Urban and Regional Studies Institute

This syllabus is subject to change without notice. Contact the professor for most recent changes.

Community Leadership and Service Learning - URSI 230-01W-F05

MN State University, Mankato - Urban and Regional Studies Institute

Weds. 9:00-11:45 a.m. MH 112

Instructor: Dr. J.E. Cherrington (Dr. J) Phone/Voice Mail: 507-389-5031

Office: Morris Hall - 104 Office Hours: See *; also by appointment;

e-mail: janet.cherrington@mnsu.edu

*Instructor’s web page (www.intech.mnsu.edu/cherrington)

Text(s)•Government is Us, Cherly Simmel King and Camilla Stivers ISBN 0-7619-0882-X

• The Community of the Future, the Drucker Foundation ISBN 0-7879-5294-4

Morris Hall Copy Shop: URBS 230W-01-“Cherrington-W” packet

Course Purpose: The purpose of this course is to provide the student with a comprehensive overview of community leadership and service learning within the public, private and nonprofit sectors. Included will be management principles and practices, public administration, ethical and civic responsibilities in a democratic society. Most important, and what makes this course unique, is the involvement of community leaders and the students within the community. There will be a wide variety of guest (community leader) speakers. Additionally, this course requires a high level of student involvement--volunteering, attending meetings, interviewing, working with both student and community teams, etc.

Course Outcomes: Students upon successful completion of this course, will demonstrate through verbal and written skills:

A. Knowledge of:

1. Leadership within the nonprofit sector.

2. The significance and development of mission, leadership, resources, marketing, decision-making and people development within the nonprofit sector.

3. Leadership within the government sector (leadership, tasks, responsibilities and practices).

4. Citizenship and representative government as well as the activities of collaboration, citizen participation and citizen self-government.

5. one or more community non-profit organizations through service learning and student volunteer teams.

B. Values:

1. An appreciation for ethical and civic perspectives of the non-profit sector mission and leaders within it.

2. A respect for citizenship, the role of representative government, and the importance of collaboration b/t the two.

3. A commitment to the values, ethics, knowledge, and mission of community leadership.

C. Skills in:

1. Articulating the goals of the nonprofit sector with those of the public and private sectors.

2. Articulating the goals of the government sector with those of the nonprofit and private sectors

3. Applying personal talents and energies in the service-learning model of community leadership.

4. Applying creative problem solving and critical thinking in working with individuals, families, groups, organizations and communities.

5. Effective communication—oral and written.

6. Researching and writing about service learning experiences at the community level.

7. Working and interacting with others in a team approach.

8. Using volunteerism as a means for social change.

Instructional Methodology and Teaching Strategies:

A variety of instructional methodologies and teaching strategies will be employed throughout this course. Above all, my teaching style in this course is based on an “adult-centered” model wherein students are active participants responsible for their own learning. Student motivation is a key factor in learning. I am a facilitator and resource person who will help you engage in meaningful involvement by investing your time and energy in the academic enterprise.

ASSIGNMENTS:

This course is a combination of reading, lectures, guest speakers, field research and student presentations. It requires 30 hours of volunteer activity within the community. It is also a

“writing intensive” course, which means that you will be expected to do a considerable amount of writing and to edit and rewrite what you have written.

CLASSWORK:

You are expected to read the assigned texts or readings prior to class. . They will serve as the basis for interactive discussion. This discussion will, in turn, serve as a springboard for written assignments. You will also be expected to keep abreast of current events relating to community leadership and public participation for group discussion in class. Resources can be newspapers, the Internet, community meetings, etc.

Classes will be a mixture of students orally reporting to the class on one or more topics, class discussion, problem solving, and lecture. On the dates when we have guest speakers, you will be expected to prepare 2 appropriate questions (based on your reading and class lectures) for each speaker beforehand, and to pose your questions to them when they are present. (You should also type these questions and submit them to me with your name and the course number before the speakers begin.)

SERVICE LEARNING:

This course is structured to allow you the opportunity to learn about the community leadership (as a concept, as a skill, and as a value) both in the classroom and “on the ground.” You are required to spend a significant amount of time (minimum of 30 hours) as a volunteer for a community-serving organization. While there, you will have the opportunity to be of service, and to observe how those around you serve and lead. The non-profit organization should also be based in Mankato. If you have questions on acceptability of an organization, talk with the instructor asap.

Service Learning Fair

Non-profit organizations will be present on the MSU campus on the date listed on the weekly schedule. You must attend the service learning fair so you can talk with representatives of the various non-profit organizations. This will help you to decide which organization interests you the most and which offers time schedules compatible with your class/work schedules.

Note: If you cannot attend the service learning fair, notify the professor the week before to get an alternate assignment.

