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.
Learning Sites and Sign-Up
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
Follow the links
to Autumn 2017 Service-Learning
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.
you have questions about service learning, you can e-mail them at email@example.com
or stop by MGH 171 between 8 AM and 5 PM, Monday through Friday to talk
with a Carlson Center staff member.
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
She will respond either approving
or denying the site or with additional questions.
Once the site has been approved...
name of the organization where you are ALREADY volunteering
description of the population the organization serves
long you have served this organization
specific role at the site
view of how the site ties into this course
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
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.
students selecting the service-learning option are expected to complete
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.
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 (firstname.lastname@example.org).
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.
Workshops for Service Learning Students - Sessions will be held at
multiple times on October 3-6 (see
. Check the websites for workshop times which vary by day.
No registration required
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.
Started at Placement Sites
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.
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
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.
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.)
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.
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.
and Points Associated with Service-Learning:
- 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.
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.)
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.)
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.)
- 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).
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.
- 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.
- 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.
- 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.
of Journal submissions:
October 20 (4 pages)
must be spelling and grammar checked before sending them in.
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.
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
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.)
2. November 10 (6 pages)
3. December 8 (6 pages)
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.
with the Service Learning Tutors
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:
1 - on or before October 18
Meeting 2 - on or before November 8
Meeting 3 - on or before December 6
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.
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.
for the First Journal Entries
20 (4 pages)
- Why did
you decide to do service learning? Have you done service learning before?
- With which
organization are you volunteering? Why did you select this particular
- How is this
- Does your
site work in allegiance with any other group(s)? If yes, which one(s)
and how are they related?
- How do
you expect what you do or observe at your site to be related to this
- What are
your first impressions of the placement site and your role there?
- Was the
- 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.)
- What is
the mission of the organization? Does it relate to the course?
- What segment
of the population does the organization primarily serve? (Think about
this in terms of gender, race, class, sex, age etc.).
- How much
direct contact do you have with the clientele?
- Who works
at this organization? Does the staff have particular areas of expertise
like physiology, endocrinology, counseling, etc.?
- How does
the staff interact with the clients and with each other?
- 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?
- 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)?
- 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?
- 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?
- 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?
for the Second Set of Journal Entries
November 10 (6 pages)
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.
has your initial impression of your site changed?
you found it harder or easier to relate your service learning site to
course material? In what way(s)?
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
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.)
those working with teens and youth:
teenage women talk about changes in their bodies?
you observe differences in their behavior as they undergo puberty?
do teenage women respond to the onset of puberty?
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?
does your agency accommodate those differences?
those working with the elderly:
those you work with have memories of puberty and adolescence?
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?
those working within agencies that deal with reproductive rights:
do these agencies treat adolescents as compared to other clientele?
Are there specific programs for adolescents at these agencies?
What barriers, if any, exist in hindering use by adolescents?
those working with agencies dealing with violence or sexual assault:
many of the people they work with are adolescents?
they work with adolescents, what issues are they dealing with?
they do not work with adolescents, why not?
there programs set up specifically for adolescents?
those working with eating disorder programs:
do so many adolescents suffer from eating disorders?
are women more likely to be diagnosed with eating disorders?
those working in health care facilities or activity programs:
health care facilities and programs friendly to adolescents?
adolescents come in without their parents or their parents' knowledge?
if any, are barriers to use of health care facilities and programs by
feel free to free-write about your experiences, observations, questions,
or insights after answering the questions. Please contact your SL tutor
for the Third Set of Journal Entries
1 (6 pages)
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
- Have any
of your expectations about the organization changed since your last
- 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"
- 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?
- 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?
- 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?
- 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?
issues about service learning you might address in this last journal:
- 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?
- 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.)
- Were the
journals helpful? If so, in what way? How can the journal assignments
- Did you
learn anything about yourself through service learning?