Spring 2016
SLC 1000
Section______
Instructor_____________________email____________________
Facilitators(s)_______________________________________Meeting Room__________________
Week of January 11: SLC MEETING: Replaces fourth hour. January 14 7:00-9:00 Driscoll Auditorium (place to be
confirmed) New Semester gathering—CAP Projects-Tuesday, January 19 at 5:00pm MLK Jr. Memorial Lecture/Performance in the Villanova Room replaces fourth
hour. See http://mkasante.com/bio/ The Center for Peace and Justice Education’s 2016 Martin Luther King, Jr. keynote
speaker is MK Asante. Professor Asante is an American author, filmmaker, rapper, and professor at Morgan State University.
He is best known for his best-selling memoir Buck. Buck made the Washington Post bestseller list in 2014 and 2015 and is a
NAACP Image Award finalist. (Please be sure you swipe in when you arrive at lecture)
If you have class during this lecture you may attend one Freedom School session in place of this lecture. Go to this link
http://www1.villanova.edu/villanova/artsci/peaceandjustice/events_awards/freedomschool.html for schedule. Your essay for 4th
hour will focus on MLK memorial lecture or a Freedom School.
Fourth hour will begin the week of January 25 and end the week of April25
SLC Integrating Seminar or Fourth Hour is a two semester, one credit each semester, graded course fulfilling the
requirement for all members of the Sophomore Service Learning Community. . This seminar is the integrating component
to your academic course and your service and the community. The course content includes readings, class discussions,
written assignments and yearlong a service placement. The seminar will cover issues related to the issues that affect the
people with whom we serve. Topics such as inequities in education, racism and segregation, poverty, illiteracy and
differing abilities will be covered in the seminar Students receive a grade each semester for the seminar.
Why do we call it an integrating seminar? The connections you make between theory and praxis will be important in
understanding yourself, others in the SL community and a bit more about the context and lives of those with whom you
serve. Your role in life at present is to be a learner. The most important thing you can do as a learner is to raise questions
on behalf of those you serve, so that you may grow in understanding of the causes and consequences of issues at your
service sites and become advocates or allies in the struggle for justice.
Students are encouraged to
 Use Knowledge gained through SLC course, integrating seminar- fourth hour and service to gain knowledge of
the consequences that norms, policies and practices of our society may have on the vulnerable members of our
human community.
 Allow the integration of knowledge and experience to affect your worldview through critical reflection. “Critical
reflection requires, “moving beyond the acquisition of new knowledge and understanding into questioning of
existing assumptions, values and perspectives. Cranton 1996 Cranton, P. Professional Development as
Transformative Learning: New Perspectives for Teachers of Adults. San Francisco: Jossey-Bass, 1996.
 Raise questions
 Challenge self and others
 Be open
Requirements
 Active participation in fourth hour seminar that is based on assigned readings course content and service.
 Commitment to Service each week
 One SLC course
 One Community Action Project due April 13, 2016, presented April 20 at Celebration dinner.
 One group presentation about your service site in fourth hour.
 CAP Project
 For information pertaining to service, special events a weekly newsletter is sent to all members of SLC. You are
responsible for information in the “SCOOP.” If you are not receiving the SCOOP please let us know.
Required Text
Readings for each week will be on the Sophomore Service Learning Community Website-http://www.villanova.edu/artsci/college/servicelearning/community/ see “fourth hour readings”
Guidelines for Discussion ACTIVE ENGAGEMENT in class are the best way to be successful in this course.

o
o
o
o
o
Listen. Cell phones off and away from your line of vision
Lean into discomfort
Be Honest, sharing what you feel/think and why you feel/think that way.
Raise Questions: The questions you raise may be more important than the answers
If you don't understand something, or if you have concerns, ask your instructor or student facilitator.
o Be fully present in every class session
o Participate in every class session
o Take chances, volunteer, share your views
o When participating, share Why you think/feel What you think/feel
Each group will make up their own additional guidelines for their group including these principles
Some ground rules for class:
 Attendance. Attendance at service and in fourth hour is required. Students who have more than TWO unexcused
absences from fourth hour or service may NOT PASS the class. Your instructor will determine whether an absence is
excused or unexcused.

