DRAFT: This module has unpublished changes.

Community-Based Learning & Action

 

COR 220

 

Synthesis and Final Reflection Paper Guidelines

 

This paper is comprised of four mini-essays, drawing on first, second, and third-person approaches to research.

 

Use roman numerals as sub-headings for each prompt, and follow the guidelines for the recommended length of each prompt.

 

Part I—First-Person Research: What did you learn about your own values, beliefs, and perspectives in COR 220? What surprised you? Puzzled you? Provoked you? Challenged you? Inspired you?

 

Summarize key insights and questions that emerged about your values, beliefs, and perspectives. Identify patterns and provide specific details & examples.  (Length: 1-page).

 

Part II—Second-Person Research: In this class, we have met and talked with diverse people across a range of issues—Shannon Brown on community-supported agriculture at Isabelle Farm; Anne Parker on sustainability; Becky Camacho-Frank, Tri-City Community Advocate for the Safehouse Progressive Alliance for Nonviolence; Chuck Lief, Eric Glustrom, Francy Milner, and Watson scholars on social innovation and entrepreneurship; Sarah Steward on StrengthsQuest.

 

Second-person research includes what you learned from your conversation partners at the Awakening the Dreamer Symposium and from classmates in COR 220, for example, insights generated during the Life Maps presentations, the StrengthsQuest inquiry, or any of the many dyads and class discussions.

 

  • Which conversations generated the most new learning for you?

 

  • What did you learn? (Be specific, citing the names of conversation partners/community partners.)

 

  • What did you learn about others’ values, beliefs, and perspectives? What surprised you? Puzzled you? Provoked you? Challenged you? Inspired you?

Summarize key insights and questions that emerged through second-person research, focusing on the values, beliefs and perspectives of your conversation partners. Identify patterns and provide specific details & examples. Identify guest speakers and community-based partners by name. (Length: 1-1.5 pages)

 

Part III—Third-Person Research: Summarize key insights and questions that have emerged from print and media sources in COR 220, including Joanna Macy and Chris Johnstone’s Active Hope: How to Face the Mess We’re In Without Going Crazy, “On Service” by Rachel Remen, “How to Change the World” by David Bornstein, and any media presented in class (Paul Farmer’s “I Believe in Health Care as a Human Right,” “Cornel West on Courage,” Majora Carter’s TED talk “Greening the Ghetto,” the film “A Place at the Table,” Joanna Macy’s presentation of “The Spiral of the Work that Reconnects,” etc).

 

Refer to at least three sources in your response. (Length: 1.5 - 2 pages)

 

Part IV—Cultivating Vision & Capacity-Building:  Summarize your prior learning and participation in public conversations, community service, or civic life upon your arrival in COR 220. (Recommend length: 1-2 paragraphs)

 

Then respond to the following questions:

 

  • What kinds of public conversations and participation do you see yourself moving toward?

 

  • In what area(s) do you want to deepen your understanding, commitment, and participation?

 

  • What skills and resources would strengthen your capacity for service and action on public issues that you care about? 

Alternatively, you may have discovered in COR 220 that public conversations, issues and participation evoke fear, anger, confusion, or indifference. I will evaluate the clarity of your expression, not your views, using the rubric below. (Length: half-page)

 

RECOMMENDED PAPER LENGTH:  5-pages

 

Rubric for Evaluation

 

Category

Emerging

Proficient

Exemplary

Describe—objectively describe aspects of the   readings/films/dialogue experiments/service-learning that held the most significant learning for you.

Description is   unclear; few if any examples given; may not quote or summarize the ideas of others accurately; the self-reflections are vague and often generalized

Specific   information, descriptions or data are provided; the writer’s representation   of others is detailed but others may not see themselves accurately portrayed   & respectfully represented

Consistently   provides specific, accurate information and/or represents the perspectives of   others accurately and with integrity; the writer provides examples or   illustrations where appropriate

 

Examine—values, perspectives and key concepts   with reference to the writer’s direct experience (first-person research),   experiential dialogues & interviews (second-person research) and academic   learning (Active Hope, A Place at   the Table, “The Greening of the Ghetto,” etc.)

 

The  main points are unclear and do not respond   to the prompts; the writer misses the complexity of the idea/issue; writer   may have inaccurate information; few examples are used

The  main points are clear; quotes,   paraphrasing, and summaries are clear, relevant and accurate; the writer’s   explanations and analyses are clearly linked to the source material presented   in COR 220 and accurately applied; the writer acknowledges complexity and   brings forth his/her own insights and questions

The main   points are clear; quotes are accurate and clearly relevant; ideas are linked   to the experiential and academic material presented in COR 220; the writer   explores and engages inner & outer complexities; may consider alternative   points of view or explore multiple interpretations of a singular event, text,   or experiential activity

Articulate Learning- writer expresses insights generated   from first, second and third-person research

No clear   connections are made between the experiential activities in COR 220 and the   student’s learning; the writer tangentially connects to experiential   activities & key concepts in COR 220; writing contains several   typographical, spelling and/or grammatical errors.

 

Does not include a “Works Cited” page

Provides   clear, adequate connection between experience and learning; the writer’s   ideas are expanded with examples; the writer engages personal and public   dimensions of his/her inquiry; few, if any, typographical, spelling and/or   grammatical errors

 

Works Cited   page is incomplete or inaccurate

Provides thorough and clear connections between experiential activities, key texts and   the writer’s learning; discusses learning that is relevant to key concepts and events and supported by examples; writer’s insights may challenge previous perspectives; the writing is well-crafted with attention to detail and   patterns of thought & emotion—a joy to read & contemplate

 

Works Cited page is complete & accurate

 

COR 220 Student Learning Outcomes Relevant to This Assignment

 

Upon completing this course, students will be able to—

 

  • Cultivate self-awareness of your thoughts, feelings, values, attitudes, and commitments

 

  • Identify and explain your core values, commitments, and strengths and present them to others

 

  • Identify your “big questions” and describe insights, experiential learning, and/or conceptual learning from COR 220 that address your questions

 

 

 

 

 

DRAFT: This module has unpublished changes.