Viewing: ECD 310 : Caldwell Fellows Honors Seminar: Foundations in Self-Development

Last approved: Mon, 24 Sep 2018 13:33:47 GMT

Last edit: Mon, 24 Sep 2018 13:33:40 GMT

Changes proposed by: jeodom
Change Type
Major
ECD (Counselor Education)
310
032663
Dual-Level Course
Cross-listed Course
No
Caldwell Fellows Honors Seminar: Foundations in Self-Development
CFS
College of Education
Education, Leadership, and Program Evaluation (13ELP)
13.1101
Counselor Education/School Counseling and Guidance Services.
Term Offering
Fall Only
Offered Every Year
Fall 2018
Previously taught as Special Topics?
Yes
5
 
Course Prefix/NumberSemester/Term OfferedEnrollment
ecd296Hfall201125
ecd296Hfall201225
ecd296Hfall201325
ecd296Hfall201425
ecd296Hfall201526
ecd296Hfall 201625
ecd296Hfall201726
Course Delivery
Face-to-Face (On Campus)

Grading Method
Graded with S/U option
3
16
Contact Hours
(Per Week)
Component TypeContact Hours
Seminar1.5
Field Work5
Course Attribute(s)
GEP (Gen Ed)
SVL (Service Lrng)
This course includes 5 service-learning partnerships in the Raleigh community. Students serve about 5 hours per week in service-learning, under supervision of a upper-class Caldwell Fellow TA. The service is integrated into all aspects of the course, including written reflections on the service experience and final presentations to class member and community partners.

This course also delves deeply into the category objectives of the U.S. Diversity GEP requirement. We request consideration of this course as a USD GEP
If your course includes any of the following competencies, check all that apply.
University Competencies

Course Is Repeatable for Credit
No
 
 
Janice E. Odom
Director: The Caldwell Fellows

Open when course_delivery = campus OR course_delivery = blended OR course_delivery = flip
Enrollment ComponentPer SemesterPer SectionMultiple Sections?Comments
Seminar2626Nonone
Field Work2626Nonone
Open when course_delivery = distance OR course_delivery = online OR course_delivery = remote
Requisite: Caldwell Fellows Only

Is the course required or an elective for a Curriculum?
No
Students are selected as Caldwell Fellows on the basis of their potential for effective leadership. The Caldwell seminar is the foundational experience for all Fellows, grounding them the essential gounding of leadership - self-understanding. The course employs theory and practice for psychosocial development, grounding in the servant-leader philosophy of leadership, and practice in engaged social issues leadership through service-learning and reflection.

This course has operated with an a non-permanent course number.  This proposal is to move to a permanent course number and to propose recognition of this course as meeting US Diversity GEP.


No

Is this a GEP Course?
Yes
GEP Categories
US Diversity
Humanities Open when gep_category = HUM
Each course in the Humanities category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Mathematical Sciences Open when gep_category = MATH
Each course in the Mathematial Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

Natural Sciences Open when gep_category = NATSCI
Each course in the Natural Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

Social Sciences Open when gep_category = SOCSCI
Each course in the Social Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Interdisciplinary Perspectives Open when gep_category = INTERDISC
Each course in the Interdisciplinary Perspectives category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

 
 

 
 

Visual & Performing Arts Open when gep_category = VPA
Each course in the Visual and Performing Arts category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Health and Exercise Studies Open when gep_category = HES
Each course in the Health and Exercise Studies category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
&
 

 
 

 
 

 
 

Global Knowledge Open when gep_category = GLOBAL
Each course in the Global Knowledge category of the General Education Program will provide instruction and guidance that help students to achieve objective #1 plus at least one of objectives 2, 3, and 4:
 
 

 
 

 
Please complete at least 1 of the following student objectives.
 

 
 

 
 

 
 

 
 

 
 

US Diversity Open when gep_category = USDIV
Each course in the US Diversity category of the General Education Program will provide instruction and guidance that help students to achieve at least 2 of the following objectives:
Please complete at least 2 of the following student objectives.
 
