HOME Sites and Sign-Up Getting Started (Registration for Service Learning Option) Service Learning Requirements and Duties Service Learning Journals Required Meetings with Tutors Ideas for First Journal Entries Ideas for Second Journal Entries Ideas for Third Journal Entries Ideas for Fourth Journal Entries Service Learning Evaluation Questionnaire	Psychology / Women Studies 257 - Autumn, 2002 Psychology of Gender
	Service Learning Option Service learning in association with Women Studies or Psychology 257 provides a unique opportunity to connect your coursework with life experience through public service. Prof. Kenney has worked with the University's Carlson Leadership and Public Service Center to select a variety of sites where you will have opportunities to consider course concepts as they play out in the "real world." In order to get the most out of this experience, please select a site where you will be exposed to individuals of an age, socio-economic class, race/ethnicity or country of origin that you do not normally interact with on a regular basis. Service Learning Sites and Sign-Up You can find a list of placement sites selected for Psychology or Women Studies 257 (Psychology of Gender) as well as service learning registration information on the Service Learning section of the Carlson Center's web site: http://depts.washington.edu/leader/ Registration for the service learning option for 257 can be accomplished on line betwee Thursday, October 3 and Sunday, October 6, 2002 at: http://depts.washington.edu/leader/3_service/index.html You may be able to substitute another site for the sites listed for this course. An alternative site must be cleared through Prof. Kenney. You must register for service learning even if the placement is one you arrange on your own. Registration to work at a site not listed for this course on the Carson Center site must be in person at the Carlson Center. Please e-mail serve@u.washington.edu to set up an appointment. During the second week of the quarter, you will be assigned a course service-learning tutor. That person will contact you - using your University e-mail address - before the end of the second week of the quarter. If you have not heard from your tutor by October 11, 2002, contact Prof. Kenney immediately (nkenney@u). <---Return to Top Getting Started at Placement Sites You will need to attend orientation for you site. These are frequently scheduled in advance and listed with the site information on the Carlson Center lists. Please check the orientation time and date before registering. If no group orientation is planned, the listing should include the name of the person you should contact to set up an orientation. If you are unclear of whom to contact or you have difficulty establishing contact with your placement site, contact your service-learning tutor or the service-learning office of the Carlson Center. By choosing to participate in service learning, you are making a commitment to the organization, your peers and instructors, and to the Univeristy of Washington. Non-profit organizations often have unique staffing and funding challenges and heavily depend on volunteers to carry out their programs. These organizations enjoy working with UW students and appreciate student's involvement and help. If you choose to participate, you are expected to fulfill your responsibility and act professionally. If an emergency arises and you are unable to complete your placement requirements, please contact your service learning tutor immediately. Do not simply walk away from a placement for any reason. We will negotiate an appropriate modification to your course requirements when such emergencies arise. (Just not having time is not an emergency. No one has any time in mid- to late-quarter. Such is life.) Once you have agreed to be involved in a service-learning placement you must continue in that placement through the end of the quarter. Failure to do so (except in the case of emergencies) will have severe negative consequences for your course grade. <---Return to Top Duties associated with Service-Learning: 1. Attendance at an orientation session set up by the placement site. (Orientation dates and times are generally listed with the site information on the List of Potential Sites so you can know whether you can make the orientation time before you sign up for the placement.) If no group orientation is provided for an agency, you should contact the site's volunteer coordinator immediately after your registration with the site is confirmed in order to schedule an orientation meeting. 2. Twenty (20) to forty (40) hours during the quarter participating in activities specified by the site coordinator. (A course service learning bonus point will be awarded for a positive evaluation by the site coordinator. Negative evaluations will result, at minimum, in loss of all service-learning course points.). 3. Weekly entries in your placement site journals that chronicle your experiences on site and relate those experiences to course lectures as much as possible. These journals will be submitted to your service-learning tutor for evaluation 4 times during the quarter. (You will receive 1 course point for each on-time journal submission for a total of up to 4 course points.) 4. Meet with your Service-Learning Tutor at least 3 times during the quarter to discuss placement experiences and relationship to course material (Two course points will be awarded for each meeting with your assigned tutor. <---Return to Top Journals You should write 1-3 pages in your Journal each week starting the week of October 14-18. Try to relate your volunteer experience to material covered in class. Not all topics will fit all sites. If you cannot see any relationship between your site and anything in class or on the issues lists, talk with your tutor as soon as possible. As short-term volunteers, your interactions with clientele served by your agency might be minimal. Keep an eye out for what the longer-term volunteers and/or paid staff are doing. You may be able to relate their jobs to the issues covered in this course. Journals must be turned into your service learning tutor during lecture on the following dates. E-mail submissions are allowed. E-mails must be sent no later than noon on the dates listed: 1. October 24 2. November 7 3. November 21- Due to the delay in posting questions, these journals may be submitted as late as November 26 for full credit. 