Literacy Leadership Service-Learning Trip
EDUC-L 295 (1 cr.) & L296 (2 cr.), Literacy Leadership Service-Learning Trip
L295 meets during the 2nd 8-week term of the spring semester;
L296 is a summer service trip to Rwanda (30 days in July & August).
TBD: Meeting date, time, and classroom
Instructors of Record:
Assistant Director, Global Village Living-Learning Center
Office: Global Village Living-Learning Center, Foster Martin
Phone: 855-4264; Office Hours: By appointment
Beth Lewis Samuelson
Assistant Prof., Literacy, Culture and Language Education (LCLE)
Office: IU School of Education, ED 3022.
Phone: 856-8256. Office hours: By appointment
5th grade reading teacher, TEAM Academy, Newark, NJ
Bulletin Description for L295
L295 (1 cr.) prepares students for an international summer service trip to work with an English summer camp in a selected country. The 8-week session will address service ethics, history, culture, and politics, language, and training for camp counselors. The L296 (2 cr.) service trip will take place in the summer semester. L295 is a prerequisite for L296.
Bulletin Description for L296
L296 (2 cr.) is international summer service trip to work with an English summer camp in a selected country. L295 is a prerequisite for L296.
The Literacy Leadership Service-Learning Trip will prepare students involved in Books & Beyond for their service trip in Rwanda during the summer. Books & Beyond gives Indiana University Global Village students a broader understanding of education reform in the US and Rwanda, post-genocide recovery in Rwanda, and global citizenship. The course will examine the history of service, service ethics, Rwandan history, culture, and politics, language, and training for camp counselors. All participants will complete one credit of course work during the 2nd-8 week session of the spring semester and 2 additional credits while participating in camp counselor training and serving as camp counselors for the Kabwende Holiday Day Camp at Kabwende Primary School in Kinigi, Rwanda.
Pre-departure orientation will involve 8 weekly meetings covering leadership training, service learning ethics, English language teaching, and an overview of Rwanda’s political history, education system, and culture. Other orientation topics will include travel plans, living conditions, health issues, packing, logistics, money, safety, and basic Kinyarwanda language training. The first five days in Rwanda will be devoted to training in English language teaching, classroom management, and Kinyarwanda language development.
The summer camp will take place over 15 days in Rwanda in July and August. Weekdays will be spent either in counselor training or facilitating camp. The weekends will be spent exploring Rwanda’s cultural, historical, and natural sites.
This course was developed by Lauren Caldarera, Assistant Director of the Global Village Living-Learning Center, and approved by OSAC in 2011 under the temporary course number EDUC-U495.
Indiana University students must be in good academic standing and enrolled for following fall semester [or graduating from IU at the end of spring semester]. No language proficiency is required, although a good knowledge of spoken and written French is a plus.
This trip is open to IUB students, either IU Global Village students who have been participating in Books & Beyond for the entire year or affiliates who will be playing a significant role in the project in the upcoming academic year. The course will be open to non-Global Village students who wish to become active in the project during the upcoming academic year. Students interested in going on the trip need to meet the following requirements.
Each Indiana University delegate must be able to:
1. Pass a School of Education background check required for working with minors;
2. Travel to Rwanda for one month in July and August [tentative dates are July 11-August 11 or July 18-August 18];
3. Participate in pre-trip training [trip meetings prior to traveling, readings, discussions, and journaling that will take place during the spring and summer];
4. Work in a close team environment;
5. Work with children and facilitate group activities;
6. Lead nightly reflection discussions with group members; and,
7. Blog your experience on the Books & Beyond Word Press site (http://booksnbeyond.wordpress.com)
Students who successfully complete the course will be asked to participate in Books & Beyond in the following ways:
1. Create a presentation about the trip to raise awareness about the project and share with funders;
2. Actively participate in the project during the upcoming academic year [or have been active in the project for multiple years]; and
3. Present at the Global Village during the fall semester and help recruit new students to the project.
It is also highly desirable that each student have experience with one of more of the following: videography, photography, tutoring, teaching, mentoring, blogging; youth, team building, reflection, evaluation; French, Swahili, Kinyarwanda, service learning, and community engagement.
Interested applicants need to submit an application answering the following questions:
1. Why do you want to travel to Rwanda with Books & Beyond?
2. What do you bring [skills, experience, personality traits, interests] to the team?
3. Describe your contributions to Books & Beyond to date; include your role(s) in the project and fundraising efforts.
4. What do you hope to gain from this experience? How does this experience enhance your emerging academic and professional plans and interests?