Service Learning Calendar

Before you attend the S/L fair, make up a weekly calendar and fill in your: a) class, b) work, c) study schedules, and d) any other time commitments (clubs, etc.) you have. Share this calendar with the representatives of the various community organizations to come up with a “fit” to complete your service learning. Turn in a copy of your calendar with signatures on the date noted on the weekly class schedule. You might also check the websites of the Chamber of Commerce www.greatermankato.com under “community” and “civic orgns.” and the Student Leadership Office www.csu.mnsu.edu/SLDSL/SLDSL.HTML to get further volunteering ideas.

Service Learning Agency/Student Interview

After you decide on the agency where you will do your service learning, set up an appointment with the director (or person who will be your supervisor). Take the “service learning interview” sheet (in the class packet) with you to the interview and complete it. Return it to the class instructor on the date shown on the weekly class schedule. If you decide to withdraw from this class, please be sure to contact the course instructor and the agency to advise them.

Service Learning Agreements

You must have a “Service Learning Agreement” (attached to syllabus) signed and dated by the supervisor at your non-profit organization at the start of your service learning (initial form) and then again at the end (final form) verifying that you completed your 30 hours. A signed copy of the starting service learning agreement must be submitted by the date listed on the weekly schedule. A final signed service learning agreement attesting to your completion of the 30 hours service must also be submitted in accordance with the weekly schedule. You should also attach a completed log time sheet (attached to syllabus) to your final S/L agreement. Failure to fulfill these requirements will result either in grade reduction (e.g., from “B” to “C,” an “I” for Incomplete, or an “F” for the final grade (at the instructor’s option).

WRITTEN ASSIGNMENTS:

This is a writing-intensive class. Writing affords you the opportunity to practice and convey what you have learned including higher-order thinking (analysis, synthesis and evaluation). The writing assignments are attached to the syllabus along with the grade rubrics. Two (Papers 1 & 2) a minimum of 5 typed pages. Bring the latter to class on the assigned dates and to review each other’s work in “peer writing groups.” For those classes, you will bring one copy of your essay (with your Tech ID number only –no names) and the appropriate grade rubric peer review sheet and peer reviewer form (in class packet). Each peer reviewer will put their 3 initials the upper right corner and their initials in the rating box for each item to be graded. After the peer review, your essay will be returned so you can make revisions and resubmit to the professor the following week. The final submission will include: a) one copy of the first draft, b) one copy of the final draft (with your name one it), and c) the rubric sheet showing your three peer-reviews. Papers 1 and 2 should be written in third person, journals can be written in first-person.

Your work in the group as a peer-reviewer is as much a part of your learning as is the reading and writing. In these groups you will practice such skills as critical thinking, decision-making, teamwork, logical thinking, and meaningful communication.

(See the text box on page 4 regarding earning peer-review points. Also be sure you fill out a “peer-reviewer” sheet; 3 of these are included in your class packet.)

All writing assignments must be typewritten; submission of excessively sloppy or below college level work may be returned with a no credit grade. Be sure to staple (not paper clip) multiple pages and be sure your name appears on every page. Use the APA style (guidelines are included in your class packet). Students should familiarize themselves with the university’s policy on plagiarism. The instructor will strictly uphold these guidelines.

JOURNALS:

You should maintain a journal recounting your service learning experience from beginning to end. In it you should reflect on how you applied your personal talents and energies in the agency in which you chose to do your service learning. Short stories about clients you work with or encounter during your service learning are appropriate (and will be confidential). Also suggestions for applying creative problem solving and critical thinking in working with the individuals, families, groups, organizations, and communities you came in contact with are appropriate. You should make regular entries and final submission should be in a typed format with your name/s-l organization appearing on every page. Your journal submission should be stapled together for the peer review and submission.

ORAL PRESENTATION:

Meaningful group discussion provides an opportunity to not only express ideas but to think in terms of the dynamics of their expression and to develop a broader perspective of knowing. Many of us don’t really know what we are thinking until we hear ourselves say it aloud.

Bottom line--it’s an excellent learning experience. A portion of every class will be devoted to students leading the class in discussion about the readings relating to Service Learning and the concept of Community Leadership. Your contribution will be evaluated using the “Class Led Discussion Evaluation” criteria attached to the syllabus. Please review the criteria carefully.

GUEST SPEAKERS:

Throughout the semester guest lecturers may speak to the class. These appearances will be listed on the weekly class schedule. Guest speakers may include community leaders and elected officials. Be sure to ask the instructor the week before their appearance for some background information on the speakers. This will allow you to develop intelligent and meaningful questions to pose to them. (Your questions must be typed and have your name and date showing in the upper right hand corner. They are to be turned in at the start of class in order to receive the “guest speaker” question points listed under “grading.” Note: You should do two copies and retain one to refresh your memory when the speaker calls for questions.)

