Splatter

The Schedule

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  This is your course schedule. You should visit this document regularly to see what you should be doing on any particular day of the semester. It includes all major due dates, reading assignments, and so on. If you’re not sure when something is due or what the reading assignment is, this is the place to check. Did I already say that? Well, it’s important.

  A Standing To Do List

  There are a few basic activities that you should be doing on an ongoing basis as part of this course. They are repeated activities and critical for your success here. I’ve listed these key activities below in summary, consult the full calendar further down the page, though, for details on assignment due dates and the timing of our major course activities.

  • Post to Splatter under “Reading/Research Journal” at least once a week, focusing on what you’re reading, researching, hearing, and thinking for the course. The idea is that you demonstrate active engagement and continual investigation of the issue you are focusing on this semester. For each “Reading/Research Journal” entry focus in on just one information source (along with your thoughts on it) per post. Each post should be at least 250 words long. You should also read and respond to what others are posting. Keeping up with your regular posts is essential, as it will serve as a research and thinking log that you can draw upon throughout the class.
  • As assigned, write a 1250- to 1500-word piece (4 to 5 pages) and post it under “Work for Review” on Splatter. (Some if not all of these will become the major work of your course portfolio.) You will write these major pieces in response to prompts or prompts that you define. Once you get into the habit of writing, it will feel easier. We learn to write by writing and this leads to important action.
  • In the week following a major draft assignment, read and write in response to the “Work for Review” posted by at least 3 other members of the class (starting with your action/review group within the class). You do this by clicking “reply” beneath the post you want to respond to. This will form the basis of our peer review experiences in the class, which will be a significant part of the course.
  • As assigned throughout the course, complete a “Personal Action Report and Self-Assessment.” This is done through the Splatter site and submitted privately to the instructor. It is an essential part of the course and should be done thoroughly and thoughtfully.

  Week-by-Week Details

  This schedule is very tentative. While the basic due dates will likely stay the same, I reserve the right to embrace the spontaneity of our learning, to add, remove, or swap out readings and assignments, to mix up activities, and to follow a thread of discussion/thought a bit farther than planned if it seems worthwhile. Important changes will be announced in class. You are responsible for noting any changes.

  A couple points of clarification: Reading and writing, as you see, is an ongoing effort through this course. In the right column in the schedule below, you’ll notice three primary labels: Read, Write, and Due. “Read” indicates the reading for the week that you should be actively engaged in through that week and complete before the start of the next week. “Write” indicates the writing you should be actively engaged in through the week to complete a draft or comments by the start of the next week. “Due,” obviously, indicates when you must deliver something in the class–either to me or your classmates. If you have questions about this, be sure to ask.

  * Major due dates are typically the first class meeting of the week, unless otherwise noted on the schedule.