5. Please describe your plans to continue your involvement in Books & Beyond.
Applicants who successfully submit a completed application will be considered for an interview. Based on completion of the application and performance in the interview, ten applicants will be chosen to be a part of the delegation to Rwanda. NOTE: The IU group will be accompanied by a partner group from TEAM Charter Schools, but TEAM students will travel under the auspices of their school, with their own chaperones.
Conceptual Framework and Standards
This course is designed to address the Indiana University School of Education Conceptual Framework, which is based on the following six principles: (1) Community; (2) Critical Reflection; (3) Intellectual, Personal, and Professional Growth; (4) Meaningful Experience; (5) Knowledge and Multiple Forms of Understanding; and (6) Personalized Learning.
Student Learning Objectives
Traveling to Rwanda gives you the opportunity to learn first-hand how Rwanda is addressing these issues and exchange ideas with Rwandans on how to make positive changes locally and globally. By the end of the course, you will create a portfolio that demonstrates your achievement of the objectives in the areas of literacy education, leadership, and knowledge about Rwanda.
Literacy Education Objectives
• Plan mini-lessons to engage campers in reading, writing, and speaking English;
• Describe the writing workshop model and how it can be used for English language learners;
• Facilitate interactive lessons on brainstorming, drafting, editing, and illustrating stories;
• Manage classroom dynamics in order to facilitate discussion and resolve conflicts arising in class;
• Reflect on the experience of teaching the mini-lessons during the summer camp;
• Facilitate camp activities that engage all learning styles and encourage active participation and learning;
• Work closely with Rwandan teachers at Kabwende Primary School; and
• Reflect on the experience of working with teachers at Kabwende Primary School.
• Describe the key goals and objectives of this course;
• Describe your philosophy of service;
• Communicate effectively and with sensitivity across cultures and linguistic backgrounds;
• Reflect on your personal learning and growth as it relates to your experiences in Rwanda;
• Reflect on your own positions of power and privilege;
• Recognize personal values and paradigms and how they influence the interpretation of your service experiences;
• Demonstrate skills and knowledge of theories that promote competent and ethical service leadership; and,
• Create a plan for service leadership that integrates your service trip experience, personal values, and course knowledge.
Background on Rwanda Objectives
• Write an issues paper that demonstrates basic knowledge about Rwanda and identifies major social, political, and cultural issues that impact the country;
• Discuss the various educational opportunities available to Rwandan students;
• Identify challenges facing the Rwandan education system and brainstorm potential solutions;
• Describe elements of Rwandan tradition and modern culture; and,
• Cite examples of how culture is transforming in post-genocide Rwanda.
Required Course Texts and Readings
Kabwende Camp Counselor binder, provided to each student.
Other course readings will be available on the Oncourse site.
These recommended titles provide supplementary information on Rwanda’s recent history and resources on literacy teaching. You are not required to purchase them, but you may do so as your interests dictate. All of the titles will be placed on reserves at Wells Library and made available in the resource library at the Global Village Living-Learning Center.
Literacy and Language Teaching
Cox, C., & Boyd-Batstone, P. (2009). Engaging English learners: Exploring literature, developing literacy, and differentiating instruction. Boston, MA: Allyn & Bacon/Pearson.
Kern, R. (2000). Language and literacy teaching. New York: Oxford University Press.
Marsland, B. (1998). Lessons from nothing: Activities for language teaching with limited time and resources. Cambridge handbooks for language teachers. New York: Cambridge University Press.
Background Reading on Rwanda
Briggs, P. and Booth, J. (2010). Rwanda, 4th. Bradt Travel Guide Rwanda. Guilford, CT: Bradt Travel Guides.
Des Forges, A. (1999). Leave none to tell the story: Genocide in Rwanda. New York: Human Rights Watch.
Stassen, Jean-Phillipe. (2006). Deogratias: A tale of Rwanda. New York: First Second.
Straus, Scott and Waldorf, Lars. (2011). Remaking Rwanda: State building and human rights after mass violence. Critical human rights. Madison, WI: University of Wisconsin Press.
Suggested Movies and Documentaries
Munyurangabo; Sometimes in April; Ghosts of Rwanda (PBS Frontline); and others.
Course Schedule (Sessions 1-8)
Session 1: Introduction: Review of syllabus; class expectations; reflection and journaling; Philosophy of Service
Guest speaker suggestion: Colleen Rose, Student Life and Learning
What are your expectations for this course? How do you define service?
