Course Syllabus
Spring 2008: CAS 297
Spring 2007: CAS 297A/YFE 211
Spring 2006: YFE 211
Spring 2005: YFE 211
Spring 2007: CAS 297A
Foundations of Civic & Community Engagement
CAS 297A/YFE 211/SP 2007/TR 4:15-5:30/119 Thomas
Professor Eberly / 214 Sparks / rhosa@psu.edu
SP 2007 office hours: W 2-5
Course Description
This course will give you the opportunity to learn and practice theories and habits of civic and community engagement through readings, discussion, deliberation, and individual as well as collaborative action. While this course emphasizes concepts and case studies that focus on the people’s role in shared governance, the course also provides a foundation for understanding how a wide range of other individual and collective practices have an equally important role to play in sustaining democratic community. Among the core concepts we’ll discuss are the historical and contemporary mission of land grant universities, the role of students and other citizens in sustaining and transforming their polities and communities, and the relationship among media, culture and politics as they affect civic and community engagement. You will also learn about the range of ways that citizens do, can, and might participate in democratic decision-making and will observe and practice these forms in several communication mediums. Finally, you will learn about models of and opportunities for engaging in public scholarship across and beyond Penn State as an additional means of engagement. That is to say: you, y’all -- we -- will learn and practice these things together.
CAS 297A / YFE 211 is the only specific course requirement for the Intercollege Minor in Civic and Community Engagement (CIVCOM). For more information on the minor, see http://www.publicscholarship.psu.edu.
For information on the Bachelor of Philosophy program, an individually tailored undergraduate major, see http://www.psu.edu/oue/bphil/.
For information on the Undergraduate Writing Center, a service which I highly recommend you use this semester and throughout your undergraduate career, see http://www.psu.edu/dept/cew/writingcenter/UWC/students2.htm.
NB: If you registered for this course as YFE 211, please change your registration to CAS 297A. Thank ewe. Elsewise we cannot Angel et. al.
Required Readings
U.S. Constitution
http://www.archives.gov/national-archives-experience/charters/constitution.html
http://www.constitutioncenter.org/constitution
http://www.publicscholarship.psu.edu/constitution
Schudson, Michael. The Good Citizen.
Haddock, Doris. Granny D: Walking Across America in My 90th Year.
Lappe, Frances Moore, and Paul Martin duBois. The Quickening of America.
Tatum, Beverly Daniel. Why Are All the Black Kids Sitting Together in the Cafeteria?
Zinn, Howard. Artists in Times of War.
Other readings/audio texts available on Angel or as handouts.
News and Public Affairs Resources
THE DAILY COLLEGIAN: print and web http://www.collegian.psu.edu
THE NEW YORK TIMES: print and web http://www.nytimes.com (NYTimes select?)
THE CENTRE DAILY TIMES: print and web http://www.centredaily.com
THE BBC website: http://www.bbc.com
NATIONAL PUBLIC RADIO 91.5FM, http://www.npr.org
C-SPAN http://www.c-span.org; check your local cable provider
Major Assignments
1. Four-page analysis of a public problem (10% of final grade)
2. Four-page analysis revised for circulation to assist a particular audience (10% of final grade)
3. Three-page commentary/op-ed for print publication (10% of final grade); if published before last day of classes SP 07 in edited/gatekept print or online publication, receives automatic A.
4. Three-page commentary revised into audio (10% of final grade)
5. Regular participation on intranet (Angel) and internet forums (10% of final grade)
6. Collaborative organization of one civic/community/campus event or individual active participation in three civic/community/campus events of student’s choice -- described in 250 words (1 page) and recorded on audio or video (20% of final grade)
7. Evidence of reading and readiness for discussion at each class meeting: active listening as well as participation (10% of final grade)
8. Final exam (20% of final grade)
Course Policies
Your face and voice and careful attention are required in class each day for several reasons, not the least of which is that you need to attend to help determine what the class will be and what we will do. Full attendance is vital to the success of this course. Further, given the values of citizenship rather than spectatorship on which this course operates, steadfast attention and commitment to a group enterprise is part of what you will practice together this semester. More than two absences will affect your grade; after two absences, each additional absence will lower your final letter grade by 5 percent (of the total grade possible, i.e., of 100). Finally, if you must miss class, be sure to contact someone from the class to find out what you missed and what might have changed. Because things change.
