Final 10-1-07
EDUCATION 185
Community Service Learning for Academic Achievement
Fall 2007
Lecture
Monday 1:00 -2:50pm
Location – Dodd 167
Professor Debra Pounds
Office: B10 Student Activities Center Phone: (310) 794-5681 Email: dpounds@saonet.ucla.edu
Discussion Sections
1A – Tuesday 11:00am - 12:50pm
TA: Richard Andalon – Boelter 5422
Email: randalon@saonet.ucla.edu
1B - Wednesday 9:00am -10:50pm
TA: Lali Morales – Moore Hall 2120
Email: zitlali8@gmail.com
Richard Andalon – EAOP Sr. Site Coordinator/Course Activities Coordinator
Office: B10 Student Activities Center Phone: (310) 794-5685 Email: randalon@saonet.ucla.edu
Course Reader can be purchased at Course Reader Material, 1133 Westwood Blvd, Los Angeles, CA, 90024
(310) 443-3300, Hours M-F, 9-6pm, Saturday 10-4pm
Course Description
Designed as a community service-learning experience, Education 185 is the first course in the “Community
Service Learning” series for the Career Based Outreach Program (CBOP), a 4-unit course. The follow-up
courses are Ed192A (seminar) and Ed 170A (fieldwork) and must be taken concurrently. These courses are
intended for undergraduates committed to raising their own academic achievement while attempting to raise the
academic achievement of high school students from low socioeconomic communities and low-performing
schools. Enrollees study learning and developmental factors as well as cultural, social and environmental
factors that affect college access, college choice and student academic achievement. Students explore and
apply various learning styles that enable them to become more effective learners, given the demands of
academic achievement to access undergraduate, graduate and professional studies. Education 185 focuses on the
exploration of theories and research, and their implications for effective learning. The goal is to formulate a set
of strategies or learning tools for raising academic achievement of self and those of high school students.
Ed 185 involves two hours of lecture and two hours of discussion section (incorporating in-class discussion) per
week.
Goals for Students
Drawing on developmental and learning theories, the ultimate goal is for students to raise their academic
achievement, and help high school students to do the same, by becoming more purposeful, motivated, proficient
and efficient learners.
 Students are able to identify factors related to growth and development, as well as those found in the
communities and environment affecting learning and academic achievement.
 Examine the theoretical intervention, historical, practical and political aspects of educational outreach.
 Analyze their learning proficiency and efficiency for academic achievement.
 Refine their own learning styles that will assist them in developing learning tools for high school students,
based on factors which affect learning and academic achievement.
 Lastly, develop an educational plan towards fulfilling their respective academic and career goals, and to be
able to assist high school students in developing their educational plan, with emphasis on accessing higher
education.
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Course Requirements
Class Participation & 3-Minute Notes - 20%
Attendance and involvement are essential to the success of both the program and individual student. Over three
absences will result in dropping at least one-third of a letter grade (i.e. from an "A" to an "A-," from an “A-" to a
“B+,” etc.)
Students are expected to come prepared having already read the assigned weekly readings. It is important to
remember that class participation is a critical part of ones grade. Therefore, students should place a high priority
on being prepared to discuss the readings.
Students will be required to turn in 3-MINUTE NOTES during Weeks 2-9, following each lecture. Notes
should include any comments or reflective statements on the lecture or questions that have not been resolved
during lecture and topic areas that need further clarification. Your name, date, and TA name should be on each
note to receive full credit. There are no make-up assignments if you miss lecture.
Team Teaching - 20%
Each team will have an opportunity to prepare and present a class lesson during discussion section and or
during lecture. The topics and suggested activities will be distributed and presentations will begin week 3.
Interactive, engaging and very creative lesson plans are encouraged. The focus of the presentation will be on the
undergraduate student for this quarter. Each lesson should engage the participation of the undergraduate student
and serve as learning tools towards academic success. Groups may work with TAs and Richard in developing
the activity. The last 10-15 minutes of each lesson will be devoted to discussing how the lesson can be applied
in the designated high schools. The other students will submit comments and suggestions for improvement.