Davis, A. (2006). What we don’t talk about when we don’t talk about service. In A. Davis & E. Lynn (Eds.), The civically engaged reader. Chicago: Great Books Foundation.
Morton, K. (1999). Starfish hurling and community service. Campus Compact Reader, 1(1), 23.
Reflection Toolkit. (2003). Northwest Service Academy. Metro Center, Portland, OR. http://www.nationalserviceresources.org/filemanager/download/615/nwtoolkit.pdf
Session 2: Socio-Cultural and Historical Context of Modern Rwanda
Possible guest speakers: Dr. Michelle Moyd (Department of History), Dr. Beth Lewis Samuelson (School of Education); other African Studies Program faculty as needed.
What do you know already about history, culture, and politics? What questions do you have about Rwanda’s history, culture, and politics?
Reyntjens, F. (2011). Constructing the truth, dealing with dissent, domesticating the world: Governance in post-genocide Rwanda. African Affairs, 110(438), 1-34.
McLean Hilker, L. (2011). Young Rwandans’ narratives of the past (and present). In S. Straus & L. Waldorf (Eds.), Remaking Rwanda: State building and human rights after mass violence (pp. 316-330). Madison: University of Wisconsin Press.
Umutesi, M. B. (2006). Is reconciliation between Hutus and Tutsis possible? Journal of International Affairs, 60(1), 157-171.
Hintjens, H. (2008). Post-genocide identity politics in Rwanda. Ethnicities, 8(1), 5-41.
Due: First reflection paper
Session 3: Language Transformation and Education in Rwanda
Possible guest speaker: Dr. Beth Lewis Samuelson (School of Education); other African Studies Program faculty as needed.
What challenges would you face if the U.S. Dept. of Education mandated that all classroom education in the U.S. would be conducted in Spanish?
Samuelson, B. L. (2012). Rwanda switches to English: Conflict, identity and language-in-education policy. In J. W. Tollefson (Ed.), Language policies in education: Critical issues. New York: Routledge.
Tollefson, J. W. (2000). Policy and ideology in the spread of English. In J. K. Hall & W. G. Eggington (Eds.), The sociopolitics of English language teaching (pp. 7-21). Buffalo, NY: Multilingual Matters.
Walker-Keleher, J. (2006). Reconceptualizing the relationship between conflict and education: The case of Rwanda. PRAXIS: The Fletcher Journal of Human Security, 21, 35-53.
McLean Hilker, L. (2011). The role of education in driving conflict and building peace: The case of Rwanda. Prospects, 41(2), 267-282.
Session 4: East African and Rwandan Cultures and Peoples
Possible guest speaker: Dr. James Kigamwa; Books & Beyond volunteers
What are some of the core features of your culture? What elements of culture are important to you?
Miner, H. (1956). Body ritual among the Nacirema. American Anthropologist, 58(3), 503-507.
Due: Second reflection paper
Session 5: Language and Literacy Teaching in Rwanda
Possible guest speakers: Books & Beyond volunteers; Beth Lewis Samuelson
Personal Reflection: [tba]
Selections from Cox, C., & Boyd-Batstone, P. (2009). Engaging English learners: Exploring literature, developing literacy, and differentiating instruction. Boston, MA: Allyn & Bacon/Pearson. [on Bloom’s taxonomy]
Selections from Kern, R. (2000). Language and literacy teaching. New York: Oxford University Press. [on Reader’s Theater]
Session 6: Ethics in Service
Possible guest speaker: Colleen Rose, Student, Life, and Learning
What power and privilege do you carry? How might your power and privilege impact the students and teachers in Rwanda?
“Service-Learning Code of Ethics”
Packer, G. (2002, March 31). How Susie Bayer’s T-shirt ended up on Yusuf Mama’s back, New York Times.
Due: Third Reflection Paper
Session 7: Trip Preparation: The Nuts & Bolts; Maximizing Your Service Experience
Possible guest speakers: Lauren Caldarera and Jeff Holdeman (Global Village)
If you were making a to-do list to prepare for the Rwanda trip, what would you put on it?
Packing list and packing advice
Session 8: Issue Paper Learning Circle
What questions do you still have about Rwanda’s history, culture, and politics? What topics would you like to explore during the summer trip?
Due: Issues Paper and Learning Circle Presentation
Summer Day Camp Course Schedule (in Rwanda)
Day Camp Training (facilitated by Lauren Caldarera and Ali Nagle): The first five days in Rwanda will be spent in Camp Counselor Training. You will participate in a total of six hours of training per day. Two hours of Ikinyarwanda language lessons will be taught by a local teacher. Two hours of training on camp activities and two hours of facilitation/classroom management training will be taught to Lauren Caldarera and Ali Nagle.
