Community Service Learning
Community Service Learning
EWS 280 (4 units) Dr. Aubrey H. Fine Winter Quarter 2002
Office: Bldg. 5 246 Coordinator of S.L
Cal Poly Pomona Phone #: 2799
Additional Campus contacts:
CEIS Center for Leadership and Service Learning, 869 5370
This course is a participatory action course familiarizing students with empowerment and social action. It is done in cooperation with Ethnic and Women’s Studies, Residence Halls, and the CEIS Center for Leadership and Service Learning. Our goal is to access community needs, discuss them, analyze them, and act on those needs. In other words, we are engaging in a process of consciousness, analysis, and action.
Everyone is required to work closely with a community agency or school site and volunteer about 30-40 hours on a specific project. Using a Freirian approach to teaching we will discuss issues collectively through dialogue and participate in a number of group exercises. The primary purpose of the course is to work in the community through praxis, linking participation with theory. (May be repeated for a total of 8 units.)
1. To work closely with a community agency or local school.
2. To apply service learning theory to the local community
3. To understand some of the critical issues facing Southern California.
4. develop relevant skills in becoming a more effective and engaged community member
5. describe a personal conceptual framework for working with communities.
6. To understand the role of education in a changing multi-ethnic society.
7. To integrate scholarship with fieldwork.
8. To work effectively with a project team.
The Soul of a Citizen. Paul Loeb.
Handouts and readings will be assigned as needed.
1. Class assignments, class participation, readings (10%)
2. Weekly journal* (10%)
3. Prepare a poster and final presentation of your agency/site (10%)
4. Analysis paper (30%)
5. Participate with a community agency/school site (30%)
6. A short group presentation (20 minutes) on any topic that would relate to the service areas under focus in the class e.g. poverty, homelessness, environmental issues, animal right’s, AIDS, etc (10%)
***Presentations will be on weeks 6-7
***Please note that after each visit to your agency, please write a journal entry on your impressions of the experience. Please attempt to integrate some of the materials we are discussing in class and how they may relate to your experiences. Time will be allotted each class period (at the beginning) for small group discussion that relate to our experiences and reflection. Please review the CEIS Center for Leadership and Service Learning student manual suggested guidelines on how to prepare journals.
Introductions. [What are your previous experiences in volunteering and service?]
Introduce ourselves and our interests. Introduce the course. Purpose of community projects. Discussion of sites and selection of individual projects.
Review of forms (contract with site, weekly evaluation, etc). Final selection of agency. Select contact person for each team.
A discussion of the role and function of journaling and reflection. All students are requested to read the CEIS Center for Leadership and Service Learning manual which has numerous guided exercises for reflection.
Themed reflection discussion: Don’t ask what your community can do for you, but what can you do for your community.
Community Service Learning. [What is community service learning?]
Ethical Considerations. [What are some of the ethical considerations for working with communities?] Overview of some ethical questions and concepts. Group exercise to examine case studies. Due: Contracts and procedural forms from your selected agencies
The Umbrella of Oppression. [What are the barriers community members face? What are some of the tensions we encounter in working with communities?) Discussion of the various “isms” and their relevance to community work.
Week 4 and 5
A discussion of the Soul of the Citizen. The class will be divided into several discussion groups. Each student will be responsible to discuss a few chapters from the book. All students should bring an outline of the chapters they prepared. Addition we will also discuss community issues as they relate to us.
Community Issues. [What are the critical issues facing our local communities?] What is being done to respond to those issues (by public officials, universities, schools, social movements, etc.). What role can students play in community issues? Cultural Workers. [What is the role of the university in responding to community issues? What role can students play in community issues?] [What social issue is your agency responding to?]
Week 6 and 7
Social Issues: Small group presentations and discussions
Asset Based Approaches. [From what frameworks do we draw for our work with communities?]
Presentation re: varying approaches to working with communities, including an asset based approach. Group exercise to map our community’s assets.
Weeks 9 and 10
Conclusions. Group and Individual presentations. Recommendations for the future. Congratulations for all our work. Due: Poster, Analysis Paper.
(Please note that we will select one group service project that we will work on together for a day. A date will be selected at the beginning of the quarter. This scheduled activity may modify our week 9 or 10 presentations. We may do some of them during the finals week.)
Community Service Learning Analysis Paper
A 5-8 page paper on your participation and analysis of your experience is due on the 9th week of the quarter. (Please type and double space). Make a photocopy of the paper and turn in the original. Paper is worth 30 percent of overall grade.
