EXPL 292: International Service-LearningSpring 2016

Instructor and Course InformationPatrick M. Green, Ed.D.Director/ Clinical Instructor Center for Experiential Learning

Class Time: Thursday, 4:15 – 6:45 pm

Class Location: Cuneo Hall, 311

Sullivan Center, 283

Email: pgreen@luc.edu

Office: Lake Shore Campus (Sullivan, 295)

Sullivan Center, 283

Email: pgreen@luc.edu

Office Hours: By appointment in Center for Experiential Learning M-F (Sullivan, Ste 295)

Email: pgreen@luc.edu

Phone: 773-508-3945

Course Introduction:

This course is a seminar course focused on an international service-learning experience, in the context of community development, contemporary global issues, the impact of sports on culture, privilege, and power, social justice, and global citizenship through the lens of sports. As an international service-learning course, students will complete service experiences while traveling to Peru during Spring Break. The first half of the term will prepare you for the trip to Peru by providing all class members with a common understanding of service-learning, community development, social justice along with overview of Peruvian history, culture, economy, politics and more. In Peru, students will be immersed to the fullest extent possible and actively participate and learn the meaning of global citizenship through observation, interaction and service. Upon return, students will reflect on their immersion and service experience specifically focusing on community development, social justice, and global citizenship and how sport can enhance the connections and experience. Students will complete an ePortfolio on their course experience, including their Peru experience, as a capstone experience in this service-learning course.

This course is a web-enhanced course utilizing Sakai (course management system) and TaskStream (ePortfolio system). This course is also multimedia intensive, meaning students will have the opportunity to explore and experiment with varying types of multimedia while building an ePortfolio. Students will have several reflection assignments to complete during the semester, and for each, students will choose which type of multimedia to use to complete the assignment. All assignments will be submitted via TaskStream, Loyola’s ePortfolio system. We will be discussing students’ experiences

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in class throughout the session in scheduled seminar meetings, tying those experiences to our class discussions of social justice and community development. Ultimately, students will be connecting their Peru experience to an action plan, connecting international service to local community work and organizations.

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Course Goals:1. Interrogate the notion of “service” in relation to a different cultural context through the

connection of sport (soccer)2. Develop a context for understanding community-focused concepts of asset-based

community development, the continuum of engagement, social justice, global citizenship, and critical reflection.

3. Explore individual identity as a “global citizen” and the potential influence of sport on this concept.

4. Connect to the community through sport-related service work, community-based learning experiences, and classroom-based reflection on social justice and the common good.

5. Foster critical thinking and reflective writing skills.6. Connect experiences to Jesuit mission and the Ignatian Pedagogical Paradigm as an

approach to community experiences.

Course Requirements:

1) Attendance at Seminar Meetings: Attendance at scheduled seminar is mandatory. If you do not attend class, you will miss essential aspects of this course, and your performance will suffer as a result. Attendance during our scheduled meetings will be recorded, and your grade will reflect your participation in class and attendance accordingly. (Review Excused Absence Policy at end of the syllabus.)

2) Assigned Readings: There will be required readings for this course throughout the semester. These readings are closely tied to your assignments, so it is essential to read and be prepared for class. Readings will be assigned according to the class syllabus, and we will not always have time to cover material in your readings. You will be responsible for the material assigned, as well as any additional material (packets, handouts, supplemental articles) that may be assigned. We will be discussing the material assigned on the days indicated. It is essential that the material be read BEFORE class for effective class discussions, assignments, group work, and coverage of material.

3) Reflections/Blog: Assignments will be graded based on the course rubric, and must be completed in order to pass the class. Reflections and blog are due on scheduled dates and must be submitted through Taskstream, Loyola’s ePortfolio system. Feedback and grades will be provided within Taskstream, so be sure to upload all assignments here, to create your course portfolio.

4) Participation: It matters and contributes to the overall learning experience. The participation grade will be based on attendance, demonstrated completion of the class readings, and verbal participation in class discussions and activities.

5) Final Engaged Learning Reflection and ePortfolio: This capstone assignment will be completed in TaskStream, will be due at the end of the semester, and will include your reflections along with your final reflection of your service experience.

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Course Text:Davis, A. (2012). Taking Action: Readings for Civic Reflection. Chicago: The Great Books Foundation.

Readings- These excerpts and chapters from a variety of sources will be available via Sakai course management system:

Davis, Adam. (2006). “What We Don’t Talk About When We Don’t Talk About Service.” In The Civically Engaged Reader. Chicago, IL: The Great Books Foundation.