I will announce any changes to the course schedule in class before they happen, but you will be responsible for taking note of changes and updating the syllabus. Make sure you have contact information for at least two others in the class; email addresses and phone numbers will allow you to get in touch with someone else if you absolutely must miss a class meeting. Remember that everyone’s email address is on our Angel site.
When a writing assignment (assignments 1, 2, and 3 above) is due, print out and hand in the following, in this order, in class on the due date: final draft, at least one rough draft, and a topic proposal (central claim, support for that claim, audience, exigence, purpose) updated to reflect the final draft. Any assignments handed in after the due date will lose one complete letter grade for each calendar day the assignment is late.
Do not hesitate to email me if you have questions about course assignments; even better, ask questions in class so that others may benefit from your questions. Come to my office hours at least once during the semester. I am not always able to answer every email I receive, but I do my best. Do not email me through Angel.
Ah: when you have a reading assignment, bring the book to class. Duh.
Criteria for grading writing
This is not a “W” course, so I will not be intervening in your writing process by collecting and commenting on topic proposals or rough drafts, though I will ask you to post topic proposals on Angel and bring rough drafts to class. But you will need to invent and compose topic proposals, write and revise rough drafts, and edit and proofread your final drafts. The general criteria I’ll use in this particular course to evaluate all your written assignments include: Does the final draft fulfill the assignment? Does the writer make a clear argument and support it with reasons generated both by the writer and by sources external to the writer? Does the final draft have a coherent and reasoned organization? Could an “average” reader in the writer’s intended audience understand, follow the reasoning of, find the external sources mentioned, and respond to the writer’s argument? Are there more than two errors or misspellings or typos per page? If so, you are not presenting yourself credibly, and your grade will suffer. There will also be criteria specific to each writing assignment in terms of audience, exigence, purpose, and citation style. You’ll be wise to learn to rely on your classmates to read and respond to your topic proposals and drafts, another habit of democracy. I have also provided you links to the Undergraduate Writing Center above. Consider yourself informed.
Grade “breakdown”
(University Faculty Senate policy 47-60):
Grade |
|
|
|
Grade-Point Equivalent |
A |
|
|
|
4.00 |
A- |
|
|
|
3.67 |
B+ |
|
|
|
3.33 |
B |
|
|
|
3.00 |
B- |
|
|
|
2.67 |
C+ |
|
|
|
2.33 |
C |
|
|
|
2.00 |
D |
|
|
|
1.00 |
F |
|
|
|
0 |
See http://www.psu.edu/ufs/policies for more information on PSU academic policies
Academic Integrity
“Penn State defines academic integrity as the pursuit of scholarly activity in an open, honest and responsible manner. All students should act with personal integrity, respect other students’ dignity, rights and property, and help create and maintain an environment in which all can succeed through the fruits of their efforts (Faculty Senate Policy 49-20). Dishonesty of any kind will not be tolerated in this course. Dishonesty includes, but is not limited to, cheating, plagiarizing, fabricating information or citations, facilitating acts of academic dishonesty by others, having unauthorized possession of examinations, submitting work of another person or work previously used without informing the instructor, or tampering with the academic work of other students. Students who are found to be dishonest will receive academic sanctions and will be reported to the University’s Judicial Affairs office for possible further disciplinary sanction.” For additional information, visit http://www.la.psu.edu/CLA-Academic_Integrity/student_resources.shtml.
Accessibility
Penn State encourages qualified people with disabilities to participate in its programs and activities and is committed to the policy that all people shall have equal access to programs, facilities, and admissions without regard to personal characteristics not related to ability, performance, or qualifications as determined by University policy or by state or federal authorities. If you anticipate needing any type of accommodation in this course or have questions about physical access, please tell me as soon as possible.
Etc.
Media & Technology Support Services, a division of the University Libraries, offers a full range of portable audiovisual and technology equipment (laptop computers, LCD projectors, digital video cameras, digital still cameras, digital audio recorders, SVGA supported television monitors, DVD/VCRs, multi-region VHS and DVD players, 16mm projectors, 2 x 2 slide projectors, overhead projectors, etc.) that can be scheduled in support of credit instruction. Please visit http://www.libraries.psu.edu/mtss or call (86)5-5400 for further information or to schedule equipment.
