Active Outline
General Information
- Course ID (CB01A and CB01B)
- ICS D080.
- Course Title (CB02)
- Community Based Learning in Intercultural Studies - Intrapersonal
- Course Credit Status
- Credit - Degree Applicable
- Effective Term
- Fall 2021
- Course Description
- This course involves community engagement and reflection on how that engagement impacts one's own personal development.
- Faculty Requirements
- Course Family
- Not Applicable
Course Justification
This course is CSU transferable and is part of the Certificate in Leadership and Social Change. This course offers students a way to work with a faculty member to receive instruction and guidance on beginning-level practical civic engagement work, specifically related to intercultural issues and dynamics.
Foothill Equivalency
- Does the course have a Foothill equivalent?
- No
- Foothill Course ID
Formerly Statement
Course Development Options
- Basic Skill Status (CB08)
- Course is not a basic skills course.
- Grade Options
- Letter Grade
- Pass/No Pass
- Repeat Limit
- 0
Transferability & Gen. Ed. Options
- Transferability
- Transferable to CSU only
Units and Hours
Summary
- Minimum Credit Units
- 0.5
- Maximum Credit Units
- 0.5
Weekly Student Hours
| Type | In Class | Out of Class |
|---|---|---|
| Lecture Hours | 0.0 | 0.0 |
| Laboratory Hours | 1.5 | 0.0 |
Course Student Hours
- Course Duration (Weeks)
- 12.0
- Hours per unit divisor
- 36.0
Course In-Class (Contact) Hours
- Lecture
- 0.0
- Laboratory
- 18.0
- Total
- 18.0
Course Out-of-Class Hours
- Lecture
- 0.0
- Laboratory
- 0.0
- NA
- 0.0
- Total
- 0.0
Prerequisite(s)
Corequisite(s)
Advisory(ies)
Limitation(s) on Enrollment
(Not open to students with credit in ICS D080W, ICS D080X, ICS D080Y or ICS D080Z.)
Entrance Skill(s)
General Course Statement(s)
Methods of Instruction
Practical work in a community placement.
Doing various forms of practical activity, and reflecting on that activity.
Assignments
- Report on participation. Each unit should correspond to 3 hours of work per week.
- Maintain a journal for reflection on the activities. Include in the journal an assessment of the efficacy of the activities for learning. Each unit should have approximately eight pages of journal writing.
- Write a reflective essay on the activity. Include in the essay an assessment of the material learned related to the course objectives. Each unit should correspond to approximately 5 pages of formal writing.
Methods of Evaluation
- Student must meet the requirements of the Instructor/Student Contract based on the unit value of the course.
- Grading of journal. Grade will be based on number of journals and the depth of reflection on the experience and what is learned.
- Grading of required final essay, based on an integration of learning from the experience in relation to key concepts or principles outlined by the instructor.
Essential Student Materials/Essential College Facilities
Essential Student Materials:Â
- None.
- None.
Examples of Primary Texts and References
| Author | Title | Publisher | Date/Edition | ISBN |
|---|---|---|---|---|
| Boyte, Harry. (2004). Everyday Politics: Reconnecting Citizens and Public Life, Philadelphia, University of Pennsylvania Press. | ||||
| Applied Research Center. (2012). "Millenials, Activism, and Race." www.arc.org/content/view/2266/132/. | ||||
| Rosenberg, Marshall. (2015). "Nonviolent Communication: A Language of Life, 3rd Edition: Life-Changing Tools for Healthy Relationships." Puddledancer Press. | ||||
| Brown, Adrienne Maree. (2017)."Emergent Strategy: Shaping Change, Changing Worlds. Oakland Ca, AK Press. | ||||
| Nader, Ralph. "Breaking Through Power: It's Easier Than We Think." San Francisco, CA: City Lights Books. 2016. |
Examples of Supporting Texts and References
| Author | Title | Publisher |
|---|---|---|
| Cipolle, Susan. (2010). "Service-Learning and Social Justice: Engaging Students in Social Change". Lanham, Maryland: Rowman and Littlefield Publishing, Inc. | ||
| Minieri, Joan; Getsos, Paul. (2007) "Tools for Radical Democracy: How to Organize for Power in Your Community". San Francisco, CA: Jossey-Bass, Publisher. |
Learning Outcomes and Objectives
Course Objectives
- Engage with a community based organization, business, or civic institution on an interculturally-related issue or topic in ways that will engage the student's intrapersonal development.
- Describe the impacts of the engagement work on one's own personal development.
- Examine the implications of the experience for an understanding of the nature of knowledge in Intercultural Studies.
CSLOs
- Reflect on how ones own personal development impacts community work.
- Analyze the impacts of doing community work on one's own personal development.
- Develop skills to make a difference in our communities.
Outline
- Engage with a community based organization, business, or civic institution on an interculturally-related issue or topic in ways that will engage the student's intrapersonal development.
- Make connection with an organization and agree to do some piece of meaningful work, such as volunteering at a food bank, helping organize an event, or helping the staff at a non-profit.
- Carry out the duties agreed to in a written contract
- Describe the impacts of the engagement work on one's own personal development.
- Understand the problems the practical work is trying to solve and what issues that raises for the student's sense of self.
- Observe the personal issues that arise when working to make a difference in the world.
- Examine the implications of the experience for an understanding of the nature of knowledge in Intercultural Studies.
- Reflect on the ways that the experience challenges and or supports what is being learned in a related class or in other classes that the student may have taken.
- Apply the frameworks learned for understanding intrapersonal growth to an understanding of the practical activities student is engaged with.
