Bowser 6035 Option C

Running head: EXPLORING THROUGH SERVICE
Exploring Social Justice through Experience:

A Syllabus for a First-Year Service-Learning Course
Katherine Bowser
Bowling Green State University
EXPLORING THROUGH SERVICE
VESA 110: Exploring Social Justice through Experience

Fall 2023 Course Syllabus
Cranks Creek College
MWF 10-10:50am, 221 Simpson Hall
Katherine M. Bowser, Ph. D.
Assistant Professor
Office: 216 Simpson Hall
Phone: 814-555-3320
E-mail: kbowser@crankscreek.edu
Office hours: MW 1-3:30pm,
TTh 9-11am, and by appointment
Course Description
This course investigates issues of social justice, systems of oppression, and active citizenship
through reading the literature and participating in direct service. Students will develop awareness
and knowledge in these areas, begin to identify personal values, and begin to think critically about
how to enact those values in everyday life. All students will participate in one of seven alternative
spring breaks offered by the Office of Community Service and Service-Learning. Please see
Appendix A for a complete instructors guide.
Learning Goals
Students will develop and understanding citizenship and civic engagement.
Students will develop multicultural competence through hands on experience, the
literature, and various forms of media.
Students will become acquainted with the social justice movement.
Students will begin to define their values and learn to serve rather than to help or to fix.
Students will begin to develop their own values, and better understand how to enact those
values every day in an effort to promote social justice.
Required Texts
Cress, C. M., Collier, P. J., Reitenauer, V. I. & Associates (2013). Learning through service: A student
guidebook for service-learning and civic engagement across academic disciplines and
cultural communities. Virginia: Stylus Publishing, LLC.
Johnson, A. G. (2006). Privilege, power, and difference. New York: McGraw-Hill.
Kozol, J. (2012). Fire in the ashes: Twenty-five years among the poorest children in America. New
York: Down Publishing Group.
Parks Daloz, L. A., Keen, C. H., Keen, J. P., & Daloz Parks, S. (1996). Common fire: Leading lives of
commitment in a complex world. Boston: Beacon Press.
Other materials available on Canvas.
Learning Activities
Alternative Spring Break: Each student must partake in one of the 7 ASBs offered by the Office of
Community Service and Service-Learning. (Enrollment in this course reserves you a spot, but you
still must complete an application. Cost of trip is covered by the course fee of $150, which was
applied to your bursar account upon registration. Applications for course fee scholarships are
available on the Office of Community Service and Service-Learnings website.) Additionally, students
are required to participate in all activities and meetings (pre-trip and post-trip) organized by each
trips site leaders. This year, the seven trip issue areas and locations are:
Rural poverty; Harlan County, KY
LGBTQ support; Philadelphia, PA
Urban poverty and homelessness; Detroit, MI
Affordable housing; Goshen, IN
Youth empowerment; Wheeling, WV
Environment and water quality; Hiwassee, NC
Domestic abuse and gender equality; Buffalo, NY
Pre- and post-assessment: The purpose of this activity is for the instructor to gauge the
effectiveness of the course material. The pre-assessment will be an in-class assignment on the first
day of the course, and the post-assessment will be an in-class assignment distributed during the
classs scheduled final exam period. (This course is exam period H.) The assessments will not be
graded on content, but rather on completion. However, failure to complete the assessments will
result in a drop of one full letter grade (see Appendix B).
Issue Paper: Its easy to have opinions, but it takes work to know what youre talking about
(Johnson, 2006, p. 139). To initiative effective and sustainable social change, it is imperative to be
educated on all sides of the issue at hand. For this assignment, you will practice researching a social
issue, researching all sides, and choosing one of those arguments to support. A rubric that further
articulates expectations will be distributed in class (see Appendix C).
Alternative Spring Break Reflective Journals: This journal can take many different forms; it can
be a (typed) diary-style journal, a scrapbook, a blog, or another creative format. This assignment is
to aide you in making meaning out of your alternative spring break experience. A rubric that
further articulates expectations will be distributed in class (see Appendix D).
Alternative Spring Break Presentations: In contrast to a journey, which could be unending, a
pilgrimage requires both venturing and returning. A good pilgrimage leads to discovery and
transformation, but it isnt complete until you have returned home and told your story (Parks
Daloz, Keen, Keen, & Daloz Parks, 1996, p. 38). Students will work in groups, based on their spring
break trips, to create an engaging and informative presentation of their respective trips (one
presentation per trip). A rubric that further articulates expectations will be distributed in class (see
Appendix E).
Critical Reflection: Each of us needs to be consciously aware of our identities, mental frameworks,
and how those things influence both how we approach difference and how others approach us in
those conversations. The critical reflection will present your reflections about three key areas. A
rubric that further articulates expectations will be distributed in class (see Appendix F).
Interview Write-Up: Each student will select one individual in the community (either campus
community, or the greater Cranks Creek area) who is perceived as a leader of social change. Using
Parks Daloz et al. (1996) for guidance, tell the class through a short interview summary, the
interviewees history and journey toward living a committed life. A rubric that further articulates
expectations will be distributed in class (see Appendix G).
Plan of Action: Its not that we sustain a commitment; its more that people like myself are
sustained by the commitment commitment seems continually reborn at that point where the
hearts deep gladness meets the worlds deep hunger (Parks Daloz et al., 1996, p. 196). Now that
weve spent time in the literature and engaging in direct service, each student is required to write a
plan of action for their continuation along the path to being a committed, engaged, and active
citizen. A rubric that further articulates expectations will be distributed in class (see Appendix H).
Grading
Pre- and post-assessment (5 points out of a class point total of 100)
Issue paper and presentation (15 points)
ASB Journal (20 points)
ASB Presentations (10 points)
Critical Reflection (25 points)
Interview write-up (10 points)
Plan of Action (15 points)
Your final grade is based on the final number of points earned on the above assignments, out of a
total of 100 possible points. The final grades are based on the following:
90-100 A; 80-89 B; 70-79 C; 60-69 D; < 60 F
Course Support and Accommodations
Services for students with disabilities: On-campus services are at the Office of Differently Abled
(ODA), located in Suite 121 of the Shirley J. Campus Center. The goal of ODA is to help provide
equal access and reasonable accommodations to students who are differently abled and to act as a
resource for faculty and staff. Students wishing to discuss their eligibility for such accommodations
are encouraged to contact ODA. Please notify me in advance of the first assignment if you will need
any accommodations. ODA phone: 514-555-2221; ODA email: oda@crankscreek.edu.
Religious observances: It is the policy of the College to make every reasonable effort to allow
students to observe their religious holy days without academic penalty. In such cases, it is the
obligation of the student to provide the instructor with reasonable notice of the dates of religious
holy days on which he or she will be absent. Absence from classes or examinations for religious
reasons does not relieve the student of responsibility for completing required work
missed. Following the necessary notification, the student should consult with the instructor to
determine what appropriate alternative opportunity will be provided, allowing the student to fully
complete his or her academic responsibilities.
Attendance and participation: At the college level, I expect students to be present for every class
period, unless you have an acceptable or out-of-your-control situation. It is also expected that
students engage in all of the reading and course material. I do not award points for attendance or
participation, but know that slacking in either area will adversely affect your final grade. Due to the
rigorous and time intensive nature of this course, I have incorporated three off days throughout
the semester. Those three days are in addition to MLK Jr. Day (the College is closed on this day) and
each is noted in the syllabus and students will be reminded of those dates in class.
Inclusive language: This class is a place where everyone is free to learn, to express doubt, and to
assert convictions. However, with freedom of speech comes responsibility and accountability for
that speech. To that end, you are asked to pay attention to both the effect and the intentions of
your words, and to avoid deliberately using language that is demeaning to others. When listening
to other students, assess both the intent and the effect of those words before assuming an
offensive motive. Any papers using sexist, racist, heterosexist, ableist, ageist, or otherwise
inappropriate or biased language will be returned without a grade to be revised and resubmitted. It
is also essential that you begin to role model (which does not include always correcting others) the
use of inclusive language for the benefit of your peers (Lunceford, 2014).
Week: Material to be covered:

1
Course introduction and expectations

Learning through Service (2013): Chapters 1 and
3
What we dont talk about when we dont talk
about service (2006). (Appendix I)
Why service-learning is bad (1998). (Appendix J)
Assignments due:
Pre-assessment
MONDAY: NO CLASS (MLK DAY Jr. DAY)

Fire in the Ashes (2012): Chapters 1-5
This viral video is right: we need to worry about
wealth inequality (2013); also watch embedded
video. (Appendix K)
Fire in the Ashes (2012): Chapters 6-10

Jonathon Kozol on kids who survive inner cities
(2012)
ASB applications due

Tuesday to the Office
of Community Service
and Service-Learning
Issue paper due
Fire in the Ashes (2012): Chapters 11-13 and

epilogue
TED talk: Greening the Ghetto
MONDAY: NO CLASS (one of three)

Issue paper presentations
Issue paper
presentations
Power, Privilege, and Difference (2006): Chapters

Introduction-5
White Privilege: Unpacking the Invisible
Knapsack (1988) (Appendix L)
Explaining White Privilege to a Broke White
Person (2014) (Appendix M)
Learning through Service (2013): Chapter 5
Power, Privilege, and Difference

(2006): Chapters 6-9
Confronting the Politics of Multicultural
Competence (2008) (Appendix N)
Learning through Service (2013): Chapters 2
SPRING BREAK TRIPS
MONDAY: NO CLASS (two of three)

Spring break trip debrief
10
10
(Monday) Guest facilitator: Dr. Megan Bolger

TED talk: Why I Must Come Out
TED Talk: Love, No Matter What
11
Leadership: Theory and practice (2013): Chapter

10
TED Talk: How great leaders inspire action
8
12
MONDAY: NO CLASS (three of three)

ASB Presentations
13
TED talk: Why businesses can be good at solving

social problems
Creating a World Without Poverty: Social
Business and the Future of Capitalism (2007):
Chapters 1 and 2
14
Common Fire: Leading Lives of Commitment in a

Complex World (1996): Chapters 1-3
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Complex World (1996): Chapters 4-6
The West Wing (2005) (I cited the television episode,
as I would use Netflix in class to view, but here is a link

to the clip I will show:
https://www.youtube.com/watch?v=rDZYdwWIqYk)
Spring break
journals/blogs
Presentations
Critical reflection on
ASB
Interview write-up
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Complex World (1996): Chapter 7 and epilogue
Learning through Service (2013): Chapters 11,
13, and 14
TED talk: The good news on poverty (Yes, theres
good news)
Finals week - NO CLASS
Post-assessment
Plan of Action
Appendix A
Instructors Guide
The syllabus includes suggested chapters/articles/TED talks for each week to make sure
the class moves along, but the pace at which the class moves through the material will be
dictated by the students and the direction of class discussions.
Week One
The first three classes will begin to lay a foundation of service-learning, civic
engagement, and their importance for students. While exploring the purpose of the course,
students will also write a group covenant that clearly articulates class and peer-to-peer
expectations. Additionally, the class will participate in icebreakers and team builders to begin
forming a safe community in which students feel comfortable.
Learning through Service (Cress, Collier, & Reitenauer, 2013)
Chapter 1: Chapter one introduces common terms and service-learning jargon, such as
volunteerism, community-based learning, and service-learning, citizenship, and civic
capacity. It also addresses the importance of service-learning and becoming a global citizen.
Chapter 3: This chapter speaks to the importance of community, moving from I to We,
and the idea of the wall-less classroom. Intragroup conflict is addressed, as well as the seven
Cs of leadership (consciousness of self, congruence, commitment, collaboration, common
purpose, controversy with civility, and citizenship). The differences between helping, fixing,
and serving are introduced, as well as reciprocity in service.
Both of these chapters serve as a well-rounded introduction into service-learning, and
include activities for students to engage in reflection and begin to identify ways in which they
currently engage in service. In class, students will discuss their experience with service thus far,
reactions they had to the reading, and comments on the reflective exercises that are embedded
within the text.
What we dont talk about when we dont talk about service (Davis, 2006)
This article explores why people serve, who is served, and the benefits of service. At
large, society generally operates under the assumption that service is good, but if we dont
talk about said service, is it actually doing good? (And for which parties is the good being
done?)
Why service learning is bad (Eby, 1998)
Eby (1998) turns a critical eye on service-learning, describing ways in which it can be
detrimental to a community. He argues that service-learning is based on a simplistic
understanding of service (Eby, 1998, p. 3), and that it defines the needs of a community as
deficiencies. It, he argues, does not take into account community-identified needs, and more
importantly, community-identified solutions. The author goes on to outline ways in which
service-learning can improved and appropriately and effectively create positive social change.
Prepared Discussion Questions
Why do you serve?
Is an individuals motivation to serve relevant?