Assignments are in the syllabus

Written Assignments: All written assignments are turned into your instructor in the format that your instructor approves.

Comfort zone. Some of the material may be new and different, and will touch on sensitive subjects such as religion, politics,
poverty and race. If you are in any way uncomfortable with anything that comes up, please let a member of the leadership
team know.

Copies of work. Please keep copies of all the work that you submit for the entire course.

Disabilities. Villanova seeks to make reasonable academic accommodations for students with disabilities. If you are a person
with a disability, please contact me outside of class, and make arrangements to register with the Learning Support Office
(610-519-5636; nancy.mott@villanova.edu).

Academic Integrity. There will be a number of short reaction papers or other assignments for this class. These will be based
on your experience and the materials covered in the course. In producing these works, you are expected to follow the normal
rules of academic integrity regarding plagiarism and collaboration. If you for some reason do consult any other sources in
preparing any of these papers, you must include footnotes and a formal bibliography, following the principles laid out in Easy
Writer by Andrea Lunsford, which is required for your ACS Seminar. You are free to share your thoughts and journal and
reflections with others at any time regarding the reading for this course. Discussion outside the classroom is highly
encouraged provided your written assignments are your own work.

Final Grade. You will receive a grade in December and May.
Calendar of Mandatory Events for SLC
January 14
7:00New Semester gathering—CAP
9pm
Projects-MLK Day of service through the
Office of Multicultural Affairs.
Monday, January 18
No fourth hour, MLK
service and MLK Lecture
Tuesday , January 19
5:00PM
Thursday, January 21
All day
Monday, January 25
Wednesday, April 20
Friday, April 22
6pm
10am2pm
MLK memorial Lecture: MK
Asante professor, rapper,
filmmaker.
Freedom School alternative to
MLK lecture/performance
4th hour begins
*Celebration dinner and
presentation of CAP projects
**Community Partnership day
Driscoll Auditorium OR TBA due to inability to
confirm Driscoll until 1/11/16
Sign up through MCI in Dougherty Hall
http://www1.villanova.edu/villanova/studentlife/
multiculturalaffairs/outreach/mlk.html
Villanova Room
See https://www1.villanova.edu/villanova/artsci/
peaceandjustice/events_awards/freedomschool.html
Events are held in Connelly Center
Villanova Room 6-8:30pm
Schedule TBA
*Celebration Dinner: SLC and Caritas Community will come together, to remember and to celebrate our year
together. Summaries of CAP projects will be presented by each CAP group. You will be impressed by what
can be accomplished!
**Community Partnership Day April 18 or 25 all the children in elementary and high schools with whom we
serve are invited to a day on campus. This is a day to make students feel comfortable, welcome in a college
environment. We have fun, food and educational workshops. You are asked to participate in these workshops
with the students and be around to end your year with the students you worked with all year. This event is
subject to availability of schools
Grades:
Participation in Fourth Hour:
60 points
Written Work, including service site presentation:
40 points
Because 60% of the grade is participation two unexcused absences may result in failure
Participation: This course is different from other courses and will require different skills. It is a discussion
based course so 60% of your grade is dependent on the quantity and the quality of your contributions in fourth
hour. See rubric below. To receive points you must demonstrate that you are actively involved listening and
contributing to the conversation with evidence that you have read the assigned readings.
Written Work/presentation: Each assignment will be given 1-3 points.
3 points: Insightful, relevant and thoughtful
2 points: Good: relevant and shows understanding of purpose of the assignment
1 point: Average work
0 points: work not completed with competence and must be re-done to gain any points.
CAP Projects: Community Action Project (CAP Project)
This is a project that is designed and implemented in small groups comprised of students who go to the same service site.
The project should meet a need of the school or agency that is defined by that agency or school. A CAP project may also
be designed to educate the Villanova Community about an issue that you are dealing with in the community. (i.e.,
homelessness, illiteracy) CAP projects are presented at the end of the year celebration dinner, April 20, 2016. Each
group has a budget of $50 toward the implementation of their CAP project. CAP projects are your way of knowing that
guilt and helplessness are not the only response to what you are seeing in the world. There is always something that you
can do for the world.
Events on Campus sponsored by the Center for Peace and Justice Education that might interest you
