Course Syllabus
POS 100: Introduction to Political Science
Sect. 5212, Spring 1996
Room: SC8 MWF 12:30-1:20 p.m.

Instructor: Jesse Chanley, Jr.
Office: Center for Public Policy and Service, Kirk Center
Office Phone: 461-7394
Office Hrs: MWF 12:00-12:30 p.m. and by appointment.

Text: Danziger, James N. 1996. Understanding the Political World, 3rd ed.

White Plains, N.Y.:Longman Publishers USA.

Course Objectives: To become familiar with the discipline of political science with emphasis on the major philosophies and institutions of government. To become familiar with the practice of politics in America.

Grading:

Exams: There will be seven regular exams. They will be comprised of short-answer items (not multiple guess). The top six grades on the exams will count toward your final grade. The final exam will be cumulative and will be worth twice the amount of a regular exam.

Exercises: There will be several brief projects/activities during the semester to enrich and complement the material in your text. These exercises will determine 50% your final grade. Your first exercise is to outline the first chapter in your text. The chapter outline is due Wed., Jan. 24th.

Class Participation: Each student is required to participate in class activities and discussion. Effective participation requires careful listening as well as speaking. As an example of democratic practice, it is important to solicit input from everyone participating.

Point Distribution:

Six regular exams       300 pts
Final exam              100 pts
Exercises               500 pts
Class participation     100 pts
                Total  1000 pts

Extra Credit: For students who would like to bolster their grade, extra credit work may be done. This work could be in the form of a book review, critique of a letter to the editor, research paper, attendance and report on a political event, or some other project pre-approved by the instructor. You will receive credit for sharing your work with the rest of the class. Extra credit cannot total more than 5% of the final grade (50 pts).

Service Learning Option: Students can replace their final exam with a service learning project. This would involve volunteering for a minimum of 20 hours with a political party or organization and writing a five page analysis of your service experience. Requires instructor pre-approval.

Withdrawals: Deadline for withdrawal without instructor approval - March 8th.

Course outline:

We will be covering approximately one chapter per week. You are required to complete the reading before the beginning of each week, e.g., complete reading Chapter One by Jan. 22nd.

Other significant dates:

Jan. 19th       Course Overview
Feb. 2nd        Exam 1
Feb. 16th       Exam 2
Feb. 19th       Class excused - PresidentsU Day
Mar. 1st        Exam 3
Mar. 9th - 17th Spring Break
Mar. 22nd       Exam 4
Apr. 5th        Exam 5
Apr. 19th       Exam 6
May 3rd Exam 7
May 15th        Final Exam 11:30-1:20

ALL PROVISIONS IN THIS SYLLABUS ARE SUBJECT TO REVISION. SHOULD ANY REVISIONS BE DEEMED NECESSARY, THEY WILL BE ANNOUNCED IN CLASS. SUCH ANNOUNCEMENT SHALL CONSTITUTE ADEQUATE NOTIFICATION TO ALL CLASS MEMBERS WHETHER PRESENT OR NOT. IT IS THE RESPONSIBILITY OF THE STUDENT TO REMAIN APPRAISED OF ALL CLASS MATTERS.

Syllabus addendum: Service Learning Option

POS100, Spring 1996

What exactly is service-learning?

Service-learning is a blending of academic study and community service. Academic credit is given for the actual learning that occurs during the volunteering and not only for the clock hours of service to the community. Students can choose to be placed in one of many available non-profit agencies, educational sites, and government offices. They are then given specific assignments, based on both an academic learning plan and the specific needs of the community site. Service-learning is, therefore, an effort to promote the fact that much learning takes place when we can connect classroom instruction to real-life situations. Furthermore, emphasis is placed on linking what students are doing at their individual sites with broader community issues and involvement.

What is the difference between service-learning, volunteerism and internships?

        Service-Learning
        There are a number of core requirements that students have to meet 

before they can be given credit for these classes. These requirements ensure that students reflect upon what they are doing and evaluate what they are learning.

        Volunteering
        Volunteering is a worthwhile activity, but we generally do not learn 

from our volunteering in the same way, nor do we connect it to classroom instruction and academic course content.

        Internships
        Internships place little or no emphasis on the student providing service 

to the site, whereas service-learning emphasizes the student making a contribution to the community at the same time as they use the site as a vehicle for learning.

How do I demonstrate what I am learning and how am I graded?