o Is it relevant for good to be done?
o Is it relevant for sustainable service?
o Is it relevant to create social change?
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From your knowledge, do you think service-learning has improved since 1998 when Eby
wrote this article? In what ways can it still be improved? How can we, in this class,
make sure to not perform detrimental service?
Activities
See Appendices O, P, and Q.
Week Two
Fire in the Ashes (Kozol, 2012)
Kozols work brings to light the harsh realities of daily struggles experienced by families,
high school students in particular, who live in some of the nations most impoverished
areas. Many of the stories begin in the Martinique Hotel, which at one point in time housed
1,400 children and 400 parents who struggled to prevail within a miserable warren of bleak
and squalid rooms (Kozol, 2012, p. 3). The building closed in the late 1980s and most families
were relocated to the most impoverished and profoundly segregated sections of the Bronx
(Kozol, 2012, p. 11). Specifically, Kozol follows the lives of Eric, Christopher, Pietro, Silvio, Alice,
Leonardo, Jeremy, Pineapple, Angelo, and their friends and families. With empathy, he shares
stories of their struggles, successes, and failures.
This viral video is right: We need to worry about wealth inequality (Klein, 2013)
This article published by the Washington Post introduces a video made to aid people in
visualizing a study that was completed on wealth inequality in the United States. It provides
staggering statistics regarding the wealth gap which exists between the nations richest and
poorest.
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What were your initial reactions to experiences shared by Kozol?
What stuck with you about each of the first four individuals? (Eric, Christopher, Pietro,
Silvio, and Alice)
What surprised you? (What didnt?)
What were your initial reactions to the wealth inequality video?
What surprised you? (What didnt?)
In what ways can you relate or not relate to video and Kozol book?
Week Three
See week two for book description.
NPR (Martin, 2012)
In this NPR interview with Kozol, he speaks further about his experiences with the
children he wrote about, in particular Pineapple, with whom Kozol is particularly close and
proud. He speaks to the current situation in education, the childrens experiences with it, and
the stark differences between inner city schools and suburban schools.
What are your initial reactions to the students introduced in chapters 6-10 of Fire in the
Ashes?
What are your reactions to hearing Kozol speak about the school systems, and his
reflections on Eric, Christopher, and Pineapple?
What do you think is the purpose behind Kozols work?
How is beneficial?
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How is it not beneficial? (Possibly detrimental?)
Kozol ends the interview on a positive note, saying that in 10 years the conversation on
educating kids experiencing poverty will be more hopeful. This interview was
conducted in late 2012. Based on current events or personal experiences, do you agree
with Kozols prediction?
*ASB applications due Tuesday to the Office of Community Service and Service-Learning
Week Four
See week two for book description.
TED talk: Greening the Ghetto (Carter, 2006)
Majora Carter speaks passionately about her experiences in the South Bronx and the
environmental inequalities in the area. The area is home to waste facilities that house 40% of
the Citys waste, 100% of the Bronxs waste, a sewage treatment plant, a sewage pelletizing
plant, four electrical power plants, and other facilities that bring more than 60,000 diesel trucks
to the area each week. The talk turns hopeful as Carter outlines ongoing projects which are a
beginning to sustainable environmental equality, and a springboard to economic growth in the
area.
What are your reactions to the stories in chapters 11-13 of Fire in the Ashes?
What are your reactions to the epilogue?
What are your overall reflections of Fire in the Ashes?
13
Minute paper: Please take one minute to write about the major take-aways and
reflections you have after reading Fire in the Ashes in its entirety. Has it changed
you? How so?
What are your reactions to Majora Carters TED talk?
By what are you surprised? By what are you not surprised?
*Issue papers due

Week Five
Issue paper presentations.
Week Six
Privilege, Power, and Difference (Johnson, 2006)
In accessible language, Johnson (2006) explores the deeply tangled web of oppressive
systems. He very eloquently explains unearned privilege, and how one persons privilege is
wrapped up in another persons oppression. He makes the important distinction that people
are not inherently racist (or sexist, etc.), but rather we are all players into oppressive
systems. He provides his audience with a readable explanation of the relationship between
white privilege, classism, and capitalism.
Quotes for students to consider:
Regardless of what her experience is based on, it is just that - her experience - and it
doesnt have to square with the larger social reality that everyone (including her) must
deal with one way or another (Johnson, 2006, p. 37).
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What can sustain them is a sense of ownership, that the trouble is truly their trouble
and not someone elses, because this means their responsibility to do something no
longer feels like an option (Johnson, 2006, p. 73).
White Privilege: Unpacking the Invisible Knapsack (McIntosh, 1988)

Author Peggy McIntosh excellently articulates her realizations and reflections of white
privilege. She speaks to the tendency of society to teach privilege as something that puts
others at a disadvantage, rather than something putting people in the majority at an
advantage.
I have come to see white privilege as an invisible package of unearned assets which I
can count on cashing in each day, but about which I was meant to remain oblivious
(McIntosh, 1988, p. 1).
Whites are taught to think of their lives as morally neutral, normative, and average,
and also ideal, so that when we work to benefit others, this is seen as work which will
allow them to more like us (McIntosh, 1988, p. 1).
The pressure to avoid it [white privilege] is great, for in facing it I must give up believing
in democracy. If these things are true, this is not such a free country; no ones life is not
what one makes it: many doors open for certain people through no virtue of their own
(McIntosh, 1988, p. 3).
Explaining White Privilege to a broke white person (Crosely-Corcoran, 2014)

Gina Crosely-Corcoran, a White woman who was raised in extreme poverty, reacts to
McIntosh (1988) in this entry on Thought Catalog. In an informal tone, Crosely-Corcoran
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explains her development through understanding the intersectionality of her identities,

specifically through the lens of race and class.
What are your reactions to the (above) quotes from Johnson (2006)?
What are your reactions to the (above) quotes from McIntosh (1988)?
What are your reactions to the Thought Catalog piece?
How can you relate Crosely-Corcorans experiences back to the McIntosh (1988) and
Johnson (2006) pieces?
We read three different types of literature this week.

