Active Outline
General Information
- Course ID (CB01A and CB01B)
- ICS D081.
- Course Title (CB02)
- Community Based Learning in Intercultural Studies - Interpersonal
- Course Credit Status
- Credit - Degree Applicable
- Effective Term
- Fall 2021
- Course Description
- This course provides students with practical work in a community, business, or civic institution and reflection on the interpersonal aspects of that engagement work.
- 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 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 D081W, ICS D081X, ICS D081Y or ICS D081Z.)
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.
Field observation and field trips
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 analysis of assessment of the efficacy of the activities for learning. Each unit should have approximately twelve pages of journal writing.
- For the final, write a reflective essay on the activity. Include in the essay an assessment of the efficacy of the activities for learning. Each unit should correspond to approximately 8 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 final essay based on an integration of learning from the student's practical 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. (2016). "Breaking Through Power: It's Easier Than We Think." San Francisco, CA: City Lights Books. |
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. 2010. | ||
| 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 require development in the student's interpersonal skills.
- Describe the impacts of the engagement work on the development of student's interpersonal skills.
- Examine the implications of the experience for an understanding of the nature of knowledge in intercultural studies.
CSLOs
- Demonstrate an understanding of the ways interpersonal dynamics impact community work.
- Analyze the impacts of doing community work on one's interpersonal relationships.
- 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 require development in the student's interpersonal skills.
- Make a connection with an organization and agree to do some piece of meaningful work that requires an intermediate level of responsibility, such as helping to organize an event, or support the staff at a non-profit.
- Carry out the duties agreed to in a written contract.
- Describe the impacts of the engagement work on the development of student's interpersonal skills.
- Assess the efficacy of the practical work for solving the problems it is addressed to, For example: if you are working for a community based organization that is trying to eliminate poverty, do you think it is doing the right things to achieve that goal?
- Analyze the barriers and possibilities for making a difference in the world made evident by the practical work.
- 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 or supports what is being learned in a related course or in other classes that the student may have taken.
- Examine and critically reflect on the applicability of frameworks used in intercultural studies for understanding the practical activities the student is engaged with.
