Leadership and Community Service
to increase understanding of leadership theories and concepts
to utilize community service as an introduction to service, civic responsibility, and leadership
to provide opportunities and methods for reflection
to integrate discussions on diversity, ethics, social justice, community, and civic responsibility with leadership and service
to gain an understanding of and appreciation for multiple perspectives and how power and privilege shape these perspectives
to explore personal values with respect to leadership, service, and diversity
to develop a personal philosophy of service and leadership through critical analysis of social issues, reflection, and practice
to increase students’ ability to work in groups
Coles, R. (1993). The call of service: A witness to idealism. New York: Houghton Mifflin, Co.
Gardner, H. (1995). Leading minds: An anatomy of leadership. New York: Basic Books.
Reading packet (available from BSOS Copy Center in 1105 Tydings Hall for $6.80)
Monday, Feb.1 : Introduction to Service
Wednesday, Feb. 3: Motivation to Serve
Read: Attributions about Misery (excerpt pp. 51-56), The How and Why of Volunteering, Intro to Coles
Monday, Feb. 8: Community Service Agency Representatives
Read: Redefined community service needs room for all, Think About It, Coles chap. 1
Wednesday, Feb. 10: Mandatory Service
Read: History of the service-learning requirement in Maryland, Involuntary Volunteers, Is
Volunteering a Waste of Time?
Monday, Feb. 15: Servant-Leadership
Read: Becoming a Servant-Leader, Coles chap. 2
Wednesday, Feb. 17: Introduction to Theories of Leadership
Read: The Power of Nonviolent Action, Gardner chap. 1
Monday, Feb. 22: Types of Service
Read: The Transformation of Silence into Language and Action, Gardner chap. 14
Wednesday, Feb. 24 :Take Another Look Fair, Grand Ballroom Lounge, Stamp Union
(meet at classroom)
Read: Spaceship Earth, Social Change Model of Leadership (not in packet)
Monday, March 1: Race, Class, and Power (Star Power Activity)
Read: The Poverty Industry, White Privilege, Coles chap. 3
Wednesday, March 3: Critique of Service
Read: Why Servanthood is Bad, Coles chap. 4
Monday, March 8: Civic Responsibility and Reflection .
Agency report due
Read: Gardner chap. 2 and 3
Wednesday, March 10: Cultural Influences on Service and Leadership
Hand out midterm
Read: Why Should you be an Ethical Leader?, Gardner chap. 4
Monday, March 15: Individual Philosophies of Service (Form groups for presentations)
Read: Black Women Leaders as Lamplighters
Wednesday, March 17: Individual Leadership Styles
Monday, March 22 and Wednesday, March 24
Monday, March 29: Hunger and Homelessness, Speaker from So Others Might Eat
Meeting with instructor
Read: Diary of a Homeless Man, Coles chap. 5
Wednesday, March 31: Poverty, Children and Education
Read: Amazing Grace (excerpt – chapter two)
Monday, April 5: HIV/AIDS, Names Project Speaker
Read: Reports from the Holocaust, Life Support
Wednesday, April 7: Disabilities, Holland Family (Special Olympics) speakers
Read: Hey, Joe; The Catbird Seat; Coles chap. 6
Monday, April 12: Environment
Read: At wit’s end, litterly (not in packet); Coles chap.
Wednesday, April 14: What Good Does Service Really Do?
Read: To Hell with Good Intentions, Coles chap. 8
Monday, April 19: Presentations – two groups
Wednesday, April 21: Presentations – two groups
Monday, April 26: Presentations – one group
Read: Gardner, chap. 11
Wednesday, April 28: Review of Leadership Theories
Monday, May 3: Living Examples Of Service and Leadership
Read: Gardner chap. 15 and Appendix I
Wednesday, May 5: Artistic Reflection, Guest speaker/activity with Lacretia Johnson
Monday, May 10: Activism and Personal Commitment
Read: Act from the Heart
Wednesday, May 12: Celebration of Service
Journal synthesis due
10% Agency Report
30% Midterm. (take-home essays) 10% Journal 15% Journal Summary/Synthesis
Service Log Sheet (pass/fail)
One meeting scheduled with instructor (pass/fail)
Two hours of community service per week for 12 weeks (pass/fail)
Regular attendance and active participation are necessary to succeed in this course. Read all class assignments prior to each class and come prepared to discuss them.
To further your understanding of service and leadership, every student will be required to complete at least 20 hours of documented community service. A minimum of three hours per week is required throughout the semester. Involvement in service will provide you with practical information and experiences that will be connected to the ideas and information shared in class.
Your involvement in service should have personal meaning, therefore, it is recommended that you are diligent in selecting a service site. Your service experience should be initiated during the week of February 15, however, no one is stopping you from starting earlier! Time will be provided in class for you to learn about service sites and options on campus and in the community. It is highly recommended that you visit Community Service Programs in 1195 Stamp Student Union for a thorough listing of potential service sites.
Every student will be required to provide documented confirmation of their service hours. You will be provided with a log sheet to be signed by a site supervisor or volunteer coordinator. It is your responsibility to get the form signed. If you have problems getting the form completed at your service site, come and speak to us.
Keeping a journal throughout the semester will enable you to record important ideas and track their progression. For every visit to your community service site, record your reactions, accomplishments, and what you learned. Write an entry that reflects your efforts to connect the course readings with what you experience at the service site. This means that the journal entries will be more analytical than descriptive. Instructors will periodically provide questions to guide you in your journal writing. Journals will be collected, without prior notification, two or three times during the semester so bring them to each class. At the end of the semester, you will review and reflect on your journal entries and write a synthesis paper on them. The synthesis paper will identify major themes from your journal, compare and contrast viewpoints on the issue addressed by your service site, and make recommendations for future work at your service site.
At the Community Service Comer at the Take Another Look Fair (Feb. 24) you will be required to learn about two community agencies. In class we will brainstorm questions to ask the agency representatives. Time will be given during class to attend the fair where you will pick up materials and ask questions of the agency representatives. You will be required to write a 4-5 page paper describing the agencies you learned about while comparing and contrasting the similarities/differences.
Students will form about five groups to teach the class for a 20-30 minute session in the middle of the semester. Each group will choose an issue (e.g., homelessness/poverty, AIDS,
children/education, and disabilities or another issue-inform instructors of your choice early) and present an action plan for addressing that issue in a specific community. You will be expected to do background research, set the context of the issue, and plan an interactive session that teaches some of the key course concepts. We will discuss this in greater detail later.
Every student will have the opportunity to gain up to 5 extra-credit points throughout the semester. There will be two-three optional group service projects throughout the semester. Students who choose to volunteer can gain extra credit points by attending the group service experience and writing a 1.5 page paper on that experience. Students will only receive credit for both attending the project and writing the paper. Details will be explained in class.
All students are expected to adhere to the Code of Academic Integrity. Cheating and/or
plagiarism detract from a learning environment and will not be tolerated.
Any student who has a documented disability and requires academic accommodations for this course should notify the instructors during the first week of classes.
Professor: Megan Cooperman, Marie Troppe
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