 
Through active engagement in the weekly seminar and weekly service-learning, community field trip, executive coaching, readings and written reflections, students will:
- identify the cultural assumptions of one's family and communities of origin regarding religion, race, class, sexual orientation, ability and age.
- analyze how religious, gender, ethnic, racial, class, sexual orientation, abilities, and / or age identities are shaped by cultural and societal influences
- develop sensitivities and skills for interaction and leadership in diverse and cross-cultural contexts
 
 
Students will be assessed on their development of cultural understanding and sensitivities through multiple measures, including:
1. Observed capacity for respectful, civil dialogue with the diverse community of the Caldwell Fellows and within the service-learning context.
2. Deepened knowledge of ethnic and faith perspectives from post-reflections of world religions field trip and from seminar content from NCBI (National Coalition Building Institute)
3. Written reflection on the student's cultural roots and perspective through their cultural biography and oral reflection with personal coach and within the family systems retreat.

Written Assignment: Your Cultural Biography

Achieving self-awareness of one’s world view – its strengths and limitations, is the first step to being able to make connections with other points of view and to gain wisdom about the world and your place in it. The purpose of this exercise is to help you in this exploration. This reflection invites you to think critically about the things that define you and how you understand your own identity. This isn’t about your personality but rather your relationships and communities and their implications for how you understand the world through them. You do not need to answer every question about your community. You do need to move beyond generic generalizations to critical thought and personal insight.



1.) Begin with a list of all of the words that describe your relationships and communities that you belong to. They can include race/ethnicity, socioeconomic background, religion, ability/disability, political affiliation, national/regional geography location, education, age, gender, sexuality, group membership (service clubs, cultural clubs, residence halls, sports teams),family relations, and preferences (music, TV, books, food).

2.) Identify which two of these things define you the most. Choose at least one thing that defines you that you do not have control over. Make your two choices bold and in a big font.

3.) For these two think about the perspectives on which those identities are based.

How was this community created?
Who defines this identity?
How is it defined? What are the attributes associated with this identity?
Does this identity have sub-communities within it? What are they?
Do you choose to be a part of this community or identity? If so why?
What attitudes, behaviors, responsibilities, and commitments are parts of being in this community?
What are the values of this community?
What voices are not heard as strongly in these communities?
4.) How does your own experience make you unique within those two communities?

Have there been any personal experiences which deeply impact your understanding of these communities?
How do both of these things affect the way you act within these communities?
How do you hope to impact and change those communities?


5.) What are the implications of your membership in these communities for how you understand the world?

What advantages or disadvantages does membership to this community have?
What are possible biases you have in this understanding?
How can you minimize bias when working to understand others?


6.) For the two identities that you selected how do they interact to inform your understanding of yourself?



7.) Are there aspects of your identity you are questioning or wanting to change in some way? Are there ways that this course / the Caldwell experience can be part of that ?



8) As you think about the service-learning work you will be doing this semester, what particular assumptions or expectations do you have about yourself and your comfort level and your role in the service site; about the service site itself; about the work you will be doing. Considering your own cultural biography, what assets or limitations do you bring to your service-learning experience?

* Submit your Cultural Biography to the class moodle site as well as to your exectutive coach. This work will serve as the conversation content for your initial session with your coach.


 
 

 
 

 
 

 
 

 
 
Students will examine interactions with and between people within the service-learning context in light of difference and similarity to one’s own religious, gender, ethnic, class, sexual orientation, disability, or age group
 
 
Students write a series of service-learning reflections across the semester that are specific to their particular service experience. The reflection prompts guide the student into examination of their cultural assumptions and into guided observation of their service-learning context.