Green, M.F. (Jan. 2012). “Global Citizenship: What Are We Talking About and Why Does It Matter?” Trends & Insights for International Education Leaders.

Illich, Ivan. “To Hell with Good Intentions.” Conference on InterAmerican Student Projects. Cuernavaca, Mexico. April 20, 1968.

McNight, J. (2013). A Basic Guide to ABCD Community Organizing. Found at:http://www.abcdinstitute.org/docs/A%20Basic%20Guide%20to%20ABCD%20Community%20Organizing-1.pdf

http://www.abcdinstitute.org/docs/ABCD-outside-catalyst.pdf

Morton, K. (Fall 1995) "The Irony of Service: Charity, Project, and Social Change in Service-Learning," Michigan Journal of Community Service Learning

Morton, K. (1995). “Starfish Hurling and Community Service”

Assignments & Grading Policies:(Students must complete each of the assignments in order to pass this course.)

Assignment Points Possible Percentage/Grade Grading ScaleClass Participation 10 Points 10% 93-100 = A

92 - 90 = A-88 - 89 = B+

Leading Civic Reflection conversation 10 Points 10% 83- 87 = BReflection A 10 Points 10% 80-82 = B-Reflection B 10 Points 10% 78-79 = C+

73 - 77 = CGlobal Citizenship Blog 20 Points 20% 70-72 = C-

68-69 = D+Engaged Learning Reflection 10 Points 10% 63 - 67 = DePortfolio and Presentation 30 Points 30% 60 - 62 = D-

59 - 0 = FTotal Points Possible: 100

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Course Outline: (You are responsible for all material and readings listed below.)

Date Topics/Themes &

KEY Teaching/Le

arning Activities

Readings (Due on This Date)

Assignments/Projects (Due on This Date)

Thursday, Jan. 21,

2016

Moving from Experience to

Action

Read Syllabus Prior to Class*Taking Action: “The Bath” pp. 27-28

-Introduction and Orientation-Training on ePortfolio as a tool for reflection and advocacy(Guest Speaker: Michelle Kusel)

Thursday, Jan. 28,

2016

Reflection *Taking Action: “Poverty Medicine” pp. 17 – 26*Davis, Adam. (2006). “What We Don’t Talk About When We Don’t Talk About Service.”

Reflection A

Thursday, Feb. 4, 2016

Preparing for Peru

*Review the demographics, culture, brief history of Peru - Utilizing resources provided in Sakai from Library, readings on Peru

-Guest Speakers: Father Kevin FlahertyStudy Abroad Health and Safety Presentation – Kelly Heath

Thursday, Feb. 11,

2016

Exploring Conceptions of Service in

Context

* Taking Action: “Gate A-4” pp. 68-69* Illich, Ivan. “To Hell with Good Intentions.” * Morton, K "The Irony of Service.” * Morton, K. (1995). “Starfish Hurling and Community Service”

Reflection B-Guest Speaker: Susan Haarman, Alternative Break Immersions, Faith & Justice Campus Minister

Thursday, Feb. 18,

2016

International Sport

Experience

Sport as connection to community and international development

-Guest Speakers: Neil Jones and Steve Watson

Thursday, Feb. 25,

2016

Community Development

*Basic Guide to ABCD Community Organizing*Taking Action: “What I Learned From My Mother” pp. 93-94

-ePortfolio mid-term:Home page and bio due -Guest Speaker: Jody Kretzmann, Northwestern Institute on Policy ResearchBlog #1 – What does it mean to you to be a global citizen?

March 4-14, 2016

Peru Immersion

Trip

Use this time to Journal

Thursday, March 17,

2016

Community Development Social Justice

*Taking Action: “Singapore” pp. 163-164

Blog #2 – How has your understanding / identity around the concept of global citizenship changed since your trip?-ePortfolio page - Research on country, community, and issues (with citations)

Week of March 21-25, 2016

NO CLASS MEETING

Blog #3 – Explain your definition of global citizenship in response to Greene’s essay.

Thursday, March 31,

2016

Global Citizenship

Social Justice

*Taking Action: “My Optimism” pp. 179 – 180

-Blogs on global citizenship(3 entries minimum)-Speaker on social justice (Kathleen Maas

Course Projects & Assignments

Learning Agreement in LOCUS

This course is a service-learning course and meets the Engaged Learning university requirement of Loyola University Chicago. In order to officially document your Engaged Learning experience and record completion of the university requirement, you must enter it in LOCUS. You will be contacted via email to accomplish this brief task. Follow the directions outlined to complete this course and university requirement. We will discuss this in class as well.