Teams must submit: (1) lesson plan (goals and strategies), (2) copies of any handouts (if applicable), and (3)
self-evaluation summary (after having read students’ and instructor/TA comments) no more than one week after
the presentation.
Mid-Term Exam - 30%
Students will take an in-class essay midterm exam during WEEK #6. The midterm is open notes only.
Final Paper - 30%
The final paper is a research based paper that should demonstrate your understanding of educational attainment,
college access theories, college choice process, cultural and social capital. The final paper will be written in
three different stages, allowing students a chance to finalize their paper through a series of peer editing and
“draft and re-write” assignments. In 7-10 pages, double-spaced, and typed, each student is required to develop
an Individualized Educational Plan (IEP) that will enable him/her to successfully prepare and therefore access
graduate/professional studies.
Part A: The Plan is to be realistic with clear objectives and timelines. It should reflect learning the
student has gained from this course, as well as knowledge gained from a consultation and advising
session with a graduate/professional school adviser or a professional in that career field.
Part B: Include at least 5 references (at least 2 research article references must come from outside the
reader) to explain the personal and environmental factors that will enhance your educational plan.
During Week #8 (Nov 19th) an outline of your final paper is due in discussion section. The first draft of your
paper is due week 9 and will be peer reviewed extensively in discussion section. It is expected that all of your
re-writing (including the final paper) incorporate/address the feedback provided by your peers and instructors. In
addition, you must attach all feedback from your peers and instructors to the final version of your paper.
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COURSE SCHEDULE AND READINGS
Week 1 (Oct 1st): Introduction and History of UC Academic Preparation Programs & Services
1. Timar, T., Ogawa, R., & Orillion, M., (2004) Expanding the University of California Outreach
Mission. Review of Higher Education, Volume 27, No.2 (187-209)
2. Tierney, Corwin, & Colyar., (2005) Preparing for College: Nine Elements of Effective Outreach
State University of New York Press, Albany
Supplemental Reading – To be distributed in class
 Corwin, Miles (2001) And Still We Rise. Harper-Collins, New York, NY
Week 2 (Oct 8th): College Choice Theories and Research/College Advising
1. Cabrera, A., & La Nasa, S. (2000).Understanding College-Choice Process. New Directions for
Institutional Research, no. 107. San Francisco: Jossey-Bass.
2. Mc Donough, P. (2004) The Impact of Advice on Price: Evidence from Research, a report
commissioned by TERI with support from the LUMINA Foundation, Boston, MA
3. McDonough. (2005). Counseling Matters: Knowledge, Assistance, and Organizational Commitment in
College Preparation. In Preparing for College: Nine Elements of Effective Outreach. Tierney, Corwin
and Colyar (Eds.) Albany: State University of New York Press, pp.69-87
Supplemental Reading
 Investing in People -Why Diversity Matters pp 29-35, a publication report from the Business Higher
Education Forum, 2002
Week 3 (Oct 15th): Background & Environmental Impact on College Choice
1. Freeman, K. (2005). African Americans and College Choice: The Influence of Family and School. State
University of NY Press, Albany, pp 1-79
2. Teranishi, R.T., Ceja, M., Antonio, A., Allen, W.R. & McDonough, P.M. (2004). The College-Choice
Process for Asian Pacific Americans: Ethnicity and Socio Economic Class in Context. The Review of
Higher Education 27(4): pp. 527-551.
3. Tornatzky, Louis G., Richard Cutler, and Jongho Lee (April 2002). College Knowledge: What Latino
Parents Need to Know and Why They Don’t Know It. Claremont CA: The Tomas Rivera Policy
Institute. http://www.trpi.org/PDFs/College_Knowledge.pdf (access article via website)
4. “Caught in the Financial Aid Information Divide" - Key Findings (2004) Sallie Mae Fund & TRPI
Supplemental Reading
 Putting Money on the Table:Information, Financial Aid and Access to College. CHEPA, Rossier School
of Education, USC http://www.usc.edu/dept/chepa/pdf/Early_Commitment_Programs_final.pdf
(access article via website)
Week 4 (Oct 22nd): Personal Factors that Impede or Enhance Academic Success
1. Steele, Claude M. (1997) “A Threat in the Air: How Stereotypes Shape Intellectual Identity and
Performance,” in American Psychologist, 52:6, 613-629
2. McMillan, James H. and Daisy F. Reed (1994), “At-Risk Students and Resiliency: Factors Contributing
to Academic Success,” in The Clearing House, 67:3,137-140
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3. Dembo, Myron H. and Martin J. Eaton (1997) “Chapter 3: School Learning and Motivation,” Handbook
of Academic Learning. Academic Press Inc., 65-103.
