COMMUNITY-ENGAGEMENT LEAP 1101- 03
Fall Semester 2013
Dr. Carolan Ownby
COMMUNITY AS IDEA AND EXPERIENCE:
DEFINITION OF THE OTHER
It is a little dangerous to live in a society which is closed up like a shell. We petrify there and grow unaccustomed
to fresh air and fresh ideas.
--Jawaharlal Nehru
This LEAP sequence of classes will explore the theme of Community: how it is defined theoretically and how it
operates in reality. This semester we will focus on the process of exclusion, especially as it is motivated by
perception of race and class. We will examine this process in three contexts: national, international [specifically
South Africa], and global [the UN, Europe, the USA, and Rwanda]. We will also explore the impact an individual
has on community through service. Questions which we will consider are:
•
What is Community-Engaged Learning? How does it differ from service?
•
What does it mean to be a citizen?
•
What is “ideology”? How does it affect the actions of a community?
•
What is “race”?
•
How has race been defined historically? How has this definition become institutionalized?
•
What is the connection between race and class?
•
What responsibility does a community have to its less fortunate citizens?
•
How does a rigid definition of community like apartheid [1948-1990] affect society in general?
•
Can the goals of general society be reached by separation, or will one group inevitably be favored over the
others?
•
Can the building of communities transcend a system like apartheid, and if so, how?
•
Where is the road to reconciliation?
•
What is ubuntu?
•
What is globalization, and are its effects inclusive or exclusive?
•
Can the “haves” and the “have nots” of the world come together satisfactorily?
•
What responsibility do we owe the global community as individuals?
•
Do global organizations have a duty and/or right to intervene in the affairs of nations?
•
Can one individual make a difference in a community?
REQUIRED READING
Goodman, David. Fault Lines. [1999]
McIntosh, Peggy. “White Privilege: Unpacking the Invisible Knapsack”. *
Shipler, David K. The Working Poor: Invisible in America. [2004]
Straus, Scott. The Order of Genocide: Race, Power, and War in Rwanda. [2006]
The Image Archive on the American Eugenics Movement.
http://www.eugenicsarchive.org/eugenics/branch.pl
RECOMMENDED READING
Cress, Christine M, Peter J. Collier, Vicki L. Reitenauer. Learning Through Serving [2005]
WHERE TO REACH ME:
Office: 156 Sill Center
Office Hours: Tuesday/Thursday, 9:30-10:30; and by appointment
Office telephone: 581-3447
Sill Center telephone: 581-3811
E-mail: c.ownby@leap.utah.edu
PEER ADVISOR
Heather King
435-890-2864
u0792474@utah.edu
LIBRARY INSTRUCTOR
Emily Bullough
801-581-7711
Emily.bullough@utah.edu
REQUIREMENTS. The student’s grade will be earned as follows:
15
CRs
[Critical Responses]
Library Assignment #1
Library Assignment #2
Library Assignment #3
Library Assignment #4
Library Assignment #5
“The Other” CR
“Hotel Rwanda” guide CR
Picture quiz CR
Eugenics Scavenger Hunt CR
Convocation CR
Glenn Bailey Workshop response
CEL Plan
CEL Journal [3]
25
CEL Hours [includes any orientation] – [Due 7 December or earlier]
15
Midterm on the Construction of Race
15
Paper on Goodman
20
Team Presentation: Global Community Responsibility [includes evaluation of your and other teams]
10
CEL Reflection Session and Final Reflection Paper
________________________________________________________________
100
TOTAL
Extra credit: 3 extra credit CRs maximum, which you can select from the following list:
[Note: you must use three different categories]
1.
Attend one LEAP activity [picnic, etc.]
2.
Watch and write a review of one South African film approved by Dr. O [list on Canvas]
3.
Watch and write a review of one film on race approved by Dr. O [list on Canvas]
4.
Attend one lecture, film, exhibition, etc., on campus, approved by Dr. O
5.
Attend either the Majors Expo or a Majors workshop
6.
Attend a Service House Dialogue
7.
Take one of the “Project Implicit” tests on Canvas, and write a one-page response
GRADING : I do not grade on a curve. Your grade will be based on the total number of points you have earned by
the end of the quarter.
