Dr. Sarah Blue
Department of Geography
Service Learning Faculty Fellows Program Proposal
This service learning project is designed to connect students enrolled in the Geography
of Latin America (GEO 3308) to community members from a Latin American country. The
students in this course will learn about the geography and culture of their immigrant
partner’s country of origin, her/his family and community through ESL or literacy tutoring,
reflections, and targeted writing assignments. Since this is a geography course, the emphasis
would be on the migrant’s hometown or region in Latin America—including the environment,
culture, local economy and reasons for migration. This would benefit students in GEOG 3308
as an in-depth “on the ground” source of information on Latin America and would serve the
migrant and local ESL and literacy organizations through tutoring, cultural exchange, and
strengthening the university’s ties to the community.
Course Involved:
The Geography of Latin America (GEO 3308) had 60 students enrolled last spring and
we anticipate an enrollment of 60 students for Fall 2012. There are no restrictions for
admission to the course, which usually draws Geography majors and other College of Liberal
Arts students who are interested in the region. Approximately 60 students per year would
benefit from this student-learning component. The students will each at least one partner
from the community who will be served from this project, and will spend a minimum of 8
hours exchanging with their partner. With the participation of 60 students, 60 community
members will receive an estimated 480 hours total of community service.
Community problem addressed:
There is a large and growing need for services for Hispanic immigrants, including English as a
Second Language (ESL), civics courses for citizenship exams, literacy and computer literacy
courses. According to the Buen Samaritano, more than 12.1% of adults 18 years or older in
2008 struggled with the English language In Central Texas. The majority of the immigrants
taking these courses are immigrants from Latin America. There are many local organizations
that serve this population, such as Community Action, Inc. of Central Texas, The Literacy
Coalition of Central Texas, El Buen Samaritano, and LifeWorks Literacy Programs. I have
talked to two ESL volunteer coordinators from these organizations and both expressed
enthusiasm in working with me to engage GEO 3308 students in their ESL or literacy
programs. While both said it may be too early to say which classes would have a need for
Texas State volunteers this spring, they were both glad that I was calling with ample time to
plan and would be happy to work with me over the summer to see what opportunities would
be available in the fall.
Proposed student activities:
Each participating student would select an organization from a pre-set list of 3-6 options that
best fit their schedule and location. The student would agree to volunteer as an ESL/literacy
tutor or instructor for a minimum of 8 hours, according to the contract they sign with the
volunteer agency (details of which will be worked out in advance). To the extent possible, I
will ask students to incorporate a discussion of some of the themes we are discussing in class
(i.e., natural hazards, economic development, urbanization) into the ESL courses they are
Sarah Blue, Department of Geography, Service Learning Faculty Fellows Program Proposal, pg. 2
participating in so that they can apply their knowledge of Latin America through an
exploration of real-world examples provided by their immigrant partners.
Students will be monitored and graded at systematic times throughout the semester through
required check-ins with the professor via TRACS (i.e. a contract detailing the agreement
between the student and Latino participant regarding how each person will benefit from the
interaction, a timeline of when the partners will meet, contact information, answers to specific
reflection questions (including pre- and post-assessment questions), in-class projects
involving information gained from the Latin American partner, and the final report). I will
invite the volunteer coordinators from several organizations in San Marcos and Ausin (e.g.
Literacy Coalition of Central Texas, El Buen Samaritano, and LifeWorks Literacy Programs) to
a class session at the beginning of the semester to introduce their programs and discuss the
specific volunteer opportunities available. I anticipate that most students would volunteer as
individual tutors for ESL, civic or literacy students.
Student Reflection:
Throughout the course, I will require the students to complete five guided reflections that are
due at specific dates spaced evenly throughout the semester (see attached syllabus). The first
and last reflections will serve as pre- and post- measures that I will use to measure the
effectiveness of this service learning exercise in achieving its stated goals of: a greater depth
of understanding issues relevant to Latin American Geography, multicultural awareness, and
perceived social competency. The other writing assignments associated with this project will
ask students to reflect on the nature of the service they are performing, the causes of the
social need for that service, policy options for dealing with the problems they’re addressing,
and the ethical and moral questions associated with voluntarism.
