SERVICE-LEARNING
PROJECT
OLP 450
Donna Trent,
Ph.D.
Email: donnatrent@comcast.net
Phone:
941-349-9321
The
The
As an extension of the Goshen College mission, the Division of
Adult and External Studies offers an educational experience designed for adult
learners that reflects the distinctive standard of academic excellence within a
supportive environment that characterizes Goshen College.
·
Christ-Centered: We believe God is the foundation
of all wisdom and knowledge. Through
Christ we find merciful forgiveness and an invitation to a daily personal walk
empowered by the Hoy Spirit. We are led
by Christ in our search for truth.
·
Passionate Learners: We believe our faith is supported
by knowledge. As a learning community,
we foster a journey of lifelong learning, encouraging one another to seek truth
with fervor. This spirit of academic excellence enriches our relationships, our
world and our faith in Jesus Christ.
·
Servant Leaders: We believe that servant
leadership is reflected perfectly in the life and person of Jesus Christ. We humbly set aside self-interest for the
interests of others, because love for others builds up God’s community in Christ. By following Christ’s example, we create a
culture characterized by joyful service.
·
Compassionate Peacemakers: As Christian peacemakers, we
embrace “shalom”-the peace that God intends for humanity. We are committed to walk humbly with god and
build the ‘peaceable kingdom” by practicing loving kindness, restoring justice,
practicing anti-racism, loving our enemies, listening to others and advocating
for the dispossessed. We renounce the
oppressive, violent destructive powers of this world- and are willing to live
our lives as examples of God’s peace.
·
Global Citizens: As responsible global citizens,
we see, encourage and celebrate the image of God in others. We welcome and
include the “stranger” in our midst-respecting differences in worldviews while
seeking common ground. We wish to transcend barriers between people not only
through academic teaching and learning, but also in meaningful cross-cultural
exchanges. We go into the world offering
our gifts and lives in service to others.
Module Description
4
credits 12 months – This project provides opportunity for students to integrate
classroom theory on servant leadership with practical experience by identifying
an opportunity to lead through service within an organizational setting—either
the student’s workplace or a public benefit organization. Students work with a
faculty mentor to structure the learning, coordinate with the cooperating
organization, and assess the level and significance of their learning. The
findings or outcomes of the project will be presented on the last two nights of
the program schedule.
Learning Outcomes:
At the successful completion of this course, the
student should be able to:
1. delineate each of
2. discuss principles of Servant Leadership
3. discuss how
4. delineate the commonalities
between “Culture for Service” and Servant Leadership
5. explain how
6. discuss how
7. delineate the role of servant
leadership in contemporary managerial practices
8. assess one’s skills and abilities
as a servant leader
9. assess one’s contributions to
10.
develop
a plan for continual improvement in servant leadership skills and abilities
Texts and Materials
A Summary of United Nations Agreements on Human
Rights (http://www.hrweb.org/egal/undocs.html)
Bible: John 13: 1-17, Mark 9:33-37, Mark 10:35-45,
Luke 22:24-30, I Timothy 5:1-25, Matthew 18: 1-6, I Corinthians 9:19-23, II
Corinthians 9:6-15..
Binard, Kris and Lynn H. Leavitt. 2000. Discovering Leadership through
Service.
Block, Peter. 1998. “From Leadership to Citizenship.” in Larry C.
Spears (ed.) Insights on Leadership.
NY: John Wiley & Sons Co. Pg. 87-95.
Bolino, Mark C., William Turnley,
and James Bloodgood. 2002. “Citizenship Behavior and the Creation of Social Capital in
Organizations.”
Bordas, Juana. 1995. “Power and Passion: Finding
Personal Purpose.” in Larry C. Spears. Reflections on Leadership.
NY: John Wiley and Sons. Pgs. 178-193.
Boulding, Elise. 2000. “Envisioning the Peaceable
Kingdom.” In Walter Wink (ed.) Peace is
the Way.
Chamberlain, Philip. 1995. “Team-Building and
Servant-Leadership” in Larry C. Spears. Reflections on Leadership.
NY: John Wiley and Sons. Pgs. 169-178.
Deming, Barbara. 2000. “We Are All Part of One
Another.” in
Walter Wink (ed.) Peace is the Way.
Global Sullivan Principles of Corporate Social
Responsibility and the Text of the Global Sullivan Principles (http://www.mallenbaker.net.csr/CSRfiles/Sullivan.html)
Greenleaf, Robert. 1970. The Servant as Leader.