94% and above
90-93%
87-89%
84-86%
80-83%
77-79%
74-76%
70-73%
67-69%
64-66%
60-63%
Below 60%
A
AB+
B
BC+
C
CD+
D
DE
CLASSROOM POLICY AND STRATEGY: Assigned work will be due in class on the due date, or posted on
Canvas. If you email or post an assignment, your time stamp must be 10:45 AM or earlier [the beginning of
class]. Any assignment may be turned in early. Late assignments [other than CR s which cannot be turned in
late] will only receive partial credit unless prior arrangements are made. Unless you make prior
arrangements, an assignment left in my box is not on time, even if it is there on the assigned day.
CRs [Critical Responses] are short exercises intended to aid and assess your understanding of covered material.
They may be given 1, .5, or 0 points credit [or potentially 1% of your final grade]. They may be assigned to be
turned in later, or assigned at the beginning of class to be done in class, or formulated as a result of group activity
during class. Because they contribute to class discussion and reward class attendance, CRs cannot be made up for
any reason.
COMMUNITY ENGAGED LEARNING (or CEL): This class gives you three hours of Community-EngagedLearning credit, and the service component constitutes roughly 30% of your grade. To earn this you will do 2-3
hours of service per week plus complete reflection assignments as listed above. CEL focuses on the connection
between course content and experience in the ‘real world.’ The value of CEL is that your service experience gives
you more insight into the things we discuss in class. To take one example, we will read about the general problems
of poverty in class, but if you work at a food bank you will understand the problem as it exists in Utah. You learn
from the experience and people with whom you work, and in turn you share that insight with the rest of the class in
reflection sessions. Because your service experience has to relate to the curriculum, the service you do must be
in certain areas. The kinds of programs you may work with include tutoring adult ESL learners, mentoring refugees
and/or children from refugee families, working with potential first generation college students, and working at the
Crossroads Urban Center food bank. You will be provided with a full list of options by the second week of class,
and you will be required to give me a service plan by the end of the third week, in which you outline which service
you intend to do and verify that you have made the necessary connections and/or attended any required orientations
[I will provide you with orientation information when possible]. You are responsible to alert me to any problems as
soon as possible so that I can help you solve them.
LEAP classes have large reading loads. Reading assignments will be about 50 pages for each class period,
although if you spread the reading out by doing a little every day it becomes much easier. The class depends on
discussion rather than lecture, which means you must come prepared to discuss by doing the reading.
If you make a serious commitment to doing five things, you can succeed in this class. First, you cannot fulfill the
requirements for the class unless you attend regularly. Secondly, be on time. Excessive tardiness is bad etiquette
in a university class. Third, come to class ready to participate. I am not a T.V. and you are not a sponge. A
class such as this depends on your contribution to discussion. You can’t contribute without doing the reading on
schedule or before. Fourth, be willing to ask questions when necessary. There is no such thing as a “dumb
question.” Finally, refer to this syllabus regularly. The syllabus is your friend.
The above paragraph means that you are an active participant in class. For me, that precludes your multitasking.
Online games, shopping, and Facebook are not appropriate activities during a college class. Accordingly, please
turn cell phones off. Please do not text during class. Please do not use your laptop during class. I will
consider your use of cell phones, texting and laptops as an invitation to call on you more often.
UNIVERSITY POLICY: ACCOMMODATION FOR STUDENTS WITH DISABILITIES: Read the
following statement and, if it applies to you, please visit the University’s Center for Disability Services:
“The University of Utah seeks to provide equal access to its programs, services and activities for people with
disabilities. If you will need accommodations in this class, reasonable prior notice needs to be given to the
instructor and to the Center for Disability Services, 162 Olpin Union Building, 581-5020 (V/TDD) to make
arrangements for Accommodations.
“All Printed information for this course can be made available in alternative format with prior notification to the
Center for Disability Services.”
PLAGIARISM: The University defines plagiarism as “ the intentional unacknowledged use or incorporation of any
other person's work in, or as a basis for, one's own work offered for academic consideration or credit or for public
presentation. Plagiarism includes, but is not limited to, representing as one's own, without attribution, any other
individual’s words, phrasing, ideas, sequence of ideas, information or any other mode or content of expression.” The
University’s punishment for plagiarism is an automatic “no credit” in the course. Further disciplinary action may be
taken. If you plagiarize a paper for my class [in part or in whole] you will get zero credit for that paper.
