Viewing: SRV_LRN 2021HW foleya : MU Community Engagement Project - Honors/Writing Intensive

Last approved: Wed, 06 Sep 2017 19:11:58 GMT

Last edit: Wed, 06 Sep 2017 19:11:53 GMT

Changes proposed by: foleya

Proposal Type

Honors
Writing Intensive

Contact Information

foleya
Anne-Marie
Foley
FoleyA@missouri.edu
573/882-0227
VP Undergraduate Studies
Are you submitting this proposal on behalf of an instructor?

Instructor for whom you are submitting proposal:
foleya
Anne-Marie
Foley
FoleyA@missouri.edu
573/882-0227
VP Undergraduate Studies
Subject Area’s Department Chair/Director:
spainj
Jimmy
Spain
SpainJ@missouri.edu
573/882-5995
VP Undergraduate Studies

Term for Proposal

Spring 2018
 

Course Catalog Information

 
Service Learning (SRV_LRN)
Service Learning
2021HW
2
3
30
MU Community Engagement Project - Honors/Writing Intensive
The MU Community Engagement Project offers students the opportunity to engage in academically-based community services; project sections include tutoring and mentoring, public health policy and outreach, international services, and community development.
 
Lecture/Standard with Discussion
A-F (allow student to choose S/U option)
Honors eligibility required.
 
 
 

Instructor Information

foleya
Anne-Marie
Foley
FoleyA@missouri.edu
573/882-0227
VP Undergraduate Studies
(numbers only)
Adjunct Instructor
204 Lowry Hall
 
 

The Campus Writing Program conducts a two-day faculty workshop to assist with the design and implementation of your writing intensive course. Once your course proposal has been approved by the Campus Writing Program, you will receive information on time, date and location of the workshop.
Indicate below if additional instructors are planned, but specific individuals have not yet been chosen. Check all that apply
Adjunct Faculty
Briefly describe the qualifications of the known graduate instructors, or planned qualifications if graduate instructors are still to be selected, bearing in mind that graduate students teaching honors courses should be advanced students with a record of excellent teaching.
 

Honors Course Information

"Service and Social Justice: The MU Community Engagement Program (MUCEP)," was first developed in the Honors College in 1990 and became the basis for the standards and practices of the campus-wide service-learning program. I have taught the course each semester for 26 years, and it has been featured in multiple awards, including the Carnegie Community Engagement Classification and the President's Honor Roll for Higher Education and Community Service. In addition, MUCEP is the core course for the Minor in Leadership and Public Service and the Peace Corps Prep Global Service Certification.

Description of Course: "Service and Social Justice: The MU Community Engagement Project" uses a humanistic approach to contextualize social justice issues and challenges. The course engages critical and thoughtful approaches to human rights, cultural difference, structural violence and inequality at the same time as students serve homeless veterans, refugee children, at-risk youth in the Douglass Park area, people with disabilities and isolated, low-income senior citizens. MUCEP has been a writing intensive course for more than a decade, and utilizes works of creative non-fiction to stimulate dialogue about service as well as critical social justice issues. In addition, we closely analyze the use of tone, narrative construct, point of view and literary devices in our books and essays. The course uses non-fiction reading and writing assignments, paired with service, to explore service ethics, cross-cultural approaches to a service philosophy and transformative justice. Reading List: Books: Jonathan Kozol, Ordinary Resurrections; Tracy Kidder, Mountains Beyond Mountains; Bryan Stevenson, Just Mercy; Anne Fadiman, The Spirit Catches You and You Fall Down. Essays: Martin Luther King, Jr, "Letter from Birmingham Jail"; Martin Luther King, Jr, "On Being a Good Neighbor;" The Haudenosaunee Naton, "A Basic Call to Consciousness" (an interpretation of European/Western culture by indigenous peoples and a call for spiritual awareness and action;) Jacob Neusner, "Righteousness Not Charity" (a commentary on Torah).

Goals of an Honors Course:

In service-learning courses, it is our hope that the dialogue, reading and writing that occurs in the classroom will help to make students more thoughtful, responsive and impactful servers. Conversely, service experiences come back into the classroom and transform knowledge and perspectives. Since students engage the community in different ways--working at a number of different non-profits and with diverse populations--it is essential that they become colleagues for each other and own their own learning. They must engage their experiences through critical reflection and thoughtful dialogue. They become collaborators and colleagues.

Each written assignment attempts to encourage thoughtful, critical assessment and the exploration of multiple perspectives.

