entries. Explain if and how your service learning experience was helpful to you and contributed to your experience in the class and understanding of the course material.
1. PAPER ONE: Two pages: 5% of final grade
Based on the assigned readings and classroom discussions discuss three features of social justice. Also discuss two ways in which social justice has impacted your life. Finally discuss one way in which you have fought for social justice.
DUE DATE:
2. PAPER TWO: Six pages: 15% of final grade
Define capitalism and structural racism and discuss three ways in which they influence the development and well-being of Africana youth.
DUE DATE:
3. SERVICE LEARNING PRESENTATION: 8 minutes: 5% of final grade.
Students will give individual 8-minute multimedia presentation of an analysis and reflection on their service learning project.
DATE OF PRESENTATION: Last two weeks of class.
4. FINAL: 20% of final grade
This is a series of short answer responses about core concepts and case studies that will be administered on the day of the final. Students will be given the questions at least two weeks before the examination.
DATE OF FINAL:
5. GLOSSARY: 10% of final grade
You must keep an up to date glossary of concepts that are discussed in class and in the assigned readings. Working on your glossary will enable you to better understand the material. It will also improve the quality of your oral and written statements. You should use these concepts in your writings. Update your glossary every weekend and ensure that you always have a typed and printed up to date copy when you come to class. I will from time to time examine your glossary.
DUE DATE: First class each week
The glossary should include a brief 1-sentence or phrase definition of the word or concept, and then include an explanation of how the word relates to our course topic(s), 2-3 sentences in length and in your own words. List 2-5 words per class (minimum 60 words by the end of the semester (for a grade of C), 75-80 words well defined for a grade of “A”).
6. CLASSROOM PARTICIPATION: 20% of final grade
It is important that you share your perspectives on the assigned work including your experiences in the field. We will frequently break into small group discussions. I will expect you to actively participate in class.Details for all of these assignments will be given in separate instructions posted on Black Board and that will be discussed in class
SERVICE LEARNING PROJECT: 20% of final grade.
Placement MUST BEGIN:
Placement MUST END:
The course goals in the previous section stated that service-learning is a form of experiential learning that engages students in an organized service activity. You will work on a service-learning project and/or with community partners by helping them to address their particular needs. Do not think of your participation as simply service. Instead, students working on group projects, faculty members and the community partners will work, collectively, as both teachers and learners. You will meet challenges together with your cohort to achieve the community service-learning goals.
Service-learning is one of the best to ways to integrate course learning objectives with real life service-learning. The course will combine assigned readings with class discussions, shared off-site experiences, and students will journal their service-learning experiences and/or plans for their project. Students will work on a community service-learning project and/or at a community service-learning site. As a community service-learner, students will learn how to meet challenges and be flexible depending on various circumstances in the community.
No service-learning experience would be complete without a writing component. Students will be required to write a reflective piece about their experience in the planning of their project and/or write about the details of their experiences working with their community partner. Reflection is an important component of this course.
This will be an opportunity for students to:
1) Define, interpret and discuss social issues that activists encounter.
2) Develop a vocabulary that will help students to better understand what activists experienced and observed in various communities, and
3) Make the appropriate connections between classroom content, their service project, activism and social justice.
Reflections:
Students must maintain a reflective journal which describes your daily activities at the service site or with the community project. This should correspond to the daily log that lists the days and hours you were at the site and/or worked on the project. In your journal, discuss how the activities relate to the course objectives. Students must post on Blackboard or e-portfolio (We will discuss together and come to an agreement as to which platform will be used). The Reflective Summary should be about the experience, summarizing the journal entries and assessing the experience and how it related to the course content and objectives. Critique your own participation and the quality of both your participation and your journal entries. Explain if and how your service learning experience was helpful to you and contributed to your experience in the class and understanding of the course material.
1. PAPER ONE: Two pages: 5% of final grade
Based on the assigned readings and classroom discussions discuss three features of social justice. Also discuss two ways in which social justice has impacted your life. Finally discuss one way in which you have fought for social justice.
DUE DATE:
2. PAPER TWO: Six pages: 15% of final grade
Define capitalism and structural racism and discuss three ways in which they influence the development and well-being of Africana youth.
DUE DATE:
3. SERVICE LEARNING PRESENTATION: 8 minutes: 5% of final grade.
Students will give individual 8-minute multimedia presentation of an analysis and reflection on their service learning project.
DATE OF PRESENTATION: Last two weeks of class.
4. FINAL: 20% of final grade
This is a series of short answer responses about core concepts and case studies that will be administered on the day of the final. Students will be given the questions at least two weeks before the examination.
DATE OF FINAL:
5. GLOSSARY: 10% of final grade
You must keep an up to date glossary of concepts that are discussed in class and in the assigned readings. Working on your glossary will enable you to better understand the material. It will also improve the quality of your oral and written statements. You should use these concepts in your writings. Update your glossary every weekend and ensure that you always have a typed and printed up to date copy when you come to class. I will from time to time examine your glossary.
DUE DATE: First class each week
The glossary should include a brief 1-sentence or phrase definition of the word or concept, and then include an explanation of how the word relates to our course topic(s), 2-3 sentences in length and in your own words. List 2-5 words per class (minimum 60 words by the end of the semester (for a grade of C), 75-80 words well defined for a grade of “A”).
6. CLASSROOM PARTICIPATION: 20% of final grade
It is important that you share your perspectives on the assigned work including your experiences in the field. We will frequently break into small group discussions. I will expect you to actively participate in class.