Date Submitted: Wed, 21 Dec 2016 18:38:14 GMT

Viewing: SRV_LRN 2021W foleya : MU Community Engagement Project - Writing Intensive

Last approved: Wed, 30 Nov 2016 17:01:46 GMT

Last edit: Wed, 30 Nov 2016 17:01:46 GMT

Changes proposed by: foleya

Proposal Type

Writing Intensive

Contact Information

Campus Writing Program
Are you submitting this proposal on behalf of an instructor?

Instructor for whom you are submitting proposal:
VP Undergraduate Studies
Subject Area’s Department Chair/Director:
VP Undergraduate Studies

Term for Proposal

Spring 2017

Course Catalog Information

Service Learning (SRV_LRN)
Service Learning
MU Community Engagement Project - 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)

Instructor Information

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

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

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.



Writing Intensive 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.
Over the last two years I have begun teaching two sections of the course, thus splitting the number of students in each discussion by half and creating a smaller, more interactive course environment. Also, we now meet on M,W,F -- instead of just twice each week. By doing this, we have retooled the syllabus so that every Friday is a writing workshop. We have smaller numbers in each section and 1/3 of all classes dedicated to thinking and writing about service. Beginning in the Spring of 2017, one section will be Honors and the other will be non-Honors.
Self paced?

Should this course be considered for funding?
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

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:
Grader and Anne-Marie Foley
Grader and Anne-Marie Foley

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:
Grader and Anne-Marie Foley
Grader and Anne-Marie Foley

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:
Grader and Anne-Marie Foley
Grader and Anne-Marie Foley

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:
Grader and Anne-Marie Foley
Grader and Anne-Marie Foley

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

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:

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:

Total pages for all assignments:
First drafts:
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
One third of all of the classes (ie all of the lab sections) are writing workshops, in which the students discuss their writing, engage in critical reflection, and interact in peer review groups.
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. Journals--four submissions during the semester 3. Formal Proposal--12th week of semester and last day of class 4. Self-Assessment paper during finals week.
Graduate Teachers 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


I have read and reviewed the updated proposal

Additional Comments

Course identical with 2021HW, but was not submitted. Adding it now and pushing it through the system.
Jonathan Cisco (CiscoJo) (Tue, 29 Nov 2016 17:15:28 GMT): Approving on behalf of instructor to move through system.
Jonathan Cisco (CiscoJo) (Tue, 29 Nov 2016 20:47:01 GMT): Registrar note: Please note that this course is cross listed with English 2000 section 3 and 4.
Patricia Luckenotte (luckenottep) (Wed, 30 Nov 2016 17:01:33 GMT): I have added SRV_LRN 2021W, sections 01 and 02 with discussion groups to the Spring 2017 Schedule of Classes and cancelled the regular sections of SRV_LRN 2021, sections 01 and 02 and their discussion sections. These sections were crosslisted with ENGLSH 2000, 03 and 04. I have also added ENGLSH 2000W, 02 and 03 with discussion sections and cancelled the regular sections of ENGLSH 2000, 03 and 04. The students that were enrolled in the SRV_LRN 2021, 01 and 02 and ENGLSH 2000, 03 and 04 have been moved to the new sections of SRV_LRN 2021W and ENGLSH 2000W.
Key: 527