Tentative Course Schedule
1.16 hello, review syllabus; earles; “public,” “private,” “social”; “democracy”; “community”; “civic”; “engagement”; CDT 1/14
1.18 Antczak 3-11, 55-85, 197-205 (handout)
1.23 U.S. Constitution – read twice; come to class with at least one passage that surprised you and at least one passage about which you have a specific question
1.25 U.S. Constitution continued; AD51; Penn State mission statement
1.30 Schudson 1-47
2.1 Schudson 48-89
2.6 Schudson 90-143; discuss assignments 1, 2
2.8 Schudson 144-187
2.13 Schudson 188-239; post topic proposal for assignment 1 on Angel
2.15 Schudson 240-293
2.20 Schudson to end; bring rough draft of assignment 1 to class
2.22 Haddock front matter-80
2.27 Haddock 83-146; final draft (et. al.) of assignment 1 due in class
3.1 Haddock 149-261; updates on assignment 6 due on Angel
3.6 Lappe front matter-70; post topic proposal for assignment 2 on Angel
3.8 Discuss assignment 3; read, print, and bring to class three of the following (found through Lexis/Nexis Academic Universe or Newsbank)
“A Plea to think what we are doing.” Centre Daily Times, Dec. 4, 2004.
“Affirmative Action -- in the public interest.” Pittsburgh Post-Gazette, Feb. 2, 2003.
"What's Missing from this Election Campaign? Vox populi." Austin American-Statesman 28 July 2000: A15.
also can be found at: http://www.commondreams.org/views/072800-104.htm
“Democracy 101: A National Lesson.” The Daily Texan 27 October 1998.
“Reopen the UT Tower? Literally? Figuratively?” Austin American-Statesman 27 July 1998: A9.
“Joining the Debate Can Affect the Outcome on Affirmative Action.” Austin American-Statesman 15 July 1996. Column sent by California State Senate to all high schools in California, Fall 1996.
3.20 Lappe 71-106
3.22 Lappe 107-136; bring rough draft of assignment 2 to class
3.27 Lappe 137-163; final draft (et. al.) of assignment 2 due in class
3.29 Lappe 165-200
4.3 Lappe 201-231
4.5 Lappe 233-265; topic proposals for commentary/op-eds due on Angel
4.10 Lappe 267-end
4.12 Tatum; updates on assignment 6 due on Angel; bring rough draft of assignment 3 to class
4.17 Tatum; final draft (et. al) of commentary/op-ed due in class
4.19 Tatum
4.24 Tatum
4.26 audio commentaries due on Angel
5.1 Zinn; final reports/media on assignment 6 due on Angel
5.3 Zinn; course evaluations; future plans
Spring 2006: YFE 211
SYLLABUS YFE 211
Foundations: Civic and Community Engagement
Spring 2006 Tuesdays and Thursdays 4:15 – 5:30
301A Agricultural Administration Building
Instructor: Connie Flanagan
Office Hours: Tuesdays and Thursdays, 3:00 – 4:00 or by appointment
Staff Associate: Colleen Bloom
Graduate Assistant: John Boateng
Required Texts:
Education for Democracy: Citizenship, Community, Service (1999) edited by Benjamin Barber and Richard Battistoni. Dubuque, IA: Kendall/Hunt Publishing.
The Quickening of America: Rebuilding our nation, Remaking our lives. (1994). Frances Moore Lappe and Paul Martin DuBois. San Francisco, CA: Jossey-Bass.
Course Description and Objectives
The course will use lectures, case studies, films, and class exercises to provide a foundation for students’ orientation to public scholarship, civic engagement, and the relationship between learning and democratic practice. Core concepts about democracy in America, the land-grant university’s historic mission, and about how everyday citizens collectively can build a strong democracy will be introduced. Students will also be introduced to the range of ways that citizens participate in democratic decision making and will practice some of these forms (e.g., op-ed pieces and letters to the editor) and they will learn about models and opportunities to engage in public scholarship at Penn State. Although democracy in the United States will be the major focus, in several sessions we will consider democratic issues in other (especially developing) nations.
