1. Community-basedlearningInternship(EPS720) 3 credits,2 classesperweek
In this class, we will learn skills and techniques for thinking critically about what it means to be involved
in service and to be an agent of social change. This community-based learning course is designed to
address three aspects of learning: personal growth, civic learning, and a critical reflection on what it
means to work in development.
This class is divided into two concurrent activity streams: community-based learning experiences and
classroom reflection. The community-based learning project will be determined by a combination of
your interests and the needs of local organizations. During the first class meeting, we will discuss
community-based learning options and how to access resources for finding opportunities for community-
based learning in Madison. Students will have a maximum of two weeks to find and begin a community-
based learning project, and must complete a minimum of 70 hours of service by the end of the semester.
We will meet as a class twice per week. During class, you will meet with groups of two (binaries) and
three (triads) to discuss your critical reflections. This will give each student an opportunity to become
familiar with the writing, reflections, and experiences of three classmates. The discussions will be
structured to reflect the readings for the week. Part of critical reflection is re-writing. Each student will
submit a total of three critical reflects to the instructor. The instructor will comment on the reflections
and return them to the student to help the student think through their experiences.
In order for this class to be a success,you must participate fully in your community-based learning
opportunity. Additionally, there are reading assignments that are designed to aid your reflection and
critical thinking about community-based learning. These assignments are designed to scaffold this
experience by providing regular opportunities for self-reflection and instructor feedback on your critical
thinking.
Students will interact with one another to discuss reading assignments in multiple on-line forums
including an on-line bulletin board for posting and responding to questions and a drop box for turning in
written assignments.
The expectations forthe classinclude:
o A log of the hours of community-based learning completed including date, time, and
location.
o Evidence of a written reflection for each time you participate in community-based
learning (e.g. a compilation of critical reflections on your community-based learning
after each experience).
o Critical Reflections will be submitted 3 times throughout the semester.
o Bulletin Board posting: Each week you will post one comment and respond to one
comment on the bulletin board found on Learn@UW. Comments must directly address
the readings and can raise questions, comments, concerns, or reflections on the
readings. Feel free to tie in your own experiences in these postings; they are an
opportunity to regularly communicate with your colleagues.
o A final reflection (and informal presentation) on your experience in the course and its
applicability to your work in international development.

2. Assessment for this class
o Each submitted reflection = 15% 45%
o The log of hours and reflections 30%
o Bulletin board post 10%
o Final reflection 15%
100%
Week1:
What iscommunity-based
learning?
Morgridge Centerintroductionto community-basedlearningandto
opportunitiesaroundMadison
Week2:
What iscritical reflection?
Check inre. community-basedlearningassignments. Whostill needs
one?
*Handout #1 (AshClaytonMoses1-15&16);
*Handout “NeedforReflection”
*Handout “Universal Intellectual Standards”
*Ash,Clayton,andMoses.(2009). Learningthroughcritical reflection: a
tutorial forservice-learningstudents. Raleigh,NC.Ch.3
*Go overrubrics.(Handouts)
*Choose/Assignbinariesandtriads.
Assignment:
J1: *In yourjournal: What do youthinkaboutcritical reflection? What
seemslike agoodidea? A waste of time? What doyou thinkof when
youhear “universal intellectual standards”?
Suggested reading:
*Ash,Clayton,andMoses.(2009). Learningthroughcritical reflection: a
tutorial forservice-learningstudents. Raleigh,NC.Ch.2
Week3:
Modelsforcritical reflection
See the instructor immediatelyifyouhave not yet started your
community-basedlearningproject.
*Work in binarygroups—discussJ1
*Ash,Clayton,andMoses.(2009). Learningthroughcritical reflection: a
tutorial forservice-learningstudents. Raleigh,NC.Ch.4
*Bringle,R.and Hatchet,J. (1999). “ReflectioninService-Learning:
Making Meaningof Experience.”Educational Horizons.Summer.179-
185.
*Handout/Link“Additional formsof reflection”
Assignment:
J2: *In yourjournal: What are yourthoughtsaboutthe DEAL model?
What questionsdoyouhave?
Week4:
Personal Growth
*Work in triadgroups-discusJ2
* Ash,Clayton,andMoses.(2009). Learningthroughcritical reflection: a
tutorial forservice-learningstudents. Raleigh,NC.Ch.6
*Handout “Personal Growth”
Assignment:

3. CR1: * Use the DEAL model toreflectonyour community-basedlearning
thusfar: Describe yourfirstday(s),Examine yourpersonal growth,
Articulate Whatyoulearned(andare learningaboutthe importance of
reflectingsoonafterthe experience...)
Week5:
CivicLearning
*Work in binaries- guideddiscussionof CR1
* Boyte.(2005). ReframingDemocracy: Governance,civil agency,and
politics.PublicAdministrationReview.65:5 pp.536-546.
Assignment:
CR2: Use the DEAL model toreflectonyourciviclearning.
Suggested reading:
*Ash,Clayton,andMoses.(2009). Learningthroughcritical reflection: a
tutorial forservice-learningstudents. Raleigh,NC. Ch.7
Week6:
Academiclearning
*Sumbit CR1 to the instructor
*Work in triads—guideddiscussionof CR2
*Escobar. (2001). Culture SitsinPlace: reflectionsonglobalismand
subalternstrategiesof localization. Political Geography.20: pp. 139-
174.
Assignment:
CR3: Use the DEAL model to reflectonthe powerrelationsinyour
service-learningproject. Draw from the readingsanddiscussionfrom
your PARand EducationforGlobal Change classesasneeded.
Suggested reading:
* Ash,Clayton,andMoses.(2009). Learningthroughcritical reflection: a
tutorial forservice-learningstudents. Raleigh,NC.Ch.8
Week7:
Personal Growth
*Work in binaries—guideddiscussionof CR3
* Edwards,M. (2004). What’sthe big idea? In Civil Society. Cambridge,
UK: PolityPress. Ch.1.
Assignment:
CR4: Use the readingtoreflectonyour service learningwork. What
type of civil societyorganizationdoyouthinkyouare workingfor. Do
youagree withtheirmission? Doyouagree withthe way inwhichthey
relatedtothe local and state government?
Week8:
CivicLearning
*Work in triads-guideddiscussionof CR4
*Giles,D.and Eyler,J.(1994). The Theoretical Rootsof Service-Learning
inJohn Dewey: Towarda Theoryof Service-Learning. MichiganJournal
of CommunityService Learning. 1(1) pp.77-85.
Assignment:
CR5: Reflectonyourexperiencesintermsof Dewey’sCitizenship,
Community,andDemocracyasdiscussedinthe readings.
Suggested Reading:
Roberts,E. (1992). IsDewey’seducationalvisionstillViable? Research
and Review inEducation. 18. Pp.335-381.

4. Week9:
Academiclearning
Work inbinaries. Guideddiscussionof CR5
*Gandinand Apple.(2002).Challengingneoliberalism, building
democracy: creatingthe CitizenSchool inPorte Alegre,Brazil.Journal of
EducationPolicy.17 (2): 259-279.
Assignment
CR6: Use the DEAL model toreflectonyourservice-learningexperiences
and howthese experiencesrelatedto,providedexamplesof,and
highlightedquestionsorgapsin yourknowledge aboutmodelsof
change.
Week10: Submit critical reflections (CR5) via dropboxor otherarrangement.
*Work in triads: guideddiscussionon CR6
*Burton.(2012).BuildingonLivingTraditions: EarlyChildhoodEducation
and Culture inthe SolomonIslands.ContemporaryIssuesinComparative
Education.15 (1):157-175.
Assignment:
CR7: How was the communityinvolvedinthe developmentof the
organizationwithwhomyouare currentlyworking? Whatare some of
the aspectsof the community’sinvolvementthatmake itsustainable or
unsustainable. Whatchangeswouldyourecommend?
Week11: *Work in binaries: guideddiscussiononCR7
*Elshtain,J.(2000). Democracyon Trial: the role of civil societyin
sustainingdemocraticvalues. InThe essentialcivilsocietyreader: the
classicessays.Eberly,D.( Ed.). Ny,NY,USA: Rowman&Littlefield
Publishers,Inc.Ch.6.
Assignment:
Critical Reflection8.
Week12: Triads: GuideddiscussiononCR8
*The ethicsof Educational research. EditedbyR.Burgess. Choose Ch.1
<<OR>> Ch. 3 <<OR>> Ch.4.
Assignment:
CR9: Use the DEAL model toreflectonyourservice-learningexperiences
and howthere relate to,exemplify,and/orchallengethe
power/knowledge/developmenttheme discussedinyourGlobal
Inequalitiesclass.
Week13: Binaries: guideddiscussiononCR9
* Jane Zeni (1998): A guide toethical issuesandactionresearch,
Educational ActionResearch,6:1,9-19
To linkto thisarticle: http://dx.doi.org/10.1080/09650799800200053
Assignment:
Critical Reflection10.
Week14: Submit critical reflections (CR9) via dropboxor otherarrangement.
Triads: guideddiscussionof CR10
*Apple,M.(2010). Educationand Power. Routledge. Ch.2.
Assignment:
Critical Reflection11.

5. Week15: Binary: guideddiscussiononCR11
*Colas,A.(2002). International Societyfrombelow: The role of civil
societyininternational relations. InInternationalSociety.Cambridge,
UK: PolityPress.Ch4
Assignment:
CR12: Write an ArticulatedLearningstatement aboutthe entire
community-basedlearningexperience.
Week16: In-Class
Final presentations
*Whole class: debrief the service-learningexperience
Submit final reflection viadropbox or other arrangement.
* Final presentationsof community-basedlearningprojects
K-12 Service-Learning Standards for Quality Practice
Meaningful Service
Service-learning
actively engages
participants in
meaningful and
personally relevant
service activities.
Link to Curriculum
Service-learning is
intentionally used as
an instructional
strategy to meet
learning goals and/or
content standards.
Reflection
Service-learning
incorporates multiple
challenging reflection
activities that are
ongoing and that
prompt deep thinking
and analysis about
oneself and one’s
relationship to society.
Diversity
Service-learning
promotes
understanding of
diversity and mutual
respect among all
participants.
Partnerships
Service-learning
partnerships are
collaborative, mutually
beneficial, and address
Progress Monitoring
Service-learning
engages participants in
an ongoing process to
assess the quality of
Duration and
Intensity
Service-learning has
sufficient duration and
intensity to address

6. community needs. implementation and
progress toward
meeting specified
goals, and uses results
for improvement and
sustainability.
community needs and
meet specified
outcomes.
USF—youtube video