HD 364- Community as a Context for Development

Pacific Oaks College

Summer 2015
Course Syllabus

Course Section Information

Course Number-Section: HD 364 1P
Course Title: Community as a Context for Development
Dates & Times:
1st weekend: May 9th & 10th 8:30 am 4:30 pm
2nd weekend: June 13th & 14th 8:30 am 4:30 pm
3rd weekend: July 11th & 12th 8:30 am 4:30 pm
Location: TBA
Adjunct Faculty:
Leslie Thompson, MA (lesliethompson@pacificoaks.edu)
Carla Franklin, MA (cfranklin@pacificoaks.edu)
Office Hours: only by appointment

Course Description:
The social dynamics that we experience in community in our life influence our growth, identity,
and our worldview. We all develop as unique individuals in the context of complex communities.
We experience communities in different ways through different institutionsi.e., home, family,
classroom, neighborhood, third spaces, etc. This class focuses on the theoretical and practical
aspects of building, reflecting and including community in our learning spaces throughout our
life. Students will be expected to create strategies which use community to enhance learning and
build a sense of belonging. This class will explore community building as an avenue to examine
and promote cultural competence and social equity. We will create a learning community as we
explore other communities.
Institutional Outcomes :
The curriculum in Human Development, Marital and Family Therapy, and the Teacher Education
programs is organized around five areas in which students are expected to be competent. The
competencies are:
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Development: Understanding of developmental theories.

Diversity: Understanding and valuing diversity, including an anti-bias approach.
Communication: Ability to communicate with others in a connective way.
Research: Ability to collect, process, and evaluate data through research.
Praxis: Ability to observe, critically reflect, implement theories and empower others.

B.A. Program Learning Outcomes:

PLO 1: Development: Students comprehend and analyze developmental theories.
PLO 2: Diversity: Students value diversity, demonstrate commitment to social justice, and are
able to analyze the dynamics of institutional and individual biases and use of power.
PLO 3: Communication: Students communicate clearly and effectively. They implement and
analyze individual, dyad and group communications for appropriate audience reception,
authenticity, and experience of empowerment for self and others.
PLO 4: Research: Students are able to distinguish between observations and theory (reality and
fantasy, data and inferences/assumptions). Students collect verifiable and reliable data, present
their findings, and link their research with existing literature in the field.
PLO 5: Praxis: Students implement a philosophy of education integrating developmental theories
guided by observation and critical reflection, and analyze these actions according to results and
impact on other persons (ethics, values, principles and empowerment). Students recognize and
apply developmentally and culturally appropriate practice with children and adults. Praxis
experience may involve activities such as practicum, field work, or student teaching.
This course assesses: PLO 2: Diversity: Students value diversity, demonstrate commitment to
social justice, and are able to analyze the dynamics of institutional and individual biases and use
of power.

Student Learning Outcomes:

1. Students will learn to create theories in order to conduct an analysis of community in their life
and its impact upon their development.
2. Students will examine their development within multiple identifiers of race, gender, class,
sexual orientation, ability, and other social identifiers along with their positions and socialization
patterns within systems of privilege and oppression.
3. Students will examine the development of others within multiple identifiers of race, gender,
class, sexual orientation, ability, and other social identifiers along with their positions and
socialization patterns within systems of privilege and oppression.
4. Students will develop and apply strategies grounded in social justice and action to change the
operation of inequities within communities.
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5. Students demonstrate growth in the class, indicated by an improvement in writing or critical

thinking skills, a willingness to take risks and authentically engage with course material and
classmates, or an openness to new information and perspectives.

Course Requirements:
Readings:
Better Together, Robert D. Putman (2004). This must be read by weekend #1
Just Like Us, Helen Thorpe (2009). To be read by weekend #3
Tattoos on the Heart, Gregory Boyle (2010). To be read by weekend #2
These books are required reading, and you will need to bring them to class with you during their
assigned weekends.
As you are reading each book, take notes, these notes should include:

Questions you might have

Quotes that stand out for you
Items that you might either agree with, or disagree with

Be an interactive reader! We will also have assigned readings outside of your required books;
these will be handed out in class.