You demonstrate what you are learning by what you write in your reflective journal, your verbal exchanges with your faculty supervisor, and your final analytical paper. See attached sheet for additional details

HOW TO DO IT!!!

                 STUDENT GUIDE ,TIMELINES  AND GRADE CRITERIA
                        FOR SERVICE-LEARNING PROJECT

Step 1: On the first night of class:

        i)  pick up packet from me containing volunteer acceptance forms,
            community sites, learning plan information, and journaling ideas.
        ii) make sure you know what materials are needed for this 
            service-learning project (3-ring binder, etc.)

Step 2: By the third week of the semester: let me know in writing the community site in which you wish to volunteer. If you have contacts at sites which are not on my list I will consider them; give me in writing the name of the institution, a contact person's name, telephone number and mailing address for my approval. I prefer that you choose a site from my list, however, and that you choose one which will provide you with new experiences.

Step 3: By the fourth week of the semester: you should have made contact with the volunteer coordinator or community site supervisor and have already met with them, or have an appointment scheduled in the near future. Be sure to have the "volunteer acceptance form" with you. If you and the site contact person decide that this is an appropriate placement, ask them to sign to that effect on the top part of the acceptance form. Leave one copy of the acceptance form with them and submit a signed copy to me. Details need to be worked out at this time as to which days you will be there, during what hours, and for how many weeks. The site needs to know when they can count on you being there.

Step 4: As soon as your placement is confirmed: develop a learning plan. This will help you in your journaling and keep you focused on the question: what am I learning here that is relevant to political science? This learning plan must be handed in to me and will be part of your grade. I will assist you if necessary (see learning plan outline for more details). Whenever possible, share this with your site supervisor; if they are aware of your objectives they may be able to provide you with more relevant and enriching experiences. (But be judicious in asking for your site supervisorUs time, they are probably overworked and underpaid!)

Step 5: By the fifth week (or earlier):

        i)     turn in your signed volunteer acceptance form
        ii)    begin to journal about your experiences as soon as your
               placement begins
        iii)   turn in your learning plan

Step 6: Hand in your journaling for me to review on an ongoing basis.

(Mar. 8th, Mar. 29th, Apr. 19th)

Step 7: One week before the semester ends, submit your journal, analytical summary and the project completion form, signed by the site supervisor.

IF YOU ENCOUNTER ANY DIFFICULTIES IN THIS PROCESS YOU MUST INFORM ME ASAP SO THAT YOU CAN BEGIN AND COMPLETE YOUR HOURS IN A TIMELY FASHION. (For grading see over)

HOW AM I GRADED FOR THIS?

Basically you are graded on i) the learning that you demonstrate is taking place in combining your classwork and service experience. (This learning is evidenced by your learning plan, journaling, classroom reflection and discussion, and analytical summary ) and ii) submitting the necessary paperwork in a timely fashion.

CREDIT WILL BE GIVEN BASED ON:

POINTS

  1. Volunteer acceptance form signed and submitted by fifth week of semester 5 (Feb. 21st)
  2. Learning plan submitted by fifth week (5 pts.) and its quality (10 pts.) 15
  3. Journaling submitted at required times according to course outline 15

    (5pts.x3) (Mar. 8th, Mar. 29th, Apr. 19th)

  4. Quality of your journaling (10pts.x3) 30 ('Quality' here refers only to the depth of thought you have given to your reflection. I will not be grading according to spelling, grammar etc.for your journaling.)
  5. Participation in class reflection on service experiences and curriculum 10
  6. Project completion form submitted (May 3rd) 5
  7. Analytical Summary Paper (written w/ correct grammar, punctuation etc.) 20
                                                      TOTAL POINTS POSSIBLE: 100
                              (out of 1000 total points possible for this class)

Volunteer Acceptance Form

____________________________________, a student at Mesa Community College in Political Science 100 class, is doing a volunteer project of at least 20 clock hours as a class requirement. This service learning opportunity is to facilitate students making connections between what they are studying in class and what is happening in their community. The student is expected to offer you some needed/welcome service in return for the opportunity to learn about your work site.

In addition to their volunteer hours, I expect students to keep and submit a reflective journal of their experience. They will be encouraged to share this information with the class. If you can accept this student for this project and can provide adequate supervision while they are on site, please indicate so by completing this information and signing this request.