Sarah Blue, Department of Geography, Service Learning Faculty Fellows Program Proposal, pg. 3
Relation to course content:
The goal of this course is to provide students with a broad understanding of the
geography of Latin America. We explore broad themes which affect the region as a whole
while pointing to specific case studies. After a brief examination of the region’s bio/physical
characteristics, we explore the region’s colonial past, environmental issues, international
relations (especially with the United States), economic development, globalization, issues of
gender and race, migration, economic development, urbanization & the Latin American
diaspora in the United States. The service learning component will allow the students to
“make the global local” by translating regional issues that are important in Latin America to
the local context. Through student conversations and interviews with their immigrant
partners who have lived experience in Latin America, they will gain insight into how the
geography, history, economy, politics, etc. of a given country impact real people’s lives.
Assessment plans:
Over the summer I will design a study for publication in the Journal of Geography (a journal
specializing in geographic education) based on this service learning project. I have a research
assistant who will help me collect and manage the data for this article. I will consult with
experts in my department and in the university (i.e. mentors in the service learning program)
to design effective measures that will allow me to gauge the effect of service learning on
understanding issues relevant to Latin American Geography, multicultural awareness, and
perceived social competency. I will have completed the assessments, including all of the
reflections and other related assignments prior to the beginning of the semester, and will
begin to analyze the data and write up results during the winter break. I anticipate that
Sarah Blue, Department of Geography, Service Learning Faculty Fellows Program Proposal, pg. 4
perhaps up to ½ of the students in the course will choose not to participate in the service
learning project and will instead complete the equivalent alternative assignment. This will
provide a control group from which I will be able to more effectively measure the impact of
service learning on the goals of a deeper understanding of issues relevant to Latin American
Geography, multicultural awareness, and perceived social competency.
Commitment to the project:
I have a strong commitment to engaged and active learning, and am continually working on
ways to engage students in course material in a way that is meaningful in their own lives. This
project will allow me to develop a service component that will enhance student learning
through community service. As a faculty who is new to Texas State, I am very interested in
establishing connections with the Latino community – both on campus and in the community.
I am fluent in Spanish and have spent extensive time in Latin America conducting field work. I
am also an active volunteer at CARITAS, helping newly arrived Cuban refugee families settle
into their new lives in Austin. Adding a service learning component to my Geography of Latin
America course (GEO 3308) will allow me to make connections with Latino groups in the San
Marcos-Austin region and to reach out to international students studying at Texas State. I also
hope that this service learning activity will inspire some GEO 3308 students to continue their
volunteer work in the community or study abroad.
Sarah Blue, Department of Geography, Service Learning Faculty Fellows Program Proposal, pg. 5
Geography of Latin America
Geography 3308
Fall 2012
Evans Liberal Arts 316
Tuesdays and Thursdays, 11-12:20 pm
Professor:
Office:
Office Hours:
Email:
Dr. Sarah Blue
ELA 366, 245-2536
Tuesday 9:30am-10:30 am and Thursday 12:30-1:30 pm or by appointment
sblue@txstate.edu
Readings, grades, assignments, instructor/student communications and other important
course materials will be distributed via TRACS.
Course Description
A regional survey of the physical and cultural geography of Latin America.
Learning Outcomes:
The Department of Geography’s Student Learning Outcomes for all departmental programs may be reviewed at:
http://gato-docs.its.txstate.edu/department-of-geography/Geography-LearningOutcomes/Geography%20Learning%20Outcomes.pdf
Course Overview and Goals
The goal of this course is to provide students with a broad understanding of the geography
of Latin America. We will explore broad themes which affect the region as a whole while pointing
to specific case studies. After a brief examination of the region’s bio/physical characteristics, we
will turn to the region’s colonial past, environmental issues, international relations (especially with
the United States), economic development, globalization, issues of gender and race, migration,
economic development, urbanization & the Latin American diaspora in the United States. The
course ends by applying these concepts more specifically through a survey of Latin America’s
major regions.
