Academic Catalog

SOSC 79: INTRODUCTION TO COMMUNITY/CIVIC ENGAGEMENT

Foothill College Course Outline of Record

Foothill College Course Outline of Record
Heading Value
Units: 1
Hours: 1 lecture per week (12 total per quarter)
Degree & Credit Status: Degree-Applicable Credit Course
Foothill GE: Non-GE
Transferable: CSU
Grade Type: Letter Grade (Request for Pass/No Pass)
Repeatability: Not Repeatable

Student Learning Outcomes

  • Learn and practice the necessary communication skills to interact in volunteer service.
  • Identify personal values relevant to community service.
  • Examine the community environment and focus upon and prioritize major community service needs.

Description

Introduction to community service as it relates to community organizations, businesses or civic institutions allowing students to gain skills in advocacy and civic engagement through community service experiences, research and reflection. Students explore experiential education, theories of service and service learning, strategies for facilitation and effective practice. The course integrates a practical experience in leading service learning projects. The course allows students to balance action with critical reflection in service learning practice.

Course Objectives

The student will be able to:
A. Describe social, cultural and political forces that impact communities.
B. Identify and assess the basic components of effective service learning.
C. Assess community service opportunities as a strategy for creating more just communities and preparing students for lifelong community participation.
D. Describe the essential elements of designing high quality service learning projects.

Course Content

A. Social, cultural and political forces that impact communities
1. Infrastructure of community agencies
2. Political implications
3. Societal and cultural considerations
4. Economic realities
5. Networking and relationship building
6. Interface patterns between service agencies and other public and for-profit organizations
B. Basic components of service learning
1. Self-reflection as an element of service learning
2. Critical thinking in service learning
C. Community service as a strategy for creating more just communities and preparation for lifelong community participation
1. Enhance student learning and development through service learning
2. Develop campus-community relationships
3. Integrate service learning into post-college choices
4. Assess advocacy and service as a mechanism for change
D. Design a service learning experience
1. One time and short-term service learning experiences
2. Elements of an effective service learning environment

Lab Content

Not applicable.

Special Facilities and/or Equipment

None.

Method(s) of Evaluation

A. Class participation
B. Participate in or facilitate a campus or community service activity
C. Evaluate a community organization or service activity
D. Reflection paper

Method(s) of Instruction

Lecture, Guest speakers on service learning topics, Discussion, Oral presentations, Demonstrations.

Representative Text(s) and Other Materials

Applied Research Center. Millennials, Activism, and Race. 2012. www.arc.org/content/view/2266/132/

Berger Kaye, Cathryn. The Complete Guide to Service Learning: Proven, Practical Ways to Engage Students in Civic Responsibility, Academic Curriculum & Social Action. 2010.

Boyte, H. Everyday Politics: Reconnecting Citizens and Public Life. Philadelphia: University of Pennsylvania Press, 2010.

Gottlieb, K. and G. Robinson. A Practical Guide for Integrating Civic Responsibility into the Curriculum. Washington, DC: Community College Press, 2002.

O’Grady, C. (ed.) Integrating Service Learning and Multicultural Education in Colleges and Universities. Mahwah, NJ: Lawrence, Erlbaum Associates, Publishers, 2000.

Bowen, Glenn. Civic Engagement in Higher Education: Resources and References. Cullowhee, NC: Center for Service Learning, Western Carolina University, 2010.

 

Types and/or Examples of Required Reading, Writing, and Outside of Class Assignments

A. Students will be expected to read and reflect on related baccalaureate level literature.

B. Regular writing assignments will require that students demonstrate critical thinking and self-analysis.

C. Students will examine and analyze a variety of service learning environments.

D. Students will prepare and present one or more reports related to their research.

 

Discipline(s)

Social Science