Community Impact Practicum: Building Capacity to Support Educational Enrichment|
In this practicum course, students will build an intellectual and practical framework to guide their volunteer work in educational settings in the local community. What does it mean to "help"? How do we assess the needs of community partners and build the knowledge and skills that will allow us to address those needs? What do we need to know and understand about the people with whom we work? What does research have to say about effective tutoring techniques and practices? How can we design meaningful learning experiences? How can we maximize not only our impact in the community, but also our own growth and learning? Through reflection on experiential learning and the study of scholarship addressing these questions, students will develop knowledge and skills to improve their effectiveness in supporting educational enrichment. Students taking this course must be engaged in at least 90 minutes per week of community service in an educational setting throughout the semester.
Please note: If you are looking for a practicum that is more focused on the K-12 classroom experience, please see EDST310: Practicum in Education Studies. In that practicum seminar, students carry out their own independent study related to their classroom placement.
||Gen Ed Area Dept:
|Course Format: Lecture / Discussion||Grading Mode: Credit/Unsatisfactory|
||Fulfills a Major Requirement for: (EDST-MN)(EDST)
||Past Enrollment Probability: Not Available
|SECTION 01 In-person only|
|Major Readings: Wesleyan RJ Julia Bookstore
Eby, John W. (1998). Why Service Learning is Bad. Retrieved from:
Delpit, Lisa. (2006). OTHER PEOPLE'S CHILDREN: CULTURAL CONFLICT IN THE CLASSROOM. New York: The New Press.
Harro, Bobbie. (1982). The Cycle of Socialization. Retrieved from: https://depts.washington.edu/geograph/diversity/HarroCofS.pdf
Lewin, Tamar. (2005). UP FROM THE HOLLER: LIVING IN TWO WORLDS, AT HOME IN NEITHER. Class Matters. New York: Times Books.
MacDonald, Ross B. (2001). THE MASTER TUTOR: A GUIDEBOOK FOR MORE EFFECTIVE TUTORING. New York: The Cambridge Stratford Institute.
Pressley, Michael & McCormick, Christine. (2007) CHILD AND ADOLESCENT DEVELOPMENT FOR EDUCATORS. New York: Guilford Press.
Rodgers, Carol. (2002). Defining Reflection: Another Look at John Dewey and Reflective Thinking. Teachers College Record, Vol. 104, No.4., pp.842-866. New York: Teachers College, Columbia University
Scarlett, G., Ponte, I, & Singh, J. (2009). APPROACHES TO BEHAVIOR AND CLASSROOM MANAGEMENT: INTEGRATING DISCIPLINE AND CARE. Los Angeles: Sage Publications
Tatum, B. D. (2000). The Complexity of Identity: ¿Who am I?.¿ In Adams, M.,
Blumenfeld, W. J., Hackman, H. W., Zuniga, X., Peters, M. L. (Eds.), READINGS FOR DIVERSITY AND SOCIAL JUSTICE: AN ANTHOLOGY ON RACISM, SEXISM, ANTI-SEMITISM, HETEROSEXISM, CLASSISM AND ABLEISM (pp. 9-14). New York: Routledge.
Wiggins, Grant P. & McTighe, Jay. (2005) UNDERSTANDING BY DESIGN, 2ND EDITION. Alexandria, VA: ASCD.
Zeichner, Kenneth M. & Liston, Daniel P. (2014). REFLECTIVE TEACHING: AN INTRODUCTION.
2nd Edition. New York: Routledge.
|Examinations and Assignments: |
- Weekly observation field notes and reflective analyses of practice in relation to course topics
- Weekly class discussions to respond to readings or visiting speakers.
- Weekly peer feedback on field notes & analyses.
- Final project (essay; podcast; video presentation) integrating experiential and theoretical learning
|Additional Requirements and/or Comments: |
|Instructor(s): Grillo,Amy Times: ..T.... 07:10PM-10:00PM; Location: TBA|
|Permission of Instructor Required|
Enrollment capacity: 14
|Permission of instructor approval will be granted by the instructor during pre-registration through the Electronic Portfolio. Click "Add to My Courses" and "To request a POI electronically, click here" to submit your request.|
|Drop/Add Enrollment Requests|
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