Holistic Development in Tanzania Rollins College Field Study, Summer 2014 Dr. Dan Chong Sam Barns Contact information : E-mail: [email protected]Office: CSS 208 Office phone: 407-691-1709 COURSE DESCRIPTION: Students will examine the meaning of holistic development through personal experience via its personal, social, economic, and ecological dimensions. You will be immersed in the communities of Mkyashi and Moshi in northern Tanzania for two weeks, and participate in projects that promote community development and international tourism while maintaining the health of the local ecosystem. You will learn about the challenges that the people of Mkyashi face, as well as innovative approaches to development that connect different aspects of good living. In the foothills surrounding Mount Kilimanjaro, we will be hiking to waterfalls, planting gardens, talking with community leaders, immersing ourselves in the local culture, and doing meditation sessions. We will also take a safari to Serengeti National Park and visit Lake Manyara and Ngorongoro Crater. ASSIGNMENTS AND GRADING: This is a pass/fail course. It is expected that all participants will be self-motivated to learn about development in Tanzania. Although we will certainly do some sightseeing and have fun, this is not a trip designed for students who simply want an exotic vacation. Students who fail to complete ANY of the course assignments at a “C” level or better will NOT receive credit for the course. Participation: All students must attend all of the pre-departure meetings, complete the readings, and actively participate. Students must complete a make-up assignment for any pre-departure meetings that you miss. Community Project: Students will choose from three options to carry out a project for Better Lives in Tanzania, individually or as a group. See the attached description below. (If you are unable to complete this assignment, you may replace it with a research/policy paper on development in Tanzania.) Personal Development Journal: We will use a series of journal entries, short readings and reflections both here and in Tanzania to explore issues of personal identity, habits, values and tools for finding
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Holistic Development in Tanzania Rollins College Field Study, Summer 2014
Students will examine the meaning of holistic development through personal experience via its personal, social, economic, and ecological dimensions. You will be immersed in the communities of Mkyashi and Moshi in northern Tanzania for two weeks, and participate in projects that promote community development and international tourism while maintaining the health of the local ecosystem. You will learn about the challenges that the people of Mkyashi face, as well as innovative approaches to development that connect different aspects of good living.
In the foothills surrounding Mount Kilimanjaro, we will be hiking to waterfalls, planting gardens, talking with community leaders, immersing ourselves in the local culture, and doing meditation sessions. We will also take a safari to Serengeti National Park and visit Lake Manyara and Ngorongoro Crater. ASSIGNMENTS AND GRADING: This is a pass/fail course. It is expected that all participants will be self-motivated to learn about development in Tanzania. Although we will certainly do some sightseeing and have fun, this is not a trip designed for students who simply want an exotic vacation. Students who fail to complete ANY of the course assignments at a “C” level or better will NOT receive credit for the course. Participation: All students must attend all of the pre-departure meetings, complete the readings, and actively participate. Students must complete a make-up assignment for any pre-departure meetings that you miss. Community Project: Students will choose from three options to carry out a project for Better Lives in Tanzania, individually or as a group. See the attached description below. (If you are unable to complete this assignment, you may replace it with a research/policy paper on development in Tanzania.) Personal Development Journal: We will use a series of journal entries, short readings and reflections both here and in Tanzania to explore issues of personal identity, habits, values and tools for finding
and creating balance and inner well-being. Please bring a journal to all group meetings. At the end of the course you can turn in the journal or a simple summary of its contents. COURSE SCHEDULE: During these sessions, we will be discussing the logistics of the trip, plus different topics related to sustainable development in Tanzania. All meetings will be on Fridays at 4:30pm in the Warden Dining Room. Readings will be provided through Facebook and email. April 11:
Learning about Tanzania. April 18:
Sustainable development.
April 25:
Foreign aid and poverty reduction.
May 2:
Social tourism, ecotourism, and social enterprise.
May 9 (if needed):
Last-minute coordination and trip logistics.