  Week	Possible Class Topic/Activity	Read/Write/Due
  Week 1 Jan xx/18 Jan 17/19	introductions, orientation, etc. defining the terms of our experience; a democratic discussion? syllabus Q&A and “race” activitiy talking about concerns; what’s your thing? establishing action teams	Read: the syllabus, the course schedule, and WWR? (chapter 1)
  Week 2 Jan 23/25 Jan 24/26	introduction to service-learning discussion of sustainability thoughts on civic engagement MLA review; writing annotations	Read: WWR? (chapter 5); Fritjof Capra, “Ecological Literacy” Write: Paper/Project 1: Live? Die? Kill? (aka What’s important to you?) (P1) Due Wed/Thurs: Research/Reading Journal Entry 1 (RJE1)
  Week 3 Jan 30/Feb 1 Jan 31/Feb 2	critical thinking/consciousness peer review how-to service/volunteerism/activism: same thing?	Due Mon/Tues: Paper/Project 1: Live? Die? Kill? (aka What’s important to you?) (P1) Read: WWR? (chapter 3); Dave Eggers, two selected stories Write: Peer Review 1 (PR1) Due Wed/Thurs: Research/Reading Journal Entry 2 (RJE2)
  Week 4 Feb 6/8 Feb 7/9	FMSC Service Opportunity 1 (2/7: 2:30 – 4:30) stories of service FMSC Service Opportunity 2 (2/9: 2:30 – 4:30) reflective writing	Read: WWR? (chapter 7) Due Mon/Tues: Peer Review 1 (PR1) Write: Self-Assessment 1 (SA1); Paper/Project 2: Service/Activists Guide to an Issue (P2) Due Wed/Thurs: Research/Reading Journal Entry 3 (RJE3)
  Week 5 Feb 13/15 Feb 14/16	thesis & deduction vs. question & association on using sources evaluating sources a visit with Tish whole-class workshop #1	Read: WWR? (chapter 4) Due Mon/Tues: Self-Assessment 1 (SA1) Write: Paper/Project 2: Service/Activists Guide to an Issue (P2) Due Wed/Thurs: Research/Reading Journal Entry 4 (RJE4)
  Week 6 Feb 20/22 Feb 21/23	PRESIDENTS DAY Monday, February 20 :: No Classes
  	guest speaker: Stephenie Pressler on simple sustainability soapbox/elevator speeches problem solving	Read: TBD Due Tues/Wed: Paper/Project 2: Service/Activists Guide to an Issue (P2) Write: Peer Review 2 (PR2) Due Wed/Thurs: Research/Reading Journal Entry 5 (RJE5)
  Week 7 Feb 27/29 Feb 28/Mar 1	STAFF DEVELOPMENT DAY Tuesday, February 28 :: No Classes
  	guest speaker on advocacy/activism GCFD service opportunity (3/1: 1:00 – 4:00) power of persuasion, getting your voice heard, letter writing	Read: WWR? (chapter 2) Due Mon/Thurs: Peer Review 2 (PR2) Write: Project/Paper 3: A Letter to the Editor (P3) and Self-Assessment 2 (SA2) Due Wed/Thurs: Research/Reading Journal Entry 6 (RJE6)
  Week 8 Mar 5/7 Mar 6/8	campus whole-class service activity (TBD) whole-class workshop #2 possible SYS field trip and service opportunity (TBD)	Read: TBD Due Mon/Tues: Project/Paper 3: A Letter to the Editor (P3) Write: Peer Review 3 (PR3); Paper/Project 4: Reflections of Service 1(P4) Due Wed/Thurs: Research/Reading Journal Entry 7 (RJE7) and Self-Assessment 2 (SA2)
  SPRING BREAK WEEK :: No Classes ::
  Week 9 Mar 19/21 Mar 20/22	kicking off volunteer fair planning establish teams, brainstorm plans, get organized, etc. deliver and discuss tweak/further develop project plan	Read: Harro, “Cycle of Socialization” Due Mon/Tues:Peer Review 3 (PR3) and Paper/Project 4: Reflections of Service 1(P4) Write: Peer Review 4 (PR4) Due Wed/Thurs: Research/Reading Journal Entry 8 (RJE8)
  Week 10 Mar 26/28 Mar 27/29	report team progress more fair planning service and ethics a possible film (e.g. Sister Helen, Examined Life, etc.)	Read: TBD Due Mon/Tues: Peer Review 4 (PR4) Write: fair materials as required Due Wed/Thurs: Research/Reading Journal Entry 9 (RJE9)
  Week 11 Apr 2/4 Apr 3/5	using field work research techniques observation, posing questions, stepping-in and stepping-out field notes: capturing, details, analysis, questioning, and reflection	Read: WWR? (chapter 6) Write: Self-Assessment 3 (SA3); Paper/Project 5: Reflections of Service 2 (P5) Due Wed/Thurs: Research/Reading Journal Entry 10 (RJE10)
  Week 12 Apr 9/11 Apr 10/12	whole-class workshop #3 raising critical consciousness politics of space/geographies of exclusion positioning	Read: Carrick et al., “Ruptura” Due Mon/Tues: Self-Assessment 3 (SA3) Write: Paper/Project 5: Reflections of Service 2 (P5) Due Wed/Thurs: Research/Reading Journal Entry 11 (RJE11)
  Week 13 Apr 16/18 Apr 17/19	sharing service experiences (2) language matters more event planning/team work	Read: Capossela, ed. selections from Language Matters Due Mon/Tues: Paper/Project 5: Reflections of Service 2 (P5) Write: Peer Review 5 (PR5) Due Wed/Thurs: Research/Reading Journal Entry 12 (RJE12)
  Week 14 Apr 23/25 Apr 24/26	proofreading/editing small group workshopping last minute details for fair a final event checklist	Read: WWR? (chapter 8) Due Mon/Tues: Peer Review 5 (PR5) Write: Work for Volunteer Fair and prepping final portfolio Due Wed/Thurs: Research/Reading Journal Entry 13 (RJE13)
  Week 15 Apr 30/May 2 May 1/3	THE VOLUNTEER FAIR reflections in-class portfolio work	Write: Work for Volunteer Fair and prepping final portfolio Due Wed/Thurs: Research/Reading Journal Entry 14 (RJE14)
  Week 16 May 7/9 May 8/10	a body in motion: discussion of what’s next staying involved preparing for the final final thoughts	Due Mon/Tues: COURSE PORTFOLIO (including story/artifacts/work from the Volunteer Fair)
  Week 17 May 11 – 17	FINAL EXAM WEEK Consult the Final Exam Schedule

   
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