LEARNING THROUGH SERVICE: THEORY AND APPLICATION
STDEV 290
Section 001, 1 credit
Wednesdays 5:00-5:50pm, 3712 HBLL
Fall Semester 2013
Instructor:
TA:
Casey Peterson
Peter Moody
2010 WSC
422-1281
casey_peterson@byu.edu
801-632-7992 peterismoody@gmail.com
Office Hours: appointments available on request
Course Rationale
It is important that students become acquainted with the practice and philosophy of
service and learning as fundamental to their realization of the Aims of a BYU Education.
Enhanced attitudes about community and service and the commitment to a lifelong
pattern of learning are intended outcomes of a BYU educational experience. Therefore,
students should understand and appreciate the various figures, philosophies, and inherent
motivations that have shaped their approach to service and how such involvement can
create rich contexts for learning and personal development.
The purpose of this course is to build or strengthen the link between theories regarding
altruistic helping behaviors, social action, and actual service and learning experiences.
This course will examine various educational theories and principles of service as well as
key religious and historical figures who have modeled service in their lives. The course
will challenge students to utilize content knowledge and practical skills from the
classroom experience as a means of self-assessment and learning application in their
service “field” experience. The course will prepare students to be more thoughtful as
reflective learners and community assets not just charitable volunteers.
Course Objectives
1. To have students explore and apply service and learning theories in their personal
service interactions. Students in the course are expected to spend time each week in a
volunteer service setting as a “lab” or “text” for the class.
2. To have students assess personal motivations and capacities for service. Pre-test
and post-test survey instruments related to service participation will be available to
students who would be willing to participate in a research study.
3. To help in the crystallizing of a students’ service “identity,” and aspirations for
meaningful future service. Students will explore their roles as citizens and potential
service opportunities and responsibilities related to family, civic, career, and church
life.
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4. To enhance their ability to gain related competence, skill, and understanding by
reflecting on their service. Action-reflection tools and concepts will be modeled in the
course to encourage students to make intentional learning connections with their
personal values, beliefs, academic interests, individual skills, etc, and their service
contributions.
Course Training Philosophy
By its nature, this course requires learners to reflect on the concepts examined in the
classroom in relation to their own individual out-of-class service experience. The major
vehicle for this integration is the Reflection Paper which is submitted for each of the
theories or approaches studied. These papers form the basis for small and large group
discussion. In addition, these papers may serve as opportunities to develop insights for
the personal Philosophy of Service Creative Project, the course’s concluding activity.
These papers may also draw from or complement course readings and guest
presentations. Though not a course requirement, students are strongly encouraged to keep
a regular journal to aid in their reflection and development of insights and ideas.
Course Requirements
Service Requirement
Students are required to have a regular out-of-class community service context with an
agency in the local community. This field experience is necessary for course discussion
and application purposes. However, grading for the course is based on course
participation (discussion, presentations, written assignments) which elicit what is being
learned from the service, rather than the actual service (hours, site evaluation, outcomes).
Though there is no minimum service hour requirement, you will be required to report the
number of service hours you have given at the end of the semester or you may report
them on reflection papers. The number of service hours given will not affect the grade on
your paper, unless you have not participated in any service hours, in which case your
grade will be adversely affected.
Assignments & Grading
Attendance, Readings, and Participation (120 points/30% of grade): Attendance is
essential since you will get out of this class what you put into it. Participation entails
more than just verbal interaction. Thoughtful preparation, attentiveness, and willingness
to share will greatly aid in class discussions and add greater depth to your reflection and
service experiences.
Weekly reading assignments and materials on the approved reading list are intended to
stimulate thought and discussion, as well as to serve as a catalyst for examining your
personal motivations for serving and the personal benefits (learning) that can be derived.
Grading for reading assignments will be incorporated into weekly discussions and written
assignments.
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This class is intended to be interactive. Be prepared to contribute to each class lecture or
group discussion by considering the following types of reflection questions:
1. What segments of the reading were most stimulating? Why?
2. What views about human nature, education, society, and religion are espoused by
this philosophy/concept?
3. What elements of this reading are relevant to my personal life and potential career
path?
4. What elements of the reading are compatible with my own
beliefs/goals/expectations?
5. What do I think I know about this?
6. What questions do I have?
7. What surprising discoveries have I made?
Reflection papers (100 points/25% of grade): Each paper should be a minimum of one
page and a maximum of two pages in length: typed, double spaced. Papers should explore
your reaction to the assigned reading for the class, but may also incorporate
considerations from other lectures, discussions, assigned readings, or service experiences.
Late papers will be penalized one point per day if submitted late.
Philosophy of Service (100 points/25% of grade): The purpose of this creative project
is for you to reflect on and further develop your own philosophy of service by examining
the individuals, groups, philosophic movements, learning experiences, etc. that have had
a significant influence on your views, decision making, personal insights, and knowledge.