Course Requirements
- A five page analysis of one or more of the topics covered in the course, extending and elaborating upon the ideas presented in the literature, discussions and guest speaker presentations. Incorporate course readings to elevate and support your arguments and ideas. Include a reference page. The paper, excluding references, must be a minimum of five pages in length. (30% of the grade)
- An op-ed piece or letter to the editor on a topic of interest to the student (15% of the grade)
- Interview and report – public official or member of NGO about engaging the public (20%)
- Active participation in class discussions based on PRIOR READING OF THE MATERIAL SCHEDULED FOR EACH DAY’S DISCUSSION. STUDENTS SHOULD COME TO CLASS PREPARED WITH QUESTIONS AND DISCUSSION POINTS (10% of the grade)
- One exam (25% of the grade)
1/10 Course introduction: Syllabus and Overview Discussion of first project – letters to the editor and op ed pieces
1/12 Film – America’s Promise. In what ways are these vignettes examples of the concept ‘living democracy’?
1/17 Read Living Democracy – Ch. 1 from The Quickening of America.
Lecture – What is democracy
Bring in examples of letters to the editor and op ed pieces for discussion
1/19 Read Public Scholarship by Dr. Jeremy Cohen -- article will be distributed on ANGEL.
Education for Democracy (pp.31-46; 501-508)
Lecture: History of the civic mission of higher education
1/24 Read Education for Democracy (pp. 17-22; 489-494; 509 – 526)
Lecture: History of the Land Grant University
1/26 Guest speakers Mr. John Boateng and Mr. Prosper Doamekpor
The history of youth civic engagement, education, and national service in Ghana
1/31 Read Myths about public life, Chapters 2 and 3 from The Quickening of America Lecture: What is a good citizen
First drafts of letters to the editor or op eds due
2/2 Civil Society – Making Democracy Work
Read Education for Democracy (pp. 23-30; 553 - 581)
Ms. Sarah Black presenting overview of Interview project with public servants and NGOs
2/7 Guest lecture, Dr. David Riley, “Prototype of a public scholarship collaboration:
The Montana project”
2/9 Strong Democracy and Citizenship
Read Education for Democracy (pp.163-181; pp. 55 - 60)
Read Chapter 9 from The Quickening of America, Educating Real World Problem Solvers.
2/14 Read: The Quickening of America, Ch. 4: Discovering Power (It’s not a dirty word)
Read Education for Democracy (pp.595-600;609-616)
Lecture: Raising “the public”
Letters to editor/ op eds – second drafts due
2/16 Guest lecture, Dr. Rosa Eberly, “Classrooms as proto public spaces”
2/21 National Service
Read Education for Democracy (pp.465-472; 495-500; 617-620; 677- 679 )
2/23 Guest lecture, Dr. Nicole Webster, “Service Learning”
2/28 Guest lecture: Ms. Laura Wray – Immigration and Becoming “Americans”
3/2 Read The Quickening of America, Ch. 5: Our jobs, our economy, our lives
Lecture: Trends in social trust; Read: Uslaner article – available on ANGEL
3/7 and 3/9 Spring Break
3/14 Interview Project – Ms. Sarah Black
3/16 Mid term exam
3/21 Chapter 6 on media from The Quickening of America
Education for Democracy (pp. 265-330)
3/23 Read: The Quickening of America, Ch. 10: One on one skill
Education for Democracy (pp. 83-120; 47-54)
3/28 Guest lecture – Ms. Brenda Lutovsky on “Relationships between social trust and cheating”
3/30 Guest lecture, Mr. Aaron Reberg, Geoscience – Public resources and development
4/4 The Quickening of America, Ch. 11: Group skills
Education for Democracy (pp. 635-676)
4/6 Interview project results and discussion
4/11 Guest lecture, Ms. Larissa Duncan
What is a ‘living wage’ and why is it an issue for democracy?
4/13 Videoconference – Fighting Global AIDS – Mr. John Boateng
4/18 Interview Project – wrap up
Class sharing of final papers
4/20 Guest lecture, Ms. Felicia Wilson – Gender and Education in Sub-Saharan Africa
4/25 Class sharing of final papers
4/27 Class sharing of final papers