Achieving Diversity through Service-Learning: Practical Suggestions for Developing Curricula &...

Achieving Diversity through Achieving Diversity through Service-Learning: Practical Service-Learning: Practical Suggestions for Developing Suggestions for Developing

Curricula & Evaluating Curricula & Evaluating Diversity OutcomesDiversity Outcomes

Susan C. Harris, Ph.D. & Carol Brown, M.A.Susan C. Harris, Ph.D. & Carol Brown, M.A.University of Southern CaliforniaUniversity of Southern California

Association of American Colleges & UniversitiesAssociation of American Colleges & UniversitiesDiversity, Learning, and Inclusive Excellence:Diversity, Learning, and Inclusive Excellence:

Accelerating and Assessing ProgressAccelerating and Assessing Progress

Long Beach, CALong Beach, CAOctober 17, 2008October 17, 2008

Overview of PresentationOverview of Presentation Goal: to identify effective ways to Goal: to identify effective ways to

incorporate diversity related objectives into incorporate diversity related objectives into service learning courses and programsservice learning courses and programs

Importance of diversityImportance of diversity Ways in which diversity is conceptualized, Ways in which diversity is conceptualized,

incorporated, and assessed in the service-incorporated, and assessed in the service-learning fieldlearning field

Common problemsCommon problems Practical Applications for designing rigorous Practical Applications for designing rigorous

service-learning programs that achieve service-learning programs that achieve positive diversity related outcomespositive diversity related outcomes

Diversity

Diversity as a university mission– Diversity requirements on campus can play a

role in reducing racial prejudice– AAC&U’s Making Excellence Inclusive

Diversity

Diversity as a primary goal/outcome for service- learning– Service-learning participation is often found to

reduce negative stereotypes & increase tolerance of diversity

– Overlap in goals of higher education & service-learning

(References: Eyler & Giles Jr., 1999; Milem, Chang, & Antonio, 2005)

Educators’ Views:The Essential Learning Outcomes

• Knowledge of Human Cultures and the Physical and Natural World

– Through study in the sciences and mathematics, social sciences, humanities, histories, languages, and the arts

Focused by engagement with big questions, both contemporary and enduring

• Intellectual and Practical Skills, including– Inquiry and analysis– Critical and creative thinking– Written and oral communication– Quantitative literacy– Information literacy– Teamwork and problem solvingPracticed extensively, across the curriculum, in the context of progressively more challenging problems, projects, and standards for performance

Educators’ Views:The Essential Learning Outcomes

• 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 learningAnchored through active involvement with diverse communities and realworld challenges

• Integrative Learning, including– Synthesis and advanced accomplishment across general and specializedDemonstrated through the application of knowledge, skills, andresponsibilities to new settings and complex problems

Source: Schneider, 2008, AAC&U

Service-learning and DiversityService-learning and Diversity

Conceptualizations of diversity in the Conceptualizations of diversity in the service-learning literature:service-learning literature:– Diversity as an attitudeDiversity as an attitude– Diversity as a practice, policy or skillDiversity as a practice, policy or skill– Diversity as a learning outcomeDiversity as a learning outcome

AssessmentAssessment

Quantitative assessmentQuantitative assessment– In service-learning In service-learning – Looking to other fields as a starting Looking to other fields as a starting

pointpoint Qualitative assessmentQualitative assessment

– Useful way to assess not only student Useful way to assess not only student attitudes but also how students are attitudes but also how students are connecting class content to their connecting class content to their experiences in the communityexperiences in the community

Teaching Diversity

Review of select service-learning course syllabi (from www.campuscompact.org)

Sociology: 41 syllabi, 26 that deal with diversity in some way– Explicit goal of the course– Topic of assignments– Topic of readings (most common)– Goal of service-learning

USC Joint Educational USC Joint Educational ProjectProject

Established in 1972Established in 1972 Places approximately 1000 students Places approximately 1000 students

in service-learning assignments in service-learning assignments every semesterevery semester

Peer educator model “(Program Peer educator model “(Program Assistants”)Assistants”)

Source: USC Civic and Community Relations

USC USC studentstudent body (Fall 2007) body (Fall 2007) Population: 33,408 students, approximately Population: 33,408 students, approximately

half of which are undergraduates at the half of which are undergraduates at the “University Park” campus“University Park” campus

Race & Ethnicity:Race & Ethnicity:– 6% African American6% African American– 22% Asian American22% Asian American– 13% Latino13% Latino– 1% Native American1% Native American– 47% White47% White

