Sample Application Form for a Service Learning Designated Course
1) Describe proposed activity, including a tentative timeline and commitments.
The service learning activity for GOVT 2305 (federal government) and GOVT 2306 (state government) will be students working with and for the Washington County Democratic Party or Washington County Republican Party and/or their respective candidates to assist them in campaigning for the November 2004 general election. The student may choose to contact and work for either Republican or Democratic party.
The student will contact the political party chair and schedule times during the fall semester, 2004, to work for the campaign. The chair of the party will be responsible for assigning the student tasks for the party or may allow a political party candidate to assign the tasks, if applicable.
Some examples of work the student may engage in will be assisting at the party headquarters, conducting phone banks, answering phones, or distributing campaign material.
This Service Learning project will consist of a minimum of 10 hours of work to begin and complete the project. Some of this time will be used in preparation for working with the party and completing the final report to be turned in. A minimum of 5 hours will be used actually working with the party and/or candidates.
Timeline:
September 2004: Begin project; planning with instructor and party chair
September–November 2004: Complete 5 hours or more of work for the party/candidate
November 2004: Work complete for the party/candidate; prepare the final report to be turned in by the end of November
Discussion in class of service learning project
2) Which learning outcomes directly relate to this activity?
Upon completing this project, students will find answers to the central question of political science: Who governs? For what end? By what means? Students will become familiar with key participants, public policies, and political processes in the American political arena (GOVT 2305 and GOVT 2306 Master Course syllabus).
Specific objectives:
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Recognize and assume responsibilities as citizens in a democratic society
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Engage in public discourse
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Obtain information through news media and appropriate sources
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Develop and communicate alternative explanations or solutions for contemporary social issues
3) How is the activity reciprocal?
Community partners gain volunteers for campaign operations such as distributing literature, phone banking, and outreach. Parties also gain opportunities to educate younger participants about elections and recruit future activists. Students may also assist in increasing youth voter turnout.
4) Estimated number of hours
Minimum 10 hours total:
Preparation: ~1 hour
Action: Minimum 5 hours
Reflection and final report: ~4 hours
5) Student preparation
Academically:
Instructor explains project, benefits, and learning outcomes. Additional meetings offered.
Professionally:
Students are instructed on professional conduct, appearance, and work ethic. They represent Blinn College.
Cultural competency:
No anticipated barriers related to age, race, gender, or ability.
6) Supervision
Political party provides supervision. Instructor observation optional.
7) Expected student skill level
Basic knowledge of campaigns and elections. Parties teach necessary skills.
8) Final product
Students submit:
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Five-page paper (typed, double-spaced, 12-point Times New Roman)
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Letter from party verifying 5 volunteer hours
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Five pieces of campaign material
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8–10 photos of participation
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Contact information for party or candidate
Paper questions include:
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Description of work performed
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Lessons learned
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Comparison to classroom instruction
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Impact on civic understanding
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Personal reflections
Recognition event held at year’s end.
9) Optional replacement activities
Option 2: Presidential museum visit
Option 3: Create newspaper from birth date
(Each option includes detailed submission requirements.)
10) Grade percentage
Project equals 16.6 percent of course grade (100 points).
11) Evaluation criteria
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75% Paper
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15% Letter, photos, campaign materials
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10% Professionalism and quality of work
12) Reflection method
Written report and optional instructor discussion. Separate student evaluation of project effectiveness.
Faculty self-evaluation and community partner evaluations also included.