CPJE Spring Film Series: Not My Life
Film will be followed by facilitated discussion with a faculty member.
Tuesday, March 15 7:00 p.m., Cinema
Filmed on five continents, in a dozen countries, Not My Life takes viewers into a world where millions of
children are exploited, every day, through an astonishing array of practices including forced labor, domestic
servitude, begging, sex tourism, sexual violence, and child soldiering. “Human traffickers are earning billions
of dollars on the backs and in the beds of our children…and yet no one knows this is happening. We have a
huge responsibility, right now, to learn the truth and act on it” says Academy Award nominee and the film’s
director, Robert Bilheimer. -ACS ApprovedRestorative Justice Coalition Conference
“Restorative Justice: Practices for Healing Philadelphia” Friday, March 18, Connelly Center
This daylong conference will explore restorative justice principles and implementation. Break-out sessions
range from Mural Arts to Restorative Conferencing. This is a unique opportunity to learn more about restorative
justice and connect with others who are concerned with improving the criminal justice system. Co-sponsored by
Villanova’s Center for Peace and Justice Education, the Augustinian Defenders of the Poor, the Philadelphia
Mural Arts Program, the U.S. Attorney’s Office, and others. Online registration begins in January. For more
information, contact madelenarizzo@gmail.com or kathryn.geteksoltis@villanova.edu. -ACS ApprovedOscar Romero Solidarity Lecture
Hisham Moharram, Ph.D., Founder of Good Tree Farm
Monday, March 21 6:00 p.m., Driscoll Auditorium Dr. Moharram’s Muslim faith inspired him to found Good
Tree Farm in New Egypt, NJ where he demonstrates how farming can be a catalyst of change for the common
good. See here for more on Dr. Moharram’s life and work. -ACS ApprovedAdvocacy Week
Week of March 28 – April 1
Advocacy tables will be open around the Connelly Center Wednesday-Friday
Other events for the week being planned in collaboration with student committees
Co-sponsored by CPJE and Campus Ministry
CPJE Student-Alumni Dinner
Sunday, April 3 Radnor-St. David’s Room The 3rd annual dinner will bring together Peace and Justice
alumni with current students, including distribution of contact information and pairing of students/alumni with
overlapping interests. Featured PJ alumni speaker will be Beth Awalt, co-founder of the Starfish Foundation
CPJE Spring Film Series: Prison Terminal
Film will be followed by facilitated discussion with a faculty member.
Monday, April 4 4:30 p.m., Cinema Prison Terminal: The Last Days of Private Jack Hall is a moving cinema
verite documentary that breaks through the walls of one of Americas oldest maximum security prisons to tell
the story of the final months in the life of a terminally ill prisoner and the hospice volunteers, they themselves
prisoners, who care for him. The film draws from footage shot over a six-month period behind the walls of the
Iowa State Penitentiary and provides a fascinating and often poignant account of how the hospice experience
can profoundly touch even the forsaken lives of the incarcerated. -ACS Approved-
Rubric for Evaluating Class Participation
Reflection is key to service learning. You will be evaluated on your participation in fourth hour. Your ability
to include information from your SSLC course, readings, lectures, your service experience, and one another is
essential.
Listening
Preparation
Frequency of
participation
Quality of
contributions
Impact on
seminar
Strong worki
3 points A-B+
Actively and respectfully
listens to peer, leadership and instructor.
Connects personal comments to the
comments of others in the group.
Arrives fully prepared at every session
with notes on readings observations and
questions. Student refers to questions
they developed or reflective essay.
Participates regularly. Comments
reflect understanding of reading and the
remarks/insights of other students each
week.
Complex application, understanding and
articulation of knowledge connected
service and SLC course. Raises
relevant/insightful questions for the
group and for themselves.
Comments and questions frequently
advance the seminar discussion. Student
is willing to challenge and be
challenged, to lean into discomfort and
encourage others to do the same.
Needs development
2-3 points B+-BSometimes displays lack of
interest in comments of peers or
questions raised in the seminar.
Unsatisfactory
0-1 points C-D
Projects lack of interest or
disrespect for peers
Sometimes arrives unprepared or
with only superficial
preparation. Comments do not
reflect understanding of reading.
Sometimes participates but at
other times seems “tuned out.”
Exhibits little evidence of
having read assigned
material
Comments sometimes betray
lack of preparation or lack “other
perspective. Shows some
empathy and/or deeper
observation but lacks context or
application
Comments sometimes advance
the conversation, but sometimes
are tangential.
Comments reflect little
understanding of either
the assignment or
previous remarks