o Which was the most effective for you?
o Which do you think is the most accessible for the general public?
o What are the drawbacks and advantages of using mediums such as Thought
Catalog for creating social change?
Week Seven
Privilege, Power, and Difference (Johnson, 2006)
See description above in week six.
If we think of Monopoly as a social system - as something larger than ourselves

that we participate in - then we can see how people and systems come together in
a dynamic relationship that produces the patterns of social life, including problems
surrounding privilege and oppression. People are indisputably the ones who make
social systems happen. If no one plays Monopoly, its just a box full of stuff with
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writing inside the cover. When people open it up and identify themselves as players,
however, Monopoly starts to happen. This makes people very important, but we
shouldn't confuse that with monopoly itself. We arent Monopoly and Monopoly
isnt us (Johnson, 2006, p. 83).
Ghandi once said that nothing we do as individuals matters but that its vitally
important to do it anyway. This touches on a powerful paradox in the relationship
between society and individuals (Johnson, 2006, p. 132).
Its easy to have opinions, but it takes work to know what youre talking about
(Johnson, 2006, p. 139).
Confronting the Politics of Multicultural Competence (Stewart, 2008)

Stewart (2008) wrote about experiences she had while teaching a masters level
multicultural competence course. She and her students were challenged when thinking
critically about the common assumption that people who are politically liberal are
multiculturally competent and value social justice, and people who are politically conservative
are often associated with racism, sexism, homophobia, and religious fundamentalism (p.
13). The class, made up of mostly liberals with only a few conservatives, grappled with
Johnsons text and were exposed to different, conservative viewpoints.
Cognitive development deals with the structure of knowing and knowledge

judgments, not the content of those judgments. It is not enough to know that a
person does not support affirmative action, for instance. It is necessary to know
how that person arrived at that conclusion, what evidence the person is using to
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support that belief, and whether the person is foreclosed to new information that
might change that belief (Stewart, 2008, p. 14).
Being conservative does not equal being privileged and oppressive; neither is
liberalism synonymous with enlightenment and multicultural competence (Stewart,
2008, p. 17).

Chapter 2: This chapter lays a foundation for appropriate interaction with community
partners. It pushes students to consider what the responsibilities and assets are of each party
involved, and how their intent may be perceived and different from their end impact.
What are you reactions to the remainder of the Johnson (2006) book?
Do you think individuals can make a difference in effecting social change?
What are your reactions to Stewart (2008)?
How do you think Johnson (2006) would respond to Stewart (2008)?
Do you think the two texts are compatible?
Activities
See Appendices R and S.
Week Eight
ALTERNATIVE SPRING BREAKS
Week Nine
Monday: No Class (two of three)
ASB Debrief
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Students will give informal overviews of their service trips, the community partner with
which the serve, the impact had on the community and themselves, and key take-aways from
the trip (expected to take up one full class period).
Chapter 6: This chapter introduces reflection as a powerful and necessary educational
tool for students who engage in service experiences. Through this course, and their
experiences with the alternative breaks program, students have already been engaging in
reflection, and this chapter will enhance their knowledge on different types, models, and
modes of reflection.
Chapter 10: In this chapter, students will more closely examine the learning benefits of
service-learning. The text defines transformational learning, critical inquiry, and establishes
community partners as additional educators in and of themselves. The chapter concludes with
questions that will be posed to the class:
What have you learning through your community service project that you would not
have learned in a traditional classroom?
What insights have you gained about your community partner, your state, and your
world as a result of the project?
How are these issues simultaneously interconnected and interdependent?
Have you discovered cultural stereotypes and assumptions that influence

community interactions and individual lives?
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What new skills, knowledge, and insights can you apply to improving current
systems and practices for addressing issues in the future? (Cress, Collier, &
Reitenauer, 2013, p. 159)
Activities
See Appendices T and U.
Week Ten
(Monday) Guest facilitator: Dr. Megan Bolger
Led by Dr. Bolger, students will engage in an energetic and powerful discussion on
gender and sexual orientation. The class will explore the definitions of various identities and
terms associated with the LGBT* community, as well as explore the power, privilege, and
oppression through the lens of this community.
TED Talk: Why I Must Come Out (Rocero, 2014)
Geena Rocero was born male, but after a sex change has become a successful female
fashion model. She delivered a powerful story about her decision to come out and the
intersectionality of her gender identity, and racial and ethnic identity.
Quotes to consider:
Every November 20, we have a global vigil for Transgender Day of Remembrance.
I'm here at this stage because it's a long history of people who fought and stood up
for injustice. This is Marsha P. Johnson and Sylvia Rivera. Today, this very moment, is
my real coming out. I could no longer live my truth for and by myself. I want to do
my best to help others live their truth without shame and terror. I am here, exposed,
so that one day there will never be a need for a November 20 vigil. (Rocero, 2014).
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TED Talk: Love, No Matter What (Solomon, 2013)