Due during camp training: a) Micro-lesson based on camp activities; b) Micro-lesson on a skill builder; c) Lesson plans for the first week of camp.
Facilitating Day Camp: Day camp will be in session for 15 days over a four-week period. While camp is in session, you will participate in nightly debriefing/reflection sessions. These sessions will serve as a time for additional training, to troubleshoot any problems, and discuss best practices. Each student will be expected to facilitate two reflection/debriefing sessions over the course of the Rwanda trip.
Due during camp: a) two mini-lessons b) collaboratively developed lesson plans for weeks two through four of camp; c) facilitation of two group reflection activities during the trip, d) submission of two reflection papers: one after you facilitate your first group reflection and one before you facilitate your second reflection.
Completing this course:
In order to receive a final grade for this course, you must:
• Submit a complete portfolio documenting your learning experiences throughout the duration of the course. The table of contents for the portfolio provided in the section on Course Assignments.
• Submit a blog post with pictures for the Books & Beyond word press blog. Examples of past students blogs can be found at: http://booksnbeyond.wordpress.com. If you do not have a picture you wish to submit, the Books & Beyond documenting team can assist you.
Grade Minimum % Grade Minimum %
A 93 C- 70
A- 90 D 67
B 87 D 63
B 83 D- 60
B- 80 F 0
For a grade of A, you must earn 93% of the total points across all assignments. (For example, you must earn 9.5 or more points on your issue paper.) For a grade of A-, you must earn 90% of the total points across all assignments. For a grade of B , at least 87% of the total number of points is needed; for a grade of B, at least 80% of the total number of points is needed; for a grade of C, at least 75% of the total number of points is needed. For a copy of the School of Education grading policy, visit: http://www.indiana.edu/~educate/grdpolicy.html
1. Course Portfolio……………………………………………………………………..10%
2. Reflection Papers…………………………………………………………………….25%
3. Issues Paper and Presentation (learning circle)……………………………………10%
5. Summer Daily Journal……………………………………………………………….10%
6. Blog Posting…………………………………………………………………………..10%
1. Course Portfolio
Each of you will be developing a portfolio during this course. A portfolio is a collection of your work that purposefully tells a story about your growth, progress, and achievement in the areas covered by this course (literacy education, leadership training, and preparation for working with our Rwandan community partner). Your portfolio will help to you to document your path to better self-understanding and better understanding of the roles and responsibilities of a servant-leader, no matter what your chosen professions may be. Your portfolio will be a private document to be shared with your instructors. After the course is completed, you may be asked to share selections that could be used with future classes or by Books & Beyond. You will have control over the parts of the portfolio that you wish to make available.
Your final portfolio should contain the following:
1. A Table of Contents including a description of the work done and the page on which it appears.
2. A Short Introduction describing the purpose of your portfolio and what is contained in it; although this goes at the beginning of the portfolio, we suggest that you write at the end of the course.
3. All of your work, including reflection papers, selections from your summer journal, two micro-lessons, collaboratively developed lesson plans, issues paper, and your blog posting. You can put this in whatever order you’d like, as long as it makes sense and fits together.
Portfolio format: You have many options available to you for submitting your portfolio. You can compile your work in a three-ring binder or in a digital document (pdf, powerpoint slides). You may also use any of the numerous blog-hosting services. If you have other ideas for compiling and sharing your portfolio, please talk to us. We are open to as many creative ideas as possible.
2. Reflection Papers (5 papers)
You will be required to complete, turn in, and occasionally share 5 papers reflecting on your personal learning and beliefs. The reflection papers should be concise and no more than one page, 12-point font, double-spaced. The papers will be due on Weeks 2, 4, and 6 of the spring semester, and two times during the summer day camp. A series of questions designed to focus and direct your reflections, as well as criteria for evaluating labels of reflection, are provided at the end of this syllabus.