At the end of this course, you will be able to identify not only political boundaries and major
cultural and physical landmarks, but will also be familiar with major political, social and economic
trends in the region. You will be able to identify how the region’s history has influenced
contemporary trends, which will enable a critical evaluation of contemporary news about the region.
Finally, through a service learning component, you will have the opportunity to volunteer as a tutor
with an immigrant from Latin America. This will allow you to “make the global local” by
translating regional issues that are important in Latin America to the local context. Through your
conversations and interviews with immigrants who have lived experience in Latin America, you
will gain insight into how the geography, history, economy, politics, etc. of a given country impact
real people’s lives.
Required Reading
Clawson, David L. 2012. Latin America and the Caribbean. New York: Oxford University Press.
Miller, Shawn William. 2007. An Environmental History of Latin America. New York: Cambridge
University Press.
Sarah Blue, Department of Geography, Service Learning Faculty Fellows Program Proposal, pg. 6
Kinzer, Stephen. 2006. Overthrow: America’s Century of Regime Change from Hawaii to Iraq. New
York: Times Books.
Additional Required Readings will be accessible via TRACS as the semester proceeds.
Assignments and Grading:
1. Exams – there is one midterm and one final exam for the course. Each exam is worth 25% of your
total grade. Exams are not cumulative. You are responsible for all material covered in class and
assigned readings. I will provide a list of terms to study for the exam, which you will get one week
before each exam.
2. Map quizzes – you will have 2 map quizzes throughout the semester, worth 7.5% of your total
grade. These quizzes are designed to familiarize you with the region we are studying as well as to
help you develop map-reading skills.
3. Service Learning Project – This project gives you the opportunity to apply the concepts learned
in class through conversations with an immigrant from a Latin American country. Through
volunteering through one of several pre-established venues, you will learn about the themes we
discuss in class (i.e. your partner’s country’s race and gender relations, economic conditions,
culture, and migration patterns) directly from an immigrant who grew up in a Latin American
country. At the same time, you will have an opportunity to give back to the community through
helping your partner learn English or work on literacy skills. Throughout the semester you will
have short assignments where you report and reflect on your service-learning activities, including a
final 2-page assessment of your experience and what you and your partner learned from your time
together.
Completing the service learning hours and related assignments are worth 20% of your grade.
Alternative assignment: If you are unable to complete the service learning component of the class,
you will have the option of writing 2-3 page research papers on each designated topic instead of
interviews with an immigrant partner. These research papers will be due on the same dates as the
research papers.
4. Overthrow Paper – you will write a 2-3 page paper critically analyzing one of several themes in
the book Overthrow. The paper is worth 7.5% of your total grade and is due on ______________.
5. Migration History Paper and Map – you will interview your immigrant service learning partner
about their migration experience and write it up in a 4-5 page paper (& draw an accompanying
map), incorporating concepts we have learned in class that you will fact-check and share with your
partner.
If you do not have a service learning partner, you can choose another Latin American immigrant
who you will interview for this assignment. The paper is worth 7.5% of your total grade and is due
on ______________.
6. Class attendance and participation – I will pass around a sign-in sheet at each class meeting to
help me keep track of your attendance and participation in class.
Sarah Blue, Department of Geography, Service Learning Faculty Fellows Program Proposal, pg. 7
Grades will be weighted according to the following distribution:
Midterm
25%
Final
25%
Service learning project
20%
Map quizzes
7.5%
Overthrow Paper
7.5%
Migration History Paper & Map
7.5%
Class attendance & participation
7.5%
Final grades will be determined as follows: Total points will be weighted, converted to a percentage
and graded on a scale of A (more the 90%), B (between 80% and 90%), C (between 70% and 80%), D
(55% and 70%), and F (less than 55%).