Example: Service Learning Reflection One
A service-learning reflection is just that: a place to reflect on the issues and challenges of your service-learning experience. Your reflection will be read by your TA and by Dr. O. Your reflection will be evaluated based on the class rubric and your attention to our criteria of depth, breadth, relevance, precision, accuracy and significance of your thought.
Please address the prompts that follow. You may address them in order or interweave them, whatever suits you. Your reflection should be long enough to provide thoughtful responses while striving to be succinct. (Learning to express yourself in a precise way is one of our values.) Keep your reflection within 2 to 3 pages.

This reflection comes at the onset of your service-learning experience for this semester. This particular reflection asks you to think about the intersection of who are are with the persons who make up the community of your service-learning experience.

The project:
Your service-learning project is connected to a particular community partner and to a particular social issue. What prior understanding or experience do you have with this particular issue ? How has your prior experience (or lack thereof) with the issue impacted your experience thus far? Think about what assumptions you had about the issue and project you are undertaking. What have you experienced so far that is different from what you assumed?
What have you learned about other interventions or activites currently taking place in the community addressing the issue of your particular team / project?
What will make your team's project 'successful?' What can hinder that 'success?'

You:
Revisit your cultural biography. Compare and contrast your cultural roots, assumptions and world view with what you observe within your service community.
What questions are raised for you that you want to observe and learn from this semester?
What is one way in which you expect your service-learning experience to nourish, nurture, or satisfy you?
What is one way in which you expect your service-learning experience to challenge you?
What is a goal for your personal development to which this experience can contribute? How will you leverage this experience to help that happen?
Requisites and Scheduling
0
 
a. If seats are restricted, describe the restrictions being applied.
 
This course is for Caldwell Fellows in the fall semester of their sophomore year.
 
b. Is this restriction listed in the course catalog description for the course?
 
Yes
 
List all course pre-requisites, co-requisites, and restrictive statements (ex: Jr standing; Chemistry majors only). If none, state none.
 
Caldwell Fellows
 
List any discipline specific background or skills that a student is expected to have prior to taking this course. If none, state none. (ex: ability to analyze historical text; prepare a lesson plan)
 
none
Additional Information
Complete the following 3 questions or attach a syllabus that includes this information. If a 400-level or dual level course, a syllabus is required.
 
Title and author of any required text or publications.
 
see syllabus
 
Major topics to be covered and required readings including laboratory and studio topics.
 
see course topics
 
List any required field trips, out of class activities, and/or guest speakers.
 
see syllabus
College(s)Contact NameStatement Summary
College of EducationRaymond Ting
This course is taught by the Director of the Caldwell Fellows as the initial grounding coursework of student's three years development through the comprehensive experiential curriculum of the program. This teaching is a core responsibility of the Caldwell Director, Dr. Janice Odom, who has adjunct teaching status within the Counselor Education Program

Goals  of the Course:


Students are selected as Caldwell Fellows on the basis of their potential for effective leadership that contributes to the greater good.  The sophomore seminar is the foundational experience for all Fellows, grounding them in the servant-leader philosophy of leadership, deepened self-understanding, and practice in engaged social issues leadership through service-learning and reflection.  


Student Learning Outcomes

Student Learning Outcomes:



  • identify the cultural assumptions of one’s family and communities or origin regarding religion, gender, ethnicity, race, class, sexual orientation, disability, and age.

  • analyze how religious, gender, ethnic, racial, class, sexual orientation, disability, and/or age identities are shaped by cultural and societal influences.

  • interpret interactions between people within the service-learning context in light of difference and similarity to one’s own religious, gender, ethnic, class, sexual orientation, ability, and  or age group

  • practice the application of critical thinking skills and multiple perspective-taking.