Halterman, James. 2001. “A Mennonite Approach to
Business Ethics.” in Spiritual Goods:
Faith Traditions and the Practice of Business.
Herman, Stewart W. 2001. “From the Truly Real to
Spiritual Wisdom: Religious Perspectives on Business Practice.” in Spiritual Goods: Faith Traditions and the
Practice of Business.
International Labor Organization (ILO) Declaration
of Fundamental Principles and Rights at Work (http://www.ilo.org/dyn/declaris/DECLARATIONWEB)
Lopez, Isabel O. 1995. “Becoming
a Servant-Leader: The Personal Development Path.” in Larry C. Spears. Reflections on Leadership. NY: John Wiley and Sons. Pgs.
149-160.
McCollum, Jeffrey N. 2000. “The Inside-Out
Proposition: Finding (and Keeping) Our Balance in Contemporary Organizations.”
in Larry C. Spears (ed.) Insights on
Leadership. NY: John Wiley & Sons. Pgs. 326-339.
Macy, Joanna. 2000. “Taking Heart: Spiritual
Exercise from Social Activists” in Walter Wink (ed.) Peace is the Way.
Nouwen, Henri J. 2000. “Saying
No to Death.” in Walter Wink (ed.) Peace
is the Way.
Samuel, Dorothy. 200. “The Violence in Ourselves.”
” in Walter Wink (ed.) Peace is the Way.
Wheatley, Margaret J. 2000. “What is Our Work?” in
Larry C. Spears (ed.) Insights on
Leadership. NY: John Wiley & Sons. Pgs. 339-351.
United Nations Universal Declaration of Human
Rights (http://www.unhchr.ch/udhr)
Service- Learning
Project
What is of Service-Learning?
“The National and Community Service Act of 1990 defines service-learning with a set of four criteria:
A.
Under
which students learn and develop through active participation in thoughtfully
organized service experiences that meet actual community needs and that are
coordinated in collaboration with the school and community;
B.
That
is integrated into the students’ academic curriculum or provides structured
time for a student to think, talk, or write about what the student did and saw during the
actual service activity;
C.
That
provides students with opportunities to use newly acquired skills and knowledge
in real-life situations in their own communities; and
D.
That enhances what is taught in school by
extending student learning beyond the classroom and into the community and
helps to foster the development of a sense of caring for others.” (Cohen,
1994:100).
Tim Stanton, director of the
Service-Learning is distinguished from
volunteerism, internships, and action research. The service-learning project is
distinct from volunteerism and other forms of field experiences in that a large
component of the assignment involves the analysis of the service activities according
to theoretical concepts and typologies presented within the course content,
evaluation of the parsimony of models studied to provide an explanation of the
circumstances encountered within the service activities, and a synthesis of the
active service component with reflective, intellectual thought.
Work Cited
Cohen, Jeremy, 1994. “Matching University
Service-Learning
Project and
As you complete this required course at Goshen,
you will be asked to reflect on Goshen’s five Core Values: Christ Centered, Passionate
Learners, Servant Leaders, Compassionate Peacemakers and Global Citizens as
they inform the meaning of Goshen’s motto “Culture for Service” and how you, as
a member of the Goshen community, can adhere to this motto in your educational,
professional, and social pursuits. The course thus focuses on the development
of your knowledge of Servant Leadership Theory and your skills in promoting a
Culture for Service as these are informed by
The foundation of this course is a
service-learning project of a minimum of forty (40) hours spread over the
course of one year. The readings and
written assignments are geared to assist you in making sense of these
experiences in terms of Servant Leadership Theory as this is informed by the motto
and core values of
The course project will include a minimum of forty
(40) hours service at either a non-profit organization or the student’s
employing organization, 2 journals, an analytical paper, a reflective paper,
and a final oral presentation. Each of these is described in detail under the
weeks due.
Assignments
Prior to First Class
Read: Greenleaf’s The Servant as Leader, Binard and
Leavitt, Discovering Leadership through
Service (entire book)
Write: In section one of Binard and
Leavitt text, complete all exercises, including the Vision Exercise, Change
Exercise, Experiential Exercises 1 and 2, Leadership Project # 1, Leadership
Assignment #1.
In section two of Binard and Leavitt text,
complete the following exercises:
Service-Learning Discussion Questions and Experiential Exercise,
Logistical Questions, Step One of Organizing Your Service Project, and Set
Learning Goals Exercise #1. For Step one
of Organizing Your Service Project, you are to think of 3-5 different
organizations you would like to consider for your service-learning placement.