CLASS POLICIES
Attendance policy: Lecture, and seminar attendance is essential! Being late is disruptive to the entire
class. Also, all headphones, beepers, watches with alarms, and cellular phones should be set to vibrate,
turned off or left at home.
Class Etiquette: Students are entitled to and deserve respect, courtesy and tolerance, regardless of
their race, background, religious affiliation, gender, sexual preference, disability or any other perceived
difference. Likewise, faculty, staff and fellow students deserve the same treatment from other students.
Therefore, within this class setting, no matter what communication mode is used, every effort will be
made to create a safe haven for diverse thoughts and communication.
Late Work: There will be no make-up exams or quizzes, and I do not accept late assignments. If you
have an emergency arise or any other excused absence, you must arrange to take the exam or turn in
the assignment before it is due.
Academic Honesty: I will not tolerate cheating or plagiarism and will strictly enforce university
policies regarding these two issues. Anyone caught cheating on an exam will automatically receive a
zero for that exam, and will be referred to the appropriate university committee for judicial action. If
any student copies from another student, both will receive zero for that assignment. In your writing
assignments, you must carefully cite your references. When in doubt about plagiarism, paraphrasing,
quoting, or any other activity that may be perceived as dishonest, consult the professor.
Receiving Assistance: If there is any student in the class who has need for test-taking or note-taking
accommodation, please feel free to come and discuss this with me, either after class or during my
office hours. Students are urged to contact me should they have questions concerning course materials
and procedures. If you have a disability or any other special circumstance that may have some impact
on your course work and for which you may require accommodations, please notify both myself and
the Office of Student Disability Services located at LBJ 5-5.1 (512-245-2451), as soon as possible.
Sarah Blue, Department of Geography, Service Learning Faculty Fellows Program Proposal, pg. 8
Tentative Class Schedule
Week 1 INTRODUCTION: Which countries comprise Latin America? What is a geographic study?
August 28: Introductions, Latin America as a Region - terminology
August 30: Introduction to Service Learning project: volunteer opportunities
Readings: Readings: Clawson, chapter 1
Week 2 PHYSICAL GEOGRAPHY: What are the underlying properties that govern the physical environment
and natural habitat in Latin America?
September 4: Natural regions and landforms
September 6: Latitudes, altitudinal zonation
Readings: Clawson, chapters 2 & 4, Miller, pp.119-125
Week 3 NATURAL HAZARDS and NATURAL ENVIRONMENT: What was Latin America like before
1492? What are some of the major environmental issues today in Latin America?
September 11: Indigenous society and agriculture, Pristine Myth, Colombian Exchange
September 13: Hazards and Risk – Haiti & Chile
Readings: Clawson, chapter 3 & pp.25-30, Miller, ch. 1, Roberts and Thanos, Chapter 3
Map Quiz 1: Mexico, Central America, Hispanic Caribbean 9/8
Week 4 PEOPLING THE REGION to 1820: Who were the original habitants of Latin America, and how did
the region change during the colonial period?
September 18: Indigenous peoples - culture and knowledge, colonial transformations, slavery
September 20: case studies: Sugar, Silver, Brazilwood, Diamonds, Whales (Miller, ch. 3)
Readings: Clawson, chapter 5, Miller, pp. 49-56, ch. 3
Map Quiz 2: South America, 9/29
Week 5 POPULATION, RACE AND IDENTITY: How are populations changing? How has the status of
indigenous populations changed over time? How is race understood differently in Latin America?