Andrew Solomon introduces an interesting perspective on difference; what is like to be
the parent of a child who has a significant difference from you? The differences he talks about
are diverse, from sexual orientation, to ability, to prodigy, etc. He questions the difference
between illness and identity. Being homosexual was once thought of as a disease by
mainstream society, but is now seen as a culture. How did an illness become an identity? Why
do we still view differences such as dwarfism, deafness, etc as illness? Solomon speaks from his
perspective of a gay man (and therefore, a gay son), and now a father of a differently abled
child.
What are your initial reactions to each TED talk?
What is the difference between illness and identity? Is there one?
How do the discussions this week relate back to the literature we have read for
class?
Week Eleven
Servant Leadership (Northouse, 2013)
In this chapter, Northouse defines servant leadership. In addition to providing a
theoretical framework, Northouse outlines ten characteristics of a servant leader: listening,
empathy, healing, awareness, persuasion, conceptualization, foresight, stewardship,
commitment to the growth of people, and building community. Northouse goes on to describe
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the outcomes of successful servant leadership, which include follower performance and
growth, organizational performance, and societal impact (Northouse, 2013, p. 230).
TED Talk: How Great Leaders Inspire Action (Sinek, 2009)
In one of the most watched TED talks, Simon Sinek introduces the world to his discovery
of how certain companies succeed and others fail. He calls it the Golden Circle. Using prime
examples such as Apple and Martin Luther King, Jr., Sinek shares his observations that great
leaders start with articulating why they do what they do what they do, rather than how or what
they do. People dont buy what you do; they buy why you do it (Sinek, 2009). Although
mostly grounded in the for-profit world, Sinek also incorporates leaders who were inspirational
for their respective causes, making this TED talk applicable to leaders in any field.
Learning through Serving (Cress, Collier, & Reitenauer, 2013)
Chapter 7: This brief chapter investigates the power of peer mentoring. The chapters
authors introduce the Johari Window, and then present the New Johari Window to
demonstrate how the combination of mentoring and reflection can work together to increase
mentee knowledge of how to be successful in the mentoring context (Cress, Collier, &
Reitenauer, 2013, p. 116).
Chapter 8: This chapter introduces various leadership styles, including situational,
transformational, and servant leadership. In particular, students will pay attention to the
section titled, Leadership in Intercultural Contexts, which discusses the need to be fluid in
ones leadership abilities to be able to adapt to various cultures and populations of people.
Which leadership text/model/theory do you most relate?
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What is your why? (What is your purpose?)
How is your purpose related to your motivation to take this course/to serve? (Are they
related?)
Is/why is articulating your purpose important?
How can you relate Leadership in Intercultural Contexts back to previous literature we
have read for this course?
Activities
See Appendix V
Week 12
ASB Presentations
Week 13
TED Talk: Why Business can be Good at Solving Social Problems (Porter, 2013)
Most often, we turn to nonprofits as the organizational avenue for alleviating social
issues. Michael Porter suggests that we begin to looking to businesses to aid in this
alleviation. Perhaps the largest brick wall nonprofits face is lack of resources, namely, financial
resources. However, businesses are for profit, and can make money to put toward the cause.
Creating a World Without Poverty: Social Business and the Future of Capitalism
(Yunus, 2007)
In this text (class will focus only on chapters 1 and 2), Muhammad Humus introduced a
new concept called a social business. He describes a social business as being very similar to
profit-maximizing businesses, but its primary difference lies in its objectives. Like other
businesses, it employs workers, creates goods or services, and provides these to customers for
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a price consistent with its objective. But its underlying objective - and the criterion by which it
should be evaluated - is to create social benefits for those whose lives it touches A social
business is a company that is cause-driven rather than profit-driven, with the potential to act as
a change agent for the world (Yunus, 2007, p.21-22). Chapter 2 provides examples of possible
social businesses to aid readers in their comprehension.
Do you think businesses can be effective at creating social change?
Do you think it is the place of businesses to address social issues?
What parallels can you draw between this weeks material and our previous discussion
on leadership?
Week 14
Common Fire: Leading Lives of Commitment in a Complex World (Park Daloz et al.,
1996)
We designed a study in which we conducted interviews over a period of several years
with more than one hundred people who had sustained long-term commitments to work on
behalf of the common good, even in the face of global complexity, diversity, and
ambiguity (Park Daloz et al., 1996, p. 5). Common Fire is the end result of said study. The
authors utilize the experiences of their participants to dig deep into a discussion on what
motivates individuals to serve, and what keeps them going in the face of adversity. They sought
the answers to four major questions: 1) What are such people like? 2) How do they become
that way? 3) What keeps them going in spite of inevitable discouragement? 4) What can be
done to encourage this kind of citizenship to meet the challenges of the twenty-first century?
24
What are your initial reactions/take-aways from the first three chapters?
Is it harder to be human than it used to be? (Park Daloz et al., 1996, p. 1)
What are the elements in peoples primary environments - homes, neighborhoods,

schools, workplaces, and other institutions - that nurture the capacity to act on behalf of
the common good? (Park Daloz et al., 1996, p. 26)
Is higher education a necessary element to commitment to the common good?
What encounters with otherness have you had? And how did you react to them?
How have events, environments, people, etc, in your life influenced your own personal
development? How have your influenced the events, environments, and people in your
life?
Quotes to think about
As a metaphor, I think of how the skin is a permeable membrane. Theres air flow
between your skin and your inside all the time. I think thats how our relationship is
with the world. Theres this fluidity between the inner life and the external, a
constant give and take so things that are happening on the outside do really come in
to affect your own personal development and vice versa (Park Daloz et al., 1996, p.
25).
In contrast to a journey, which could be unending, a pilgrimage requires both