Course Assignments:
Reading Response to Better Together
Due May 9
2-3 pages. APA format.
Respond to the text Better Together by considering the following questions:
1) What was your understanding of community before reading this book and what are your
thoughts on community now?
2) What stood out for you in this book?
3) What communities do you belong to? How would you categorize them using the terms
discussed in the book?
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Reading Response to Tattoos on the Heart

Due June 13
2-3 pages. APA format.
Respond to the text Tattoos on the Heart by considering the following questions:
1) What are the key elements to building a successful community?
2) Select one of the key elements and explain why that element is essential to the community
discussed in the book.
3) Connect these concepts of a successful community to Putnam's work on community in Better
Together.

Reading Response to Just Like Us

Due July 11
2-3 pages. APA format.
Respond to the text Just Like Us by considering the following questions:
1) Do you identify with any of the women in this book? What kinds of personal connections can
you make with the reading?
2) In thinking about the elements of successful community building, how might undocumented
individuals be hindered in their efforts to organize?

Homework assignments will be discussed throughout the semester, which will include panel/site
visit reflections.

Final Self-evaluation
Prompt will be handed out later in the semester.

Course Policies:
This instructional style of this course is grounded in critical pedagogy informed by the theories
of John Dewey, Lev Vygotsky, and Paulo Freire. This means that learning is co-constructed
between the instructor and the students and student learning happens within a constructivist
framework. Traditional lecture is not the instructional style for this course rather student inquiry
into the theories and issues along with small and large group dialogues and activities form the
context in which instruction and learning happens. Within constructivism students are expected
to apply the class content to their lives and experiences and use this to construct further
knowledge around the theories and issues.
To this end class participation is extremely important. The more you allow yourself to take risks
in your participation, the more you will probably gain from the class. The environment in this
class should be one of safety, therefore it is important to respect one another's thoughts, ideas,
and feelings, and to listen with an engaged and caring ear. In small group discussions, it is
important to listen to the ideas of others, share your own ideas, and try not to dominate
discussions. Everyone has something valid and meaningful to share, and it is important to respect
and honor that process. Read and pay particular attention to Building a Learning Community
and use it as a guide and a means of assessing your role within the learning community we are
developing and will develop in this class. The way in which instruction and participation is
conducted in this course will hopefully serve as a model for students in their teaching and work
with children and adults.
It is important that we all adhere to standards of confidentiality regarding information shared by
classmates and instructor during class discussions. As students enrolled in this class, you are
expected to conduct yourselves in a manner compatible with the College's function as an
educational institution. Behavior that is disruptive and/or interferes with the educational process
is disrespectful of the rights of others and is not acceptable.
Building a Learning Community
The experience we have as a class takes place in the context of a learning community. Building a
learning community is essential to the learning process and it is an integral part of progressive
education. It is within a learning community that democracy evolves; democracy that is both
transformative and participatory. Dialogue is essential to the development of our learning
community. Dialogue involves sharing our story and listening to our peers. Listening involves
three important steps: (1) Humility: If I am humble while listening I listen from the point of
view that I am very likely missing something and my understanding is incomplete and the
categories that I listen with as well as those I attribute to the speaker are probably faulty, (2)
Caution: If I am cautious when listening I move slowly, taking care not to report every thought
that comes to my mind. I engage carefully so that I am not denying or dismissing the validity of
the speakers point of view, (3) Reciprocity: I intentionally privilege the speakers vantage point

and listen knowing that the speaker understands better than I do his or her social position,
emotions, beliefs, and interpretations. (Parker, 2006, p.16).
The ways in which we construct our classroom community and the learning that takes place for
us within that community is a key component to the educational process as a whole. Within this
community we are all learners, and as learners we all have a responsibility. Our responsibility in
this process is two-fold: (1) to examine our own learning process as it reflects our personal
growth as a learner and (2) to examine our learning process as part of a community of learners
and the ways in which it speaks to our personal growth and the growth of the learning
community as a whole. To this end it is important as learners to consider the following as part of
our individual responsibility within this community of learners:

be a critical and reflective thinker

ask questions
to speak from your experience
listen
critically reflect on your process and course content
be willing to experience disequilibrium and have a commitment to getting through it
to thoughtfully hear and engage in the experiences of others
to be willing to learn from others
be willing to enter into a relationship of learning with others in the class
in order to continually build a strong community of learners
contribute to discussions
be prepared for class by doing the assignments
explore your life and your own development
take risks
be willing to be changed by what you learn
and finally use what you are learning.