5800 international students:5800 international students:– 27% from India27% from India– 42% from east Asian countries42% from east Asian countries– 4.4% from Canada4.4% from Canada

University Park Community University Park Community (2000 (2000 Census)Census)

Population: 66,832 Population: 66,832 (excludes on-campus student (excludes on-campus student population)population)

Race & Ethnicity:Race & Ethnicity:– 21% African American21% African American– 8% Asian American8% Asian American– 57% Latino57% Latino– 1% Other1% Other– 11% White (non-Hispanic)11% White (non-Hispanic)

Large immigrant population:Large immigrant population:– 44% of population foreign born44% of population foreign born

38% from Mexico38% from Mexico 24% from El Salvador24% from El Salvador 10% from Guatemala10% from Guatemala

– 61% speak a language other than English at home61% speak a language other than English at home

Learning Diversity Learning Diversity through Service-Learningthrough Service-Learning

Exposure ≠ UnderstandingExposure ≠ Understanding Analysis of Students’ Early EssaysAnalysis of Students’ Early Essays

– Stereotyping:Stereotyping: Tendency to make unwarranted, Tendency to make unwarranted, stereotyped, and sometimes racist conclusions based on stereotyped, and sometimes racist conclusions based on selective perceptions.selective perceptions. ““The Mexican kids in the class are at a disadvantage, The Mexican kids in the class are at a disadvantage,

compared to the black kids, because none of them speak compared to the black kids, because none of them speak English as their native language.” English as their native language.”

““These children have tended to be somewhat noisy, which These children have tended to be somewhat noisy, which is disrespectful, as I am rather certain that most of the time is disrespectful, as I am rather certain that most of the time they (eventually) notice that I am reading with a student in they (eventually) notice that I am reading with a student in the hallway. They also act rather inappropriately; for the hallway. They also act rather inappropriately; for example, I discovered that one or two boys were spitting example, I discovered that one or two boys were spitting over the railing onto the steps below …. Furthermore, their over the railing onto the steps below …. Furthermore, their topics of conversation are not appropriate for their age topics of conversation are not appropriate for their age levels. … levels. … Perhaps these children have grown up Perhaps these children have grown up without their parents around as much, and therefore without their parents around as much, and therefore they do not always understand that discipline is they do not always understand that discipline is usually not optional.” usually not optional.”

Analysis of Students’ Early EssaysAnalysis of Students’ Early Essays

Analysis of Students’ Early EssaysAnalysis of Students’ Early Essays– ““N of 1”: N of 1”: The problem of making sweeping The problem of making sweeping

generalizations about an entire group based on only one generalizations about an entire group based on only one or two examples or instances. or two examples or instances. ““Aldo told me that his mother babysits during the day and Aldo told me that his mother babysits during the day and

works at the factory at night. works at the factory at night. All the parents are All the parents are working 2-3 jobs to support their families, leaving working 2-3 jobs to support their families, leaving them with no time or energy to help their kids with them with no time or energy to help their kids with their homework.” their homework.”


Analysis of Students’ Early EssaysAnalysis of Students’ Early Essays– ““Blaming the Victim”: Blaming the Victim”: Assuming that individual Assuming that individual

qualities and characteristics explain entirely why a qualities and characteristics explain entirely why a person lives in poverty, is unemployed, etc. Ignoring the person lives in poverty, is unemployed, etc. Ignoring the social factors that affect the conditions of the social factors that affect the conditions of the community and its residents.community and its residents. ““Maria seems bright enough but lazy. She is big for a ten Maria seems bright enough but lazy. She is big for a ten

year old and seems to have a good vocabulary, but clearly year old and seems to have a good vocabulary, but clearly does not like school. When I asked her to do the times does not like school. When I asked her to do the times tables with me she told me that ‘math is boring.’ It’s hard tables with me she told me that ‘math is boring.’ It’s hard to stay motivated and give of myself when I encounter such to stay motivated and give of myself when I encounter such a negative attitude toward education. a negative attitude toward education. Don’t these Don’t these people realize that education is the way out of the people realize that education is the way out of the miserable life in this neighborhood?”miserable life in this neighborhood?”