Student Projects Option #1 Blog Entry About Your Experience Write a two page blog entry about your experience that includes at least two photographs or video clips. The entries will be posted on the Better Lives website – withholding all personal information – so that others who are considering volunteering can get an idea of what to expect. The content is up to you, as long as the entry is about your experience in Tanzania. Some ideas include:
- A description of your favorite day in Tanzania. Take the reader through the day step by
step and help them imagine they are experiencing the day with you.
- A reflection on your trip. Tell the reader what you did, learned, and felt. What was your
favorite moment? The most difficult moment? The lasting impression the trip has left
with you?
- Anything else you want to write is fine, just as long as it is honest and informative for
future readers.
Option #2 Multimedia Project Create a photojournal (at least 20 quality photos with descriptions), video (at least 3 minutes), or other multimedia project that chronicles your experience. Once again, these will help people who are thinking about volunteering in the future to get an idea of the experience. Additionally, as we continue to work on a remake of Better Lives’ website this bank of high quality photos and other media will be invaluable.
- Photojournals should have at least 20 quality photos with descriptions stating where the
photo took place, what is happening, who is in the photo, and any other interesting
important descriptions.
- Videos should be at least three minutes long and contain only original or creative
commons audio so that they are ready to be posted on the internet.
Option #3 Problem Identification and Solution Identify a problem and come up with a solution following Better Lives’ core process for implementing solutions. The problem could be a problem in the communities we work in, an inefficiency with one of the partner programs we visit, or any other problem you identify on the trip that you think should be solved. If you choose this option you will work with Better Lives’ staff (Sam) to understand the core process and work through your solution until it is implementation-ready. Not all projects will be implemented immediately, but the process will be very beneficial for Better Lives and its partners.
Rollins Field Study Itinerary
Date Time Activities
9-Jun Depart Orlando
10-Jun Travel
11-Jun
Arrive in Tanzania
Transportation to Mkyashi
Lodging
Food
12-Jun 7:00 Breakfast
8:00 Cultural Discussion
Cultural Q&A
9:30 Village Tour
12:00 Lunch and More Q&A w Lyimo
13:00 Project Preparation
Review case studies and prioritize projects
Review processes for selected projects
Review materials requirements for selected projects
Set tentative work schedule for projects
Team Assignments for following day
17:00 Sunset Hike - Ngangu
19:00 Dinner
13-Jun 7:00 Breakfast
8:30 Start work on projects
12:00 Lunch at worksites
13:00 Resume work
17:00 Finish work, downtime
19:00 Dinner
20:00 Nightly Meeting
Debrief day
Team Updates - progess? Materials needed?
Team assignments for following day
14-Jun 7:00 Breakfast
8:30 Start work on projects
12:00 Lunch at worksites
13:00 Resume work
17:00 Finish work, downtime
19:00 Dinner
20:00 Nightly Meeting
Debrief day
Team Updates - progess? Materials needed?
Team assignments for following day
15-Jun 8:00 Breakfast
9:00 Transport to Kinukimori
9:30 Chagga Cultural Tour and Waterfall
13:00 Lunch
14:00 4H NGO Visit
18:00 Return to Kilema
19:00 Dinner
Review of Assignments for Following Day
16-Jun 7:00 Breakfast
8:30 Start work on projects
12:00 Lunch at worksites
13:00 Resume work
17:00 Finish work, downtime
19:00 Dinner
20:00 Nightly Meeting
Debrief day
Team Updates - progess? Materials needed?
Team assignments for following day
17-Jun 8:00 Breakfast
9:00 Cook and eat lunch with families in small groups
14:00 Meet somewhere after for Chagga style celebration
18:00 Return to lodging for debrief of Kilema projects
19:00 Dinner
18-Jun 8:00 Breakfast
10:00 Begin hike to waterfalls
Ndoro Falls
Moonjo Falls
Lunch
18:00 Return to lodging
19:00 Dinner
Safari overview and Q&A
20:00 Packing
19-Jun 6:00 Breakfast
7:00 Leave for Safari
All day Safari
20- All Safari
Jun day
21-Jun
All day Safari
20:00 Arrive in Moshi
20:30 Dinner at YMCA
22-Jun 7:00 Breakfast
8:30 Meeting with Deo
Overview of Kahe community
Overview of Tupenane
Review case studies and prioritize projects
Review processes for selected projects
Review materials requirements for selected projects
Set tentative work schedule for projects
Team Assignments for afternoon
12:00 Leave for Kahe
12:30 Lunch in Kahe at pilot farm
1:30 Begin projects in Kahe
18:00 Finish work, leave for Moshi
18:30 Arrive Moshi
19:30 Dinner
20:00 Nightly Meeting
Debrief day
Team Updates - progess? Materials needed?