venturing and returning. A good pilgrimage leads to discovery and transformation,
25
but it isnt complete until you have returned home and told your story (Park Daloz
et al., 1996, p. 38).
Vulnerability-based marginality can numb the will and fuel despair; it can also
nourish compassionate action and fire an imagination of possibility (Park Daloz et
al., 1996, p. 74).
Even when it carries a price, marginality can also bear certain gifts: greater selfknowledge, greater awareness of others, and a kind of comfort with life at the
edge. The central gift of marginality, however, is its power to promote both
empathy with the other and a critical perspective on ones own tribe (Park Daloz et
al., 1996, p. 76).
Week 15
Common Fire (Park Daloz et al., 1996)
See description from week 14.
West Wing Clip (Sorkin, 2005)
Backstory to the chosen clip: Congressman Matt Santos is the Democratic Partys
nominee to be the next president of the United States. He is also the first Latino nominee. The
day before being scheduled to speak to a historically Black church congregation, a Black
teenager in the same community was shot and killed by a Latino police officer. After much
debate, Santos decides to keep his scheduled visit. Santos disregards his speech writers
prepared statement, and instead speaks about compassion.
26
The authors describe five habits of mind that they found committed individuals used to
deal with complex challenges, and times when they are overwhelmed, frustrated or
discouraged; the five habits are dialogue, interpersonal perspective-taking, critical,
systemic thought, dialectical thought, and holistic thought (Park Daloz et al., 1996, p.
108). How have you or how have you not used these habits of mind in your life? Are
there habits you feel particularly strong in? Habits you need to develop?
What are the costs to living a committed life?
Quotes to think about:
When its working at its best, youre hearing well and taking into account a lot of
peoples views and perspectives and trying to focus on an owned outcome. Think
about that coffee cup [he gestures toward the coffee cup between us], and what
you can see, and what I can see. We both can more fully describe that were seeing
if we both make contributions to its description, because there are things on that
side of the cup that I cant see. There are going to be things that are obscured to
someone else in the circle by shadows or lighting. So when were trying to examine
the whole of a new project, the most effective way is to draw on the contributions
of where people of very different backgrounds sit and how they see things (Park
Daloz et al., 1996, p. 112).
A capacity for anger is very important because if you dont have anger, you will
begin to tolerate the intolerable If you are not angry, you are probably a
cynic. And if you lower your quotient of anger at oppression, you lower your
27
quotient of compassion for the oppressed. I see anger and love as very related
(Park Daloz et al., 1996, p. 179).
Week 16
Common Fire (Park Daloz et al., 1996)
See week 14 for summary.
Chapter 11: This chapter explores how we assess and evaluate servicelearning. Service-learning should be reciprocal in nature; both the students and the community
should benefit. This chapter provides tools on how to measure that impact, and to reflect on
what students have learned.
Chapter 13: This chapter begins the conversation of now what? Students may have
entered with no service experience, or very little. Now that they have built this foundation,
how will service and solidarity follow them beyond this semester?
Chapter 14: In large part, this short chapter is a continuation of chapter 13, asking
students where do you go from here?
TED talk: The Good News On Poverty (Bono, 2013)
Often times discussing issues of power, privilege, difference, and oppression can be
frustrating and depressing. Bono gives an uplifting, positive spin on all of the work being done
to alleviate the worlds deepest needs.
Activities
See Appendix W
28
What is your reaction to the first quote below? What is your reaction to this quote in
relation to the section on ambivalence (p. 199)?
Do you think it is the job of K-12 to intentionally cultivate citizens committed to the
common good? Is it the job of higher education?
In the epilogue, the authors talk about various avenues for supporting the common
good (religion, nonprofits, schools, philanthropies, public policy, and more). Do you find
any of these more effective than the rest? Less effective?
What have you learned in this course?
WHAT NOW?!?!
Quotes to think about:
Its not that we sustain a commitment; its more that people like myself are sustained
by the commitment commitment seems continually reborn at that point where the
hearts deep gladness meets the worlds deep hunger (Park Daloz et al., 1996, p. 196).
29
Appendix B
Pre- and Post- Assessment
The Village of Abeesee has about 50,000 people. Its harsh winters and remote location
make heating a living space very expensive. The rising price of fossil fuels has been reflected in
the heating expenses of Abeesee residents. In fact, many residents are unable to afford heat
for the entire winter (5 months). A University of Abeesee study shows that 38% of village
residents have gone without heat for at least 30 winter days in the last 24 months. Last year,
27 Abeesee deaths were attributed to unheated homes. Most died from hypothermia (21), and
the remainder died in fires or from carbon monoxide exposure that resulted from improper use
of alternative heat sources (e.g., burning trash in an unventilated space).
1. Please briefly describe the fundamental problem in Abeesee given what you know from this
scenario.
2. What additional information do you need before you could begin to develop a response in
Abeesee?
3. What groups or stakeholders would you involve in the plan to respond to the situation in
Abeesee?
30
4. Please briefly describe the process you would use for deciding how to respond to the
situation?
5. After you implement your response in Abeesee, what would success look like?
6. Given what you know and a budget of $50,000, develop a plan that would address the
Abeesee situation maximizing the impact of your $50,000. Use a numbered, step-by-step
guide, recipe-style to explain your response plan. For example, Step 1: Buy noodles. Step 2:
Boil water. Step 3: Add the noodles. Step 4: Drain the noodles. Write your place on the back of
this sheet.
II. Response
The plan that follows (#46A) was developed by another grantee and the funder wants you to
provide feedback about the proposal. Answer the questions that follow the plan in order to
provide feedback.
Plan #46A
a. Develop an application process to allocate up to 100 grants of $500 (100x$500=$50,000) to
low-income Abeesee residents.
b. Form a review committee comprised of 5 representatives from Abeesee stakeholder groups.
c. Distribute $500 grants that can be used to make improvements to homes and residences to
reduce exposure to low temperatures and/or make heating sources safer. Do not allow
residents to use grants to pay heating costs.
31
d. Request documentation of improvements.

e. Track days without heat and deaths attributed to unheated homes to see if there is a
decline.
1. Will Plan #46A solve the problems in Abeesee? Why or why not?
2. Do you think $50,000 would be adequate to implement this plan? Why or why not?
3. Can you foresee any unintended consequence that might result from this plan? Please list.
4. What other key factors might influence the success of this proposal?
5. How would you know if this $50,000 was used effectively?
III. Modifications
1. Now that youve seen someone elses plan, would you modify your own? What
modifications would you make? Use the back of this page if necessary.
This assessment was borrowed from Grohs, Kirk, and Kusuma (2014).
32
33
Appendix C
Issue Paper
Its easy to have opinions, but it takes work to know what youre talking about
(Johnson, 2006, p. 139). To initiative effective and sustainable social change, it is imperative to
be educated on all sides of the issue at hand. For this assignment, you will practice researching
a social issue, researching all sides, and choosing one of those arguments to support. Be certain
that a reasonable argument supporting and opposing a position on the issue can be made. For
example, sexual assault and sexual harassment are not controversial issues. One can, however,
argue the merits of a particular policy for handling charges of sexual harassment or
assault. You should focus on a policy or practice question, not a research question. In other
words, should we have this policy? vs. Is this policy effective? The latter is a research
question. However, you might argue for a position (pro or con) based on the effectiveness (or
lack there of it) as supported by research (e.g., research supports the effectiveness of this
approach, I agree with it philosophically, and therefore I support the position). Issue papers
should be 8-10 pages in length, double spaced, 12 point font. The week following their due
date, students will present their issue paper. Students will have 20 minutes to summarize all
sides of their issue, and to defend their conclusion.
The issue paper should use this format:
1. Briefly explain the issue, making clear the particular question at hand (e.g., should we
have this policy?). The issue should be clear to the reader in the first paragraph. Being
able to pose a question to which one can reasonably argue yes or no is a good indication
of having focused on a particular issue and not just be swimming in a large topic.
34
2. What is the most compelling argument supporting a position on the issue?