Reflect upon these 15 pieces and where you see yourself in each of them; which ones are an
integral part already of who you are as a learner and which ones do you feel need to be
strengthened? As you make your individual choices, commit to working on the areas that you see
as challenges for your continued growth and learning. As you embrace these challenges, seeking
to grow in them and learn from them, you will indeed add much value to our learning
community. In doing this, together we will build a democratic learning community that is
transformative and which speaks to all of us as learners.
Using the Building a Community of Learners as a guide, incorporate them into the goals you
develop for this course.
(Created/written by Dr. Olga Winbush)
Parker, Walter C. (2006). Public Discourse in Schools: Purposes Problems, Possibilities. in
Educational Researcher: American Educational Research Association. 35 p.11-18.

Student Standards of Conduct

Admission to Pacific Oaks carries with it the presumption that students will conduct themselves
in a manner compatible with Pacific Oaks function as an educational institution. Behavior that is
disruptive and/or interferes with the educational process is disrespectful of the rights of others
and is not acceptable.
Classes at Pacific Oaks are interactive, drawing on the rich experiences of faculty and students
alike. Often in the course of the discussions, information of a personal or potentially damaging
nature is shared. It is the expectation of the College that such information will remain
confidential, allowing all to share freely without fear of disclosure outside the classroom.
Breaches of confidentiality damage the building of community and trust and are not acceptable.
Pacific Oaks anti-bias commitment applies to all areas of discrimination, including those based
on race, ethnicity, class, sexual orientation, gender, age, disability, and religious affiliation. Each
student is responsible for approaching interactions and diversity openly, and for acting from their
centered, adult, compassionate self. Disrespect shown towards persons in all categories, both
generally and as individuals, is not acceptable.
Violation of standards of behavior, academic integrity, confidentiality, and discrimination are
deemed to be a serious breach of conduct and students doing so will face the possibility of
disciplinary action, up to and including dismissal from Pacific Oaks.
Academic Integrity: Academic honesty is essential to a college communitys purpose and
pursuits. Thus, academic integrity is expected of all Pacific Oaks College students. A students
academic work and conduct should always represent the students personal effort and thus be
above reproach. Those who are dishonest impair their own intellectual and personal growth and
development and undermine the integrity of the community that nurtures them. Several forms of
dishonesty constitute threats to the interests of Pacific Oaks College and violations of its
Academic Integrity Policy.
Plagiarism:
(Pacific Oaks 2014 Catalog)
Violations
Violations of academic honesty are prohibited. Violations of academic honesty are acts that seek
to secure an academic advantage for a member of the Pacific Oaks College community by
illegitimate or unethical means. Such violations include, but are not limited to, committing,
knowingly assisting, or acquiescing in one or more of the following:
1. Plagiarism (via traditional or electronic means): Representing the words, ideas, arguments, or
findings of another person or persons as ones own: For example, plagiarism occurs when one
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copies portions of another persons writing with only minor changes in wording or fails to give
adequate and appropriate credit for others concepts, theories, or conclusions. When making use
of someone elses work, one must credit that person by using quotation marks, references, or
footnotes, in accordance with one of the conventional documenting systems (e.g., that of the
Modern Language Association [MLA] or the American Psychological Association [APA]).
Submitting as ones own, a homework assignment, a term paper, a laboratory report, or other
comparable document prepared wholly or in part by others or downloaded from the Internet is
also an example of plagiarism.
2. Falsifying research data: Presenting falsified data in papers or essays.
3. Double dipping: Using the same or substantially the same written work, research paper, or
essay to satisfy the requirements of more than one course, without the permission of the
instructors involved.
4. Forging academic records. Altering academic records, including attendance records, entering
the signature of an academic staff member on any College form, presenting false information at
an academic proceeding, or intentionally destroying evidence relevant to such a proceeding.
5. Collaboration on projects where collaboration has been forbidden.
PLAGIARISM is not acceptable and will result in a failing grade.
Confidentiality: Classes at Pacific Oaks are interactive, drawing on the rich experiences of
faculty and students alike. Often in the course of these discussions, information of a personal or
potentially damaging nature is shared. It is the expectation of the college that such information
will remain confidential, allowing all to share freely without fear of disclosure outside the
classroom. Breaches of confidentiality damage the building of community and trust and are not
acceptable.
Students with Disabilities: Any student in this course who has a disability that might prevent
him/her from fully demonstrating his/her abilities should contact the CARE Director
immediately to discuss disability verification and accommodations that may be necessary to
ensure full class participation and completion of course requirements.