You are NOT to contact them at this point. For Set Learning Goals Exercise #1,
you are to contemplate what you would like to learn and better understand about
servant leadership and a culture of service as well as what leadership skills
you would like to enhance. Responses to all exercises will be used in
discussion during class one.
Deliverables Due at First Class:
Complete
exercises from Binard and Leavitt text. These may be done within the text
itself. The text will be returned to you prior to the end of the first class.
Prior to Class Two
Read:
Christ-centeredness readings
Bible: John 13: 1-17, Mark 9:33-37, Mark 10:35-45,
Luke 22:24-30, I Timothy 5:1-25, Matthew 18: 1-6, I Corinthians 9:19-23, II
Corinthians 9:6-15..
Halterman, James. 2001. “A Mennonite Approach to
Business Ethics.” in Spiritual Goods:
Faith Traditions and the Practice of Business.
Herman, Stewart W. 2001. “From the Truly Real to
Spiritual Wisdom: Religious Perspectives on Business Practice.” in Spiritual Goods: Faith Traditions and the
Practice of Business.
Servant Leadership
Lopez, Isabel O. 1995. “Becoming
a Servant-Leader: The Personal Development Path.” in Larry C. Spears. Reflections on Leadership. NY: John Wiley and Sons. Pgs.
149-160.
Chamberlain, Philip. 1995. “Team-Building and
Servant-Leadership” in Larry C. Spears. Reflections on Leadership.
NY: John Wiley and Sons. Pgs. 169-178.
Passionate Learner
Bordas, Juana. 1995. “Power and Passion: Finding
Personal Purpose.” in
Larry C. Spears. Reflections on Leadership.
NY: John Wiley and Sons. Pgs. 178-193.
McCollum, Jeffrey N. 2000. “The Inside-Out
Proposition: Finding (and Keeping) Our Balance in Contemporary Organizations.”
in Larry C. Spears (ed.) Insights on
Leadership. NY: John Wiley & Sons. Pgs. 326-339.
Wheatley, Margaret J. 2000. “What is Our Work?” in
Larry C. Spears (ed.) Insights on
Leadership. NY: John Wiley & Sons. Pgs. 339-351.
Do: Organize Your Service Project. Complete
Organizing Your Service Project on pages 31-32 of Binard and Leavitt text.
Write: Final Draft of Set Learning
Goals on Page 33 of Binard and Leavitt text.
First Journal: consult pages 46-50 in the Binard and
Leavitt text for guidelines on the journal. You should write journal entries
after every visit to your service-learning site. This journal section should
deal with the values of Christ-centered, passionate learners, and servant
leaders.. Please engage with the readings assigned in
this section to assist you in understanding these three values and the concepts
and behaviors associated with these values within the context of your
service-learning placement as well as within a larger societal arena.
Deliverables Due at
Second Class:
Completed Service-Learning Agreement (Page 55 of
Binard and Leavitt text)
Completed General Risk Release Form (Pages 63-64
of Binard and Leavitt text)
Final Draft of Learning Goals (Page 33 of Binard
and Leavitt text)
Prior to Class
Three
Read:
Compassionate Peacemaker
Boulding, Elise. 2000. “Envisioning the Peaceable
Kingdom.” In Walter Wink (ed.) Peace is
the Way.
Macy,
Joanna. 2000. “Taking Heart: Spiritual Exercise from Social Activists” in
Walter Wink (ed.) Peace is the Way.
Nouwen, Henri J. 2000. “Saying
No to Death.” in Walter Wink (ed.) Peace
is the Way.
Samuel, Dorothy. 200. “The Violence in Ourselves.”
” in Walter Wink (ed.) Peace is the Way.
Deming, Barbara. 2000. “We Are All Part of One
Another.” in
Walter Wink (ed.) Peace is the Way.
Global Citizen Readings:
United Nations Universal Declaration of Human
Rights (http://www.unhchr.ch/udhr)
A Summary of United Nations Agreements on Human
Rights (http://www.hrweb.org/egal/undocs.html)
International Labor Organization (ILO) Declaration
of Fundamental Principles and Rights at Work (http://www.ilo.org/dyn/declaris/DECLARATIONWEB)
The Global Sullivan Principles of Corporate Social
Responsibility and the Text of the Global Sullivan Principles (http://www.mallenbaker.net.csr/CSRfiles/Sullivan.html)
Block, Peter. 1998. “From Leadership to Citizenship.” in Larry C.
