Sites and Sign-Up

Substituting a Site Not on the Carlson Center List for This Course

Orientation and Volunteering Start Date

Tutor Assignment

Service Learning Workshop for International Students

Pre-Service Workshop for Students Registered for Service Learning

Getting Started

Tutor Names and E-mail Addresses

Service Learning Duties and Points

Journals- General

Mechanics of Journal Submissions and Due Dates

Meetings with Tutors with Dates

Ideas for the First Set of Journal Entries

Ideas for the Second Set of Journal Entries

Ideas for the Third Set of Journal Entries


Psychobiology of Women

Service Learning Option

Service learning in association with GWSS 357 or Psychology 357 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 are experienced 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, socioeconomic class, race/ethnicity or country of origin that you do not normally interact with on a regular basis.

Service Learning Sites and Sign-Up

  1. You can find a list of placement sites selected for Psychology or GWSS 357 (Psychobiology of Women) as well as service-learning registration information on the Service-Learning section of the Carlson Center's web site:
    Follow the links to Autumn 2017 Service-Learning

  2. Registration for Service Learning for this class opens at 8:00 AM on Monday, October 2, and closes at 5:00 PM on Wednesday, October 4. The most preferred placements will go quickly. Registration early in the assigned timeframe is highly recommended.
    If you have questions about service learning, you can e-mail them at serve@u.washington.edu or stop by MGH 171 between 8 AM and 5 PM, Monday through Friday to talk with a Carlson Center staff member.
  3. Site Self-Placements - You may be able to substitute another site for the sites listed for this course IF you are already volunteering at an appropriate site..
    To register for a site not listed on the Carlson Center list for this course, you must:
    A) already be volunteering at the site. It takes too long to get started if you are just approaching the organization now.

    B) Check the Carlson Center's requirements for an appropriate self-placement position at http://www.washington.edu/carlson/browse-service-learning-positions/complete-a-self-placement-form/

    C) If your position meets the above requirements email Prof. Kenney (nkenney@uw.edu) indicating:
      1. the name of the organization where you are ALREADY volunteering
      2. the organization's mission
      3. a description of the population the organization serves
      4. how long you have served this organization
      5. your specific role at the site
      6. your view of how the site ties into this course
    She will respond either approving or denying the site or with additional questions. Once the site has been approved...
    D) Go to: http://www.washington.edu/carlson/browse-service-learning-positions/complete-a-self-placement-form/ and submit the electronic self-placement form.
    ) If Prof. Kenney tells you to submit the self-placement form, you can assume it will be officially approved although that may not happen right away.
    Self-placement registration should be completed no later than 5:00 PM on Wednesday, October 4.
    Students doing service learning at sites that they themselves have chosen must follow all the same course service-learning requirements as those registering at Carlson Center selected sites except for the on-site orientation.   Note:
    You cannot get service-learning credit for work you do in a paid position and you cannot apply any hours worked to service-learning requirements in more than one class. If you're paid to work at a site that would be allowed for service learning, you can earn service-learning credit by working unpaid hours above your paid hours. If you are doing service learning for more than one class at one site you must put in 20-40 during the quarter for each class, not 20-40 hours total.
  4. All students selecting the service-learning option are expected to complete an orientation with their organization before October 16 and begin their service-learning experience no later than the week of October 16-20 (unless otherwise noted in the description, agreed upon with the site or you're dealing with a self-placement). Please be proactive in contacting your organization by phone and e-mail to either 1) schedule an orientation or 2) confirm your attendance at an already scheduled orientation session.
  5. Following the service learning registration period, you will be assigned a course service-learning tutor. Your tutor will contact you - using your University e-mail address - soon after the registration period closes. If you have not heard from your tutor by October 10, contact Prof. Kenney immediately (nkenney@uw.edu).