Team assignments for following day
23-Jun 7:00 Breakfast
8:30 Leave for Kahe
9:00 Start work on projects
12:30 Lunch at pilot farm or worksites
18:00 Finish work, leave for Moshi
18:30 Arrive Moshi
19:30 Dinner
20:00 Nightly Meeting
Debrief day
Team Updates - progess? Materials needed?
Team assignments for following day
24-Jun 7:00 Breakfast
8:30 Leave for Kahe
9:00 Start work on projects
12:30 Lunch at pilot farm or worksites
18:00 Finish work, leave for Moshi
18:30 Arrive Moshi
19:30 Dinner
20:00 Nightly Meeting
Debrief day
Team Updates - progess? Materials needed?
Team assignments for following day
25-Jun 7:00 Breakfast
8:30 Visit YWCA and one other NGO
12:00 Lunch
1:00 Free time in Moshi or group activity option
19:00 Farewell Dinner
21:00 Airport Transfer
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Rollins (Re)Discovers Cuba
Alternative Spring Break
Spring Break 2015
“Once upon a time, Cuba was such a commonplace of the United State’s imagination that
it was included in maps of Florida.” --Ruth Behar, Editor of Bridges to Cuba
Faculty: Prof. Bob Reinauer – Economics Department
10:00 AM Check in Viaje Hoy Charter Flight SWQ3145
2:00 PM Departure from Miami
3:00 PM Arrival in Havana
Money exchange at the airport
4:00 PM Brief city tour – Visit to the Revolution Square
5:00 PM Check-in at Hotel Paseo Habana
6:00 PM Orientation meeting with local coordinators
7:00 PM Welcome dinner at Hotel (included)
Saturday, February 28
9:00 AM City tour in Old Havana
Walking tour in Habana Vieja. Explore the historical and oldest district
of Havana; walk along Plaza Vieja, Mercaderes street, Plaza de Armas,
and the Cathedral.
1:00 PM Lunch in Old Havana El Mesón de la Flota (included)
3:00 PM Tour Vedado and Miramar, including the Anti-imperialist Tribune, the
University of Havana, Hotel Nacional and the Miramar Trade Center
5:30 PM Return to Hotel Paseo Habana
Free for dinner and optional cultural activities
8:00 PM Optional Baseball game NOT CONFIRMED
Sunday, March 1
Sunday, March 1
9:30 AM Walk to the Farmer’s Market near to the hotel
10:00 AM Meeting with members of the Community Project Espiral; a grassroots
organization dedicated to educate young people on environmental issues
and sustainable development
1:00 PM Lunch at La Catedral in Vedado (included)
3:00 PM Visit the Muraleando Community Project
6:00 PM Return to the hotel
Free time and dinner on your own
Monday, March 2
9:00 AM Presentation by a representative of the Office of the Historiador de La
Habana on preservation and restoration process 11:30 AM Visit to the scale model of Old Havana
12:00 PM Lunch at La Imprenta in Old Havana (included)
2:00 PM Conference with Urban Planner and Architect Miguel Coyula Restoration
process and architecture in Old Havana
Free for dinner
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Tuesday, March 3
9:00 AM Meeting with a representative of the Cuban Institute of Friendship with
the People (ICAP) 10:30 AM Visit to the University of Arts (ISA)
12:30 PM Lunch in at La Ferminia in Miramar (included)
2:30 PM Visit the Organic Agricultural Urban Cooperative of Alamar meet with
managers, specialists and workers.