SOCIAL AND BEHAVIORAL SCIENCES STATEMENT:
Courses in social sciences help students understand institutions, cultures, and behaviors. Such courses acquaint
students with fundamental concepts, theories, and methods of analysis. They enable students to think critically about
human behavior and society.
HEATHER’S MISSION STATEMENT:
My mission as a Peer Advisor is to assist my LEAP students in any way I can to make them a successful engaged
student at the University of Utah. My role as Peer Advisor extends well beyond the classroom setting. Therefore, I
want to encourage students to become involved in University life, become a friend and mentor to my students, as
well as set an example of responsibility and commitment to a well-rounded education. My goal is to be dedicated to
the LEAP students and take the time to get to know each person individually and assist them to the best of my ability.
I recognize I will not have the answers to all the questions, but I will seek outside resources to answer any questions
students may have. I promise to welcome feedback and do my best to continually improve to make LEAP the best
experience for the students.
THE PROFESSOR’S RESPONSIBILITY:
•
I will treat you with dignity and respect.
•
I will be ready to start the class on time.
•
I will end the class on time or within three minutes of the scheduled ending time.
•
I will follow the syllabus as closely as possible. If the dynamics of the class make changes necessary I will
discuss those changes with the class before making them.
•
I will be prepared to make class time valuable to those who attend.
•
I will check my email regularly and answer email questions within 24 hours.
•
I will be available during my scheduled office hours.
THE STUDENT’S RESPONSIBILITY:
•
The student will treat the professor and the other students with dignity and respect [no talking when I, the
PA, or one of your peers is talking].
•
The student will arrive for class on time.
•
The student will bring the text we are reading to class.
•
The student will stay to the end of class both mentally and physically. S/he will not spend the last five
minutes of class packing up.
•
•
•
•
The student will not text or answer phone calls during class.
The student will not use laptops during class for anything except taking notes.
The student will not sleep during class.
The student will not do homework for classes or read newspapers during class.
LEARNING OBJECTIVES FOR SERVICE LEAP 1101
This class adopts the Essential Learning Outcomes coming from Liberal Education and America’s Promise
(LEAP), namely:
Knowledge of Human Cultures and Physical and Natural World
Through study in the social sciences, and histories.
Focused by engagement with big questions, both contemporary and enduring.
•
•
•
by examining the question of how cultures treat diversity
by focusing on social construction of concepts such as race
by fostering a critical understanding of beliefs about definition of the other in the comparative contexts of
the USA, South Africa, and the world from a social science perspective
Intellectual and Practical Skills, Including
•
Inquiry and analysis
•
Critical and creative thinking
•
Written and oral communication
•
Teamwork and problem solving
Practiced extensively, across the curriculum, in the context of progressively more challenging problems, projects,
and standards for performance.
by offering incrementally more challenging tasks over the course of the semester such as:
•
reading and class discussion
•
written comparative papers
•
a final team debate about the response of the world communities [or lack thereof] to the 1994 genocide in
Rwanda
Personal and Social Responsibility, Including
•
Civic knowledge and engagement – local and global
•
Intercultural knowledge and competence
•
Ethical reasoning and action
•
Foundations and skills for lifelong learning
Anchored through active involvement with diverse communities and real-world challenges
•
•
•
•
by focusing on construction of “Race” in the USA as well as reaction to it (such as eugenics)
by developing a sense of personal responsibility to the community outside of the University environment by
participating in Community-Engagement activities with the following community partners: Hser Ner Moo,
Crossroads Urban Center, IRC, Washington Elementary, West High School, and Horizonte.
by reflecting on knowledge gained through the service-learning experience
by reflecting on the difference one community or one individual can make
Integrative Learning, Including
•
Synthesis and advanced accomplishment across general and specialized studies
Demonstrated through the application of knowledge, skills, and responsibilities to new settings and complex
problems
•
•
•
•
•
by emphasizing the connection of history, specifically scientific racism and eugenics, to the present
by challenging the student to use more general knowledge of construction of race in the USA to understand
diversity in specific world settings such as South Africa and Rwanda
by acquiring knowledge of library technologies
by participating in a sequence of library instructional classes designed for this course
by learning appropriate search strategies in appropriate databases for social sciences
CLASS SCHEDULE
Please note that the reading listed for any particular day should be done BEFORE you come to class on that
day. Assignments are subject to change with prior notice.