Civic Reflection Readings and Presentation

This assignment is your opportunity to lead a civic reflection discussion. At the beginning of every class, a small group of students will lead a civic reflection based on a reading from the “Taking Action” textbook for this course. This civic reflection opportunity will follow the themes of the text and allow us to reflect on our ideas around service and action. I will demonstrate at the beginning of class how I want you to facilitate these reflective discussions, and then will have your small group of students sign up to lead a reflection discussion once in the semester.

Reflection A, & B

Choose Your Own Adventure: Multimedia-Based Reflection

In this course, you will be encouraged to explore and experiment with various types of multimedia as a form of reflection, communication, and story-telling.

The following “Multimedia Application Bank” contains several specific types of multimedia I invite you to explore in this course to generate your reflections for your ePortfolio. You will have the option of which multimedia application to use for which project/assignment, but you may also do a written reflection. You are also welcome to use a multimedia application not on this list, with advance approval from the instructor. For each reflection that is multimedia, you will also need to provide a one (1) paragraph written reflection to give context for the multimedia artifact.

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You will need to complete two (2) reflections, labeled in TaskStream as Reflection A, and B. Research indicates that as students reflect on their experiences, their experiences become more meaningful. If written, reflections need to be typed, double-spaced with proper grammar and punctuation in a Word document (minimum of 3 pages). You may write the reflection assignments or use multimedia with a written introduction. Be sure to use your authentic voice in your reflections—you are the author of your own reflections, just as you are the author of your own education and experience.

The readings & reflection prompts are listed below:Reflection AWhat We Don’t Talk About When We Don’t Talk About Service, Adam Davis.Reflect on your overall experience with community service. 1) What have you been involved in and how did you approach service? 2) What issues did Adam Davis raise about service in our communities? Be specific and provide evidence in your responses connected to the reading from Adam Davis. 3) How do these issues make service complicated?Reflection B

To Hell with Good Intentions, Ivan Illich.

Starfish Hurling and Community Service, K. Morton.Reflect on the readings and the complexity of service. 1) What do the readings by Morton and Illich suggest about service? 2) How is service a complex idea involving power, privilege, and relationships?

Global Citizenship Blogs

As a way to actively reflect on your experiences in relation to global citizenship, you will be required to develop a blog of your experience, and complete at least 3 blog entries over the course of the semester, due by March 31, 2016.

Blog #1 (Pre-Trip Reflection): What does it mean to you to be a global citizen?

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www.prezi.comcreates “zooming” presentations

www.timetoast.comcreates interactive timelines

www.slideshare.netpublishes PowerPoint presentations

www.powtoon.comanimated video; alternative to using

powerpoint

www.youtube.compublishes videos http://fantashow.wondershare.com/

create picture videos to music

Multimedia Project ListChoose a multimedia reflection method listed to the left for any of these assignments:

Reflection AReflection B

Blog #2: (Post-Trip Reflection): How has your understanding and identity around the concept of global citizenship changed since your trip to Peru?

Blog #3 (Analysis Reflection): After reading Madeleine Green’s essay synthesizing the 5 themes in the literature around global citizenship, how has your Peru experience(s) and reflection upon that experience further informed your understanding of your own role as a global citizen?You are welcome to use any blog site that you prefer, and we have suggestions listed at: http://www.luc.edu/experiential/eportfolio/buildinganeportfolio/taskstreamtutorials/blogs/

Parameters: Blog entries should be between 250-500 words. You can use images, videos, or other visuals to enhance your blog posts. The content is entirely up to you, but your posts should be thorough and fully respond to the prompts above. Be attentive to grammar, but also make sure to post in your authentic voice.

Submission: You should embed your blog into your ePortfolio on the “Blog” tab using the instructions at: http://www.luc.edu/experiential/eportfolio/buildinganeportfolio/taskstreamtutorials/blogs/ by 3/31/16 and it will auto-update to your ePortfolio as you add content.

Engaged Learning Final Reflection and Evaluation Rubric

Loyola University Chicago’s mission statement:“We are Chicago's Jesuit Catholic university- a diverse community seeking God in all

things and working to expand knowledge in the service of humanity through learning, justice,

and faith.” 

In an effort to assess the Engaged Learning University requirement, we ask all students enrolled in an Engaged Learning course to complete this reflection. Referencing Loyola’s mission statement above, compose a written reflection (at least 2 pages, double-spaced) that connects your in-class and out-of-class experience responding to the following:  

·           How did your Engaged Learning experience help you to connect to the mission?