Analysis of Students’ Early EssaysAnalysis of Students’ Early Essays Common problemsCommon problems

– ““Mind-Reading”: Mind-Reading”: Assuming that one knows the Assuming that one knows the underlying causes or reasons for a person’s behavior. underlying causes or reasons for a person’s behavior. Drawing conclusions based on very limited evidence or on Drawing conclusions based on very limited evidence or on one’s own projections.one’s own projections. ““Some of the parents stressed education and would walk Some of the parents stressed education and would walk

their kid all the way into class and even stay a few minutes their kid all the way into class and even stay a few minutes into class. While other parents we never saw.”into class. While other parents we never saw.”

““When riding my bike through Vermont Ave. I see the When riding my bike through Vermont Ave. I see the poverty displayed in many ways. For the most part, very poverty displayed in many ways. For the most part, very little people own cars. Most people ride the bus. Mothers little people own cars. Most people ride the bus. Mothers walk with their babies in strollers and little children beside walk with their babies in strollers and little children beside them run down past shops of thrift stores and pawnshops. them run down past shops of thrift stores and pawnshops. The elderly are often also walking long distances to the The elderly are often also walking long distances to the supermarket. supermarket. These people are always poorly dressed These people are always poorly dressed often with unhappy looks on their faces. I don’t often with unhappy looks on their faces. I don’t blame them. It’s almost a tease to see SC students blame them. It’s almost a tease to see SC students like me riding their bikes in their Adidas pants and like me riding their bikes in their Adidas pants and brand name shirt.”brand name shirt.”

Analysis of Students’ Early EssaysAnalysis of Students’ Early Essays Common problemsCommon problems

– ““White Knight Syndrome”: White Knight Syndrome”: A term that describes students A term that describes students (regardless of race) who believe their purpose as service-learning (regardless of race) who believe their purpose as service-learning students is to single-handedly uplift community residents. Students students is to single-handedly uplift community residents. Students see themselves primarily as charity providers whose very presence see themselves primarily as charity providers whose very presence in the community offers children a better shot at success in life.in the community offers children a better shot at success in life. ““I look at these kids and watch as they proudly show their affiliated I look at these kids and watch as they proudly show their affiliated

gang walks and throw their hand signs. How can this end? gang walks and throw their hand signs. How can this end? Who will Who will be the one to make those empowered to create change feel be the one to make those empowered to create change feel that they have to? that they have to? I don’t know, but I don’t know, but I do know that I, for one, will I do know that I, for one, will try.” try.”

I initially joined JEP for the extra credit that IR 210 offered, but now … I I initially joined JEP for the extra credit that IR 210 offered, but now … I am glad that I am participating in JEP. I can help kids learn and become am glad that I am participating in JEP. I can help kids learn and become more contributing citizens. In addition, I am glad that I am going to more contributing citizens. In addition, I am glad that I am going to make an influence in the lives of my students. I am going to hopefully make an influence in the lives of my students. I am going to hopefully tell them that they can make it in life and that they will be able to tell them that they can make it in life and that they will be able to better themselves through education. better themselves through education.


Common problemsCommon problems– Unwillingness to consider the salience of Unwillingness to consider the salience of

race, class, gender race, class, gender ““When will we stop asking questions about race and When will we stop asking questions about race and

gender? People will not start to be treated based on gender? People will not start to be treated based on their whole person unless we start treating them like their whole person unless we start treating them like their whole person. Why then are we asking these their whole person. Why then are we asking these questions about men and women? … questions about men and women? … Maybe if Maybe if people didn’t try so hard to pick on things like people didn’t try so hard to pick on things like height, weight, gender and skin color then height, weight, gender and skin color then these discrepancies would correct themselves.”these discrepancies would correct themselves.”

(Sources: JEP students’ journals and on-line discussions; Hondagneu-Sotelo & Raskoff, 1994)

• Student backgroundsStudent backgrounds• Awareness of student diversityAwareness of student diversity• (Pre-)assessment of students(Pre-)assessment of students

PreparationPreparation– Designing course with outcomes in mindDesigning course with outcomes in mind– Preparing students for their service-Preparing students for their service-

learning assignmentslearning assignments

Service-Learning AssignmentsService-Learning Assignments– Meaningful, mutually beneficial Meaningful, mutually beneficial

experiencesexperiences– Partnership modelPartnership model– Engage students with differenceEngage students with difference

ReflectionReflection– Developmentally-mindedDevelopmentally-minded– Recurrent throughout the semesterRecurrent throughout the semester– Employs multiple modalitiesEmploys multiple modalities– Designed to link course concepts with Designed to link course concepts with

community experiencescommunity experiences– Aligned with other course goals re: Aligned with other course goals re:

diversitydiversity– Process-orientedProcess-oriented– Frames students’ experiencesFrames students’ experiences