What general issue or problem is your organization/agency responding to? Use at least one outside source to discuss the issue or problem. Describe the organization/ agency Discuss purpose and goals of the organization/agency
What is your role? What project(s) are you working on? Summarize your participation (schedule, hours) What was your contribution?
Did the project accomplish its goals?
Analysis of project in the context of our class (discussions, exercises, speakers, etc.).
How does this project contribute to self or group empowerment?
How does this project respond to the social issue raised in your introduction?
How did the project reflect identity, social class, ethnicity, gender, or sexual orientation, etc.?
Your opinions, criticisms, feelings and/or analysis of project
Overall experience as a service learning project
Suggestions or recommendations of the project
Do you recommend this project to other EWS 280 students?
If you interview someone, list interviews by name, date, and city in reference section.
If you site any sources give full citations in reference section
Include service hours’ sheet
Include signed letter from contact, confirming hours and service Include programs, brochures, flyers, site materials, etc.
What areas are you interested in working with this quarter?
(youth, elementary schools, social service organization, high school students, etc.)
- Kingsley Elementary School Toria Bond, assist. principal, 909 397 4608 Science projects, Tutoring, PE activities, Drama/plays*
- Kellogg Elementary School (open), Cecia Asihido, principal, 909 397 4604
- I Poly HS Math Tutorial Program (@ CPP), (develop a EWS 280 program with I Poly, tutoring, mentoring, Diversity Dialogue,
college preparation, etc.), Isaac*
- YWCA (youth programs) Pomona and Ontario, Laura Sands, 909 622 4432
- Boys and Girls Club of Pomona, 1420 S. Garey Ave, 909) 623 8538
- Pomona Promise Team, promote outreach activities to PUSD (Angela Robinson, Manuel Saucedo, x4480, x403O)
- Youth Education Motivation Program (Cathy Martinez, 626) 330 6648 (target middle schools in Pomona)
- Sultana Elementary School, (working w/ parents) Ontario Mary Salgado, 909 986 1215*
- Pomona, Ganesha, and Garey High Schools
- Marshall Middle School, Pomona, 909 397 4532*
- Covina Valley Elementary School, Bill Brown, principal 626 974 4200*
- Huntington Park High School*
- Mason Elementary School*
- Glendora Youth Volleyball*
- Traweek Middle School*
- Voter Registration Projects
- Pomona Day Labor Center, Jose Calderon 909 607 2852
- House of Ruth, Leanne, 909 784 2437
- Casa Colina (brain injured people) La Verne
- Inland Valley Council of Churches, Beta Center SOVA, Pomona, CA, Martin Rodriguez, 909 622 7278 *
- Westend Hunger Project SOVA, Ontario, Rosa Lopez 909) 986 0533*
- San Dimas Hunger Project, 909 622 3806
- Pomona Valley Center for Community Development, (Latino Community organizing) 1155 W. Grand Ave, Pomona, 909)
- Westend Animal Shelter, Ontario, Mike Romero, 909 947 3517*
- Inland Humane Society, Pomona, Sheila Bea, 909) 623 9777 x 612*
- Community Senior Services La Verne, (909) 593 7511
- CEIS Downtown Pomona Site (x4480, x403O)
- Habitat for Humanity, La Verne, Diane Haddock Harvey, 909 596 7098*
- Wildlife Waystation, Angeles National Forest, Doug MacLeay, 818 899 5201*
- Anderson Counseling and Education, Whittier, Hugo Luna, 562 945 2977
- Inland Aids Project, 909 391 8824
- Pomona Library, Adult Literacy Program, Muriel Spills, 909 620 2047
- Salvation Army, Pomona, Connie, 909 623 1579
- Catholic Worker, Santa Ana Chapter*
- Libros Revolucion, Los Angeles, 213 488 1303*
- National Organization of Women chapter, Raquel Contreras* ASI*
- Asian & Pacific Islander Student Center*
- Native American Student Center: HOPE project*
- Cesar Chavez Center for Higher Education
- The [Women] Center
- African American Student Center
Professor: Aubrey H. Fine
Videos & Presentations
Designing & Delivering a Service-Lea
Connect2Complete Resource Guide
SEMINAR: Dialogue, Discourse, Identity a
More Syllabi Archive
SEMINAR: Dialogue, Discourse, Identity a
Educational Policy – Community Par
Educational Policy – Community Pro