Reflection is an invitation to think deeply about our actions so that we may act with more insight and effectiveness in the future. It is probably something you do already: processing, analyzing, and integrating your experiences through writing, discussions with friends, art, etc. As related to service, reflection is the use of creative and critical thinking skills to help prepare for, succeed in, and learn from service experience, and to examine the larger picture and context in which service occurs. [from Reflection Toolkit, Northwest Service Academy, http://www.nationalserviceresources.org/filemanager/download/615/nwtoolkit.pdf]
3. Issue Paper and Learning Circle Presentation
For this paper you will select an issue facing Rwanda and write a 2-3-page paper that introduces and explores the issue. Studying these issues will help you and your teammates to become familiar with the realities of daily life for the Rwandans you will meet and work with during your stay in the country. Some suggested topics—not by any means an exhaustive list—include the following:
• The transition to English-medium schooling in Rwanda
• The impact of the 1994 genocide on Rwandan schools
• Ingando (solidarity or re-education camps)
• Itorero ry’igihugu (trad. Rwandan school)
• Imihigo (communal accountability system)
• Imidugudu policy (resettlement communities)
• Umuganda (communal labor)
• Gacaca courts (genocide community courts)
• The status of Kinyarwanda as a regional and national language
• The International Criminal Tribunal for Rwanda
• Democracy in Rwanda
• Rwanda’s lieux de memoire (places of memory)
• Precolonial Rwanda
• Ethnicity and identity in Rwanda
• Rwanda’s post-genocide economic development
• Rwanda and the East African Union
• The status of girls and women in Rwanda
• Rwanda and its neighbor, the Democratic Republic of Congo
• President Paul Kagame
• The status of Twa people in Rwanda
• Trauma and/or reconciliation in Rwanda
• Educational reform in Rwanda (teacher qualifications, assessment, history education and language-of-instruction are some possible topics)
• Efforts to create a culture of reading in Rwanda
• Rural life in Rwanda
• Gorilla tourism
• Genocide ideology
Your Issue Paper should have the following sections:
1. Background & Analysis: This section should focus on background information about your issue and in-depth analysis. Information that needs to be provided here includes a fundamental explanation of the issue and a description of the key points. You should define the problem and what we know about it. After reading this section, someone should be able to understand in some detail the issue and impact on Rwanda. This section should be between 3-5 paragraphs in length.
2. Breaking News: This section should focus on news items, articles, or other sources that approach the problem from different perspectives. You must review a minimum of three breaking news items. For each item, you must have: one paragraph summarizing the news item; one paragraph reflecting on the news item as it relates to your global issue; and a copy of the article (to be included in the Appendix). A minimum of 3 items is expected.
3. Reflection: Your reflection should be at least 2-3 paragraphs and should (1) discuss why you chose the topic, (2) provide a brief summary of the current issue and the problems or challenges surrounding it, and (3) address major aspects of the issue that you believe all members of the summer team should know. And finally, you should briefly raise some further issues or topics about Rwanda would you like to study.
4. Works Cited (using APA format www.libraries.iub.edu/index.php?pageId=337)
5. Appendix: One copy of each article
These sections should be compiled into one document. The paper should be detailed and well organized. It should follow the sequence of steps and be visually appealing. You may include pictures, graphs, and links to videos where useful. The document should be single-spaced using 12-point Times New Roman font. You may print on both sides of the paper. The final version of your paper may be optionally posted on the course website and the Books & Beyond Rwanda Experts website, where it can serve as a resource for other participants.
Each student will develop and teach two mini-lessons: a camp micro-lesson and a skill builder micro-lesson.
a. Camp Micro-Lesson: For the Camp Micro-Lesson you will present your lesson plan for one day of camp. This will give you a safe place to practice your activities in front of your peers, make any necessary changes to your plan, and receive feedback on timing and delivery.
b. Skill Builder Micro-Lesson: For the skill builder you will present material on an assigned topic related to teaching and learning. You should base your skill builder on the materials related to the topic that can be found in your Kabwende Holiday Camp Training Binder. Your skill builder lesson should ALWAYS be interactive. You should strive to incorporate most of the learning styles into your lesson. There are a few resources in your Binder that may be helpful in designing your skill builder lesson.
5. Summer Camp Daily Journal
During the summer trip, you will keep a daily journal to record your thoughts and experiences as you enter Rwanda and become immersed in the day camp activities. You should make entries following the weekend field trips as well. Since you do not need to take a computer on the trip, your journal entries can be handwritten. They will appear in your final portfolio and can serve as a source of inspiration for your reflection papers and your blog posting.
6. Blog Posting
Based on your daily journal entries from the Rwanda trip, create a 2-3 page blog post. The blog should include pictures, an overview of your journey (where you went, what you did), and how this trip has impacted you. You might consider answering the following questions:
• What did you do while in Rwanda? Where did you go? Why Rwanda?
• What were your personal leanings while in Rwanda? What did you learn about Rwanda? What did you learn about yourself?
• What assumptions did you have about Rwanda before the trip? Did they change during the trip? How?
• What did you think about conducting international service before the trip? How did this experience change your thinking?
