COURSE SYLLABUS

 

 

Department:                              Physical Education, Exercise, and Sports Sciences

 

Course Number:                       PEXS 3008

 

Course Title:                             Honors Service Learning

                                                  

Semester Hours:                       One (1)

 

Date of Revision

      of Syllabus:                          Spring Semester 2002

 

Text(s) or Other

     Required Reading:              Palmer, P.J. (1999).  The courage to teach: Exploring the

                                                   inner landscape of a teacherís life.  Josey-Bass.

                                                  

                                                   Joseph, James A. (1995).  Remaking America: How the

benevolent traditions of many cultures are transforming our national life.  Josey-Bass.

 

Colby, Anne & Damon, William (1994).  Some do Care:  Contemporary lives of moral commitment.  Free Press.

 

American Psychological Association.  Publication Manual of the American Psychological Association (4th Ed.)

 

Additional texts and required reading will be assigned based on the specifics of the service-learning placement.

 

Catalog Description:                 Honors service learning in social/cultural agencies and programs related to education.  Admissions to the College of Educationís Honors program and HDAL 2008 are prerequisites.

 

Additional Course

      Information:                        This course is the second of three service learning courses in the College of Educationís Honors Program. Service learning activities will be in agencies that are related to the studentís areas of interest.  The same texts will be used in all three honors service learning courses.

 

Relationship of Course            

to College and Program

Philosophy and Goals:              This course is fundamental to the programís, collegeís and universityís focus on service learning.  It will also fit the collegeís goals of communication, diversity, and reflective practice.  It increases studentsí knowledge bases and furthermore, provides examples of the cooperation in the teaching/learning experience.

 

Course Objectives:                   The student will gain an understanding of and appreciation of physical activity/recreational programs provided by agencies that support education within the community (after school programs, therapeutic activities of a clinical nature, and community recreation programs, for example) and their publics.  The student will include descriptions of and reactions to this experience in the reflective journal.  The student will gain knowledge of the function of agencies and how their function can be used for educational purposes.

 

Course Topics:                          Service learning in physical activity/recreation programs and agencies that have an educational component.  Specific topics will vary with the studentís place(s) of service learning.

 

Class Activities and

 Requirements:                         Participation in service-learning activities.  Plan and conduct appropriate activities in the assigned agency. Discussion of these activities and reaction to them in honors seminars associated with this class.  Maintaining and sharing of a reflective journal about the experience.  Demonstrating the acquisition of knowledge of the agency function and the educational implication.  Five (5) seminars will be spaced within the semester.  The Final seminar will be an open seminar with College of Education faculty, students, and agency personnel invited to attend.  Students will accomplish a minimum of twenty (20) hours of service learning activities in selected agencies.

 

Field Experience:                      All course work will be related to the assigned field placements.

 

Grading Practice:                      Grades within the universityís A-F system will be based on the studentís contribution to the field placement(s), the studentís participation in seminars, and the quality of the studentís reflective journal.  Field directors will be consulted for suggestions prior to the assignment of grades.

 

The writing in the reflective journal will be reviewed for content, style, and form and will be a part of each studentís final thesis-quality reflective journal.  Because of the variety of service-learning activities and agencies in which they are accomplish, exact grading practice will be handled through course information material.  However, participation in seminars will account for approximately 25% of the studentís grade, writing in the continuing reflective journal will account for approximately 25% of the grade, and contributions to field placement(s) will account for approximately 50% of the grade.

 

Grades will be calculated based on earned points on all service-learning evaluations, seminar participation, and thesis quality reflective journal work.  If a student is unable to meet a due date for an assignment, the student has the option of contacting the instructor to make arrangements to turn it in/take it on another day. NOTE: There will be a five (5) point per day deduction on all assignments submitted past the due date unless other arrangements have been made with the instructor.

 

Grading Scale

 

             Grade                     Percentage                        Grade                           Percentage

                 A                           94-100                              C                                 73-75

                 A-                          90-93                                C-                                70-72

                 B+                         86-89                                D+                               66-69

                 B                           83-85                                D                                  63-65

                 B-                          80-82                                F                               Below 63

                 C+                         76-79

 

 

 

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