Character Education and Community Development: Level Two

Syllabus-Spring 2007

Faculty: Rick Johnson
Email: rjohnson@usbnc.org
Work telephone: 810-653-5033
Home telephone: 810-653-7394

Course Content

This course examines principles, concepts, and examples relating to developing community action-service projects especially in service to children and families. Appreciative listening will be explored as a learning strategy, as a tool of community building, and as an effective means of gathering consensus around action plans. Research exploring examples and best practices for engaging local residents in active participation to improve their communities is also considered.

Assignments

Assignments for the course are designed to involve the students in active reflection on the meaning and application of what they are learning. The assignments for the course will be organized within four modules.

Overall assignments for the course include:

  • 1. Reading assignments are posted for each module.
  • 2. Participation in the Discussion Board as outlined in Modules.
  • 3. A Reflection Paper is required for Modules One and Two.
  • 4. A Mind Map is required for Module Three.
  • 5. A Prospectus for an Action-Service Project is required for Module Four.
  • 6. Portfolio documentation is required to receive credit for the residential training and community service components of the course.

All student written work will be posted to the Blackboard discussion board area for the course. This will provide an opportunity for students to review and comment on each other's work. We hope this will enrich the learning experience for all by helping all receive beneficial advice and encouragement based in the diverse experiences and perspectives of all students. This public posting of reflection papers and mind maps will, in effect, create an on-line seminar where students will post their work and receive peer review and comment.

Grading Standards

  • 1. Assignments will be graded by the instructor, as indicated in the Modules. Criteria for evaluation of Reflection Papers and Mind Maps is described below.
  • 2. Information about and examples of Mind Mapping approaches can be found at the following websites:
    http://www.mind-mapping.co.uk/mind-maps-examples.htm
    http://www.mind-mapping.net/examples.htm
  • 3. Students may revise Reflection/Reaction Papers as many times as they wish within the overall course time schedule provided.
  • 4. Incompletes will be approved only in emergency situations. Students are requested to work with the assignments according to the posted schedule.

Module One Assignments

Module Two Assignments

  • 1. Assigned Reading: Better Together : Restoring the American Community, Robert D. Putnam Lewis Feldstein Donald J. Cohen (first half).
  • 2. Reflection Paper drawing on readings posted to Discussion Board. Discussion Board comments will be student-to-student responses to student-posted Reflection Papers. Instructor will also grade Reflection Papers according to published evaluation criteria.
  • 3. Participate in On-Line Discussion (posted responses to at least two Reaction Papers).

Module Three Assignments

  • 1. Assigned Reading: Better Together : Restoring the American Community, Robert D. Putnam Lewis Feldstein Donald J. Cohen (second half).
  • 2. Mind Map drawing on readings posted to Discussion Board. Discussion Board comments will be student-to-student responses to student-posted Mind Maps. Instructor will also grade Reflection Papers according to published evaluation criteria.
  • 3.Participate in On-Line Discussion (posted responses to at least two web summaries).

Module Four Assignments

  • 1. Assigned Reading: Residents Engaged in Strengthening Families and Neighborhoods, Annie E. Casey Foundation.
  • 2. The readings we have done in the course thus far provide perspectives on developing and nurturing the growth of active, caring community relationships. There are many interesting parallels between the readings and the core activities currently providing the focus for Bahá'í community growth. What are some of the linkages you see between the core activities and the readings? If you were to develop a study circle-based SED project what would it be like? Consider what some possibilities for developing such simple projects might be in your own area. Project ideas can be diverse-a couple of people, studying together and taking action to improve their community, school, workplace, etc. can be a beginning. Others may have larger scale ideas. The main point is that it should be do-able!
    • What do you care about most?
    • What opportunities exist for you?
    • Come up with at least 2 ideas you have that you could explore and perhaps bring into action.
    • Choose one of your brainstorm ideas and write a 2-page prospectus exploring how in might be developed in action. Be sure to include the following themes and elements: I feel excited and passionate about this idea because ___. What ideas, principles and models from the course readings seem promising in implementing your idea? Why? The concept that may be worth exploring in my situation is ___.
    • Instructor will reply to student's prospectus to help the student improve it, but prospectus will not be graded.
    • Post your prospectus to the Discussion Board to receive feedback and comment from your peers.
  • 3. Participate in On-Line Discussion (posted responses to at least two Reaction Papers).

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Character Education & Community Development

Louhelen Bahá'í School

Fort Hays State University



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Spiritual Assembly
of the Bahá'ís
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