Service-Learning Approval Form
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Service-Learning Approval Form 1. Fill out this form, save it as a Word document and submit it (and the syllabus) electronically to the Director of Service-Learning (Dr. Darrin Good) for suggestions. 2. Once suggestions have been addressed, submit the two files (this form and the syllabus) to the Chair of the Education and Policies Committee. 3. Print out a hard copy. 4. Circulate the hard copy for signature from the department chair and submit to Mary Koski in the Dean's Office. Date Submitted: August 21, 2011 Submitted By: Mike Egan Course Number: EDUC 263 Course Title: JAMAICAN SCHOOL-BASED INTERNSHIP Number of Credits: 1 Instructor(s): Mike Egan and Rick Jaeschke Have you made your department chair aware of this proposal for service-learning designation for this course? _X_ yes ___ no Is this course? ___ New ___ Master schedule/transcript title (limited to 21 letters): Jamaican Teaching INTR Maximum Enrollment: 20 Is a change from the previous enrollment maximum (if not a new course)? N/A Course description (Catalogue Copy): EDUC 263 is a 1-credit school-based internship offered to students enrolled concurrently in EDUC 262. These courses combine to form an Augustana Learning Community. EDUC 262 is taught during the winter term at Augustana College, while EDUC 263 is conducted at the Convent of Mercy "Alpha" school compound in Kingston, Jamaica during the winter break. Co- requisite: EDUC 262. Are there adequate library resources to support the service-learning assignments for this course? ___ yes ___ Submit your course syllabus as a Word document. The Quad Cities Area Community Engagement Consortium defines service-learning as: A method of experiential education by which students learn and develop through thoughtfully organized service that: 1. Is integrated into and enhances the academic curriculum of the students enrolled 2. Is conducted in and meets the needs of a community and is coordinated with an educational institution, and 3. With the community, helps foster civic responsibility 4. Includes intentional time for students to reflect on the service experience. Please provide a short explanation of how this course does each of the following: 1. The need for the service-learning project is identified by the community liaison. Evidence that the service project fulfills a need identified by members of the community being served must be submitted with the proposal for S-L designation. This must be in the form of a short paragraph from the community leader/liaison. (paste text from statement from community person) In the spring of 2011, Rick Jaeschke and I communicated with administrators at the Alpha schools in Kingston via phone conversations and email exchanges. The email messages detailed the expectations for the trip, noting explicitly that Augie student labor at Alpha would be directed toward Alpha student learning needs as identified by Alpha personnel. Alpha administrators acknowledged that such service from Augie students would be welcomed and appreciated. A copy of a lengthy email string verifying this is available to Augustana users at https://docs.google.com/a/augustana.edu/viewer?a=v&pid=explorer&chrome=true&srcid=0BzPfT22Bne FlN2M1NDU2MTYtMjBjYy00ZDg2LWEzM2ItYmNmNmUxMjU4MmI1&hl=en_US . Excerpts highlighting Alpha’s acceptance of our service-learning proposal at their schools is pasted below: Message from Alpha Academy’s Administrative Assistant (on behalf of her husband, the Principal, Mackran Singh) On Mon, May 2, 2011 at 11:16 AM, llo darlinghow you doing Singh <[email protected]> wrote: Dear Mike, We were on Easter Break. Just got back to work today Monday May 2. I have spoken to Sister Shirley today and she says that Rick has been in touch with her and she is very open to you all coming . Of course, the Academy, you know welcome you with open arms. I am still waiting for confirmation from the Primary School. Looking forward to seeing you and your team. Give my love to Coleen and the girls. Sincerely, Bibi Singh Mackran Singh Principal CONVENT OF MERCY ACADEMY 26 SOUTH CAMP ROAD KINGSTON, JAMAICA. EMail:[email protected] Tel: 876-938-4719 Message from Alpha Boys School’s Administrator, Sr. Shirley Chung ---------- Forwarded message ---------- From: Shirley Chung <[email protected]> Date: Fri, Apr 29, 2011 at 5:08 PM Subject: Re: Alpha Boys school and Augustana To: "Jaeschke, Frederick" <[email protected]> On Fri, Apr 15, 2011 at 7:49 PM, Jaeschke, Frederick <[email protected]> wrote: Dear Sister Shirley, It was great speaking with you last week on the phone regarding our proposed project between Augustana College and Alpha Boys School. Both Allen and I are excited with the opportunity to have our students work with your boys Hi