Building Healthy Communities: A Partnership with the City of Escondido

November 2, 2004

Institution: California State University – San Marcos
Discipline: Service-Learning / First-Year Seminar / Sequential Course / Interdisciplinary
Title: Building Healthy Communities: A Partnership with the City of Escondido
Instructor: Joanne Pedersen
Model: Action Research
Rating: 5 out of 5

GESS 101/102: General Education Social Science (crn: 42045)
A CSUSM FIRST YEAR STUDENT LEARNING COMMUNITY COURSE

CONTACT INFORMATION:
Professor: Joanne Pedersen Ph.D.
Office: 6205 Craven
Office Phone: 750 4186
e mail: pedersen@csusm.edu
Class Meeting Time: M W 10:00 to 11:15 in UNIV 441

FALL LEARNING COMMUNITY THEME:
Building Healthy Communities: A Partnership with the City of Escondido
(Website for the City of Escondido: www.ci.escondido.ca.us)

City of Escondido Mission Statement:
“The mission of the City of Escondido is to provide quality service that enhances the safety, economic diversity, environment and health of the community, where our customers and employees can thrive in an atmosphere of courtesy, integrity and respect.”

COURSE DESCRIPTION FOR GESS 101 (Fall Term)

In the classroom
The classroom content of GESS 101 will expose you to the research methods used and topics studied under the general heading “social science”, the field of human knowledge dealing with all aspects of human social life (Hunt & Colander, 2002). You will learn about the specific disciplines within the social sciences and how research findings are applied to improve the quality of life for individuals and communities.

Learning Community
A learning community is a collaborative effort that links academic courses, students, faculty and community in a way that fosters student success and enhances community development. As a learning community course, the content of GESS 101 is linked to the other Fall semester learning community courses (GEH 101 & GEW 101). During the Spring 2003 semester, the learning community will continue with GESS 102, GEH 102 and GEO 102. In GESS 101 & 102 students will build a linkage with the community by participating in a service learning project with the City of Escondido. It is our hope that the learning community environment will help you create a sense of belongingness and purpose that supports your success as a student.

Service Learning
Service Learning is the active integration of academic learning (what you learn in the classroom) with issues and problems facing communities. Communities benefit because students provide them with expertise and service. Students benefit because service projects are relevant to course content. The service learning project for GESS 101 (& GESS 102 in the Spring 2003 semester) involves a partnership with the City of Escondido. During the Fall 2002 semester, our GESS 101 class will research the City of Escondido in preparation for a civic related service project to be done during GESS 102 in the Spring 2003 semester.

MATERIALS YOU WILL NEED TO PURCHASE FOR GESS 101
(Available at the University Store):

1) Daniel, E. L., & Levine, C. (2001). Taking sides: Clashing views on controversial issues in health and society. (51h ed.) Guilford, CT: McGraw-Hill/Dushkin.
2) Hult, C. A. (1996). Researching and writing in the social sciences. Needham Heights, MA: Allyn & Bacon.
3) Hunt, E. F., & Colander, D. C. (2002). Social science: An introduction to the study of society. (11th ed.). Needham Heights, MA: Allyn & Bacon
4) Johnson, S. J. (2002). Study guide for Hunt and Colander: Social science, an introduction to the study of society. (11th ed.). Needham Heights, MA: Allyn & Bacon

COURSE ORGANIZATION FOR GESS 101
Your grade will be based on the following required items:

1) Lost on the Moon exercise/reflection 50 points
2) Exams (3 exams @ 75 points each ) 225 points
3) Field Trip Days (2 trips @ 25 points each 50 points
4) Newspaper Journal/Reflection & Journal Notebook 100 points
5) Term Project – Annotated Bibliography 100 points
6) Term Project – Group Presentation 100 points
7) Attendance/Participation: taken each class day, will influence final grade
Points will be deducted for unexplained or excessive absence

TOTAL POSSIBLE POINTS FOR THE ENTIRE SEMESTER: 625 points

Point scale to determine final grade:
625-562 90 % = A range
562-500 80 % = B range
500-437 70 % = C range
437-375 60 % = D range
374 & below F

DESCRIPTION OF EACH GRADED ITEM

Lost on the Moon Exercise/Reflection Paper
This fun in class exercise will enhance the group decision making skills and team building necessary for the Term Project. A short reflection paper, to be done as homework, will ensure that you develop a deeper understanding of the concepts being taught by the exercise (see Instructions for Lost on the Moon Reflection Paper).

Exams
The three exams will be based on lectures and specific chapters from the assigned reading. Questions will be multiple choice, definitions and short answer/essay. You should use your study guide to master the material from Hunt & Colander. It is recommended that you review your lecture notes and reading on a regular basis.