Reflection: Framing Students’ Experiences

“THIS HOUSE MAY BE SMALL BUT THERE IS ROOM FOR ALL FRIENDS GOD LOVE”

RReefflleeccttiioonn

Stage One: ShockStage One: Shock Journal responses are characterized by varying levels of Journal responses are characterized by varying levels of

shock, surprise, disbelief, and discomfort. shock, surprise, disbelief, and discomfort. Comments focus on vast, perceived differences between Comments focus on vast, perceived differences between

themselves and those with whom they are working. themselves and those with whom they are working. Alternatively (or in addition), they may focus on the newness Alternatively (or in addition), they may focus on the newness of their role and how they are attempting to adjust to it.of their role and how they are attempting to adjust to it.

Responses likely to be emotion-laden in this phase.Responses likely to be emotion-laden in this phase.• ““One thing’s for sure, my life story and the life stories of the One thing’s for sure, my life story and the life stories of the

students in Vermont Avenue Elementary School’s 5students in Vermont Avenue Elementary School’s 5thth grade grade classroom are drastically different, if not completely opposite. classroom are drastically different, if not completely opposite. Being the spoiled suburban child from Silicon Valley that I am, I Being the spoiled suburban child from Silicon Valley that I am, I didn’t expect such a brash difference between my elementary didn’t expect such a brash difference between my elementary school and Vermont Ave. … I was astonished at the reading school and Vermont Ave. … I was astonished at the reading and mathematical level of the students; furthermore, within the and mathematical level of the students; furthermore, within the hour that composed my first day with JEP I lost all confidence in hour that composed my first day with JEP I lost all confidence in whatever educational system California claims to have.” whatever educational system California claims to have.”


Stage Two: NormalizationStage Two: Normalization After two or three weeks, students begin to adapt to new After two or three weeks, students begin to adapt to new

their environment and role and the initial shock begins to their environment and role and the initial shock begins to wear off. wear off.

Students begin to see more similarities between Students begin to see more similarities between themselves and those with whom they are working -- they themselves and those with whom they are working -- they develop greater empathy for others. develop greater empathy for others.

Students may begin to question stereotypes about the Students may begin to question stereotypes about the demographic groups at the site, writing in detail about demographic groups at the site, writing in detail about individuals’ characters, personalities, etc., and how they individuals’ characters, personalities, etc., and how they don’t fit the stereotypic mold. don’t fit the stereotypic mold. – ““In an intangible, vague way, I feel deeply connected with the students. In an intangible, vague way, I feel deeply connected with the students.

… the first day was full of awkward conversations, I think I was trying to … the first day was full of awkward conversations, I think I was trying to win their trust in my ability to help them learn and feel comfortable in win their trust in my ability to help them learn and feel comfortable in learning. Initially, I was nervous but as the students began smiling and learning. Initially, I was nervous but as the students began smiling and enjoying our reading sessions, I also began to get more comfortable.”enjoying our reading sessions, I also began to get more comfortable.”


Stage Three: EngagementStage Three: Engagement In this stage, students begin raising causal questions and seeking In this stage, students begin raising causal questions and seeking

answers to the problems raised in earlier stages. answers to the problems raised in earlier stages. Students become better at using their “sociological imaginations,” Students become better at using their “sociological imaginations,”

developing theories that attempt to understand individuals’ lives developing theories that attempt to understand individuals’ lives within the particular structural and historical contexts in which they within the particular structural and historical contexts in which they are lived. It is in this stage when students are best able to relate are lived. It is in this stage when students are best able to relate their course material to the lives of the individuals with whom they their course material to the lives of the individuals with whom they are working.are working.

Students’ responses become less focused on their own feelings Students’ responses become less focused on their own feelings about their experiences and more analytical. Journals may be no about their experiences and more analytical. Journals may be no less “emotional,” however, as students may become quite less “emotional,” however, as students may become quite passionate about issues of social justice, social change, etc.passionate about issues of social justice, social change, etc.