Service Learning Workshops for International Students - -
Friday, Sept. 29 - 1:00-2:30 PM in MGH 258
No registration required
Attendance highly recommended but not required. (International students who complete the service learning option for the course will receive 1 service learning point for participating in this workshop. (See below for a full explanation of points associated with Service Learning in this course.))
The goal for this workshop is to equip international students with the tools to have a successful service learning experience. The first portion of the workshop prompts students to share their past experiences of service and asks them to compare and contrast this with a definition of service learning used by the Carlson Center. Through an interactive activity, students will create their own personal definition of service and identify types of service that align with their definition. The second component of the workshop focuses on service learning logistics. Topics covered include: how to register online for service learning, factors to consider when choosing a service learning site, reaching out to and communicating with a service learning supervisor, and getting to the service learning site using public transportation. Through interactive activities and role play, students will gain confidence in their ability to successfully select and engage with their service learning site.

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Pre-Service Workshops for Service Learning Students - Sessions will be held at multiple times on October 3-6 (see http://www.washington.edu/carlson/browse-service-learning-positions/attending-a-pre-service-workshop) . Check the websites for workshop times which vary by day.
No registration required
Attendance highly recommended but not required. (Service learning students who complete the requirements for the course service-learning option and who did not participate in the workshop for international students will receive 1 service learning point for participating in this workshop. (See below for a full explanation of points associated with Service Learning in this course.))
The Pre-Service Workshop will provide students with a basic overview of service learning fundamentals including building reciprocal relationships, approaching community work from a strengths-based perspective, and exhibiting professionalism in their work with community organizations. Students will reflect on aspects of their personal identity and examine how these inform their ideas about entering into service work and how they would work through potential scenarios they might encounter as a service learning student. Students will also have an opportunity to hear from their peers through activities, small group, and large group discussion.

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Getting Started at Placement Sites

Choose your placement site carefully. Read over the description of the site mission and clientele to determine if it's the right place for you. Also look at the specific jobs the site is expecting to fill. If an orientation time is indicated, be sure it works with your schedule. Pay special attention to any specified work hours. Do they fit your schedule? Also make sure you know where the site is located and know how to get there. Many sites give travel directions including bus route info in their descriptions.

Check the date and time of your organization's orientation and attend it. If the site lists a specific orientation time, don't assume they will do a special orientation for you at another time. Get started volunteering ASAP.

By choosing to participate in service learning, you are making a commitment to the organization, your peers and instructors, and to the University of Washington. Nonprofit 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 students' 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 'enough' 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.

If you are having difficulties with any aspect of service learning, contact your tutor immediately. Your service learning tutor will work with you, Prof. Kenney and the Carlson Center to rectify any problems you encounter.

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Service Learning Tutors

Nicole Belle
e-mail: ncn@uw.edu

Indpreet Kaur
e-mail: kauri@uw.edu

Haruka Maeda
email: haruka24@uw.edu

McKayla Tillman
e-mail: mckaylat@uw.edu

Alexis Wolfley
email: anwolf14@uw.edu

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Duties and Points Associated with Service-Learning:

    1. Attendance at either the Service Learning Workshop for International Students or the Carlson Center Pre-Service Workshop for Service Learning Students is optional but highly recommended. Students attending one of these workshops will receive 1 course point for attending. You can only get credit for attending ONE workshop.
    2. 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.)
    3. Completion, during the quarter, of 20 to 40 hours of activities specified by the site coordinator. (A course 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.)
    4. 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 electronically to your service-learning tutor for evaluation 3 times during the quarter. See below for more details on journal entries. (You will receive 2 course points for each on-time journal submission for a total of up to 6 course points.)
    5. Meet with your Service-Learning Tutor 3 times during the quarter to discuss placement experiences and relationship to course material (One course point will be awarded for each meeting with your assigned tutor for a total of 3 points).

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  1. You should write 2 pages (typed, double spaced, 12 pt. font, 1-inch margins) in your Journal each week starting no later than the week of October 9. Note: This is not 2 pages each time your journal is due but 2 pages each week of the quarter. Make sure you date each of your journal entries. The journal can and should be started even before you begin actually working at your site. Refer to the questions below to see how.
  2. Try to relate your volunteer experience to material covered in class. Not all topics will fit all sites. We have posted some general ideas and questions to think about in preparing your journal below. Refer to them as you complete each journal entry.
  3. If you cannot see any relationship between the clientele of your site and anything in class or on the issues lists, talk with your tutor as soon as possible.
  4. As short-term volunteers, your interactions with clients served by your agency might be minimal. Think about the clients your agency serves and how they might relate to the course information even if you have no direct contact with the clients.