• How will this trip impact your future service, education, career, or daily life?
Examples of past blogs can be found at Books & Beyond’s Word Press site: http://booksnbeyond.wordpress.com. Your blog post must be submitted to the Books & Beyond Word Press blog within the first week of returning from Rwanda. You will not receive a final grade for this course until your blog is submitted. The blogs will be released on the blog on a weekly basis in the late summer and spring.
Your full participation in the course activities is critical. This includes not only your timely submission of the required assignments. During the summer camp, you will be asked to participate fully in the activities required to plan and implement the activities for the students of Kabwende School. This will include working amicably with your team mates, with the instructors for the course, and with the headmaster and teacher of Kabwende. You will be evaluated by the course instructors on a weekly basis. Additionally, at the end of the course you will provide a self-assessment of your participation in the course.
National and International Community Partners
Kabwende Primary School
For the past four years, Books & Beyond has been visiting the Kabwende Primary School in Kinigi, Rwanda. One of the main goals of these visits is to hand-deliver copies of The World is Our Home, created by the Global Village (GV), TEAM Charter Schools, and Kabwende students to the students and teachers of Kabwende Primary School. Rwanda is facing a book famine. During the genocide most print literature was stolen or burned. For children living in Rwanda today, having their own copy of a book is extremely special. The books are created to encourage literacy, reading, critical thinking, and to build home libraries.
However, short visits to the Kabwende Primary School have proven to be insufficient time to teach the writing process or significantly increase the students’ English reading, writing, or communication skills. In addition, the timing of the visit during the academic year strains the Kabwende Primary School teachers and headmaster as they are preparing students for exams and covering the government-mandated curriculum.
As a means of supporting the Ministry of Education’s English teaching and learning priority, the Kabwende Holiday Camp aims to increase English literacy skills for primary school students. To be held during the July/August school break, the Holiday Camp will utilize Indiana University students to facilitate interactive thematic lessons focused on developing reading, writing, and English conversation skills. Content themes will be determined by the Books & Beyond Leadership team from year to year.
The Kabwende Holiday Camp will deliver a thematic curriculum that develops English reading, writing, and conversational skills. Camp will run Monday–Friday in double shifts; the first shift will be from 9:00–12:00 and the second shift from 13:00–16:00. (The double-shift camp schedule is modeled after the Rwanda education system’s solution to mitigate overcrowding and to allow students time to attend school and still assist their families in daily chores.) Each shift will be able to accommodate a maximum of 100 students from primary levels three, four, and five. Thus 200 students from Kabwende Primary School will be able to attend Holiday Camp.
Indiana University students will volunteer as “camp counselors,” working with Kabwende teachers, and will be responsible for facilitating the two shifts of camp each day; lesson planning; developing interactive activities that practice reading, writing, and English conversation; and facilitating the writing and illustrating of stories for the coming year’s publication. With a total of 100 Kabwende campers per shift there would be a 1:10 ratio of counselors to campers.
The Kabwende campers would be responsible for paying a small fee for the three weeks of camp. This fee would be set by the Kabwende headmaster and would offset up to five Kabwende teachers’ salaries for helping to staff camp.
TEAM Charter Schools, Newark, NJ
TEAM Charter Schools is a network of five KIPP schools in Newark, NJ: SPARK, THRIVE, TEAM, Rise and Newark Collegiate Academies. All of the schools are free, open-enrollment, high-performing college-preparatory public schools preparing students in underserved communities for success in college and in life. TEAM students represent an underserved, urban population: 88% of students receive free or reduced meals, 94% of students are African American and 5% of students are Latino.
Throughout the academic year, Books & Beyond volunteers from Indiana University have mentored middle and high school students from TEAM, Rise and Newark Academies, helping them to write and illustrate their stories for inclusion in The World is Our Home. TEAM Schools students contribute half of the stories for the volume. Each year, a small number of TEAM Schools students are selected to accompany the Indiana University students on the Rwanda trip. They will be accompanied by teachers and chaperones from TEAM Schools. These students will participate in the day camp as assistants to the camp counselors and teachers.