·           How did the Engaged Learning experience in this course impact your personal, intellectual, civic, and/or professional development?

  Please submit your completed reflection in Taskstream. Please direct questions to engagedlearning@luc.edu. For more information about the Engaged Learning University Requirement, please visit www.luc.edu/engagedlearning.

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Engaged Learning Rubric Levels/Criteria Does Not Meet/

Partially Meets Expectations (1)

Meets Expectations (2)

Exceeds Expectations (3)

Score/Level

Synthesis through Reflection

Does not clearly connect out-of-class and in-class experiences as they relate to the Engaged Learning Experience, or does not demonstrate meaningful reflection upon the experience.

Articulates clear connections between the in-class and out-of-class components of the Engaged Learning Experience, and reflects meaningfully upon the experience.

Demonstrates clear connection/s between the in-class and out-of-class components of the Engaged Learning Experience, and demonstrates exceptional insight in meaningful reflection upon the experience.

 

Relate Experience to Development

Lacks clear connection between the Engaged Learning experience and the student’s intellectual, personal, professional, and/or civic development, or does not demonstrate meaningful reflection upon the experience.

Clearly articulates how the Engaged Learning experience contributed to the student’s intellectual, personal, professional, and/or civic development, and reflects meaningfully upon the experience.

Clearly articulates how the EL experience contributed to intellectual, personal, professional, and/or civic development, and demonstrates exceptional insight in meaningful reflection upon the experience.

 

Connect Engaged Learning to Loyola University Chicago Mission

Does not articulate a clear connection between the Engaged Learning experience and Loyola's mission to "expand knowledge in the service of humanity through learning, justice, and faith."

Articulates a clear connection between the Engaged Learning experience and Loyola's mission to "expand knowledge in the service of humanity through learning, justice, and faith."

Demonstrates how the Engaged Learning experience helped put into action Loyola's mission to "expand knowledge in the service of humanity through learning, justice, and faith.”

 

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Final ePortfolio and ePortfolio Presentation

As the capstone project synthesizing your experience, you will be creating an ePortfolio about your course experience and Peru experience through the assigned reflections and course assignments. This digital portfolio will need to be a representation of your overall experience this term. This portfolio will be reviewed by the rubric shared in class.

Your final portfolio will provide you with the opportunity to advocate for student athlete international service trips and the international community with which you worked. Once you have completed all the course assignments, your portfolio will have:

Homepage/Introduction/Landing Page

Bio/About Me Blog on Global Citizenship

(minimum of 3 entries)

Engaged Learning Reflection Reflections A and B Research on country and related

issues Action Plan

During our final class, we will have a mini-symposium in which you will present your ePortfolio briefly to some guests (faculty/staff at Loyola). You will need to present your leadership portfolio in 5 minutes or less, in which you will be challenged to lucidly highlight your philosophy of global citizenship, and how your portfolio represents you, your international service experience in Peru, your biography, and your learning this semester. There will be a panel of reviewers (faculty instructors and staff) present to review and evaluate your portfolios (in a symposium style viewing in which reviewers walk around the room).

Academic Integrity Policy

Academic dishonesty of any kind will not be tolerated. Plagiarism of any form will be reported to the Dean of Students and the student will automatically receive a failing grade for the course.  Producing forged or manufactured documents also will result in the same punishment. 

The minimum consequence for academic dishonesty is an “F” on the assignment.  However, the Center for Experiential Learning staff and Loyola University Chicago reserves the right to enforce the most extreme consequences, including, but not limited to expulsion from the major or the university.  Dishonest behaviors include but are not limited to using research material without properly referencing source material and using proper citations.  Being naive or uninformed about how to cite sources is no excuse.  If you are unsure about proper use of references, see someone at the Learning Assistance Center and/or consult an APA or MLA handbook.  For more information, visit: http://www.luc.edu/academics/catalog/undergrad/reg_academicintegrity.shtml

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Excused Absence Policy

My expectation is that students enrolled in this course will be present at all scheduled in-class sessions as well as the Peru service-learning experience over Spring Break (March 4 – 14, 2016). However, I realize that life occasionally interferes with plans through emergencies. In the event that you need to miss a class due to a life urgency or emergency (e.g., death in the family, hospitalization, etc.), my policy is that you write a 3-5 page reflection paper on what was discussed in class and submit it prior to the next class session in order to avoid having your participation grade adversely affected. It is your responsibility to follow-up with class members and the instructor for in-class activities, discussions, or handouts as well as the reflection prompt so you can complete your required 3-5 page reflection paper due to missing class.