*The Honors Project for the course is two fold--student serve an additional 10 hours/semester (45 instead of 35 hours). Honors students are asked to work with their supervisor or the executive director of the non-profit to create a special project or resource for the organization with these additional hours. Honors students write a project proposal at the beginning of the semester, report on their progress in oral presentations and then summarize their contribution at the end of the semester.
*The Organization and Service Profile asks students to research the organization where they will serve, as well as the populations they will encounter through their service. This research becomes foundational knowledge for their future service. In addition, they are asked to explore their role in the organization and set learning goals for themselves.
*The Community Development Papers engage students in researching the populations they are serving and the community challenges they are experiencing. Students are then asked to propose creative solutions to social problems.
*The journals engage students in summarizing what they are accomplishing in the community as well as ask them to think critically about what they are gaining personally and professionally. In addition, they are asked to think synthetically, tying their service to class readings and dialogues. Finally, journals ask students to set learning and impact goals for their service.
*In-class writings are short essays that respond to central thematic questions from our books and essays, and challenge students to connect social justice themes to their service activities.
*The final self-assessment paper provides the opportunity for students to reflect on their accomplishments and goals during the semester, the impacts they have had during their service, and the skills they have developed and discovered. The paper asks students to look at their service from multiple learning perspectives--personal and professional growth; understanding of diversity, citizenship and society and public service leadership.
*Students present their work, both honors projects as well as community development concepts, in group presentations and dialogues throughout the semester. In addition, they are encouraged to present their research to their supervisors and colleagues at their placement sites. The Honors Project directly applies their research and thinking in a community setting.

Each of the assignments, and the on-going dialogue in the classroom setting and dialogue groups, engage the four goals for an honors course. Students are consistently encouraged to engage in critical and synthetic thinking, reflecting on their own learning and engaging in systematic problem solving. The course emphasizes effective writing and oral communication, as well as encourages students to engage in impactful research that applies to real community challenges. Finally, MUCEP asks students to explore the many ways in which their skills and passions may empower the lives of others; it encourages their creativity.


2
Answer the questions below as they would apply to one section. For all other sections, provide similar information in the Additional Sections Information box below.
 

 
 
 
Short essays
Oral reports
Other
Quizzes
Term papers
 
Honors student engage in 45 hours of community service as the field component of the course.
30
 
Consent for honors eligibility only
 

Writing Intensive Course Information

Description of Course: "Service and Social Justice: The MU Community Engagement Project" uses a humanistic approach to contextualize social justice issues and challenges. The course engages critical and thoughtful approaches to human rights, cultural difference, structural violence and inequality at the same time as students serve homeless veterans, refugee children, at-risk youth in the Douglass Park area, people with disabilities and isolated, low-income senior citizens. MUCEP has been a writing intensive course for more than a decade, and utilizes works of creative non-fiction to stimulate dialogue about service as well as critical social justice issues. In addition, we closely analyze the use of tone, narrative construct, point of view and literary devices in our books and essays. The course uses non-fiction reading and writing assignments, paired with service, to explore service ethics, cross-cultural approaches to a service philosophy and transformative justice. Reading List: Non-Fiction Books: Jonathan Kozol, Ordinary Resurrections Tracy Kidder, Mountains Beyond Mountains Barbara Ehrenreich, Nickel and Dimed Anne Fadiman, The Spirit Catches You and You Fall Down Essays: Martin Luther King, Jr, "Letter from Birmingham Jail" Martin Luther King, Jr, "On Being a Good Neighbor" The Haudenosaunee Naton, "A Basic Call to Consciousness" (an interpretation of Western culture by indigenous peoples and a call for spiritual awareness and action) Jacob Neusner, "Righteousness Not Charity" (a commentary on Torah)
N/A
Face-to-face
Self paced?

65
70
Should this course be considered for funding?
Yes
Large Enrollment Courses:
As you see in the syllabus, we have discussion sections and writing workshops.
I look at all assignments, review all grading and grading practices and meet with all of my students one-on-one as well as in group meetings.
For each paper, the grader and I meet to discuss expectations and the purpose of the assignments. We each grade 3-5 papers, and then discuss what we emphasized and how we assigned points. We thus calibrate our grading. Since we use "turnitin" for paper submission, I go through each paper before the grades are posted.