3. What is the most compelling argument opposing that position on the issue? (2 and 3
can appear in either order)
4. What is your position on the issue? Make a convincing case to explain why you have
taken that position.
5. To which field(s) of study/career path(s)/population(s) is this issue most relevant?
6. What are the implications of your position for civic engagement, active citizenship, and
your life as you move forward?
Issue papers are graded on the clarity of the issue and positions argued, strength of the
arguments made, implications drawn, quality of writing (college-level writing that is free of
APA, grammar, spelling, syntax, logic, organization, clarity, and style errors). Choose an
appropriate title for your issue paper. It is strongly recommended that you take a first draft of
your issue paper to the Learning Commons before submitting a final version.
Presentations will be graded on the students ability to verbally articulate the points made in
their paper. They should be void of ummms and likes. Speak clearly, express your thoughts
in an organized manner, make eye contact, and speak at an appropriate pace.
This assignment, in large part, was borrowed from CSP 6010 Fall 2013 with M. Wilson.
35
Appendix D
Alternative Spring Break Reflective Journals
This journal can take many different forms; it can be a (typed) diary-style journal, a
scrapbook, a blog, or another creative format. This assignment is to aide you in making
meaning out of your alternative spring break experience. Students are to use the following
questions to guide their daily entries.
Reflection questions:
Pre-trip: What are your expectations for this trip? Include expectations regarding the group,
the service, the community partner, etc. What do you already know about the social
issue? What are you hoping to learn?
Day 1: What are your first impressions of the community? Is there anything that has surprised
you? Anything that wasnt a surprise? What were your highs and lows of the day?
Day 2: What emotions did you experience today? What challenged you (physically and/or
emotionally)? What were your highs and lows of the day?
Day 3: What have you learned about yourself thus far? How did YOU contribute to the team
today? Would you do anything differently? Have you made any new connections? If so, what
are those connections and what do they mean to you? What were your highs and lows of
the day?
Day 4: What did you notice about the group dynamic today? You can speak to the group of
students, or the group of students and community partners. What were your highs and
lows of the day?
36
Day 5: Think about the course reading and other material up until this point. Have you been
able to make any connections between the literature/class discussions and your service
experience? Have you experienced anything that is contradictory to the literature? What were
your highs and lows of the day?
Day 6: Please elaborate not the social issue of your trip. What are the root causes? What are
the root systems that perpetuate the issue? In what ways have you perpetuated the issue
throughout your lifetime? Is there any one (or two) pieces of information that struck you in
particular? What were your highs and lows of the day?
Day 7: Now what? How can you/society continue to work to alleviate the social issue of your
trip? What can be done better? Is there anything we should stop doing? What is your vision
for a just society? What were your highs and lows of the day?
Post-trip: Now that you have been back, how have you re-entered your community? Have you
told your story? How has it been received? What has been frustrating? What has been
rewarding? With hindsight, what meaning have you made out of the break experience?
Journals will be graded on the clarity of the students entries. Entries should answer the
questions asked, however each experience is unique. If there are experiences particularly
salient to your experience, feel free to expound upon those. Writing should be college-level
and free of grammar, spelling, syntax, logic, organization, clarity, and style errors. Entries
should also exhibit an appropriate level of depth-of-thought. Students should be able to
articulate the social issue, social justice, and how it relates to service work.
37
Appendix E
Alternative Spring Break Presentations
In contrast to a journey, which could be unending, a pilgrimage requires both venturing
and returning. A good pilgrimage leads to discovery and transformation, but it isnt complete
until you have returned home and told your story (Park Daloz, et al., 1996, p. 38). Students
will work in groups, based on their spring break trips, to create an engaging and informative
presentation of their respective trips (one presentation per trip). Topics of presentations will
differ per experience, as each is unique. Students are encouraged to speak with me as they are
shaping their presentation.
Presentations will be graded on the students ability to verbally articulate the points made in
their paper. They should be void of ummms and likes. Speak clearly, express your thoughts
in an organized manner, make eye contact, and speak at an appropriate pace. Presentations
should be engaging, and 25 minutes in length. Each individual in the group should contribute
equally. Groups will be graded as one entity (as opposed to on an individual level).
38
Appendix F
Critical Reflection
Each of us needs to be consciously aware of our identities, mental frameworks, and how
those things influence both how we approach difference and how others approach us in those
conversations. The critical reflection will present your reflections about three key areas:
1. Your evolving understanding of who you are as an individual and as a member of one or
more privileged and marginalized groups.
2. Your understanding of the issues addressed in the course up to that point.
3. Your understanding of multicultural competence and its application to your future career,
your place in society, and/or your efforts to create positive social change.
I expect to see liberal incorporation of the course readings and other relevant literature in
these papers. Appropriate and relevant citation and incorporation of concepts and ideas from
the course readings is what distinguishes these reflections as critical, instead of merely personal
entries that you may keep in a journal. Critical reflections are graded on the clarity of content,
and strength of the implications drawn, quality of writing (college-level writing that is free of
APA, grammar, spelling, syntax, logic, organization, clarity, and style errors). Choose an
appropriate title for your critical reflection. It is strongly recommended that you take a first
draft of your paper to the Learning Commons before submitting a final version. Critical
reflections should be 8-10 pages, double spaced, 12 point font.
This assignment, in large part, was borrowed from CSP 6035 Spring 2014 with C. Lunceford.
39
Appendix G
Interview Write-Up
Each student will select one individual in the community (either campus community, or
the greater Cranks Creek area) who is perceived as a leader of social change. Using Common
Fire for guidance, tell the class through a short interview summary, the interviewees history
and journey toward living a committed life. Do they share characteristics with the individuals
written about in Common Fire? Are there additional characteristics you would add?
Interview write-ups with be graded on the clarity of content, depth of thought, and
incorporation of the literature. Write-ups should use college-level writing that is free of APA,
grammar, spelling, syntax, logic, and organization, clarity, and style errors. Interview write-ups
should be no more than 6 pages, double spaced, 12 point font.
40
Appendix H
Plan of Action
Its not that we sustain a commitment; its more that people like myself are sustained
by the commitment commitment seems continually reborn at that point where the hearts
deep gladness meets the worlds deep hunger (Common Fire, p. 196). Now that weve spent
time in the literature and engaging in direct service, each student is required to write a plan of
action for their continuation along the path to being a committed, engaged, and active
citizen. Students may focus on one specific social issue, or write in generalities. Students are
expected to incorporate class discussion topics, the literature, their direct service experience,
and examples of concrete activities and campus resources they will use to carry out the plan of
action.
Interview write-ups with be graded on the clarity of content, depth of thought, and
incorporation of the literature. Plans should use college-level writing that is free of APA,
grammar, spelling, syntax, logic, and organization, clarity, and style errors. Plans of actions
should be 6-8 pages, double spaced, 12 point font.
References
Bono (2013, February). The good news on poverty (Yes, theres good news) [Video file].
Retrieved from
http://www.ted.com/talks/bono_the_good_news_on_poverty_yes_there_s_good_new
s#t-803185
Carter, M. (2006, February). Greening the ghetto [Video file]. Retrieved from
http://www.ted.com/talks/majora_carter_s_tale_of_urban_renewal
Cress, C. M., Collier, P. J., Reitenauer, V. I. & Associates (2013). Learning through service: A
student guidebook for service-learning and civic engagement across academic disciplines
and cultural communities. Virginia: Stylus Publishing, LLC.
Crosley-Corcoran, G. (2013, January 15). Explaining white privilege to a broke white person
[Web log post]. Retrieved from http://thoughtcatalog.com/gina-crosleycorcoran/2014/01/explaining-white-privilege-to-a-broke-white-person/
Davis, A. (2006). What we dont talk about when we dont talk about service. In Davis, A. &
Lynn, E. (Eds.) The civically engaged reader: A diverse collection of short provocative
readings on civic activity.
Eby, J. W. (1998). Why service-learning is bad. Retrieved from
http://www.messiah.edu/external_programs/agape/servicelearning/articles/wrongsvc.
pdf
Grohs, J., Kirk, G., Kusuma, G. A. (2014, March). Measuring the effects of service and
engagement on student development. The Gulf-South Summit. Symposium conducted at
Auburn University.
Johnson, A. G. (2006). Privilege, power, and difference. New York: McGraw-Hill.