Stage Three: EngagementStage Three: Engagement ““The inability to find high-wage jobs confines many Americans to a low The inability to find high-wage jobs confines many Americans to a low

standard of living. The existence of occupational inequality has significant standard of living. The existence of occupational inequality has significant negative influences on families in poor neighborhoods, not only because it negative influences on families in poor neighborhoods, not only because it causes many more obvious and immediate social problems such as child causes many more obvious and immediate social problems such as child poverty and lack of medical benefits, but also because it aggravates poverty and lack of medical benefits, but also because it aggravates economic inequality in society. Occupational inequality is evident in the economic inequality in society. Occupational inequality is evident in the neighborhood near my JEP site. According to the 2000 census, 45% of the neighborhood near my JEP site. According to the 2000 census, 45% of the community residents are employed in the manufacturing and servicing community residents are employed in the manufacturing and servicing sector of the economy, whereas only 28% of the workers in Los Angeles sector of the economy, whereas only 28% of the workers in Los Angeles County are employed in such industries. In addition, merely 14% of the County are employed in such industries. In addition, merely 14% of the community residents are actually employed in managerial and professional community residents are actually employed in managerial and professional occupations. Although there are numerous other social problems that are occupations. Although there are numerous other social problems that are affecting the community residents with whom I have worked, these problems affecting the community residents with whom I have worked, these problems are symptoms of a more serious social problem – occupational inequality. As are symptoms of a more serious social problem – occupational inequality. As a structural problem it plays a part in social reproduction and the a structural problem it plays a part in social reproduction and the perpetuation of poverty. Only by addressing and solving the problem of perpetuation of poverty. Only by addressing and solving the problem of occupational inequality, can we begin to understand and solve other social occupational inequality, can we begin to understand and solve other social problems. problems.

Model Source: Rockquemore & Schaffer (2000). Toward a Theory of Engagement: A Cognitive Model Source: Rockquemore & Schaffer (2000). Toward a Theory of Engagement: A Cognitive Mapping of Service-Learning Experiences. Mapping of Service-Learning Experiences. Michigan Journal of Community Service LearningMichigan Journal of Community Service Learning, (Vol. , (Vol. 7), 14-25. (Quotes from JEP students)7), 14-25. (Quotes from JEP students)


• Begin with relatively unstructured, Begin with relatively unstructured, open-ended assignmentsopen-ended assignments• Note first impressions, early experiencesNote first impressions, early experiences• Describe site (physical and social Describe site (physical and social

characteristics) characteristics) • Adjust to new roleAdjust to new role• Set goals and expectationsSet goals and expectations


WEEK ONE - First Impressions at Your JEP SiteWEEK ONE - First Impressions at Your JEP Site

Describe your initial experience at your JEP assignment.Describe your initial experience at your JEP assignment. Include a Include a detailed description of the responsibilities and activities involved in your detailed description of the responsibilities and activities involved in your particular assignment. What are your most vivid impressions of the site? particular assignment. What are your most vivid impressions of the site? What were some of your expectations prior to beginning your assignment? What were some of your expectations prior to beginning your assignment? How do your experiences during Week One compare to your expectations?How do your experiences during Week One compare to your expectations?

WEEK TWO - The Social and Physical ContextWEEK TWO - The Social and Physical Context

Describe the social and physical context of your JEP site.Describe the social and physical context of your JEP site. Try to be as Try to be as specific as possible about the number of people that are there, as well as the specific as possible about the number of people that are there, as well as the age, sex, race, ethnicity, and any other significant characteristics of all those age, sex, race, ethnicity, and any other significant characteristics of all those involved in your JEP assignment. Walk or look around your site and take in involved in your JEP assignment. Walk or look around your site and take in the environment; specifically, provide details about the size, space, decor, the environment; specifically, provide details about the size, space, decor, noise level, etc. of the classroom (or meeting room), the building(s) making noise level, etc. of the classroom (or meeting room), the building(s) making up the site, and its grounds. How does the site compare to the schools you up the site, and its grounds. How does the site compare to the schools you attended as a child? What are some of the main difference and similarities? attended as a child? What are some of the main difference and similarities? Do you think that these differences or similarities have any impact on the Do you think that these differences or similarities have any impact on the learning experiences of students at the site? learning experiences of students at the site?