Student's days and hours of service: __________________________________________ Student's duties: _____________________________________________________________ Community Site ________________________________________________________________ Site Address: _________________________________________________________________ Site Supervisor's Name (please print) _________________________________________ Supervisor Signature __________________________________________________________ Job Title: ____________________________________________________________________ Telephone _____________________________________________________________________

One of the most beneficial and memorable learning experiences a student can have is by immediate involvement with their community. Thank you for considering this request. I will be making contact with you early in the semester. If you have any questions, please call me at 461-7394.

Jesse J. Chanley, Jr.
Political Science
Mesa Community College


Project Completion Form

___________________________________ has fulfilled their service-learning project in POS100 by completing a minimum of 20 clock hours at this community site. (This form is only to verify that the student completed the required hours of the assignment.)

Community Site _______________________________________________________________ Supervisor's Signature _______________________________________________________ Date ______________
Comments (optional):

LEARNING PLAN INFORMATION

A learning plan can be thought of as a "blueprint" that maps out what you hope to learn/accomplish as a result of your service-learning experience. It includes specific learning objectives that provide some means of measuring progress toward completion of educational goals. Learning objectives are brief statements that define results expected in a specific period of time. They should:

        %  Be specific as to exactly what is to be accomplished.
        %  Be scheduled for accomplishment in a defined period of time.
        %  State results to be accomplished and state them in measurable terms.
        %  Be realistic, but challenging.

Discuss this plan with your faculty and site supervisors. You all should have input into this and each of you should sign it and keep a copy. It is your responsibility to ensure that this is done. If you require further assistance, please contact your instructor.

LEARNING OBJECTIVES

  1. Knowledge/Understanding Gaining Knowledge implies acquisition of information, facts, concepts, theories, or ideas. Gaining understanding implies an ability to apply this information to problem-solving situations; seeing patterns and relationships, using knowledge for reasoning, analyzing, to extend learning beyond information acquisition.
        Example:
        To gain knowledge about how computers are used in bill collection.
        To develop an understanding of the psychology used in writing
        fund-raising letters.

2.      Skills
        Gaining skills implies becoming able to do some activity; skills improve 

with use and practice; skills and the results of their use are observable. Skills may be mental or physical and can pertain to activities carried out with people (interviewing, public speaking, counseling), with things (sculpture, photography, artifacts, computers), or with data (analyzing or preparing reports, gathering research information).

        Example:
        To develop skill in interviewing clients at the Mental Health
        Association. 
        To develop skill in categorizing photographs at Tempe Historical Museum.

3.      Attitudes/Values
        These objectives usually involve the formulation and/or clarification of 

personal values or feelings. Think in terms of the personal convictions you think will be affected by this experience. What opinions, attitudes or feelings do you hope to clarify?

        Example:
        To clarify my opinion about the use of behavior modification in the
        treatment of juvenile delinquents.
        To clarify my feelings about the moral issues surrounding the debate on
        the safe disposal of toxic waste materials.

"For things we have to learn before we can do them, we learn by doing them"

Aristotle

LEARNING PLAN

(please print the following information) STUDENT'S NAME______________________________________ tel. #___________________

Community Site _____________________________________ tel. #___________________ Dates of placement: from __________________________ to ___________________

Learning Objective:

  1. - what knowledge/understanding do you wish to gain?

Significance:

b)      - why do you wish to learn this?
        - how is this related to your personal and /or career goals?
        - how does this fit in with classroom instruction in this discipline?
        - how is it relevant to the discipline in which you are receiving 
          credit?

Implementation

c)      - how will you learn this?
        - describe the specific activities by which you will accomplish each
          learning objective
        - does your site supervisor agree that this placement can provide you 
          with these experiences?
        - do you have sufficient time in which to accomplish these objectives?

List three specific learning objectives of this service learning project. (This is to be written by the student)

  1. Learning Objective:

Significance:

Implementation:

2. Learning Objective:

Significance:

Implementation:

3. Learning Objective:

Significance:

Implementation:

KEEPING A REFLECTIVE JOURNAL

*To learn by experience requires thoughtful reflection about those experiences; learning by experience is not automatic. A useful reflective tool to encourage learning is a daily journal. You will find the journal less of a chore if you take a few minutes at the end of each day that you volunteer to reflect upon your experiences.

*I expect a minimum of 5 pages of hand written journaling by the end of the semester, plus a 5-10 minute oral presentation analytical summary of your thoughts and experiences.