Student Code of Ethics: Students should familiarize themselves with the university’s policy on plagiarism. Be sure to properly cite using APA style all works used and correct world-wide web URL’s consulted. Plagiarized papers will result in a failing grade.

COURSE EXPECTATIONS:

Attendance/ Class Participation/Quizzes:

Students play an important role in educating and challenging each other, which can only happen with consistent attendance. I expect you to attend and roll will be taken and an attendance sheet distributed at each class—be sure you sign it. Unexcused absence (prior notification is required—even if I am not available, my voice mail and email always are) can result in loss of points toward one’s grade. The instructor will have periodic quizzes on current events. Quizzes cannot be made up if absent. The instructor also reserves the right to have a comprehensive final exam if class attendance falls off or classroom participation is poor. If a final is given, the instructor reserves the right to determine its final point value.

All papers are due on the dates shown; late submissions are at the discretion of the instructor and if accepted will result in significant point deductions. (-5 on Papers 1 & 2 & journal.

American Disabilities Act (ADA)

ADA requires that the university provide services for persons with disabilities. For more information regarding the services that are available to you, please contact the MSU Disability Services Office at (507) 389-2825 (V) or 1-800-627-3529 (MRS/TTY). If you are a person with a disability, please discuss you special needs with this instructor within the first week of class. This will allow you and the instructor ample opportunities to make arrangement for taking notes, completion of assignments, and examinations.

Other Policies: When cell phones and beepers go off in class they are very distracting to others. Please turn off your cell phones and beepers during class time or if possible put them on vibration mode. Thank you.

COMMUNITY LEADERSHIP & SERVICE LEARNING

Paper #1

(written in 3^rd person)

Public Participation in Community Leadership Paper (5 pages)

Outcomes: You will demonstrate competency by --

• describing what degree of public participation currently exists in community leadership

• analyzing why this level of participation exists

• forecasting trends in public participation in community leadership

• identifying the need for public participation in community leadership (why important)

• determining what level(s) of public participation should exist (the ideal level)

• identifying future opportunities for public participation in community leadership

• analyzing the strategies necessary to achieve ideal public participation in community leadership

• addressing ethical issues associated with public participation in community leadership

You are expected to use the textbook Soul of a Citizen (and cite appropriately), outside resources, guest speakers*, and our class discussions as the foundation of your paper. *Be sure to use your opportunity to pose questions to the guest speakers that you can quote in your paper.

Clearly, this paper also requires critical thinking on your part. For example, several of the outcomes require your personal reflections e.g. forecasting trends and analyzing strategies. There are no right or wrong answers here, simply your justification or support for your position.

Lastly, the above outcomes could serve as an outline for your paper, but it is not a requirement. Expressing your views and enjoying the assignment are requirements. Be sure to properly cite resources, interviews, and Internet sites used.

Sample papers can be viewed at www.intechmnsu.edu/cherrington/papers/paperList.htm

COMMUNITY LEADERSHIP & SERVICE LEARNING

Paper #2

(written in 3^rd person)

Future Community Leadership Paper (5 pages)

Outcomes: You will demonstrate competency by --

• forecasting trends shaping communities

• analyzing the future potential of communications technologies in community development

• addressing ethical issues in communities of the future

In addition to your textbook, The Community of the Future, please consider the two following quotes by Peter Drucker in the development of your paper.

“A community’s leaders are those individuals and groups who work to ensure that their community has a vision of what is becoming, appropriate basic assumptions and values, and a strategy for remaining competitive among global and national communities. These leaders might be educators, politicians, religious officials, government administrators, or individual citizens of any race, gender, or ethnic heritage and a broad range of occupational callings.”

Peter Drucker

“The chaotic jungle into which every major city in the world has now degenerated needs, above all, new communities. And that, neither government nor business can provide. It is the task of the nongovernment, nonbusinesses, nonprofit organization.”

Peter Drucker

You are expected to use the textbook Community of the Future (and italicize where you do), outside resources, guest speakers*, and our class discussions as the foundation of your paper. *Be sure to use your opportunity to pose questions to the guest speakers that you can quote in your paper.

This paper also requires critical thinking on your part. For example, several of the outcomes require your personal reflections e.g. forecasting trends and analyzing strategies. Again, there are no right or wrong answers here, but you need to justify or support your position.

Lastly, the above outcomes could be used as an outline for your paper. This is not a requirement. Expressing your views and enjoying the assignment are requirements. Be sure to properly cite resources, interviews, and Internet sites used.

COMMUNITY LEADERSHIP & SERVICE LEARNING

Journal

(written in 1st person)

JOURNALS:

Journals will be graded in accordance with points assigned on syllabus. Be sure you

type your journal, have your name and S/L organization on upper right corner of each

page. Journal entries should be done at regular intervals and final submission of no less than 10 pages. Journals will be peer reviewed, returned, and then resubmitted for final grading as listed on the weekly schedule.