Active Outline
General Information
- Course ID (CB01A and CB01B)
- ICS D082.
- Course Title (CB02)
- Community Based Learning in Intercultural Studies - Systems
- 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 implications of that engagement work on changing social systems.
- 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 advanced 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 D082W, ICS D082X, ICS D082Y or ICS D082Z.)
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 analytical reflection on the activities. Include in the journal a deep level analysis of the efficacy of the activities for learning. Each unit should have approximately twelve pages of journal writing.
- Write an analytical final essay on the activity. Include in the essay an assessment of the efficacy of the activities for learning. Each unit should correspond to approximately 10 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 to be evaluated 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. |
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. | ||
| Reinsborough, Patrick; Canning, Doyle. (2010). "Re:Imagining Change - How to Use Story-based Strategy to Win Campaigns, Build Movements, and Change the World". Oakland, CA: PM Press, 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 attempt to lead to systemic change.
- Describe the impacts of the engagement work on making making systemic change.
- Examine the implications of the experience for an understanding of the intercultural dynamics of communities and social change.
CSLOs
- Demonstrate an understanding of the strategies needed to make significant systemic change.
- Analyze the aspects of organizing that lead to systemic change.
- Develop skills to make transformative change 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 attempt to lead to systemic change.
- Make connection with an organization and agree to do some piece of advanced level work such as taking leadership in organizing an event or organization, or supporting the staff at a non-profit at an advanced level.
- Carry out the duties agreed to in a written contract
- Describe the impacts of the engagement work on making making systemic change.
- Analyze with some depth the approach taken by the organization to solving the problems the practical work is trying to solve. For example: If you are working for a community organization that is trying to eliminate poverty, how do those activities lead or not lead to really meeting those objectives.
- Analyze with some depth 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 intercultural dynamics of communities and social change.
- Analyze 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 used in intercultural studies to an analysis of the practical activities student is engaged with.