Field Trips
We will go on two required field trips to points of interest in Escondido. Dates for the field trips are noted in the course syllabus and include a morning at the California Center for the Arts & City Hall, and a morning at Daley Ranch. The field trips will serve to deepen our understanding of course material and prepare us for our Spring 2003 service project. You will be expected to provide your own transportation, just like you provide your own transportation to campus. Directions and further details will be discussed in class.

Newspaper Journal
The North County Times has generously offered to donate copies of the newspaper to our class. Reading the newspaper is an ideal way to keep up with the issues surrounding the City of Escondido. As you read the North County Times, you will prepare a weekly journal entry. At the end of the semester you will turn in an organized notebook with all of your journal entries along with a final reflection paper (see Instructions for Newspaper Journal.

Term Project
At the beginning of the semester you will rank order a variety of social science research topics related to the City of Escondido. Based on your rankings, you will be placed in a small research group (about 5 students per group). Throughout the semester, you will collect information on your topic and prepare an Annotated Bibliography (each student writes their own annotated bibliography). At the end of the semester, each group will present their findings to the class. This term project will prepare the class for the Spring semester when we partner with the City of Escondido to develop a Civic Fair. (see Instructions for Term Project).

Attendance & Class Participation I will be taking attendance for each class session. Your overall attendance pattern and level of class participation will influence your final grade. You are expected to do the reading ahead of time and come to class prepared to engage in critical discussion and ready to take exams.

INSTRUCTIONS FOR THE TERM PROJECT

The term project has two components, an annotated bibliography and a group presentation. The overall goal of the term project is for the class to develop a comprehensive understanding of the social structure of the City of Escondido in a way that prepares us for the spring GESS 102 service learning project. To that end, our class will use the following social dimensions to research the City of Escondido:

1) Conservation
2) Education
3) Culture
4) Politics/Government
5) Health Care
6) Recreation

You will be placed in a small research group (about 5 students) at the beginning of the semester. Placement in a research group will be based your relative interest in the six social dimensions. Your group will meet throughout the semester to collect and discuss information on your group’s assigned social dimension and to prepare for a group presentation. Each member of the group will also prepare their own annotated bibliography. The social dimensions are very broad and individuals within a research group may specialize on a specific aspect of the social dimension. For example, if your social dimension is health care, one member of your group may research health care issues pertaining to senior citizens and another member of your group may research health care issues in low income populations. The annotated bibliography (worth a maximum of 100 points) and group presentation (worth a maximum of 100 points) will be given separate scores. YOUR SCORES WILL BE INFLUENCED BY HOW ACTIVELY YOU PARTICIPATE IN ONGOING RESEARCH AND GROUP ACTIVITIES THROUGHOUT THE SEMESTER.

GROUP PRESENTATIONS

Each group will be responsible for taking a single class period to present the results of their research and should highlight how the topic is relevant to the City of Escondido. Presentations will take place at the end of the semester during weeks 13, 14 and 15. Your group will be assigned to a specific day near the beginning of the semester. Groups are encouraged to use a variety of media for their presentation (e.g. short video clips, websites, Power Point, white board, posters, handouts). The idea is to teach the rest of the class about what your group learned. Preparations for the presentations will be discussed in class and take place throughout the semester during “research/reflection days.” You should expect to meet with your group outside of class on a regular basis.

COURSE SCHEDULE

Week 1
W 9/4 Introduction to the Learning Community & GES S

Week 2
M 9/9 lecture: What is Social Science? H&C Ch 1
W 9/11 lecture: Collegial Research in the Social Sciences Hult Ch 1
(rank order research areas)
Newspaper journal entry due

Week 3
M 9/16 Lost on the Moon Exercise/Reflection Paper Assigned Hal article
Assign Research Teams
W 9/18 Discussion of Term Project & Review for Exam 1
Newspaper journal entry due

Week 4
M 9/23 EXAM 1 & Reflection Paper Due
W 9/25 lecture: The Individual, Society & Culture H & C Ch. 7
Newspaper journal entry due

Week 5
M 9/30 lecture: The Family H & C Ch. 8
W 10/2 In Class discussion with the Escondido Youth Encounter
Newspaper journal entry due

Week 6
M 10/7 lecture: Society, Culture & Change
W 10/9 FIELD TRIP: California Center for the Arts & City Hall
Newspaper journal entry due

Week 7
M 10/14 Panel Discussion With The City Of Escondido
W 10/16 lecture: Geography, Demography, Ecology & Society H & C Ch. 5
Newspaper journal entry due

Week 8
M 10/21 FIELD TRIP: Daley Ranch
W 10/23 Research/Reflection Day & Review for Exam 2
Newspaper journal entry due

Week 9
M 10/28 EXAM 2
W 10/30 Research Reflection Day
Newspaper journal entry due