Mechanics of Journal submissions:

  1. Journals must be spelling and grammar checked before sending them in.
  2. Give your SL journal file a name that includes your full name - e.g., "Your Name 357 SL journal 1". That way the tutors will not end up with 15 files labeled Journal 1.
  3. Include your name and the fact that it's an SL journal in the subject line of your e-mail when you send in your journals. The Subject line should follow this model: Subject: Your Name - SL Journal 1
  4. E-mail your journal as an attachment to your assigned service learning tutor no later than noon on each of the following dates: (It's OK to send it hours early or even a day or two ahead of schedule, but it's not OK to send it late.)
1. October 20 (4 pages)
2. November 10
(6 pages)
3. December 8
(6 pages)

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.

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Meetings with the Service Learning Tutors

  1. You are expected to meet with your service learning tutor 3 times during the quarter according to the following schedule. These are to be group meetings to provide an opportunity for you to learn about the varied organizations your fellow service learning students are associated with. Your SL tutor will contact you directly with possible meeting times before the deadlines:

    Meeting 1 - on or before October 18
    Meeting 2 - on or before November 8
    Meeting 3 - on or before December 6

  2. Contact your service-learning tutor immediately if problems arise at your placement site. They will work with you, Prof. Kenney, the Carlson Center and the site to solve any problems.
  3. 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.

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Ideas for the First Journal Entries

Due October 20 (4 pages)

  1. Why did you decide to do service learning? Have you done service learning before? When? Where?
  2. With which organization are you volunteering? Why did you select this particular site?
  3. How is this organization funded?
  4. Does your site work in allegiance with any other group(s)? If yes, which one(s) and how are they related?
  5. How do you expect what you do or observe at your site to be related to this class?
  6. What are your first impressions of the placement site and your role there?
  7. Was the orientation useful?
  8. What are your duties and how do they relate to the course? (Think not only about what you do in particular, but how your work contributes to the goals of the organization.)
  9. What is the mission of the organization? Does it relate to the course?
  10. What segment of the population does the organization primarily serve? (Think about this in terms of gender, race, class, sex, age etc.).
  11. How much direct contact do you have with the clientele?
  12. Who works at this organization? Does the staff have particular areas of expertise like physiology, endocrinology, counseling, etc.?
  13. How does the staff interact with the clients and with each other?
  14. When you are working at the site, do you primarily work alone or with others such as other volunteers, staff, clients? How does this affect your feelings about the site? Is this a good arrangement for you?
  15. How does your site help women learn about their bodies? Are they proactive (going out into the community) or reactive (serve clients that come to them)?
  16. Do the clients have questions about or express interest in information about their bodies? Does the organization have adequate programs that help to communicate this information to the client?
  17. How do the staff and volunteers refer to their clients? Are sexist comments common or rare? Are women treated the same or differently from men in co-ed facilities or among staff? How are people who do not fit into normative gender categories treated?
  18. Does the staff have a positive image of women's bodies? If yes, how is this translated into their work with the clientele? If no, are comments made about the relationship between women's bodies and their behaviors?

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Ideas for the Second Set of Journal Entries

Due November 10 (6 pages)

NOTE: This set of questions is intended to aid you in relating the course to your placement. They may or may not work for you. Please feel free to address issues other than those listed here. Let these questions serve as guidelines not as mandates for issues to cover.

General Questions

  1. How has your initial impression of your site changed?
  2. Have you found it harder or easier to relate your service learning site to course material? In what way(s)?
  3. Do you see the material any differently because of your site? Do you view the site at all differently than you would if you weren't taking this course?

Puberty and Adolescence

The following questions are all categorized according to type of site, but feel free to answer any question that applies to your site. Be sure that when you are discussing terms in your journals, you are clear about whether you are referring to puberty or adolescence. (There is a difference; you'll hear about it in lecture.)