Writing Intensive Assignments

Pages
Organization and Service Profile
asks students to research the organization where they will serve, as well as the populations they will encounter through their service. This research becomes foundational knowledge for their future service. In addition, they are asked to explore their role in the organization and set learning goals for themselves.
Length of assignment:
5
Grader and Anne-Marie Foley
5
Grader and Anne-Marie Foley
10

2 Community Development Concept Papers
engage students in researching the populations they are serving and the community challenges they are experiencing. Students are then asked to propose creative solutions to social problems.

Length of assignment:
10
Grader and Anne-Marie Foley
12
Grader and Anne-Marie Foley
22

2 Journals
engage students in summarizing what they are accomplishing in the community as well as ask them to think critically about what they are gaining personally and professionally. In addition, they are asked to think synthetically, tying their service to class readings and dialogues. Finally, journals ask students to set learning and impact goals for their service.
Length of assignment:
12
Grader and Anne-Marie Foley
6
Grader and Anne-Marie Foley
18

Service Self-Assessment
provides the opportunity for students to reflect on their accomplishments and goals during the semester, the impacts they have had during their service, and the skills they have developed and discovered. The paper asks students to look at their service from multiple learning perspectives--personal and professional growth; understanding of diversity, citizenship and society and public service leadership.
Length of assignment:
7
Grader and Anne-Marie Foley
7
Grader and Anne-Marie Foley
14

Short Essays
5 Short essays (2 pages each) in which students discuss central themes and literary techniques in the texts
Length of assignment:
10
instructor
 
 
10

Structured Journals
4 Structured journals 6-7 page papers, with 6-7 page revisions, which encourage analysis of texts, class dialogue and field experience/service through multiple perspectives. Journal assignments include:
*a discussion of the student's service and service site
*a critical reflection on what they are learning in terms of diversity, social issues and challenges, and human rights
*their own values and belief systems contextualized in terms of their service experience
*service ethics and philosophy
*understanding of human experience
*analysis and discussion of their experiences through the lens of our readings
*research of public policy and social justice
Length of assignment:
24
instructor
24
instructor
48

Formal Proposal
Formal Proposal: A final 10-12 page paper (8 page first draft) which requires students to research the social issues and challenges they have encountered through their community service and propose solutions. The assignment asks students to think of themselves as leaders and problem solvers, and to use their experience and research to create solutions to social problems.

The formal proposal includes:
a. Problem Definition --based on their experiences and research
b. Model Programs --what programs now exist that have addressed the problem they have described
c. Proposed Program or Policy --what are the goals of the proposed program or policy and what activities will forward those goals
d. Conclusion --what is the theory behind the program the student proposed
e. Bibliography --a minimum of 6 sources

Beyond the important skills of writing about, analyzing and critically reflecting on important non-fiction texts and tying this reading to field experiences, we hope that students learn what it means to celebrate and engage diversity through service to others, what are our human rights, how we may discuss and create social justice, and how our actions may end structural violence.
Length of assignment:
8
instructor
10
instructor
18

Total pages for all assignments:
First drafts:
76.00
Revisions:
64.00
140.00
Additional writing: Beyond in-class writings, journals, and a formal proposal, students engage in free-writings in the classroom and lab sections as well as self-evaluations, and evaluations of their community service sites, throughout the semester.

Writing Intensive Teaching

Instructor provided feedback
Oral presentation by student, followed by feedback
Peer review
 
N/A
Each question, assignment, and writing is open, by the very nature of the activity, to individual interpretation and analysis. We ask students to bring their individual experiences with service into the context of the classroom and texts, and evaluate their own learning in the context of the themes we propose. In each discussion section and lab, students are invited to propose topics that are important to them as well. The students are encouraged to actively participate in setting learning goals for themselves and for the course as a whole.
Distribution throughout semester 1. Short essays--every 2-3 weeks; 2. A Profile of the non-profit and the student's role in the organization during the first month of the semester; 3. Journals--2 submissions during the semester; 3. Community Development Papers twice during the semester; 4. Self-Assessment paper during finals week.
100
%
 
2
Graders are selected from disciplines across the university and must be seasoned instructors as well as have experience in community development and community service

Course Syllabus

Upload Course Syllabus

Administrative Information

Humanities and Arts
 
 

Acknowledgement

I have read and reviewed the updated proposal

Additional Comments

 
Patricia Luckenotte (luckenottep) (Wed, 06 Sep 2017 19:11:53 GMT): This class is listed has SRV_LRN 2021HW, 01/01A/01B and 02/02A/02B for the Spring 2018 semester.
Key: 526