4:30 PM Return to the hotel
Free for dinner
Wednesday, March 4
8:00 AM Departure to Cienfuegos (Drive 3.5 to 4 hours with one stop)
12:30 PM Lunch in Cienfuegos on your own (we will arrange a group lunch at El
Tranvia Paladar)
1:30 PM City tour in Cienfuegos
4:00 PM Drive to Trinidad (1 hour)
5:00 PM Check-in at Hotel Las Cuevas or similar in Trinidad
7:00 PM Dinner at the hotel (included)
Thursday, March 5
9:00 AM City tour in Trinidad
Walking tour in Trinidad to look at the restoration and preservation project
12:30 PM Lunch in Trinidad (not included)
2:00 PM Optional trip to Ancón Beach
5:00 PM Return to the hotel
7:00 PM Dinner at the hotel (included)
8:30 PM Meeting with a CDR (neighborhood committee)
9:30 PM Optional cultural activities
Friday, March 6
10:00 AM Hotel checkout
Trip to Topes de Collantes and then continue to Santa Clara
1:00 PM Lunch in Santa Clara (included)
2:00 PM Visit to the Museum and Memorial of Ernesto Che Guevara
Visit Parque Vidal and the Tren Blindado
3:30 PM Return to Havana
7:00 PM Arrival in Havana – hotel check in
Free for dinner
Saturday, March 7
9:30 AM Community service at school with Espiral
12:30 PM Cajita lunch included
2:00 PM Return to the hotel
5:00 PM Cultural activity with the community project, Okan-Tomi, that explores
and reworks Afro-Cuban dances and music traditions.
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7:30 PM Farewell dinner at Motivos-Razones Paladar
Farewell party with Cuban guests at Madrigal
Sunday, March 8
8:00 AM Hotel checkout
8:30 AM Departure for Artemisa (Drive 1 hour)
10:00 AM Visit Las Terrazas, a biosphere reserve and national park in the Sierra del
Rosario of Pinar del Rio. Walk around the community of 1000 inhabitants
and meet local artists, Learn about the history of this community funded in
1970 and the massive reforestation program implemented in the early
1970s.
11:30 AM Dialogue with local artists
1:00 PM Lunch at La Casa del Campesino (included)
2:30 PM Visit Café de María and have discussions with local coffee producers and
vendors
3:30 PM Check-in at Hotel La Moka
Optional activities: San Juan River, hiking, row boating, swimming pool
Free for dinner and overnight at Hotel La Moka
Monday, March 9
10:30 AM Hotel check-out
11:00 AM Transfer to the airport
12:30 PM Lunch on your own at the airport
1:00 PM Check-in Viaje Hoy Charter Flight SWQ3146
4:00 PM Departure from Havana to Miami
5:00 PM Arrival in Miami
EDU 346/546 Intercultural Studies: Rural Education in Rwanda
June 6-29, 2016
4 credits
In 1994, within a three month period, almost one million Rwandans were murdered, in
their homes, their schools, their churches and their neighborhoods. Since then, the people
of Rwanda and their government leaders have gradually reconstructed their economy,
their families, and their systems of healthcare and education. The Rwandan Education
Assistance Project (REAP) is a small non-profit organization that is partnering with other
organizations in the US and Rwanda, including the local, regional and national
government, to build a model for rural education in Rwanda. REAP has concentrated its
work on a local partnership with a large rural school in the village of Musha in the
Ramagana district of the Eastern province. This Field Study is focused on the
implementation of a strategic plan for rural education at the Duha Complex School in the
village of Musha. You will work on several projects that are part of this strategic plan,
including small business development, English language learning, the integration of
technology into the classroom, and the expansion of family and community involvement
in local education.