Additional Details about the Rwanda Trip
Day 1 Depart USA for Rwanda
Day 2 Arrival in Kigali, visit to Gisoze Genocide Memorial, and travel to Musanze
Days 3-6 Training for camp counselors
Days 7-9 Week 1 of Camp (3 days)
Days 10-11 Gisenyi field trip for IU students/Camp Counselors
Days 12-16 Week 2 of Camp (5 days)
Days 17-18 Butare, Nyungwe field trip for IU students/Camp Counselors
Days 19-23 Week 3 of Camp (5 days)
Days 24-25 Musanze Caves field trip for IU students/Camp Counselors
Days 26-27 Week 4 of Camp (2 days)
Days 28-29 Kigali and Nyamata field trip for IU students/Camp Counselors
Day 30 Return to USA
Trip costs are $### per student plus airfare [Fees will be updated annually as needed and are currently $2500–3000]. The fee includes lodging, ground transportation, excursions, and all meals while in Rwanda. You can anticipate airfare costs between $2,000 and $2,400. You should also bring $100–$200 for personal spending money (for souvenirs and gifts).
Home base will be the Urumuli Hotel. This is a new facility in Musanze, located about 10 kilometers from Kabwende Primary School. Urumuli has two dormitory-style houses that sleep 10 people per house. The house has hot water, indoor toilets and showers, and a cook. While in Musanze, meals will be prepared by the Urumuli’s guest house cook. During weekend excursions, lodging will be in Western-style hotels. Hotel rooms all have toilets and shower facilities. Meals will be taken at hotel dining facilities or local restaurants. A private transportation company will provide all transit between cities for the team. The driver and vehicle stay on site in case of emergency.
Course Policies and Expectations
Active learning. You are expected to be an active learner, taking an active role in your own learning and sharing this learning process with the class. The following are components of active learning:
Attendance at all class sessions is critical to promoting a learning community within the class. Each member benefits from the viewpoints of the other members. If you need to miss a class for unforeseen reasons you are responsible for getting all information covered in class, it is good to make these arrangements with a classmate in advance.
Read all assigned materials and make note of questions, inconsistencies, areas of interest, and connections you find to other readings.
Active participation in class discussions allows you to test out your own assumptions about professional practice, as well as expand your worldview and the worldviews of others in the class.
Written assignments should be turned in on the assigned due date, at the beginning of class, and in compliance with all the criteria listed in the assignment instructions.
You are expected to abide by Indiana University “Code of Student Rights, Responsibilities, and Conduct.” This code can be found at http://www.dsa.indiana.edu/Code/
You earn participation points through “reasonable” participation throughout the entire semester; i.e. your comments and ability to engage in class activities indicate you have done the reading and are reflecting on the material both in and out of class. Habitual tardiness and other behaviors (like putting your head on the desk, reading the newspaper, text messaging, etc.) will result in decreased participation points as well, depending upon the intensity and severity of the behavior.
Internet etiquette is expected. It is expected that you will not be text messaging, using the Internet, etc. during class. The instructor will have a cell phone turned on at all times so that you can be sure that in the rare circumstance of a campus emergency, we will all be informed.
Academic dishonesty (including cheating on exams, plagiarism in papers, and offering someone else’s work as your own) is not consistent with ethical conduct and is unacceptable. In cases of academic dishonesty, university guidelines will be followed. Any student caught cheating or plagiarizing will fail the course. A student’s right to appeal such dismissal is outlined in the materials distributed at student orientation meetings.
Indiana University Policy on Plagiarism:
This course follows the Indiana University policy on plagiarism, which states:
Plagiarism is defined as presenting someone else’s work, including the work of other students, as one’s own. Any ideas or materials taken from another source for either written or oral use must be fully acknowledged, unless the information is common knowledge. What is considered “common knowledge” may differ from course to course.
1. A student must not adopt or reproduce ideas, opinions, theories, formulas, graphics, or pictures of another person without acknowledgment;
2. A student must give credit to the originality of others and acknowledge indebtedness whenever;
3. Directly quoting another person’s actual words, whether oral or written;
4. Using another person’s ideas, opinions, or theories;
5. Paraphrasing the words, ideas, opinions, or theories of others, whether oral or written;
6. Borrowing facts, statistics, or illustrative material;
7. Offering materials assembled or collected by others in the form of projects or collections without acknowledgment. (Code of Student Rights, Responsibilities, and Conduct. Indiana University).
8. To avoid plagiarism, give credit to sources (i.e., use citations) whenever you use someone else’s language or ideas. Simply including a reference list at the end of your paper is not sufficient; rather, use of citations in all written work for this class should be detailed and specific. You may not turn in work that you have done or are currently doing for another course.
Students with disabilities or special learning needs, either permanent or temporary, that affect your participation in the course should notify the professor during the first two weeks of class to discuss needed accommodations. Adaptations of teaching methods and class materials, including text and reading materials or testing, will be made as needed to provide equitable participation. Register for accommodation with the Office of Disability Services for Students (Franklin Hall 096, Tel. 812-855-7578), which will inform the instructors of the needed services and accommodations. If at all possible, please talk to the instructors about these situations prior to class sessions.