September 25: Population Trends, Immigration, Indigenous Rights
September 27: Race and Race Relations, Racial (In)equality and Affirmative Action
Readings: Clawson, ch. 7; Htun 2005, Blue 2007
SL Project I due: Race & Identity, Reflection I
Week 6 POLITICS and FOREIGN INTERVENTION: What was the motivation of US intervention in Latin
America? How were those interventions interpreted in Latin America? What are the political legacies of
those interventions?
October 2: Political Independence, US Influence, Cold War and Military Dictators
October 4: Drug Wars – Colombia and Mexico
Readings: Clawson, ch. 6, Miller, pp. 105-119, Kinzer (Overthrow), pp. 1-6, 107-108, 214-216
Week 7 REBELLION AND REFORM: How did Cold War politics influence the developmental trajectory in
Cuba?
October 9: Overthrow case studies
October 11: Revolution and Socialism - case study: Cuba
Readings: Blue 200, tba
October 9: Overthrow Paper Due
Week 8 GENDER ROLES and RELIGION: How do gender roles influence people’s lives in Latin America?
What religions are practiced in Latin America and how are they changing?
October 16: Midterm Exam
October 18: Honor and shame, status of women, religion
Readings: Clawson, chapters 8 & 9
Sarah Blue, Department of Geography, Service Learning Faculty Fellows Program Proposal, pg. 9
Week 9 CLASS HIERARCHIES and LIFE CHANCES: How does one’s income and class influence their
quality of life or chances at upward mobility in Latin America?
October 23: Socioeconomic differences, poverty reduction, affirmative action
October 25: No Class (REP conference) – work on Overthrow paper
Readings: Clawson, ch. 7;
SL Project II due: Gender Roles & Religion, , Reflection II
Week 10 AGRICULTURE and AGRARIAN DEVELOPMENT: How has agriculture influenced Latin
American society and how has it changed over time?
October 30: Agriculture from colonial times to the present
November 1: Amazonian black soils, Cuba’s organic revolution
Readings: Clawson ch. 10, Miller, tba
Week 11 ECONOMICS and DEVELOPMENT: Why are so many of Latin American countries poor? What
strategies have different countries used to try to get out of poverty?
November 6: Import Substitution Industrialization, Debt, Structural Adjustment, Recent Reforms
November 8: Life in Debt video & discussion
Readings: Kent, pp. 322-347, Franko (2007) pp. 72, 104-105
SL Project III due: Economics and Development, Reflection III
Week 12 URBANIZATION and POPULATION GROWTH: What are some of the common urban issues that
Latin American countries face?
November 13: Urban Development, Urban Form, Primacy, Urban Economy, Inequality
November 15: Case Study: slum upgrading/clearance in Brazil
Readings: Clawson, ch. 12, Miller, ch. 6
Week 13 GLOBALIZATION and SOUTH-SOUTH COLLABORATION: How have Latin American countries
adapted to increasing globalization and economic integration? What alternative models exist?
November 20: Medical Diplomacy: Cuba and Venezuela
November 22: Thanksgiving holiday no class
Readings: Blue 2010
Week 14 MIGRATION, DEVELOPMENT and REMITTANCES: Why are Latin American immigrants leaving
their countries and coming to the United States? How does emigration affect communities in Latin America?
November 27: Migration and Development
November 29: Transnationalism and Remittances
Readings: tba
November 29: Migration History Paper & Map due
Week 15 MIGRATION and THE DIASPORA: How important are Latino migrants to the U.S. society and
economy? What are some of the major policy debates around immigration in the U.S. and how do they affect
Latino migrants?
December 4: Latinos in the United States - Migration Patterns and Trends
December 6: Migration Policies and their impacts: DREAM Act, Undocumented Immigration
Readings: Martin & Midgley 2006, Immigration: Shaping & Reshaping America, Martin & Midgley
2010, Immigration in America
SL Project IV: Final Report due
Final Exam:
Tuesday, December 11, 2-4:30pm
Sarah Blue, Department of Geography, Service Learning Faculty Fellows Program Proposal, pg.
10