consistent self centered
perspective.
Comments do not
advance the conversation.
Behavior and or attitude
are actively harmful.
Seldom participates
WEEK BY WEEK
PLEASE NOTE: TOPICS, READINGS AND ASSIGNMENTS MAY CHANGE for each fourth hour, PLEASE CONFIRM READING, ASSIGNMENT
AND JOURNAL PROMPTS WITH YOUR INSTRUCTOR. Assignments/readings are due the day they are listed on this calendar.
Week of
Week 1
January
11
WEEK 2
Week of
January
18
MLK Jr.
day of
service
Topic
No fourth hour
General SSLC and
Caritas meeting
No Fourth hour
Participation in MLK day
of service is encouraged.
MLK Memorial Lecture
for Freedom School is
required. Be sure to
swipe in when you get to
lecture.
Reading and assignment for following week
General Meeting
Wednesday, January 14 Driscoll Auditorium
Meet your service group
CAP Project Orientation
“Educating the mind without educating the heart is no education at all.”
―Aristotle
Mandatory Event in place of fourth hour:
MLK Keynote Lecture/performance by MK Asante Tuesday, January 19 5:00pm
Villanova Room: Be sure to swipe in when you get to lecture with SSLC
leadership.
If you have class you can substitute with Freedom School session
http://www1.villanova.edu/villanova/artsci/peaceandjustice/events_awards/freedomscho
ol.html for
Reading
White Privilege Unpacking the Invisible Knapsack. Peggy McIntosh
http://www.cirtl.net/files/PartI_CreatingAwareness_WhitePrivilegeUnpackingt
heInvisibleKnapsack.pdf
Written Assignment: Choose three of the privileges in Dr. McIntosh’s essay, explain
how they affected you or the people with whom you serve. Please include a short
Response to MLK Performance or Freedom School Session and how that intersects
with Dr. McIntosh’s essay on privilege. Create three questions you would like to talk
about in fourth hour relating to the material covered in the performance/freedom
school or in the McIntosh essay. Save this essay and turn in with essay due on 1/25
One has not only a legal but a moral responsibility to obey just laws. Conversely,
one has a moral responsibility to disobey unjust laws. I would agree with St.
Augustine that "an unjust law is no law at all." Dr. Martin Luther King Jr. Letter
from Birmingham Jail
WEEK 3
1/25
Follow up on
discussion about
race, white privilege
etc.
Discussion on race
Boot Straps
Bead exercise
Star power??
Leadership
Applications are live
Conversation about Race:
Reading: http://www.phillymag.com/articles/racial-profiling-main-line/
“Racial Profiling on the Main Line.” Steve Volk, Philadelphia Magazine.
November 30, 2015.
Take the Equity and Diversity Quiz
http://www.edchange.org/multicultural/quiz/quizNEW.pdf
Written Assignment: (2 essays due this week) Write about the first time you were
aware of race? Was it a positive experience? Negative? Or neutral? What made you
aware of your race or the race of someone else? Describe the experience and how you
felt as a result of that experience. How do you think attitudes about race in America
affect those you serve? Develop three questions for fourth hour.
I must make two honest confessions to you, my Christian and Jewish brothers. First, I must confess that
over the past few years I have been gravely disappointed with the white moderate. I have almost reached
the regrettable conclusion that the Negro's great stumbling block in his stride toward freedom is not the
White Citizen's Counciler or the Ku Klux Klanner, but the white moderate, who is more devoted to "order"
than to justice; who prefers a negative peace which is the absence of tension to a positive peace which is
the presence of justice.” Dr. Martin Luther King Jr. Letter from Birmingham Jail
WEEK 4
2/1
Continuing
conversation about
Race
Sharing first memories of Race: Move into how race and poverty intersect in the various
service sites.
Reflection on Service: How does the social policy, social practice of our society
related to race and class affect the people you serve? What can we do
differently?
Reading:
How to be an Ally if You Are a Person with Privilege, Frances E, Kendall 2010
2http://www.franceskendall.com/handouts/Developing%20Skills%20to%20Be
%20A%20Better%20Ally.pdf
Written Assignment: Connect the dots between what you are learning and what
you experience at your service site. Does the issue of race and poverty affect the
people with whom you serve? How do you know? What are the signs, the realities?
What do you see, feel, hear, experience? Remember to keep it personal and consider
the larger systemic issues.
You will be breaking up into small groups for service site presentations. You do not
have to serve at the same service site, but you should be in a group of 2-3 persons
who serve at a site dealing with similar issues. I.E. Education, homelessness,
segregation or incarceration in America. You will choose a date to present to fourth
hour. See end of syllabus for outline of presentation.
Remember to start working on your CAP Project
WEEK 5
2/8
Education in America: We are switching topics but you will find that there are
connections between social class, race and education.
Student Version from Syllabus
Read:




These articles are taken form PBS series “Separate and Unequal.”
Does Integration Still Matter in Public Schools? Sarah Childress July 15, 2014
http://www.pbs.org/wgbh/frontline/article/does-integration-still-matter-in-publicschools/
School Segregation Is Back, 60 Years After Brown
http://www.pbs.org/wgbh/frontline/article/report-school-segregation-is-back-60years-after-brown/
Optional Reading for those interested in factors affecting the achievement gap.
For more information on achievement related to social class. See “introduction” to
Richard Rothstein’s book, Class and Schools: Using Social, Economic, and Educational
Reform to Close the Black–White Achievement Gap
http://www.epi.org/publication/books_class_and_schools/ Introduction describes
the class distinctions and consequences of poverty and effect on education. Rothstein
also comes up with some solutions for school systems. Richard Rothstein is an
economist. In his book he deals with parenting, neighborhood, health, income
inequality, failing schools, extracurricular activist as factors that determine a child’s
trajectory in school.
What your 1st-grade life says about the rest of it. Emily Badger, Urban Policy Center,
Washington D.C. 8/29/2014
http://www.washingtonpost.com/blogs/wonkblog/wp/2014/08/29/whatyour-1st-grade-life-says-about-the-rest-of-it/
Review: http://annenberginstitute.org/ Brown University’s Institute for School Reform.
What Universities can do to promote democracy and justice? What will it take to build an
education system that provides high-quality learning and development opportunities for all of a
community’s students? AISR believes that all reform efforts must be grounded in equitable access to
learning opportunities for our nation’s most underserved students. Brown University AISR.
Written Assignment: How and Where to race, power and privilege intersect? Develop three
questions you are asking yourself about the issue of race, class, power, privilege that you would
like to bring to fourth hour? What events in the news in the last 2-3 years can you connect to
the issues of Race, Power and privilege and the consequences of what you understand to be
the dynamic of those relationships?
“Education is perhaps the most important function of state and local governments. Compulsory school attendance laws
and the great expenditures for education both demonstrate our recognition of the importance of education to our
democratic society. It is required in the performance of our most basic public responsibilities, even service in the armed
forces. It is the very foundation of good citizenship. Today it is a principal instrument in awakening the child to cultural
values, in preparing him for later professional training, and in helping him to adjust normally to his environment. In
these days, it is doubtful that any child may reasonably be expected to succeed in life if he is denied the opportunity of
an education." - Brown v. Board of Education of Topeka, the landmark 1954 U.S. Supreme Court ruling on racial
segregation in schools (The School Funding Gap).
Students will choose issue for POST SPRING BREAK CONVERSATION week of 3/9 AND
COME PREPARED WITH QUESTIONS OR VIDEO. Decide on issue and which students will lead
conversation.
WEEK 6
2/15
Group chooses issue
for week 7 or week
8
Disability
Mass incarceration
Illiteracy?
The American Dream. What is it? Are you born into it? Or is the dream something anyone
can achieve?
Reading:
Pew Charitable Trust. Moving on Up; why do some Americans Leave the bottom of the
economic ladder, but Not others?
