Maria Timmons
Richard Kraft
University of Colorado at Boulder

Service Learning Seminar
Education 8804-005
Spring 1995

Facilitators: Maria Timmons/Dick Kraft Office Hours: Mon. 11:30-1:00, or by appointment Office: Education 437
Phone: 545-5916


This schedule is subject to participant initiated change.

January 17 Introductions

January 23      Topic:  Service Learning Defined
                Read:  Conrad & Hedin, Nathan & Kielsmeier,       
                Timmons, Wingspread Report, K-12 Project Summaries
                Activity:  Choose 3 service programs from the K-12 
                Project Summaries which interest you.  What is it 
                about these programs which interest you?  What    
                questions would you want to ask to understand more 
                about their programs?

January 30      Topic:  Historical Precedents
                Read:  Dewey:  Experience and Education, Stanton: 
                Discovering the Ecology of Human Organizations
                Activity:  Select programs with whom you will make 

February 6 Topic: Democratic Participation/Civic Education

              Read:  Barber:  An Aristocracy of Everyone, de      
              Tocqueville, Wuthnow:  An American Paradox
              Activity:  Report initial information from phone    
              contacts.  Set up research teams.  Prepare for      
              initial site visits.
              Due:  One page proposal for class project.

February 13 Topic: Qualitative Methods

              Readings:  Emerson, Wolcott, Geertz, Appendix A,    
              Activities:  Discuss initial site visit, plan for   
              next visit, develop interview questions.

February 20 Small Group Work Day/Letter Writing Campaign

February 27 Topic: Educating for a Critical Consciousness

Read: Fenstermacher, Friere, Moore

March 6       Topic:  Ethic of Care
              Read:  Dass, Noddings, Wuthnow, Keegan

March 13      Topic:  Links to Other Educational Reforms
              Selected readings from:  Resnick, Lave and Wenger,  
              Kolb, Watson & Konicek, Brown et al.

March 20      Topic:  The Learning Aspects of Service 
              Read:  Horton & Friere, Coles, Dewey, Schultz,      
              Conrad & Hedin
              Activity:  Reports from initial site visits.
              Deciphering Meanings from Observations.

March 27      Spring Break

April 3       Comps, Research Triads meet

April 10      Topic:  Critical Issues in Service Learning
                      *Mandatory Service & the Constitution
                      *Religious Connections:  Advocacy/Opposition
                      *Relations between those serving and those  

              Activity:  Discuss Site Visits, identifying themes  
              within and across programs, brainstorm potential    
              theoretical frameworks, develop interview questions

April 17      No class AERA

April 24      Peer Teaching:  Presentation of Cases
              Due:  Draft of Case Studies, exchanged for comments

May 1         Peer Teaching:  Presentation of Cases
              Case Studies returned for rewrite

May 6         Peer Teaching:  Presentation of Cases
              Due:  Final Papers

Course Assignments

20% Peer Support and Feedback: This aspect of the course involves class contribution on a number of different levels. It includes: 1) active participation in discussions; 2) participation on a research team, including helping others on site visits (if possible), sharing ideas collaboratively, and giving written feedback on drafts of case studies.

20% Peer Teaching: Each research team will be expected to take responsibility for one class session to present their research in a manner which teaches others. These sessions can include additional readings, discussions, etc. to provide theoretical support or background information to support the class' understanding of the case studies.

20% Professional Development Contribution: This assignment can be fulfilled in a number of ways (i.e.: conference presentation or workshop, facilitation of focus groups, peer sharing within student organizations). The idea is to share what we have to offer in a way which benefits others. A brief written statement (1-2 pages) of your contribution and a brief summary in class will be expected to share with others how you fulfilled this requirement.

       Conferences (potential places for contributions)
              March 8-11          National Service Learning       
                                  Conference- Philadelphia
              March 31            Campus Compact:  Faculty Caucus 
                                  (Higher Education focus, Call for 
                                  Proposals due March 15)
              April 21, 22        Association for Experiential    
                                  Education:  Regional
                                  Craig Dobkins-  Coordinator
              April 28, 29        State Service Learning
                                  talk to Maria ASAP/Richard Fulton 
              Dates:  TBA         Friday Forum:  Education Graduate 

40% Case Study (or alternate Project of your Choice): I have included rather structured guidelines for a case study which would facilitate parallel papers in different areas of interest. These guidelines are certainly not set in stone, nor is it a requirement of the course to do the case study. If you are interested in doing an alternative project, speak to me about how to facilitate the team aspects of your project and write a brief proposal for your project idea by Feb. 6.

Assessment: Peer feedback, support, an assessment are an integral aspect of this seminar. Criteria for assessment and feedback will be generated by participants.


Initial Phone Contacts: Identify three programs, with whom you might want to work. Read the program information available on these programs from the GREAT evaluation file (ask Kate Cumbo). Over the phone, make initial contact and ask for general information on the program.

Site Visits: general information, observation in different settings, interviews with students, teachers, parents.

Informational Visit: structure, goals, who's served, who's serving, how is the service experience integrated into the academic curriculum, what have they actually done so far, and gather program materials. Ask open ended questions about the purposes, benefits, and challenges.