After allowing time for students to After allowing time for students to adjust to their new roles, help them adjust to their new roles, help them set the context for their experiencesset the context for their experiences– Look up information about the Look up information about the

demographic characteristics of the demographic characteristics of the community community

– Research laws and policies that impact Research laws and policies that impact individualsindividuals

– Connect macro and micro processesConnect macro and micro processes– Assessment of context at siteAssessment of context at site


WEEK THREE - Families and Households in the Neighborhood (SOCI 1609: Changing Family Forms)WEEK THREE - Families and Households in the Neighborhood (SOCI 1609: Changing Family Forms)

GGo to the U.S. Census Bureau to gather information about the families living in the neighborhood surrounding your site:o to the U.S. Census Bureau to gather information about the families living in the neighborhood surrounding your site:

1. Go to 1. Go to www.factfinder.census.gov/

2. Enter the address for your JEP site in the “address search” box on the lower left side of the screen and click “Go.” (select 2. Enter the address for your JEP site in the “address search” box on the lower left side of the screen and click “Go.” (select for “a year and program” census 2000)for “a year and program” census 2000)

3. Highlight the “Census Tract” number in the box that appears and click OK. 3. Highlight the “Census Tract” number in the box that appears and click OK. (NOTE: record the Census tract number (NOTE: record the Census tract number someplace where you can find it. You’ll need it again for Week 6.)someplace where you can find it. You’ll need it again for Week 6.)

4. Select tables DP-1, QT-H3 and QT-P11, along with any others that are of interest to you.4. Select tables DP-1, QT-H3 and QT-P11, along with any others that are of interest to you.

5. Print your results and attach them to your journal.5. Print your results and attach them to your journal.

Take a look at the tables and describe the families who live in the neighborhood in which you are working.Take a look at the tables and describe the families who live in the neighborhood in which you are working. (You (You need not answer every one of the Table-related questions below in your journal, but please take a look at the data in the need not answer every one of the Table-related questions below in your journal, but please take a look at the data in the tables. Focus your response on the findings that interest you most and describe why they are of interest). tables. Focus your response on the findings that interest you most and describe why they are of interest).

- Looking at Table DP-1, what is the percentage of children in the population? What is the racial/ethnic makeup of the - Looking at Table DP-1, what is the percentage of children in the population? What is the racial/ethnic makeup of the community? What percentage of households is occupied by “nuclear” families (married-couple families with own community? What percentage of households is occupied by “nuclear” families (married-couple families with own children)? What about single mothers? Individuals? What is the average family size? children)? What about single mothers? Individuals? What is the average family size?

- Looking at Table QT-H3, are married families more likely to rent or own their places of residence? What about single - Looking at Table QT-H3, are married families more likely to rent or own their places of residence? What about single householders? The elderly? householders? The elderly?

- Looking at Table QT-P11, what percentage of households has grandparents living with grandchildren? How common are - Looking at Table QT-P11, what percentage of households has grandparents living with grandchildren? How common are non-related households? Are elderly householders living alone more likely to be male or female? non-related households? Are elderly householders living alone more likely to be male or female?

How do the data compare with the population actually served by your site (i.e., compare the census data with How do the data compare with the population actually served by your site (i.e., compare the census data with your observations of the site from Week Two)? How do they compare with what you’ve learned in class your observations of the site from Week Two)? How do they compare with what you’ve learned in class and from the readings about the changing structure and composition of contemporary families? and from the readings about the changing structure and composition of contemporary families?


ENVIRONMENTAL STUDIESENVIRONMENTAL STUDIES Week Three Week Three Go to the Environmental Protection Agency’s homepage and look up data about Go to the Environmental Protection Agency’s homepage and look up data about

the community in which you are working: the community in which you are working: http://www.epa.gov/epahome/commsearch.htm. Enter . Enter the zip code for your site’s address and explore the information in the various databases the zip code for your site’s address and explore the information in the various databases (“Envirofacts,” “EnviroMapper,” etc. Hint: when using the EnviroMapper database, select the (“Envirofacts,” “EnviroMapper,” etc. Hint: when using the EnviroMapper database, select the “schools” feature and redraw the map.) “schools” feature and redraw the map.) What kinds of potential environmental hazards are What kinds of potential environmental hazards are located near your JEP site? located near your JEP site? How many and what kinds of EPA-regulated industries are nearby? How many and what kinds of EPA-regulated industries are nearby? Are they located primarily on major thoroughfares or in residential areas? Are there any other Are they located primarily on major thoroughfares or in residential areas? Are there any other sources of pollution you can identify that are not measured by the EPA? Now, look up the same sources of pollution you can identify that are not measured by the EPA? Now, look up the same information for Beverly Hills (zip code: 90210). (You might want to compare your own information for Beverly Hills (zip code: 90210). (You might want to compare your own neighborhood where you grew up, too, just for fun.) neighborhood where you grew up, too, just for fun.) HowHow do the two communities compare to do the two communities compare to one another?one another? What are the major differences in the number and distribution of environmental What are the major differences in the number and distribution of environmental hazards in the two communities? How do you think residents might be affected by the sources of hazards in the two communities? How do you think residents might be affected by the sources of pollution in their communities?pollution in their communities?