Religious Observance Conflicts. Any student with a religious observance that conflicts with class expectations may request reasonable arrangements by following guidelines in the “Policy on Accommodations for Religious Observances, University Faculty Council, March 28, 2000.”
Writing Tutorial Services. The college experience is a time to hone your writing skills and academic abilities. Proofing papers, making revisions, and/or seeking writing assistance are expected. You can seek assistance at the Writing Tutorial Services in Ballantine 206. Please call 812-855-6738 or visit http://www.indiana.edu/~wts/ to schedule an appointment or drop by their office to pick up some of the written handouts available.
LEAD IU and Leadership Minor. This course is one of the many curricular components of the LEAD IU program. LEAD IU is a comprehensive student leadership development programming offering students opportunities to develop leadership skills in variety of formats: in class learning, out of class retreats and workshops, and directed independent study projects. LEAD IU courses fulfill an elective credit requirement towards any degree program on the Bloomington campus. Some LEAD IU courses may count towards completion of a leadership minor through the School of Health, Physical Education and Recreation (HPER). If you are interested in participating in other aspects of the LEAD IU program, please talk to your instructor or visit our website, http://leadiu.indiana.edu
All L296 participants have a current background check that satisfies the policies of the School of Education for students working with children. The cost of the background check is $30.
L295 is a prerequisite for L296. It is possible to take L295 as a stand-alone class and not participate in the summer L296 course, but it is not possible to take L296 without first completing L295.
Summer Journal Questions
The setting: What are your most vivid first impressions of Rwanda, Musanze, Kinigi, and Kabwende Primary School. Describe the settings, people, actions, and positive or negative feelings you may be experiencing.
The players: Describe who you are working with, their lives, their views, their goals in life. Include some personal reactions to the individuals you have been working with—especially the Rwandan teachers and the children at Kabwende Primary School.
The plot: What activities have you been engaged in? Describe the relationships that you have developed. How do the students at the summer camp react to you? Provide some specific examples. How do their reactions make you feel?
The action: How do you think your presence in Kinigi and at Kabwende Primary School impacts the people with whom you have been working? What impact has your work as a summer camp counselor had upon you? Illustrate your points with experiences you have had this semester.
The script: Describe in some detail a class from the summer camp, including bits of conversation or a sample of work, in which you have been involved. Be creative. What is the significance of that which you have described?
Analysis: After being in the Kinigi community for a few weeks, how have your initial impressions been altered or not altered? If they have not changed, describe some observations that confirm your impressions?
Critique: Write a summary on your summer experience in Rwanda. What did you learn? What did the teachers and participants in the summer camp learn? Include some special experiences or highlights you might have had.
[adapted from Cone, D. and Harris, S. (1996). Service-learning practice: Developing a theoretical framework. Michigan Journal of Community Service Learning, 3, 31-43.]
Criteria for Assessing Levels of Reflection
1. Gives examples of observed behaviors or characteristics of the client or setting, but provides no insight into reasons behind the observation; observations tend to become dimensional and conventional or unassimilated repetitions of what has been heard in class or from peers.
2. Tends to focus on just one aspect of the situation.
3. Uses unsupported personal beliefs frequently as “hard” evidence.
4. May acknowledge differences of perspective but does not discriminate effectively among them.
1. Observations are fairly thorough and nuanced although they tend not to be placed in a broader context.
2. Provides a cogent critique from one perspective, but fails to see the broader system in which the aspect is embedded and other factors that may make change difficult.
3. Uses both unsupported personal belief and evidence but is beginning to be able to differentiate between them.
4. Perceives legitimate differences of viewpoint.
5. Demonstrates a beginning ability to interpret evidence.
1. Views things from multiple perspectives; able to observe multiple aspects of the situation and place them in context.
2. Perceives conflicting goals within and among the individuals involved in a situation and recognizes that the differences can be evaluated.
3. Recognizes that actions must be dependent upon situation and understands that many of the factors that affect their choice of action.
4. Makes appropriate judgments based on reasoning and evidence.
5. Has a reasonable assessment of the importance of the decisions facing clients and of his or her responsibility as a part of the clients’ lives.
[from Bringle, R. & Hatcher, J. (1999). Reflection in service learning: Making meaning of experience. Educational Horizons, Summer, 179-185.]
Professor: Beth Lewis Samuelson
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