Week I
Aug
26
28
30
Week II
Sept
2
4
6
7
Introduction to the Class
Community
“Us versus Them”
What is this thing called “Community Engagement”?
Service at Horizonte; Service at Crossroads Urban Center
Global Community Responsibility debate introduced
“The Other” CR introduced
Service at Washington Elementary
NO SCHOOL: LABOR DAY
Shipler, Introduction, Chapter 1
Domoina Voniarisoa and Raunde Everett: Service at Hser Ner Moo
LEAP Convocation, 4pm-5pm. Required. Gazebo in Officer’s Circle
Shipler, Chapters 2 and 4
Lyn Spataro: Service at IRC
DUE: “The Other” submitted on Canvas by 5pm today
Week III
9
11
13
LIBRARY VISIT #1 Marriott Room 1735
Shipler, Chapters 6 and 7
Service: LEAP to the U
DUE: “Hotel Rwanda” guide
Shipler, Chapters 8 and 9
Becoming a CEL Scholar
DUE: Your service plan for the semester
Week IV
16
18
20
Film: “A Place at the Table”
Glenn Bailey workshop on “Making it in Utah” – ST 104
Shipler, Chapters 10 and 11
DUE: CEL Journal #1 on Canvas by 10pm
The strange case of race
Race as a social construct
McIntosh, “White Privilege: Unpacking the Invisible Knapsack”
Eugenics CR introduced
Opening LEAP Picnic
23
25
LIBRARY VISIT #2
Marriott Room 1735
Film: “Race: the Difference Between Us”
Week V
27
Week VI
30
Oct
2
4
Week VII
7
9
11
Monogeny, polygeny, and Morton’s measuring skulls
Goddard, the Unilinear scale of intelligence, immigrants and the Kallikaks
DUE: Eugenics Scavenger Hunt CR
University College advisor in class: how to register for Spring Semester
WWI Army tests and the 1924 Immigration Restriction Act
LIBRARY VISIT #3
Marriott Room 1735
CEL check: What have you learned so far?
IN-CLASS MIDTERM on construction of race: bring blue book
FALL BREAK OCT 13-20
Week VIII
Week IX
21
23
25
LIBRARY VISIT #4
Marriott Room 1735
Intro to apartheid
Goodman, 1-76
Paper on Goodman introduced
Afrikaner historical myth and laager mentality
Goodman, 78-129
Mid-semester service hour check
DUE: CEL Journal #2 on Canvas by 10pm
Last day to withdraw from classes
Week X
28
30
Nov
1
Goodman, 134-169
Goodman, 173-205
Sharpeville, Mandela and the ANC
Goodman, 287-308
Biko, Black Consciousness, and the Soweto Riots
Final Reflection Paper introduced
Week XI
4
6
8
Week XII
11
13
15
Week XIII
18
20
22
Week XIV
25
27
LIBRARY VISIT #5
Marriott Room 1735
Goodman, 317-344
Inkatha v. ANC; Third Force, Vlakplaas
Ubuntu
Film: “Long Night’s Journey into Day”
LNJD continued
LNJD continued
DUE: Goodman paper
Straus, 1-40
“The Rwandan genocide is not only about the evil that is possible. It is also about the
complacency exhibited by those who have the responsibility to confront that evil.” – Michael
Barnett
Straus, 40-64
Straus, skim 65-87; carefully read 87-94
DUE: CEL Journal #3 on Canvas by 10pm
Straus, 122-152
Film: “Shake Hands with the Devil”
Straus, 153-174
Consultation on Canvas with Dr. O and Peer Advisor about team presentation
29
Week XV
Dec
2
4
6
NO SCHOOL: THANKSGIVING BREAK
“Shake Hands with the Devil” continued
Straus, 224-246
Discussion: Should the UN have intervened in Rwanda?
Discussion: Should Belgium have intervened in Rwanda?
DUE: All extra-credit CRs, and corrections to Canvas grades
Week XVI
9
11
13
Discussion: Should France have intervened in Rwanda?
Discussion: Should the USA have intervened in Rwanda?
Reflection Session
DUE: All service hours with signatures
DUE Final Reflection Paper on Canvas by 10pm