http://www.pewtrusts.org/~/media/Assets/2013/11/01/MovingOnUppdf.pdf
And
The American Dream is Leaving America Nicholas Kristof, 10/25/14 New York Times.
http://www.nytimes.com/2014/10/26/opinion/sunday/nicholas-kristof-the-americandream-is-leaving-america.html?_r=0
Written Assignment: What does the American dream have to do with the people with whom
you serve? What does it have to do with you with privilege? How are the people you serve
connected or disconnected from the American dream and why? Please develop questions
would you like to discuss in fourth hour.
Remember to continue your CAP projects due 4/13 and be ready for your
service presentation. There are students assigned to lead conversation week
of 3/7. “
What happens to a dream deferred? Does it dry up like a raisin in the sun or fester like a sore—And then
run? Does it stink like rotten meat? Or crust and sugar over—Like a syrupy sweet? Maybe it just sags like
a heavy load. Or does it explode?” A Dream Deferred Langston Hughes
Week
2/22
Optional Fourth Hour Midterm Week
2/29
Week 7
3/7
SPRING BREAK
STUDENTS CHOICE:
Options: Prison System/Disability/ service reflection???/service reflection
Issue chosen by
group or talk about
service
Mass incarceration: https://www.youtube.com/watch?v=NaPBcUUqbew animated video
with information about our prison system Essay about your service experience.
Disability exercise: in facilitator work pack.
Service reflection—
What is going on at service? What questions does the experience raise for you? How do you
think what you see, observe or feel affects you and those who work in the environment every
day? How does it affect those who are dependent on the agency or school?
Week 8
service reflection
Group presentations
3/14
Week 9
3/21
presentation
Group presentations Monday only
No Tuesday, Wednesday or Thursday FOURTH HOUR EASTER WEEK
Week
3/28
Week 10
4/4
Easter Week
Group presentations (no Monday fourth hour Easter break)
Presentation
Talking written
assignments
Asking questions
Group presentations—If presentations are complete reflection on service—talk about
essay due this week about saying goodbye to the people you serve.
DUE: Essay about your service experience. Written Assignment: Say goodbye to your school
or agency, to the people who you met. Write about the relationships, maybe one significant
relationship you established where you serve. In this essay tell the people who you met through
service what they mean to you, how they affected you and say goodbye. In this goodbye wish
them well and include what you think needs to change in order for their lives to be successful.
That change could be in the individual or it could be societal change you wish to see happen and
that you would be willing to work for in the future either by advocacy, voting or direct action.
REMEMBER YOUR COMMUNITY ACTION PROJECTS ARE DUE FOR
PRESENTATION ON 4/20 AT THE CELEBRATION DINNER
Week 11
4/11
Week 12
4/18
Week of
4/25
Reflection on service
**Except Friday-You can choose to
meet this week or
next for last fourth
hour
Evaluation
CELEBRATION DINNER WEDNESDAY 4/20 AT 6PM VILLANOVA ROOM
Monday, Tuesday, Wed and Thursday may have your last fourth hour this week or
NEXT.
Optional fourth
hour celebration
Last week of class--$50 per group for celebration.
Last fourth hour for those who did not have fourth hour last week.
**Friday must have last fourth hour this week as class ends Thursday next week.
Outline of Service Project Presentation
Goal: To help you and the members of your fourth hour understand your service site, who you serve, how you
serve and why?