Klein, E. (2013, March 6). This viral video is right: We need to worry about wealth inequality.
The Washington Post. Retrieved from www.washingtonpost.com
Kozol, J. (2012). Fire in the ashes: Twenty-five years among the poorest children in America.
New York: Down Publishing Group.
Lunceford, C. (2014). CSP 6035: Multicultural competence in student affairs, Spring 2014 course
syllabus. BGSU.
Martin, M. (2012, November 26). Jonathon Kozol on kids who survive inner cities. In NPR
(Producer), Tell me more. Retrieved from
http://www.npr.org/2012/11/26/165922118/jonathan-kozol-on-kids-that-survive-innercities
McIntosh, P. (1988). White privilege: Unpacking the invisible knapsack. Unpublished
manuscript, Center for Research for Women, Wellesley College, Wellesley, MA.
Northouse, P. G. (2013). Leadership: Theory and practice. California: SAGE Publications, Inc.
Parks Daloz, L. A., Keen, C. H., Keen, J. P., & Daloz Parks, S. (1996). Common fire: Leading lives of
commitment in a complex world. Boston: Beacon Press.
Porter, M. (2013, June). Why business can be good at solving social problems [Video file].
Retrieved from
http://www.ted.com/talks/michael_porter_why_business_can_be_good_at_solving_so
cial_problems#t-862420
Rocero, G. (2014, March). Why I must come out [Video file]. Retrieved from
http://www.ted.com/talks/geena_rocero_why_i_must_come_out#t-586387
Sinek, S. (2009, September). How great leaders inspire action [Video file]. Retrieved from
http://www.ted.com/talks/simon_sinek_how_great_leaders_inspire_action
Solomon, A. (2013, April). Love, no matter what [Video file]. Retrieved from
http://www.ted.com/talks/andrew_solomon_love_no_matter_what
Sorkin, A. (Writer), & Misiano, C. (Director). (2005). Undecideds [Television series episode]. In
Sorkin, A. (Executive producer), The West Wing. NBC Universal.
Steward, D. L. (2008). Confronting the politics of multicultural competence. About Campus,
13(1), 10-17.
Yunus, M. (2007). Creating a world without poverty: Social business and the future of
capitalism. New York: PublicAffairs.
Wilson, M. (2013). CSP 6010: Foundations and functions of College Student Personnel, Fall 2013
course syllabus. BGSU.

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Running head: EXPLORING THROUGH SERVICE

Exploring Social Justice through Experience:

EXPLORING THROUGH SERVICE

VESA 110: Exploring Social Justice through Experience

EXPLORING THROUGH SERVICE

EXPLORING THROUGH SERVICE

EXPLORING THROUGH SERVICE

Week: Material to be covered:

Course introduction and expectations

MONDAY: NO CLASS (MLK DAY Jr. DAY)

Fire in the Ashes (2012): Chapters 6-10

ASB applications due

Issue paper due

Fire in the Ashes (2012): Chapters 11-13 and

MONDAY: NO CLASS (one of three)

Power, Privilege, and Difference (2006): Chapters

EXPLORING THROUGH SERVICE

Power, Privilege, and Difference

SPRING BREAK TRIPS

MONDAY: NO CLASS (two of three)

(Monday) Guest facilitator: Dr. Megan Bolger

Leadership: Theory and practice (2013): Chapter

MONDAY: NO CLASS (three of three)

TED talk: Why businesses can be good at solving

Common Fire: Leading Lives of Commitment in a

Common Fire: Leading Lives of Commitment in a

as I would use Netflix in class to view, but here is a link

EXPLORING THROUGH SERVICE

Common Fire: Leading Lives of Commitment in a

Finals week - NO CLASS

EXPLORING THROUGH SERVICE

EXPLORING THROUGH SERVICE

Why do you serve?

Is an individuals motivation to serve relevant?

EXPLORING THROUGH SERVICE

EXPLORING THROUGH SERVICE

What were your initial reactions to experiences shared by Kozol?

What surprised you? (What didnt?)

What were your initial reactions to the wealth inequality video?

What surprised you? (What didnt?)

What do you think is the purpose behind Kozols work?

EXPLORING THROUGH SERVICE

How is it not beneficial? (Possibly detrimental?)

What are your reactions to the epilogue?

What are your overall reflections of Fire in the Ashes?

EXPLORING THROUGH SERVICE

What are your reactions to Majora Carters TED talk?

By what are you surprised? By what are you not surprised?

*Issue papers due

EXPLORING THROUGH SERVICE

White Privilege: Unpacking the Invisible Knapsack (McIntosh, 1988)

Explaining White Privilege to a broke white person (Crosely-Corcoran, 2014)

EXPLORING THROUGH SERVICE

explains her development through understanding the intersectionality of her identities,

What are your reactions to the Thought Catalog piece?

We read three different types of literature this week.

If we think of Monopoly as a social system - as something larger than ourselves

EXPLORING THROUGH SERVICE

Confronting the Politics of Multicultural Competence (Stewart, 2008)

Cognitive development deals with the structure of knowing and knowledge

EXPLORING THROUGH SERVICE

Learning through Service (Cress, Collier, & Reitenauer, 2013)