Grading:
Narrative Evaluation Grading
Pacific Oaks views goal-setting and evaluation as part of a shared learning process, in which
instructors and students are both actively involved. Evaluation is by written statement in which
the instructor and student have had direct input. The narrative evaluation is also converted into a
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letter grade equivalent to meet financial aid and transfer requirements. Both the narrative
evaluation and the grade become part of the students transcript.
Letter Grades (A, B, C, D)
An overall grade for the course is determined based on the narrative evaluation (see above) when
a student has successfully completed all class requirements. Note: only A, B, & C are considered
passing grades for BA students.
Incomplete Grade Policy (I) An incomplete grade is only available to students who have
completed a substantial amount of work required for a particular class. Instructors are
responsible for notifying students that an Incomplete is being awarded. Faculty will discuss
remaining class requirements with the student involved and agree upon the criteria for
satisfactory completion of the class. A written contract will then be issued, setting out the
conditions for successfully completing the class. Faculty is responsible for making arrangements
with other instructors in those cases where repeating the class is a component of the Incomplete
contract. Evaluations for Incompletes are submitted, following the same time line for classes
conducted during the term in which the Incomplete is completed. If written work is required to
complete the class, this must be submitted to the class instructor at least one (1) month prior to
the end of the semester following the one in which the Incomplete is given. Instructors may set
an earlier deadline if they wish. Students who fail to meet the conditions of the Incomplete
contract will automatically receive a No Credit. (Only the Registrar may approve extensions.)
No Credit (X)
Students will receive a No Credit when: they have received an Incomplete and the contract
period has elapsed without successful completion of the contracted work, or, the instructor
determines that an Incomplete is not warranted. In both instances full payment for the class is
required. To receive credit for the class, it will be necessary to register and pay for the class
again.
Withdrawal (W)
Students will receive a Withdrawal if they drop a course after the add/drop deadline. The
tuition of the course will still be charged to students accounts and the students will be allowed to
keep all financial aid funds that have been previously credited to their accounts, however they
will not qualify for financial aid to repeat the course.
Work in Progress (WP)
Work in Progress is given when a student is enrolled in a Master Project which extends beyond
one semester.

Class Attendance: Pacific Oaks College requires class attendance. Active participation is an
important component of classes, and attendance is critical to building a learning community.
Instructors state attendance policies in their course syllabus and take attendance at each class
meeting. No absences are allowed for weekend intensives. All instructors are required to post
student attendance throughout the semester.
Please be on time for the class and plan to stay till the end of the day. This class requires much
practice and class participation. It is the students responsibility to acquire the homework
assignments and any handouts assigned each weekend, as well as turn in all written work in a
timely manner.
Credit hour definition: A credit hour for a lecture or seminar course represents 15 hours of
instructional activity (e.g., classroom instruction, engagement with web-based instructional
materials) based upon a 50-minute hour toward achieving specified student learning outcomes.
For distance education courses, the 15 hours of instructional activity may include synchronous or
asynchronous lectures or webinars, interactive tutorials, and online discussions. On-ground
lecture or seminar classes may be scheduled for 15 or more hours per credit hour to include
break times when class sessions are scheduled for longer than one 50-minute hour. A credit hour
also assumes an additional 30 hours of homework, studying, and/or research.
A credit hour for practicum, fieldwork, or internship coursework represents 45 hours of applied
practice and weekly seminar/supervision.
Instructors of classes with a start date after the first week of the semester will assign a precourse
deliverable to be submitted by students by no later than the Friday of the first week of the
semester. For these late start classes, instructors document student deliverables and report
student attendance accordingly. A student who is not counted as present in faculty attendance
posting or who does not submit the pre-course deliverable within the first week of the semester
will not be eligible for Title IV financial aid for those courses. Students are responsible for
Adding or Dropping by the specified deadlines. Students who would like to add or drop any
course(s) after the first week of the semester should consult with a Faculty Advisor, Financial
Aid Counselor, and the Office of Student Accounts to discuss how this may affect your academic
standing, financial aid funds, and tuition and fee charges. *This policy does not apply to 7
week online courses.