Week Four Week Four For last week’s journal, you learned about the sources and types of pollution in the For last week’s journal, you learned about the sources and types of pollution in the local community and in the much wealthier community of Beverly Hills. local community and in the much wealthier community of Beverly Hills. Consider these findings Consider these findings in relation to the demographic characteristics of each community. in relation to the demographic characteristics of each community. Go to the Census Go to the Census Bureau’s website: Bureau’s website: http://factfinder.census.gov/ and enter the zip code for your JEP site in the “Fact and enter the zip code for your JEP site in the “Fact Sheet” box. Take a look at the statistics in the chart that appears. Click on the map link next to Sheet” box. Take a look at the statistics in the chart that appears. Click on the map link next to “Total population” and zoom to the “7 miles across” level (the 4“Total population” and zoom to the “7 miles across” level (the 4thth red bar from the right). Print all red bar from the right). Print all of your results. Now, do the same for Beverly Hills (90210). As you might guess, there are many of your results. Now, do the same for Beverly Hills (90210). As you might guess, there are many differences between the two communities. What are some of the starkest contrasts? How are the differences between the two communities. What are some of the starkest contrasts? How are the two populations similar? Looking at the maps you printed, compare and contrast the relative size two populations similar? Looking at the maps you printed, compare and contrast the relative size and density of the two areas, as well as their relative proximity to major thoroughfares. and density of the two areas, as well as their relative proximity to major thoroughfares. Now, Now, keeping your findings from this week and last in mind, consider the relationship keeping your findings from this week and last in mind, consider the relationship between environmental issues, race and social class.between environmental issues, race and social class. Do you think the differences between Do you think the differences between the two communities are evidence of “environmental racism”? Why or why not? the two communities are evidence of “environmental racism”? Why or why not?

Mid-late semester assignmentsMid-late semester assignments– Apply course conceptsApply course concepts– Connect to historical and political Connect to historical and political

contexts contextscontexts contexts– Designed to encourage more Designed to encourage more

sophisticated understanding and critical sophisticated understanding and critical thinkingthinking

– Conclude with summative assignments Conclude with summative assignments that help students integrate their in- and that help students integrate their in- and out-of-class experiences from the entire out-of-class experiences from the entire semestersemester


Week Four: Peace Games within the Context of Peace Week Four: Peace Games within the Context of Peace and Conflict Studiesand Conflict Studies

In the introduction to In the introduction to Rethinking Peace, scholars Elias and Rethinking Peace, scholars Elias and Turpin describe the development of peace Turpin describe the development of peace studies over time. studies over time. They note that during the 1970s peace studies “broadened . . They note that during the 1970s peace studies “broadened . . . from the examination of war to the examination of other . from the examination of war to the examination of other kinds of violence and injustice,” such as racism, sexism, and kinds of violence and injustice,” such as racism, sexism, and poverty (p. 7). In the 1980s, the field further expanded to poverty (p. 7). In the 1980s, the field further expanded to include the activist work of pro-peace organizations and the include the activist work of pro-peace organizations and the study of conflict resolution and mediation. According to Elias study of conflict resolution and mediation. According to Elias and Turpin, the future of peace studies should include more and Turpin, the future of peace studies should include more attention to social change, diversity and developing attention to social change, diversity and developing interdisciplinary approaches. interdisciplinary approaches. Where and how does Peace Where and how does Peace Games fit within this historical framework? What are Games fit within this historical framework? What are the goals of the program? How does it address issues the goals of the program? How does it address issues such as injustice, such as injustice, activism, social change, and diversity? activism, social change, and diversity?


ReflectionReflection

WEEK SIX – Institutional InequalityWEEK SIX – Institutional Inequality For the last few weeks, your course has focused on For the last few weeks, your course has focused on

institutional forms of segregation and inequalityinstitutional forms of segregation and inequality. . Drawing Drawing from the readings in Part VIII, explain how from the readings in Part VIII, explain how institutional institutional inequality can affect the life chances of inequality can affect the life chances of the student(s) you are working with at your JEP site. the student(s) you are working with at your JEP site. What What institutional obstacles could they face in life? Is the institutional obstacles could they face in life? Is the presence of JEP at your school indicative of the institutional presence of JEP at your school indicative of the institutional obstacles many students face in disadvantaged obstacles many students face in disadvantaged neighborhoods? What role can JEP play in breaking the neighborhoods? What role can JEP play in breaking the cycle of institutional inequality? Be sure to briefly cycle of institutional inequality? Be sure to briefly summarize how institutional segregation or inequality summarize how institutional segregation or inequality works.works.