This is an opportunity for you to consider how service can transform your learning and
life experiences. This project should be both imaginative and introspective. Examples
include: video, short story, allegory, song, poetry, skit, dance, art, etc.
Another option, if you choose, is a traditional written paper (6-8 pages) where you would
discuss your practical service experience this semester. In the paper you should identify
both high and low points in this service, describe what you think the results/consequences
of your service will be, and integrate some of the service experiences you had with our
class readings and discussions we had this semester. Also include how the service you
give in the future will be different as a result of this class. Ultimately this creative project
is intended to be more than just a compilation of ideas and resources, but rather an
integration of your personal path to service and learning.
Final Exam (80 points/20% of grade): You will write two brief in-class essays in
response to specific reflection questions.
Grade Scale
380-400 A (95-100%) 348-359 B+ (87-89%) 320-331 B- (80-82%)
360-379 A- (90-94%) 332-347 B (83-86%) 300-319 C+ (75-79%)
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Course Schedule (subject to change)
Class #1 September 4
Title
Topics covered
Reading due
Assignment due
Introduction
Course orientation, expectations, getting to know class members
None
None
Class #2 September 11
Title
Topics covered
Reading due
Assignment due
Service: A BYU Tradition
Definitions of Service, how to write a reflection paper
BYU Mission Statement and Aims of A BYU Education
None
Class #3 September 18
Title
Topics covered
Reading due
Assignment due
Motivation: Why do we serve?
Different motivations for giving service
“Why Do We Serve,” “The Dedication of a Lifetime”by Elder Dallin H. Oaks
Reflection Paper #1
Class #4 September 25
Title
Topics covered
Reading due
Assignment due
Think before you serve
Thought processes about service
“The Starfish Story” and “Starfish Hurling and Community Service”
None
Class #5 October 2
Title
Topics covered
Reading due
Assignment due
Helping Change Occur
Leading Service
“Helping Change Occur” by Elder Neal A. Maxwell, “Service” by Elder Steven
E. Snow
Reflection Paper #2
Class #6 October 9
Title
Topics covered
Reading due
Assignment due
The Ethic of Care vs. Service
Share your Assets (Asset Based Community Development simulation)
“Regenerating Community” by John L. McKnight
Reflection Paper #3
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Class #7 October 16
Title
Topics covered
Reading due
Assignment due
Responding to Needs
Small group presentations on service responses
None
One page summary of your group’s presentation
Class #8 October 23
Title
Topics covered
Reading due
Assignment due
Service and Love
Serving people and causes we care about
“We Love Those We Serve” by Elder Vaughn J. Featherstone and “We Serve
That Which We Love” by Elder Marvin J. Ashton.
Reflection Paper #4
Class #9 October 30
Title
Topics covered
Reading due
Assignment due
Midterm Exam- Reflection
How to make meaning of service experiences, learning through service
Class #10 November 6
Title
Topics covered
Reading due
Assignment due
Making a Difference- Careers in Public Service
Guest Speaker…
One page outline of Philosophy of Service Creative Project proposal
Class #11 November 13
Title
Topics covered
Reading due
Assignment due
Making a Difference
Philanthropy, Creativity, Motivation
“Public Service and Private Misery” by David Harriman. “Why Giving
Matters” by Arthur C. Brooks
Reflection #5
Class #12 November 20
Title
Topics covered
Reading due
Assignment due
Creative Service Projects
Presentation of individual creative service projects
None
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Class #13 December 4
Title
Topics covered
Reading due
Assignment due
Creative Service Projects
Presentation of individual creative service projects
None
None
Class #14 December 11
Title
Topics covered
Reading due
Assignment due
Creative Service Projects
Presentation of individual creative service projects
None
None
Final Exam December 18
Title
Topics covered
Reading due
Assignment due
Final Exam
Themes and ideas previously covered in class
None
Any outstanding assignments should be submitted by this date to be
considered for partial credit
PREVENTING SEXUAL HARRASSMENT
Title IX of the Education Amendments of 1972 prohibits sex discrimination against any
participant in an educational program or activity that receives federal funds. The act is
intended to eliminate sex discrimination in education. Title IX covers discrimination in
programs, admissions, activities, and student-to-student sexual harassment. BYU's policy
against sexual harassment extends not only to employees of the university, but to students
as well. If you encounter unlawful sexual harassment or gender based discrimination,
please talk to your instructor, contact the Equal Employment Office at 422-5895 or 3675689 (24-hours), or contact the Honor Code Office at 422-2847.
STUDENTS WITH DISABILITIES
Brigham Young University is committed to providing a working and learning atmosphere
that reasonably accommodates qualified persons with disabilities. If you have any
disability that may impair your ability to complete this course successfully, please contact
the University Accessibility Center (422-2767). Reasonable academic accommodations
are reviewed for all students who have qualified documented disabilities. Services are
coordinated with the student and instructor by the UAC. If you need assistance or if you
feel you have been unlawfully discriminated against on the basis of disability, you may
seek resolution through established grievance policy and procedures.
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