  • employ sensitivities & skills for leadership in diverse & cross-cultural contexts

  • identify  personal traits and their impact on  interpersonal relationships and  leadership

  • recognize the dimensions of emotional intelligence and apply these to one’s self-development

  • demonstrate effective group processes in conflict management and decision making

  • analyze ethical &  moral issues related to social change and leadership

  • translate the concepts of  service and leadership into the service-learning context

  • demonstrate skills of reflection through dialogue and written expression

  • employ skills of oral presentation in class participation exercises and in service-learning group presentations

  • translate the support and challenge of the  professional coaching experience into a personal plan for self-development

  • recognize and practice the conditions of effective peer coaching, giving and receiving feedback

  • synthesize the theory and practice of the course into the creation of a personal philosophy of leadership


Evaluation MethodWeighting/Points for EachDetails
Attendance15The course is seminar style; weekly attendance is required.
Other35Weekly engagement with the student's service-learning team and completion of service-learning written reflections
Written Assignment20In collaboration with the student's executive coach, Students complete two major papers: a personal development plan and a personal philosophy of leadership.
Oral Presentation10Service-learning teams lead a class session (with guests from the partnership service agencies) presenting on the work of their team, their social issue research and application, and the personal impact of the learning experience.
Participation20Readings must be completed prior to class with knowledge demonstrated through class discussions and exercises.
TopicTime Devoted to Each TopicActivity
see attachment: sessions overview

aeherget (Tue, 13 Mar 2018 19:44:04 GMT): Rollback: AECHH: Rolling back to reset workflow to 13ELP based on phone call with Mary Martin 3/13/2018. Generally SIS does not include the H in the catalog number, this is usally added to a specific section offering in SIS. CIM is creating the shell for all ECD 310 offerings. 3/13/2018
mmmartin (Thu, 15 Mar 2018 16:02:38 GMT): There are a few observations: Do you want this course to be designated as a US Diversity course available for all university students to register? If not - then Pauline can place a restriction on it -that only Caldwell Fellows can enroll. The GEP course objectives need to be labeled in the syllabus In the explanation of Service Learning: need to finish the sentence "under supervision of an upper class." Upper class what? in CIM Revise the credit hours accordingly with the contact hours per week. https://oucc.dasa.ncsu.edu/courseleaf-2/instructional-formats/
mmmartin (Thu, 15 Mar 2018 16:03:33 GMT): Rollback: There are a few observations: 1)The H designation needs to be added to the course section number instead of the course number or Honors can be added to the title. 2)Do you want this course to be designated as a US Diversity course available for all university students to register? If not - then Pauline can place a restriction on it -that only Caldwell Fellows can enroll. 3)The GEP course objectives need to be labeled in the syllabus 4)In the explanation of Service Learning: need to finish the sentence "under supervision of an upper class." Upper class what? in CIM 5)Revise the credit hours accordingly with the contact hours per week. https://oucc.dasa.ncsu.edu/courseleaf-2/instructional-formats/
aeherget (Wed, 15 Aug 2018 14:37:57 GMT): AECHH: Uploading updated syllabus and adjusting SLV contact hours at instructor's request via email and phone call 8/15/2018.
aeherget (Thu, 30 Aug 2018 16:34:35 GMT): AECHH: UCCC Meeting Aug 29, 2018 Vote: The pending items that will need to be provided before ECD 310 can move forward are resolving if the grading is S/U with the graded option and what Satisfactory grading would be (C- or B-) and clarification if students can receive credit for the USD GEP category if using S/U grading. Li is researching a few things to ensure we have the most up to date information with regards to the policy side of it so she'll be reaching out to you soon on these. Members also made the friendly suggestion to evaluate the verbiage in the student learning outcomes, suggesting the use of terms from Bloom's taxonomy. We have some suggestions from Jordan from the Office of Assessment that we'd be happy to provide if you're interested.
aeherget (Tue, 04 Sep 2018 18:11:32 GMT): AECHH: Uploading updated syllabus, updating grading, and updating SLOs at instructor's request via phone call 9/4/2018 based on AP w/ Friendly Suggestions vote from Aug. 29, 2018, UCCC Meeting.
Key: 10240
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