Week Six: Learning LanguageWeek Six: Learning Language Pay attention to the grammatical and syntax errors made Pay attention to the grammatical and syntax errors made

by the community student with whom you are working. by the community student with whom you are working. Are Are there any patterns to these errors? there any patterns to these errors? For example, does For example, does the student leave out particular grammatical morphemes the student leave out particular grammatical morphemes such as the plural or past tense? Are there any errors in such as the plural or past tense? Are there any errors in sentence structure, such as failure to use correct “helping sentence structure, such as failure to use correct “helping verbs” (e.g., is, have, etc.) or incorrect use of prepositions verbs” (e.g., is, have, etc.) or incorrect use of prepositions (e.g., saying “to” where the word should be “from”)? Can (e.g., saying “to” where the word should be “from”)? Can you identify other types of language errors? you identify other types of language errors? How are How are these errors consistent with the process of language these errors consistent with the process of language acquisition? acquisition? Might the errors be characteristic of someone Might the errors be characteristic of someone whose native language is not English?whose native language is not English?


WEEK EIGHT – Final ReflectionsWEEK EIGHT – Final Reflections Think back over the last eight weeks. How have your Think back over the last eight weeks. How have your

experiences at your JEP site and in the community in experiences at your JEP site and in the community in general helped you learn about the Californian general helped you learn about the Californian Dream and Los Angeles? What have you Dream and Los Angeles? What have you learned about learned about yourself? What kinds of stereotypes were challenged in the yourself? What kinds of stereotypes were challenged in the process for you, if any? How have your perceptions of Los process for you, if any? How have your perceptions of Los Angeles, race and ethnic relations, gender, social Angeles, race and ethnic relations, gender, social inequality, human conflicts and power changed, if at all? (If inequality, human conflicts and power changed, if at all? (If you do not think your community experiences have shifted you do not think your community experiences have shifted your thinking about any of these issues, please explain your thinking about any of these issues, please explain why.) why.) How do you think that your presence at the JEP How do you think that your presence at the JEP site benefits student-learning?site benefits student-learning?

Reflection: Employs Multiple Reflection: Employs Multiple ModalitiesModalities

• Graded, ungradedGraded, ungraded• Oral, writtenOral, written• Discussion (on-line, in-person)Discussion (on-line, in-person)• Team-based, individual service-learning Team-based, individual service-learning

projects and/or course assignmentsprojects and/or course assignments• Independent assignments, cumulative Independent assignments, cumulative

projectsprojects• Structured, unstructuredStructured, unstructured• Graded by peers vs. instructorsGraded by peers vs. instructors• RecurrentRecurrent

Process oriented:Process oriented:– FeedbackFeedback

ScaffoldingScaffolding ““Socratic Questions”Socratic Questions”

– EvaluationEvaluation FormativeFormative SummativeSummative

Students’ backgrounds and perspectives

Preparing students for service- learning

Service- learning assignments that engage difference and diversity

Reflection

Constructive criticism, encouragement, feedback and evaluation

Positive student outcomes regarding diversity


Challenges Challenges

What does diversity have to do with What does diversity have to do with the service-learning assignment for the service-learning assignment for my Organic Chemistry course ?my Organic Chemistry course ?

How do I develop service-learning How do I develop service-learning that engage students with difference that engage students with difference in rural New Hampshire?in rural New Hampshire?

Susan C. Harris, Ph.D. Susan C. Harris, Ph.D. [email protected]/jep

Carol Brown, M.A.Carol Brown, [email protected]

Achieving Diversity through Service-Learning: Achieving Diversity through Service-Learning:

Practical Suggestions for Developing Curricula Practical Suggestions for Developing Curricula

& Evaluating Diversity Outcomes& Evaluating Diversity Outcomes

Association of American Colleges & UniversitiesAssociation of American Colleges & Universities

Diversity, Learning, and Inclusive Excellence:Diversity, Learning, and Inclusive Excellence:Accelerating and Assessing ProgressAccelerating and Assessing Progress

Long Beach, CALong Beach, CA

October 17, 2008October 17, 2008

Achieving Diversity through Service-Learning: Practical Suggestions for Developing Curricula &...

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