BA Writing Assessment Rubric

Writing component

Excellent

Competent

Developing

Organization

This is characterized by
a strong beginning,
middle and end.

Beginning, middle and

end is clear. Some
transitions and closure.

Reader has difficulty following

train of thought as writer jumps
around. Limited/weak

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Writing includes clear

transitions and closure.
Reader is drawn in
because interest in the
topic is promoted.
Information is logically
presented.

Reader may have to

infer some of the
sequences, though most
of it is present. Interest
in the topic is not
strongly supported,
reader is not particularly
engaged

introduction and conclusion;

lacks details, reason for
sequence and order is not
readily apparent or is confusing.
If transitions exist, they are
simplistic or redundant. Reader
is required to infer much of the
structure. Writing is brief

Convention

Consistent agreement
between parts of speech,
no mechanical errors in
punctuation,
capitalization, etc.
Paragraphs a good
length with ideas
developed. Is enjoyable
for the reader

Correct agreement
between parts of speech,
few mechanical errors.
Is easy for the reader to
review.

Parts of speech inconsistently

aligned, many mechanical
errors, too many ideas per
paragraph. Reader is distracted
by the errors

Voice

Voice is individual and

strong. Can recognize
individuality of the
reader. The writer
seems deeply committed
to the topic, there is
engagement, originality,
excitement and
conviction in the
writing, unique point of
view

Voices apparent most of

the time, shows promise
yet is still sometimes
restrained, there is a
commitment to the
topic, writing is
expressive, strong point
of view

Little individuality, voice comes

and goes, writer is not engaged,
there is restrain in the writing

Sentence Fluency

Sentences are
consistently of a variety
of lengths and
structures. Sentences
are smooth and easy to
read

Uses simple and

compound and complex
sentence frequently,
sentences flow.
Sentences start in a
variety of ways

Many run-on sentences and

fragments, mainly simple
sentences. Sentences are
choppy

Word
Choice/Vocabulary

Effective and engaging,

creative, clear, accurate

A variety of words
makes the writing
interesting, specific

Some words are trite, inaccurate

and vague

Content

Students work shows

full grasp of the content
which is communicated
clearly and concisely.
Writing contains
enriching details.
Writing is focused

Student is confident in
expressing ideas and
demonstrates a strong
grasp of the subject
matter. Adequate
details, purposeful.

Student has limited grasp of

information, and is not
confident about ideas
communicated. Students
ability to communicate ideas
weak. Length is not adequate
for development of ideas.

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The reader is left with questions

Reasoning

Substantial, logical and

concrete development of
ideas. Assumptions are
made explicit. Details
are germane, original.

Offers solid but less

original reasoning.
Assumptions are not
always recognized or
made explicit. Contains
some appropriate details
or examples

Offers somewhat obvious

support that may be too broad.
Details are too general, ideas
are simplistic, undeveloped,
inappropriate or off-topic
generalizations, faulty
assumptions, errors of fact

References (if
applicable)

Work contains accurate

citations, extensive
number of sources,
credible, relevant,
current and varied. Uses
sources to support,
extend, and inform, but
not as a substitute for
own development of
ideas

Most citations are

correctly done, adequate
sources, needs more
variety of sources, and
more current. Doesnt
overuse quotes. Uses
sources to support,
extend and inform

Few to no citations,
inconsistently cited, if at all.
Relies on non academic sources,
or overuse of quotations, not
clear if everything is being
acknowledged, inconsistently
referenced

Editing

No errors

Very few errors

Minimal evidence of
proofreading, many sloppy
errors, no spell check

Material adapted from Barbara Walvoord, Winthrop Univ., Virginia Community College System, Univ. Of Washington
Writing Rubric; Morongo Unified School District; Rubric for a Narrative Writing Piece; Writing Assessment Rubric

Student Friendly

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