Date: Tue, 19 Nov 1996 13:02:49 MST
                                        From: Renee Buchanan [RBUCHAN@ssb2.saff.utah.edu]

University of Utah
Course: Ethnic Studies 258
"Service Learning: Asian/Pacific American Experiences" Quarter Credit Hours: 4

Instructor: Tomo Hattori, Assistant Professor in the English Department and the Ethnic Studies Program

Office Phone: 581-8367
Messages: 581-6168 (Dept. of English)
Email: Tomo.Hattori@m.cc.utah.edu

This course explores Asian/Pacific American experience from historical, cultural, psychological, social, and political perspectives. Students will study past and present experiences of Asian/Pacific Americans, emphasizing similarities in experiences of different Asian/Pacific American groups by considering ethnic identity, stereotypes, literature, family relations, and communities. The service learning component consists of three hours of volunteer service per week with the Asian Association of Utah or work on campus with an official Asian American student organization on a specific project to be approved beforehand by the instructor. Service for the AAU involves the options of ESL tutoring, after-school tutoring in the Youth Program, and organizational work for the Utah Asian Pacific Festival.

  1. Students in the class provide a needed service. The Asian Association of Utah, to which most of the students will be directed, is always in need of volunteers to assist with their ESL, Youth, and Festival Programs. As the only pan-Asian/Pacific service organization in Utah, the AAU provides much needed direct service to Asian/Pacific Islander communities in addition to coordinating the activities of the various specific API service organizations. I have already discussed my proposal with the executive director the AAU with whom I look forward to coordinating the details of the services to maximize their mutual benefit to both the students and the community.

2 . The service experience relates to the subject matter of the course.
The service learning component brings real meaning to the word "experience, in a course that is called Asian/Pacific American Experiences. ETHNC 258 is subtitled "The Asian American Experience" but the sections that are currently taught do not engage in actual experience with Asian/Pacific Americans as a regular part of the course. The service component will fulfil this long missing link in the basic mission of "Asian/Pacific American Experiences".

3. Activities in the class provide a method for students to think about what they learned through the service experience and how these learnings related to the subject of the class.

As my syllabus and the above course description show, ETHNC 258 attempts to provide a broad survey of the Asian American experience. The course approaches the subject of Asian Americans from a number of disciplinary perspectives and is meant to prepare students for their encounter with (other) Asian Americans in the general society. In this sense, ETHNC 258 in its current form is already a course that provides methods for students to think about what they learn when they meet Asian Americans. The service learning component will simply allow for such an encounter to be part of the research and reflection that students do in the course.

4. The course offers a method to assess the learning derived from the service. Credit is given for the learning and its relation to the course, not for the service alone.

Students will submit a report based on their service experience which will be evaluated as a part of the course. Other smaller assignments will deal with the material covered in class but the service report will require the student to synthesize the course learning with the service experience.

5. Service interactions in the community recognize the needs of service recipients, and offer an opportunity for recipients to be involved in the evaluation of the service.

Since the service for this course fits into the structure of existing service and student organizations, the recognition of needs is based on assessments that have already been made by these organizations. The AAU is run by community service professionals, I will be supervising the service of those who elect to work with student organizations on campus. service recipients will be invited to offer comments and suggestions directly to the instructor in a letter that the student will give to each recipient. Reports will also be solicited from supervisors at the Asian Association of Utah and from ranking officials of the campus student organizations that accept my service students.

6. The service opportunities are aimed at the development of the civic education of students even though they may also be focused on career preparation.

The Ethnic Studies Program to which this course belongs is an institutional product of the Civil Rights Movement. connecting ethnic studies courses with local ethnic service movements is a basic step in reviving the civic and activist educational mission of the University of Utah's Ethnic Studies Program.

7. Knowledge from the discipline informs the service experiences with which the students are involved.

The course is about Asian and Pacific Islander Americans; the service experience will involve the students with Asian and Pacific Islander Americans.

8 . The class offers a way to learn from other class members as well as from the instructor.

Students with similar service assignments will work in teams at the end of the quarter to prepare and deliver a group presentation to the rest of the class.

ETHNIC STUDIES 258: ASIAN/PACIFIC AMERICAN EXPERIENCES

This course looks at the history of Americans of Asian and Pacific Islander descent from the mid-nineteenth century to the present. We will think about Asian/Pacific Americans from the perspectives of race ' class, gender, sexual orientation, and other paradigms. We will also learn about the Asian/Pacific American community in Utah.

Required Texts:

Chan, Sucheng. Asian Americans: An Interpretive History. Boston:

Twayne Publishers, 1991.
Hayslip, Le-Ly. When Heaven and Earth Changed Place. New York:

NAL-Dutton, 1993.
Okihiro, Gary. Margins and mainstreams. Seattle and Washington:

U Washington P, 1994.

Students will also be required to read one or two current issues of A. Magazine and/or Asian Week during the course as determined by the instructor.

Texts On Reserve (Marriott Library):

Asian Women United of California, ed. Making Waves: An Anthology of Writings By and About Asian American Women. Boston: Beacon Press, 1989.

Aguilar-San Juan, Karen, ed. The State of Asian America: Activism and Resistance in the 1990Ss. Boston: South End Press, 1994.

Chan, Sucheng. Asian Americans: An Interpretive History. Boston: Twayne Publishers, 1991.

Omi, Michael and Howard Winant. Racial Formation in the United States: From the 1960s to the 1990Ss. 2nd ed. New York and London: Routledge, 1994.

Takaki, Ronald. Strangers from a Different Shore: A History of Asian Americans. New York: Penguin, 1989.

Course Requirements:

Class Participation. (Participation includes mandatory attendance, completion of all readings and may include occasional quizzes as deemed necessary by the instructor.) 20% Journal. (You will maintain a journal during the course which will contain your reflections on the issues raised in the course and in relation to current events in Asian American culture and society. Your journal will be collected for review at mid-term. The entire accumulated journal will be due at the end of the course for evaluation.) 20% First Essay: Family Interview (500 words) 10% Second Essay: Interview Paper (1000 words) 20% Final Essay: Research Paper (2250 words) 30%

Interim Withdrawal Policy:

Students may withdraw from a course without penalty or permission for a period extending for seven calendar days after the beginning of the quarter. After this time students may withdraw only upon written request and for good cause with the permission of the instructor and upon meeting any criteria established by the department which offers the course. Good cause shall include, but not be limited to: 1) failure to inform students of course requirements and grading methods prior to the end of the open withdrawal period, 2) the student's extended illness, or 3) serious injury. Good cause shall not include the anticipation of an undesirable grade in and of itself. The student may appeal the decision of the instructor to the chair of the department. All withdrawal procedures must be completed before the beginning of the final exam period or earlier as required by the instructor or department college. The student shall have the option of adding a class through the second Friday of the quarter.

Policy for Late Assignments: All assignments (essays and journal) will have one half letter grade deducted for each day that the assignment is overdue without medical justification. Thus, for example, a paper that would have received an A would receive and if it is one day late without a medical note.