Observation Visit: What did you observe, what do you make of this?

Interviews: generate questions based on program information, your observations, words of the people you have talked to and observed in prior visits.

Written Case Study: Each individual will write a case study on their selected site. This study will present a profile of the service learning program and cast the profile into a relevant theoretical frame work. We will discuss written structure for this case study but all papers should include an integration of theory and qualitative methods (written materials, observation, interviews).

Peer Teaching: Each research team will be responsible for conducting a tutorial which provides theoretical support for their case studies.

Peer Support: Each of us will be the member of a research team. As a part of this team, each of us will go on a site visit with one or more of our peers. We will serve as a sounding board for ideas, and share resources. We will give written feedback on (2) case studies, other than our own.

Seminar in Service Learning: Bibliography

Appendix A: A Description of Fieldwork Methods, pg. 143-158, source unknown.

Barber, B. (1992) An Aristocracy of Everyone: The Politics of Education and the Future of America, Oxford University Press, New York/Oxford.

Coles, R. (1993) The Call of Service: A Written to Idealism, Houghton Miflin Co., Boston/New York

Conrad, D., Hedin, D. (1987) Learning from Service: Experience is the Best Teacher-Or Is It?, in Youth Service: A Guide Book for Developing and Operating Effective Programs, Independent Sector.

Conrad, D., Hedin, D. (1991) School Based Community Service: What We Know From Research and Theory, Phi Delta Kappan, June 1991, page 743.

Dass, R., Gorman, P. (1985) Reprise: Walking Each Other Home, in How Can I Help? New York, Knopf, pg. 217-243.

Dewey, J. (1916) Democracy and Education, N.Y. MacMillan, pg. 139-151.

Dewey, J. (1938) Experience and Education, Collier Books, N.Y., N.Y.

Emerson, R. (1983) Introduction, in Contemporary Field Research: A collection of readings, Waveland Press, Prospect Heights Ill., pg. 1-35.

Fenstermacker, G. (1994) Reform Gone Awry, in NIEA Review, September, 1994.

Friere, P. (1970) Pedagogy of the Oppressed, N.Y. Continuum Publishing Corporation, pg. 75-118.

Geertz, C. (1973) Thick Description: Toward an Interpretive Theory of Culture, in The Interpretation of Cultures, New York: Basic Books, pg. 3-30.

Horton, M., Friere, P. (1990) We Make the Road By Walking, Temple University Press.

Kegan, R. (1982) The Evolution of Moral Meaning Making, in The Evolving Self: Problem and Process in Human Development, Harvard University Press, Cambridge, pg. 46-72.

Kolb, D.A. Learning Styles and Disciplinary Differences, in Today's Students and Their Needs, pg. 232-255.

Lave, J. Wenger E. (1991) Situated Learning: Legitimate Peripheral Participation, Cambridge University Press.

Lederman, R. Pretexts for Ethnography: On Reading Footnotes, in Unpacking Fieldnotes, pg. 79-91.

Moore, D.T. Experiential Education as Critical Discourse, Part II: Intellectual Development, National Society for Internships and Experiential Education, pg. 273-283.

Nathan, J. Kielmeier, J. (1991) Sleeping Giant of School Reform, Phi Delta Kappan, June 1991.

Noddings, N. (1984) Caring: A Feminine Approach to Ethics and Moral Education, Berkley, University of California Press, pg. 7-29.

Noddings, N. (1992) The Challenge to Care in the Schools, An Alternative Approach to Education, N.Y. Teachers College Press, Columbia University.

Resnick, L., (1987) Learning in School and Out, The 1987 Presidential Address, Education Researcher, Dec. 1987, page 13.

Schultz, S. Learning by Heart: The Role of Action in Civic Education, in Education for Social and Civil Responsibility, National Society for Internships and Experiential Education, pg. 210-233.

Stanton, T. (1981) Discovering the Ecology of Human Organizations: Exercises for Field Study Students, in Field Study: A sourcebook for Experiential Learning, Sage Publications, Thousand Oaks, CA, pg. 208-225.

Timmons, M. Cumbo, K. (1994) Colorado 1993-1994 Learn and Serve K-12 Evaluation, Colorado Dept. of Education.

deTocqueville (copyright 1945) Democracy in America, edited by Phillips Bradley, pg. 11-13, Alfred Knopf.

Wingspread Special Report (1989). Principles of Good Practice for Combining Service and Learning, Johnson Foundation.

Watson, B. & Konicek, R. (1990) Teaching for Conceptual Change: Confronting Children's Experience, Phi Delta Kappan, May 1990, pg. 680-685.

Wolcott, H. (1988) Ethnographic Research in Education in Jaeger, R. Contemporary Methods for Research in Education, AIRA, pg. 187-210.

Wuthnow, R. (1991) An American Paradox, in Acts of Compassion: Caring for Others and Helping Ourselves, Princeton University Press, Princeton, N.J.

                                Date: Wed, 25 Oct 1995 15:15:46 -0600(MDT)