*To be most effective, the journal should not be merely a log of events. It should be a means for you to i) analyze the activities you and the agency are performing, ii) the new things you are learning, iii) to recognize important events/issues, and iv) to relate your stated service-learning objectives to what you perceive you are learning and doing.

Making Daily Journal Entries:

The following outline may help you to write your journal, but essentially I want you to feel comfortable with your own style of journal writing.

I. Write an objective account of the daily events that occur. Try to remember everything that happens but just write the facts. Don't make any inferences. (This descriptive component of your journal should be kept to a minimum.)

II. Next describe your feelings and perceptions, questions and ideas about what happened during the day. This is your subjective account of the day, and should constitute the bulk of your journaling. Let your thoughts roam freely and don't be concerned with grammar, etc.

III. Outline actions for your next contact based upon what you feel you learned during the day/evening. If problems or needs surfaced during your volunteer hours be sure to include a plan/outline of action (s) to deal with this the next time. In this way you can use your log as an "agenda setting" and personal growth tool.

To assist you in making your daily journal entries you might reflect upon any of the following questions.

% Are you clear about the goals of your site and do you agree that these goals

are worthy?
% If you were in charge of the place where you volunteer, would you change

anything?
% If you were the supervisor, would you have the volunteers do anything

different from what you are doing? Would you treat them differently? % Tell about a person there whom you find interesting or challenging to be

with. Explain why.
% What's the most difficult/satisfying part of your work experience? % What kind of person does it take to be successful at the kind of work you do

(as a volunteer, as a career)?
% Tell about something you learned as a result of a disappointment or even a

failure. Remember "failure" is a personal growth opportunity! % Think back on a moment when you felt especially happy or satisfied in your

placement. What does that tell you about yourself? % What are you learning about criminal justice issues by this service learning

placement?

Your analytical summary (5 - 10 minute oral presentation) should include responses to some of the following questions.

I.      Description
        -  What were your duties and responsibilities?
        -  What was your work situation and environment?
        -  What are the goals of the agency/program?
        -  How is this program funded?
        
II.     Evaluation
        -  What did you learn from your service-learning experience?
        -  Did you meet your learning objectives? If so, how? If not, why not?
        -  What did you learn about the site you worked in, its strengths and
           limitation, its effectiveness, the responsibilities and aptitudes of
           your supervisor?
        -  About the experience of working in a community setting?
        -  About yourself - your own strengths and limitations; about how this
           experience affected your own personal goals and career objectives?
        -  Any advice for future students who may wish to volunteer at your
           site?
        -  About academic knowledge - what connections did you make between
           classroom instruction and its relevance to your site?

III. Integration

POS Service Learning Sites

Alzheimer's Association Greater Phoenix Chapter, Tempe, Scott Gardner, 966-1232

Arizona Common Cause, Phoenix, Mike Evans, 257-0551

Arizona Dept. of Environmental Quality -- Environmental Justice,Phoenix,Juanita

Copeland,207-2331

Arizona Republican Party,Phoenix,Jake Logan,957-7770

Asylum Project of Phoenix, Inc.,Phoenix,Sarah Asta,258-7201 ext. 130

Building a Healthy Mesa,Mesa,Mary Ruiz,969-8601

CAMBIO,Phoenix,Courtnay McDermott,265-9800

Children's Action Alliance,Phoenix,Jannah Scott,266-0707

City of Mesa Solid Waste and Facilities Division,Mesa,Kari Molmod or Sherri

White,644-2688/644-3672

City of Mesa Water Conservation,Mesa,Randy Bee,644-3334

Dist. 29, Democratic Party,Mesa,Jerry Helmstadter,

Don't Waste Arizona,Phoenix,Steve Brittle,268-6110

Mesa Public Schools,Mesa,Gail McCann,898-7773

MesaLink,Mesa,Connie Gullatt-Whiteman,833-7974

Office of U.S. Representative Matt Salmon,Tempe,Mary Baumbach,831-2900

Planned Parenthood of Central and Northern Arizona,Phoenix,Channin

Gladden,277-7526

Senator Jon Kyl,Phoenix,Jill Matchinsky,840-1891

Sierra Club-Grand Canyon Chapter,Phoenix,Raena Honan,253-8633

                                        Date: Mon, 13 May 1996 13:16:00 -0700 (MST)
                                        From: Jesse Chanley 461-7394 [CHANLEY.JESSE@a1.mc.maricopa.edu]