For those working with teens and youth:

  1. Do teenage women talk about changes in their bodies?
  2. Can you observe differences in their behavior as they undergo puberty?
  3. How do teenage women respond to the onset of puberty?
  4. How does ethnicity/culture/race/class/sexual orientation/geographic location, etc. influence how girls and young women are prepared for and/or experience puberty and adolescence?
  5. How does your agency accommodate those differences?

For those working with the elderly:

  1. Do those you work with have memories of puberty and adolescence?
  2. Do the women you work with view puberty in the present day as the same or different from what they went through? How so? Better? Worse? Earlier? Later?

For those working within agencies that deal with reproductive rights:

  1. How do these agencies treat adolescents as compared to other clientele?
  2. Are there specific programs for adolescents at these agencies?
  3. What barriers, if any, exist in hindering use by adolescents?

For those working with agencies dealing with violence or sexual assault:

  1. How many of the people they work with are adolescents?
  2. If they work with adolescents, what issues are they dealing with?
  3. If they do not work with adolescents, why not?
  4. Are there programs set up specifically for adolescents?

For those working with eating disorder programs:

  1. Why do so many adolescents suffer from eating disorders?
  2. Why are women more likely to be diagnosed with eating disorders?

For those working in health care facilities or activity programs:

  1. Are health care facilities and programs friendly to adolescents?
  2. Can adolescents come in without their parents or their parents' knowledge?
  3. What, if any, are barriers to use of health care facilities and programs by adolescents?

Always feel free to free-write about your experiences, observations, questions, or insights after answering the questions. Please contact your SL tutor with questions.

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Ideas for the Third Set of Journal Entries

Due December 1 (6 pages)

Please address at least some of the first 6 questions below that deal with course content and some of the more general questions related to service learning found below.

  1. Have any of your expectations about the organization changed since your last journal entry?
  2. Have any issues surrounding the topic of "PMS" come up in your organization? Has anyone referred to a woman as "PMSing"? If so, what were the attitudes/behaviors that she displayed that caused the "PMS" diagnosis?
  3. How is contraception approached by your organization? If the organization has relevance to this issue, what messages do you believe the organization wants to portray? Does the organization promote abstinence? Does it provide enough information for someone to make an informed decision? Does the organization provide resources for people to obtain contraception?
    -For those working with physically ill clientele (e.g., Team Survivor): How does the organization approach contraception/sexuality for clients who are fighting illness? Are there any presumptions made by the organization as to the clients' sexual behaviors? How would a client of the organization obtain information on contraception?
  4. Does your organization provide information about sexuality? Do they promote certain behaviors or have certain rules for their clientele? Does the organization promote understanding of/for all sexualities? Do you believe the organization is heterosexist? Are there any assumptions made about sex drive/sexuality due to the age of the clientele? Are there any assumptions made about sexuality due to the sex of the clientele? Do you have any ideas how the organization can better promote healthy sex behaviors? Do you see any areas discussed above in which the organization seems to lack necessary information? Can you think of ways to address these issues in your organization?
  5. How does your site approach pregnancy and unwanted pregnancy? Are certain beliefs/ideas imposed on the clients concerning pregnancy/abortion? If the pregnant woman is homeless, is an abortion suggested? Is pre-natal care offered? Is the father's role/responsibility addressed?
  6. Are services/information available to women approaching or experiencing menopause? What kinds of services are available (health care, counseling...)? Are stereotypes or expectations about menopause and/or post-menopausal women expressed by the staff or clients? Are these positive or negative? What impact might such comments have on female clients or staff?

General issues about service learning you might address in this last journal:

  1. What did you like most/least about your site? Would you recommend it to students taking this class in the future? Why or why not?
  2. What was your most memorable (valuable) experience at your site? Why? (This could be an actual interaction with a client or staff member or it could be an insight you gained when reflecting on the site.)
  3. Were the journals helpful? If so, in what way? How can the journal assignments be improved?
  4. Did you learn anything about yourself through service learning?

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Contact the instructor at: nkenney@u.washington.edu