Each person in the group should have a role in the presentation and time must be left for questions and
discussion. Be prepared to lead discussion.
The group or individual may use film, video or group exercises. You may interview teachers, or workers and
constituents at your service site they may be your greatest resource.
The group presenting must lead group discussion and field questions from the members of fourth hour.
Small Groups
o
You may work in groups of 2-4 people who are in the same service site or serving with a similar population.
(people experiencing homelessness, underachieving schools, literacy, incarceration or re-entry)
o
You must partner with people in your fourth hour but you may consult, share information and create a
presentation with fellow SLC students in other fourth hours.
Dates for Presentations
Each of the sites (issues) that is represented in your group will pick a presentation date 3/14, 3/21 (Monday
only), 3/28, 4/4)
Assignments must be given two weeks in advance.

Two weeks ahead you can assign a reading/video/exercise to members of your fourth hour.

You may give a written assignment to the group. The written assignment allows students to think about the
issue before the presentation. Students are better able to listen and understand and raise questions if they are
prepared.
The presentation should include:
o
o
o
o
The name and mission of your service site.
When was it founded and why? How do they get their funding?
Who do they serve: Demographics? (Race, sex, income, level of education, SAT scores….
Where do the people you serve live? What influence does that have on them? Demographics of
neighborhood that you think attribute to the problems of constituents? Income, cost of home, crime,
violent crime, level of education…..Make the connections!

What is the greatest challenge of the constituents?
o For Example Women returning from prison: What are the most common crimes? What is the
education level of women in prison? What is the rate of recidivism? Are there programs that work
through which a woman who has been in prison can reintegrate into society? What are the issues
for ex-offenders returning to society? What makes it difficult?
o What is the organizations greatest challenge?
o Perceived or real effectiveness of agency or school
o Why do you think they ask for volunteers? (you can also ask)
o What does this agency or school need to fulfill its mission?
o What volunteers do at that service site and why you have been asked to do what you are doing?
o What has your service taught you? Have you been able to integrate your experience with what you are
learning in SLC courses or fourth hour?
o Please include what your group is doing for their CAP project.

How we become advocates, allies of people who are faced with the challenges.

Solutions: What would you like to change in our world, system of government, social services…..that will
create long term solutions to the issues you see at your service site.

Reflection on service: Lead discussion in fourth hour.
Resources for gathering demographics and data
Neighborhood data collected from all over the country, interactive map.
http://www.richblockspoorblocks.com/
Philadelphia

State of Philadelphia research by Pew
http://www.pewtrusts.org/uploadedFiles/wwwpewtrustsorg/Reports/Philadelphia_Research_Initiative/Philadelphia-City-Statistics.pdf
Data Sources for Schools

Go to state or city department of Education or District
http://nces.ed.gov/datatools/index.asp?DataToolSectionID=5 National stats
http://nces.ed.gov/ccd/

Schools: race and income
http://www.pbs.org/wgbh/frontline/film/separate-and-unequal/

Data on individual schools
The Notebook: http://thenotebook.org/articles/2011/09/12/philadelphia-s-district-and-charter-high-schools-how-are-they-doing2