Supplemental Reading - To be distributed in class
Week 5 – (Oct 29th): The Service Learning Approach (Richard Andalon - lecturer)
1. Eyler, J., Giles, D. (1999). Where’s the Learning in Service-Learning? Jossey-Bass Publishers, San
Francisco, CA
2. Furco, Andrew, (1996) “Service-Learning: A Balanced Approach to Experiential Education”
Expanding Boundaries: Serving and Learning. Washington D.C. Cooperation for National Service, 2-6
3. Valencia, R. (1997). The Stanford Series on Education & Public Policy. The Evolution of Deficit
Thinking: Educational Thought and Practice. London: The Falmer Press, 1-11
Supplemental Reading
 Rhoads, Robert A. (1997). Chapter 8 “Critical Community Service”, Community Service & Higher
Learning: Explorations of the Caring Self. State University of New York Press.
Week 6 (Nov 5th): Midterm
 In class midterm
Mandatory Class General Assembly for Graduate/Professional school presentations in the evening.
Location and time TBA during week #6.
Week 7 (Nov 12th): NO CLASS – VETERAN’S HOLIDAY
 No Class – Veteran’s Holiday, campus closed.
Week 8 (Nov 19th): Educational Attainment/The Financial Impact (Lali Morales - Lecturer)
1. Bidwell, C. E. (1989). “The Meaning of Educational Attainment.” Research in the Sociology of
Education and Socialization, 8, 117-138.
2. Joint Economic Committee, US Congress “Investment in Education: Private and Public Returns”
January 2000. Vice Chairman Jim Saxon (R-NJ) Washington DC
3. Becker, G. S. (1993). Human Capital: A Theoretical and Empirical Analysis, With Special Reference to
Education. Chicago: The University of Chicago Press, 15-25.
4. American College Test (ACT), Ready for College and Ready for Work: Same or Different? 2006 ACT,
Inc. USA
Supplemental Reading
 Day, Jennifer C. & Newburger, E. (2002). The Big Payoff: Educational Attainment
http://www.census.gov/prod/2002pubs/p23-210.pdf (access article via website)
Week 9 (Nov 26th) Learning Theories and Learning Tools
1. King, Patricia M. (1996) “Student Cognition and Learning,” in Komives S. B. and Associates, Student
Services: A Handbook for the Profession, 3rd Ed. San Francisco, CA: Jossey Bass, 218-243
2. Doby, Winston C. (1997). Learning: One Perspective. Los Angeles, CA: Early Academic Outreach
Programs, University of California, Los Angeles
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Supplemental Reading – To be distributed in class
 Freire, Paulo. (1983). Pedagogy of the Oppressed. New York: Continuum, pages 29-40, 71-86
Week 10 – (Dec 3rd) – The Achievement Gap
1. Callan, P., & et al., (2006) “Claiming Common Ground: State Policymaking for Improving College
Readiness and Success”. The National Center for Public Policy & Higher Education
2. The Civil Rights Projects, Harvard University, executive summary “Confronting the Graduation Rate
Crisis in California,” March 24, 2005.
3. Teranishi, R (2004). Black Residential Migration in California: Implications for Higher Education.
UCOP
Final Paper is due by noon on Tuesday, December 11, 2007 (finals week) in the professor’s mailbox,
Student Activities Center (SAC) B10. No late papers or email attachments will be accepted.
**Ethical Practices – All students are expected to abide by the code of academic integrity throughout this
course and all other courses at UCLA. Academic dishonesty, including cheating, fabrication and plagiarism
may be reported to the Dean of Students. For more information about UCLA Student Conduct Code visit
www.deanofstudents.ucla.edu for a complete description of the policy.
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