4. December 5 - Given the delay in posting the third set of questions, the 4th journals may be submittedas late as December 10 (in lecture) for full credit. Please be sure to pick them up again during the final exam. When submitting your journal be sure that it is clearly labeled as "Service Learning Journal." When submitting the journal in lecture, be sure to clearly put your tutor's name on your journal. Journals will be read by the tutors and marked as credit or no credit. Tutors may offer suggestions on how you can more closely relate the class to your volunteer site in the future. <----Return to top Meetings with the Service Learning Tutors You should meet with your service learning tutors at least 3 times during the quarter. The first meeting must take place on or before October 18. The second meeting must be on or before November 15, and the third meeting must be on or before December 11. Please contact your Service-learning tutor directly to schedule your appointments. Contact your service-learning tutor immediately if problems arise at your placement site. They will work with you, me, the Carlson Center and the site to solve any problems. Remember the tutors are there to help you, not to make your lives more difficult. Let them work with you to improve your performance at the placement site or in the class as a whole. <----Return to top Questions for First Journal Entries (Begin writing by October 14. Due to SL tutor on October 24) The questions that follow are provided to help you determine what to write in your Service Learning Journal for 257. Some questions ask for basic and obvious information. Others direct your thinking about the site in ways relevant to this course. The are guidelines, not mandates. Feel free to discuss any issues related to gender and your site. Which organization are you volunteering at? Why did you select this placement? How do you expect what you observe there to be related to this class? What are your first impressions of the placement site and your role there? What is the mission of the organization? What segment of the population does the organization primarily serve? (Think about this in terms of gender, race, class, sex, age etc.). Who works at this organization? (Think about this in terms of gender, race, class, sex, age etc.). What have you noticed about the different roles men and women take on within the organization? (Think about this in terms of appropriate and inappropriate gender roles). How do you think your gender affected your selection of this site? Does your apparent gender influence the types of tasks you are expected to perform at the site? <----Return to top Questions for Second Journal Entries (Begin writing now. Due to SL tutor on November 7.) These questions are provided to help you determine what to write in your Service Learning Journal for 257. These are guidelines, not mandates. There is a lot of overlap in these questions, so do not feel that you need to answer them all. Feel free to discuss any issues related to gender and your site. The critical component is that the journal is not just a diary of events or duties at the site. The goal should be to relate site experiences to the course material. As such the more you say about such relationships, the better the journal and more valuable to you in the long run. 1) Describe and discuss (a) specific experience(s) or incident(s) at your volunteer site that illustrate a theme or topic discussed in lecture or quiz section.  2) In your last journal, you were asked to think about how your gender affected the site you selected for service learning.  Now, how do you think your gender affects your interactions with clients, staff and other volunteers at your site? Are your interactions with people of the same gender similar or dissimilar to your interactions with people of another gender? Why do you think that is? 3) Are volunteers, staff or clients at your site treated differentially by gender?  If you were to wake up tomorrow morning to find that you are of another gender, how do your think your duties and/or interactions at your site would change, if at all? Why do you feel this way? 4) Has working at you site affected your views of gender and/or gender roles?  In what ways? 5)  In what ways has being involved in a course on gender affected your experience of gender at your site?  <----Return to top Questions for Third Journal Entries (Due to delay in posting questions, these journals may be submitted as late as November 26 (in lecture) for full credit.) 1.  Have you seen any reflection of the gender difference in moral or ethical thinking postulated by Gilligan in the actions or words of the clients or staff at your site?  Do the men’s actions suggest they operate under an ethic of rights?  Do the women’s actions suggest they operate under an ethic of responsibility? 2.  Do the clients and/or staff at your site present evidence of the gender difference in predictions of performance on tasks?  Do the boys (men) and girls (women) differ in the factors they indicate underlie their success or failure at tasks at the site or elsewhere? 3.  If there are both left and right-handed individuals at your site, is there any indication of more masculine stereotypical behaviors among left-handed women or greater math or visual spatial skills among left-handed men? 4. For those working with children, what role models are the children imitating?  How important does acting in a gender appropriate fashion seem to be to the children? 5.  For adults at your site, is there indication that clients and/or staff strive to behave mainly in a gender-appropriate or a gender-inappropriate fashion?  Is there tolerance for cross-gendered behaviors? 6.  In what ways do your own beliefs about the relationship between human behavior and gender affect how you act at your site?  Do the gendered beliefs that you were raised with affect how you react to clients and/or staff at your site?  In what way?  Is this consideration good, bad or just plain irrelevant as far as you’re concerned? <----Return to top Questions for the Fourth Journal Entries (Due to delay in posting the third set of questions, the 4th journal entries may be submitted as late as December 10 (in lecture) for full credit.) 1. Have you had any experiences at your site that have reinforced (or contradicted) ideas or findings presented in class? Describe them. 2. What changes, if any, would you like to see implemented at your site either to make it more effective for serving its intended clientele, or to make is a more gender-equitable site if you feel that is an issue? 3. Do you feel comfortable, like you fit in, at your site? Has your comfort level changed throughout the quarter? Is gender a possible factor in determining your comfort level? What would your experience have been like if you were the other gender? What other factors might have affected your comfort level? 4. Have you seen any of the gender differences in communication styles talked about in class reflected in the behavior of clients or staff at your site? Give examples. 5. Describe an interaction (positive or negative) you had with one other person at your site. Decribe the person in comparison to yourself (age, race/ethnicity, sex, gender role identity, education, etc.) How do you think these similarities or differences between you affected the interaction. Please do not give the actual name of the oher person in the interaction. Click here to access a WORD document containing an evaluation for for the service learning experience. Please fill out this form (anonymously) and return it to Prof. Kenney in lecture on Tuesday, December 10. <----Return to top
BACK TO TOP  Last Updated: 11/27/02	Contact the instructor at: nkenney@u.washington.edu