Front Line report on dropouts
http://www.pbs.org/wgbh/pages/frontline/education/dropout-nation/by-the-numbers-dropping-out-of-high-school/
Cristo Rey
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http://www.cristoreynetwork.org/page.cfm?p=354
Homelessness
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National Coalition for the Homeless Washington DC
http://www.coalitionforthehomeless.org/?gclid=CjwKEAiAk7O0BRD9_Ka2w_PhwSkSJAAmKswxyakAusXplgdav0NANXIPdgIgl8UN5kQdOTTBAWvXeRo
CeeTw_wcB
Project Home
Mass Incarceration
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Sentencing Project (ex-offenders) http://www.sentencingproject.org/template/index.cfm
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Cradle to Prison Pipeline: children’s defense fund http://www.childrensdefense.org/campaigns/cradle-to-prison-pipeline/
COMMUITY ACTION PROJECT DESCRIPTION “CAP PROJECT”
WHY A COMMUNITY ACTION PROJECT? You have been learning about many social problems in our country, you have
been meeting people affected by those problems. Sometimes, “knowing” about these huge social problems can make you
feel powerless. A COMMUNITY ACTION PROJECT IS A WAY TO DO SOMETHING!
WHAT IS A “CAP” PROJECT? This project will address an issue, problem or need of the community, agency or school
where you serve (or have served) that is defined or identified by the school or agency.
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Research the issue
Create a plan of action that might be sustainable
Implement the project
Present your project to the SLC communities at the Celebration dinner.
If your agency does not have a concrete need that you can address you can choose a project that will educate the
Villanova Community about the issue you encounter at your service site.
What is a CAP GROUP? A group of students who serve or have served at the same site.
The student facilitators and some instructors can answer questions about CAP projects.
STEPS TO COMPLETE A CAP PROJECT
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STEP 1: HAVE A GROUP MEETING: Assign someone in your group to speak with your site liaison.
o Set up a meeting with your site liaison to talk about your CAP project. Explain the CAP project ask your
liaison about a need that you could address or a project they have been trying to get off the ground but
have not had the staff to get it done.
Questions for site liaison
o Is there an issue that you would like us to address? Or a project that you have in mind that you
would like us to work on this semester?
o Do you have ideas about how we could begin to address this issue?
o In your mind what is the ideal outcome?
o Would you prefer we do something now or design a program that could be carried out by
volunteers or teachers at a later date?
o How will this project be beneficial to you or your constituents?
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STEP 2: Research and evaluate the source of the identified “issue” or “problem” on a local and national level (4th
hour service presentations). This is not your opinion this is about facts. Research how other schools or
organizations have dealt with the issue. Try to figure out why this is an issue at all?
STEP 3: Project proposal (see form below, this is an outline but other forms of proposals will be accepted) The
Group will design a project and submit a proposal to SLC and to your site Liaison. Submit proposal by
February 27th to slccap15@gmail.com
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A title for your project
Contact information for the Community Partner with whom you are primarily working with for the
implementation of your project
A list of materials needed to implement your project and the costs associated with each material (each
group is allowed $50 to spend on their project)
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A delegation of roles within your group (what each person is responsible for doing in order for
your project to be successful)
A tentative date for implementation. This can be any time before the end of the semester. It does not
have to be completed prior to presentation at the Celebration dinner.
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STEP 4: Implementation: Set a date to implement your project at your service site.
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STEP 5: Implementation
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STOP 6: Assign one or two members of your group to present the project at SLC partnership dinner. April 15,
2015 at 6pm Villanova Room
Slide 1—What was the need or issue that you were asked to address? Why does that need exist? Slide 2: Goal
of your CAP project? How did you seek to address the problem or meet the need? Slide 3: Outcome: What
happened, what did you learn? How was the project beneficial to your partner?
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FAQ’s
Who Is in A CAP group? 3-8 students who serve at the same service site-- One leader per group Van groups
work well as you have time to communicate and plan but you may work with anyone who is serving or has
served at your service site.
Who do I communicate with about CAP projects at my service site? You should know who your liaison is
at your service site. If you have not had contact with a staff member or teacher or agency personnel please
contact Noreen.cameron@villanova.edu for name of liaison.
Can I raise more money? Yes. You have access to $50 seed money from the Office of Service Learning. You
turn in receipts to Mary Aiello SAC 386. You can fundraise if you need more money to implement your
project.
Where do I turn in the group proposal? SLCCAP15@gmail.com by February 27th.
Does Implementation have to happen before presentation? NO. Implementation can be scheduled any time
before the end of the semester.