Week 10
M 11/4 lecture: Religion & Society H & C Ch. 9
W 11/6 lecture: Education (guest lecturer Dr. Charles Prickett) H & C Ch. 10
Newspaper journal entry due

Week 11
W 11/12 lecture: Ethnic & Racial Stratification H & C Ch. 12
Newspaper journal entry due

Week 12
M 11/18 Review for Exam 3
W 11/20 EXAM 3
Newspaper journal entry due

Group presentations begin week 13.
Annotated bibliographies are due on the day your research team presents

Week 13
M 11/25 PRESENTATION
W 11/27 PRESENTATION
Newspaper journal entry due

Week 14
M 12/2 PRESENTATION
W 12/4 PRESENTATION
Newspaper journal entry due

Week 15
M 12/9 PRESENTATION
W 12/11 PRESENTATION
Newspaper journal entry due

Week 16
M 12/16 Assessment Day
FINAL: Saturday 12/21 from 10:00 a.m. to 11:45 a.m.
FINAL REFLECTION/JOURNAL NOTEBOOK DUE


GESS 102 (Spring Term)

SPRING LEARNING COMMUNITY THEME:
Society, Health, and Community Action

COURSE DESCRIPTION FOR GESS 102 (Spring Term)
Welcome to the second semester of the CSUSM First Year Student Learning Community. The theme for our GESS 102 course (Society, Health & Community Action) will guide us as we develop our Service Learning project with the City of Escondido (a Community Health Fair for the Grant Middle School community). Class time will be spent exploring a number of contemporary issues related to health and society. Basic principles of social science topic development, hypothesis formation, literature review and data gathering will be used as research committees develop various components of the Community Health Fair. Each research committee will do a class presentation/poster that assesses their contribution to the Community Health Fair and outlines a set of recommendations for the City of Escondido. Each student will also write a report that summarizes and assess the Community Health Fair project.

COURSE ORGANIZATION
Your grade will be based on the following items:
1) Midterm Exam – 100 points
2) Health Fair Report – 100 points
3) Health Fair Poster Presentation – 50 points
4) Quizzes (10 points each x 6) – 60 points
5) Health Fair Reflection Journal Entry (10 points each x 7) – 70 points

6) Health Fair Committee Worksheet – 50 points
7) Attendance/Participation (taken each class session: can influence final grade)

TOTAL POINTS POSSIBLE FOR THE ENTIRE SEMESTER 430

Point Scale to Determine Final Grade:

430 to 387 90% = A range
386 to 344 80% = B range
343 to 301 70% = C range
300 to 258 60% = D range
257 % below F

EXPLANATION OF EACH GRADED ITEM:

Midterm Exam
The midterm Exam will cover Ch. 17 from Meyers and Issues 9 & 10 from Daniel & Levine. The exam will cover material from the reading and related lectures. Expect the exam to contain multiple choice questions, essay questions and short answer/definition questions. The material covered will help set the stage for the theme of our Service Learning projection (the Community Health Fair)

Health Fair Report & Group Poster Presentations
Each committee will do a class poster presentation that assesses their contribution to the Community Health Fair and outlines a set of recommendations for the City of Escondido. Each individual student will also write a report that summarizes and assesses the Community Health Fair Project (see instruction sheet)

Quizzes
Quizzes will be based on specific readings from Daniel & Levine (2001) and will take no more than 15 minutes to complete. Questions will be multiple choice and will be taken directly from the reading. Quizzes will be given at the beginning of class on the dates indicated in the course syllabus and will serve to prepare us for critical discussion of the relevant topics. Small groups will prepare (in class) a written summary of our debates/discussions. NO MAKE UP QUIZZES will be given. Please bring a SCANTRON (available in the CSUSM bookstore) and a #2 pencil for each quiz.

Health Fair Reflection Journal Entries
Journal entries will be due on the days indicated in the course calendar and will serve as written documentation of your thoughts and ideas as we proceed with planning the Fair. Journal entry instructions will be discussed in class. LATE JOURNAL ENTRIES WILL NOT BE ACCEPTED.

Health Fair Committee Worksheet & Planning Log
This will be an ongoing semester long assignment that will guide committees as they plan for the Health Fair. The worksheet will be filled out every Wednesday and each group will present it to the entire class for discussion (see instruction sheet). A FINAL VERSION OF THE WORKSHEET WILL BE DUE ON 4/23 AND WILL REPRESENT YOUR COMMITTEE’S ACTION PLAN FOR THE FAIR.

Attendance/Participation
I will be taking attendance for each class session. Your overall attendance pattern and level of class participation will influence your final grade. You are expected to do the reading ahead of time and come to class prepared to take quizzes and participate in all discussions.

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