Spears (ed.) Insights on Leadership.
NY: John Wiley & Sons Co. Pg. 87-95.
Bolino, Mark C., William Turnley,
and James Bloodgood. 2002. “Citizenship Behavior and the Creation of Social Capital in
Organizations.”
Write:
Begin your Service-Learning Time Sheet (see Page
65 of Binard & Leavitt).
Second Journal. Please review guidelines for this assignment
under Assignment Two, Journal One. Review guidelines for this assignment under
Assignment Two, First Journal. This journal section should deal with the values
of compassionate peacemakers and global citizens. Please engage with the
readings assigned in this section to assist you in understanding the role of
compassionate peacemakers and global citizens as well as the concepts and
behaviors associated with these values within the context of your
service-learning placement as well as within a larger societal arena.
Deliverables for
third class:
Second Journal
Prior to Class 4
Do: Have your supervisor complete
the Supervisor Evaluation of Service-Learner (Pages 57-58 of Binard and Leavitt
text)
Prepare Final Oral Presentation
Each
presentation should be approximately 30 minutes with an additional 10 minutes
for questions and dialogue with participants. The presentation should cover the
main points in the analytical paper. It must include at least one visual
element (power point presentation, storyboard, video, etc.) You will be graded on content, delivery, and
voice
Write: Complete the Student Evaluation
of Service-Learning (see pages 59-61 in Binard & Leavitt).
Complete Service-Learning Time Sheet (Page 65 of
Binard and Leavitt text)
Complete the Student Service-Learning
Questionnaire in Binard and Leavitt (Page 67-69 of Binard and Leavitt text).
Deliverables due for fourth class:
1.
Completed Supervisor Evaluation of Service-Learner
2.
Completed Student Evaluation of Service-Learning
3.
Completed Service-Learning Time Sheet
4.
Completed Service-Learning Questionnaire
5. Analytical
Paper: This paper should delineate your understanding of the role of culture
for service and servant leadership within contemporary organizational settings.
Considering situations and experiences from this service-learning project, discuss
the extent to which you think that the practice, or lack thereof, of
6. Reflection Paper: This paper should be your
making sense of how participation in this service project further informed your
assessment of and understanding of your role as a servant-leader and a member
of
7. Final Oral Presentations
Prior to Class Five
No assignments
Final Oral Presentations will be completed in
Class 5
Assessment
Your grade in this course will be determined as
follows:
Journals (2 @ 10% each)
20%
Analytical Paper
25%
Reflective Paper 25%
Final Oral Presentation 30%
Grading
Policy:
For
this program,
A Highest
quality passing work (4.00 grade points)
B Second
quality passing work (3.00 grade points)
C Third
quality passing work (2.00 grade points)
D Fourth
quality passing work (1.00 grade point)
F Not
passing, failing (0.00 grade points)
I Incomplete
(temporary grade)
A
cumulative grade point average (GPA) is posted on the student's record with the
summaries for each term. The basis of
calculation is A=4.00 grade points, B=3.00 grade points, C=2.00 grade points,
D=1.00 grade point, F=0.00 grade points (CR and NC not included). For graduation, a minimum cumulative GPA of
2.00 is required from
Plagiarism
According to Webster's Collegiate Dictionary (seventh edition), to
plagiarize means "to steal and pass off as one's own [the idea or words of
another]." Plagiarism thus includes not
only the conscious use of a sequence of words, composed by another writer
without giving recognition to the source, but also the condensation or
paraphrase of someone else's ideas without such recognition. Electronic plagiarism is also possible,
whereby one might pass off web-based material as one's own.
The Goshen College Catalog contains the
following graduated scale of penalties for plagiarism, listed in order of
increasing severity: (1) Redoing the assignment; (2) Lowering the assignment
grade permanently; (3) No grade or
credit for the assignment; (4) Lowering
of course grade; (5) Failure for the
course; or (6) Suspension for a period
up to one semester.
Attendance Policy:
Due
to the concentrated scheduling and the emphasis upon participatory learning,
students are expected to attend class every week. Both absence and tardiness constitute
breaches of the attendance policy. A tardy is defined as missing more than 120
minutes of a class period. Two tardies constitute one absence. Absence due to illness or other
emergency situations must be made up through activities required by the faculty
member in that module or the program director.
Please notify the DAES office and your instructor, if possible,
if an emergency arises preventing you from attending class. If you know that
you need to miss a class, please contact the instructor in advance.