Rick: First let me apologize for not responding before now but with the Easter I was under a lot of pressure and this week we are busy preparing for the start of the next semester on Monday. I looked at your proposal and it looks great. Just let us keep in touch from time to time. 2. The instructor must clearly demonstrate significant, integrative work (readings, writing assignments, etc.) in the syllabus requiring students to make explicit connections between the course content and their community service project. EDUC 263 is a 1-credit, school-based internship. It is coupled with the 3-credit academic course EDUC 262 to form an Augustana Learning Community (LC). Participants are required to enroll in both courses: no student will enroll solely in one or the other. EDUC 263 (the 1-credit internship) does not include course readings, but the 263 syllabus is explicit about the expectation that students will draw connections between 262 course materials and their internship work (and vice-versa: connecting their internship work to course discussions and assignments in 262). Presented below are passages from both the 262 and 263 syllabi indicating how students are expected to integrate and connect material across the academic and experiential components: Excerpts From the 262 Syllabus: How Course Readings Inform the Internship Context (p. 1): An overview of Jamaican history from 1492 until today will frame this part of the course, with particular emphasis on the components of Jamaican history that help us understand Jamaica’s current political situation, educational system, and forms of musical expression. Immersion (p. 2): The student bodies, geographical location, and history of the Alpha schools also connect seamlessly with the inter-related themes of Jamaican music, education, and socio-politics explored in EDUC 262. The K-12 students at all three schools hail from Kingston’s inner city, thus the children that Augustana students encounter will have some degree of first-hand knowledge about the economic struggles and political strife found in this urban, third-world setting. Indeed, the wards at the Boys School have likely experienced these struggles most acutely as they have no traditional caretakers who can support them. Located in the heart of Kingston, Augustana students will see numerous striking features of the city that they will have read about prior to their arrival. These features include the ubiquitous spray-painted political graffiti demarcating the boundaries of party-affiliated garrison communities, the architectural contrasts between the area surrounding our uptown hotel and the downtown structures and shanties we’ll see on the drive to Alpha, street murals portraying respected musicians, politicians, and crime dons, etc. Finally, the history of the Alpha schools also resonates with course material. Superficially, the great Bob Marley sent his children (who now comprise the group Ziggy Marley and the Melody Makers) to Alpha Primary and Alpha Academy. More substantially, the development of Jamaican music (and likewise its role in expressing socio-political discontent) over the past 50 years has many roots in the Alpha Boys School Band. Alpha Boys alumni played prominent roles in each of the major Jamaican musical genre innovations since 1960, including ska (Don Drummond and the Skatalites), rock steady and reggae (Desmond Dekker), early dancehall (Yellowman), and contemporary dancehall (Bounty Killer). Reflection (p. 3): Upon returning to campus, students will be challenged to integrate their academic and experiential knowledge of Jamaica as they wrestle with difficult questions about their current and future roles as teachers in formal education systems and as citizens of both local and global communities. The Jamaican experience will serve as the common referent point as we explore these questions, but effort will be made to articulate how the Jamaican experience will impact our outlook on schooling and politics moving forward (and most students will presumably “move forward” into contexts other than Jamaica). During this part of the term, course readings will relate to larger issues surrounding the intersections of education and politics [rather than Jamaica-specific], while social commentary through Jamaican music will continue to serve as the soundtrack for our class. Excerpts From the 263 Syllabus: How Assignments Prompt Student to Make Explicit Connections Between Academic Course Material and Work Performed During the Internship Shared LC Requirements (pages 5-6 of the syllabus) As a Service-Learning Learning Community, students are expected to utilize academic material from EDUC 262 as a lens for understanding and appreciating their internship work in Jamaica. Conversely, students are also expected to highlight how