Learning outcomes for this field study:
1. Students will learn effective techniques for teaching English to children and adults
(teachers) in a poor rural school
2. Students will understand the similarities and differences between their own culture
and the culture of Rwandan adults and children in both rural and urban settings
3. Students will develop personal relationships with children and adults in rural Rwanda
Faculty Leader: Scott Hewit
Program Location: Rwanda
Travel Dates: May 27 – June 19, 2016
Credit: 4 Credits, graded C/NC
Prerequisites: 1 credit orientation course during spring semester 2016
Course Requirements: Mandatory pre-trip meetings, assigned readings, full
participation in Field Study activities, journal responses, and reflection paper
Anticipated Number of Students: 10
Estimated Program Fee: $3,925
Program Fee Includes: Tuition, round-trip airfare from Orlando, accommodation,
meals, activities and excursions, in-country transportation, health and emergency
insurance
Program Fee Does Not Include: Transportation to/from the Orlando Airport: Costs
will vary Immunizations: Costs will varyPersonal Expenses: Costs will vary
Visa: Not required for U.S. citizens
4. Students will learn that they can live in an environment without clean water, English
language speakers, electricity, hot water, Internet, phone service and fast food
5. Students will understand the process of developing a small business in rural Rwanda
6. Students will demonstrate flexibility working with others, assuming leadership roles
in some activities and yielding to other students in other activities
Journal and Final Reflection Paper
Students will document their work every day in a reflective journal that includes both an
account of their activities and a more in depth analysis of the effectiveness of their work,
including plans to modify subsequent work. These journals will be submitted, along with
a ten-minute mixed media presentation (see below). The journal will be submitted with a
final reflection paper no later than August 1, 2016, and the ten-minute mixed media
presentation will be submitted no later than September 15, 2016.
Mixed Media Presentation
Each student will gather information via journaling, photography, videotaping, etc. and
create a ten-minute mixed media presentation to be presented to the Rollins College
community in late September or early October of 2016.
The presentations should:
Be personalized to reflect your own unique experience in Rwanda
Integrate color, sound, images, etc.
Communicate the critical personal and professional outcomes of your experience
Be grammatically and graphically sound
Daily Schedule and Itinerary
Every weekday students will wake up at 6 am, take a cold shower, drink tea/coffee, eat
bread and jam, pack a sandwich and bottle of water for lunch, gather daily school
materials, walk 2.5 miles up a dirt road to the school, work with students and teachers all
day, return to the orphanage, eat dinner, and plan and prepare for the next day at school.
On weekends students will visit genocide museums, national parks, and nearby urban
centers, learning firsthand about the history of Rwanda, the ecosystem of Rwanda, and
the economy of Rwanda.
The main contact is Ed Ballen, founder of the Rwanda Education Assistance Project
(REAP), a non profit organization based in New York. Ed and I have traveled to Rwanda
since 2010. In Rwanda we have a long list of contacts that includes the Minister of
Education, district and school officials in the local school district, school headteachers
and teachers at the Duha Complex School, headteachers and teachers at other schools in
Rwanda, and area businessmen who have a vested interest in the work REAP is doing.
REAP has been working with the Duha Complex School for seven years now and has a
locally approved strategic plan stretching over ten years that is designed to build Duha
Complex School into a prototype for rural education throughout Rwanda. All of the
work Rollins students will do on this field study will be directly related to this locally
approved strategic plan.
We also have an in-country contact who provides the lodging and meals at the Hameau
de Jeunes orphanage in the village of Musha.
TENTATIVE PROGRAM ITINERARY
1. Depart from Orlando Friday May 27, arriving in Kigali Saturday May 28.
2. Sunday May 29, visit with children at orphanage, meet staff members, plan and
prepare for first day at school
3. Monday May 30 to Friday June 3, walk to school, work with children and adults
using strategic plan, spending evenings planning and preparing for each day
4. Saturday June 4, day trip to Akagara National Park in Eastern Province (zebras,
elephants, giraffes, hippos, baboons, monkeys)
5. Sunday June 5, rest, plan and prepare for second week at school
6. Monday June 6 to Friday June 10, walk to school, work with children and adults
using strategic plan, spending evenings planning and preparing for each day
7. Saturday June 11, day trip to Kigali to genocide museum, lunch, shopping, and gift
buying
8. Sunday June 12, rest, plan and prepare for third week at school, other REAP team
members arrive and coordinate planning and preparation with Rollins students
9. Monday June 13 to Friday June 17, walk to school, work with children and adults
using strategic plan, spending evenings planning and preparing for each day and
coordinating with REAP team members
10. Saturday June 18, day trip to Kigali for lunch and last minute shopping
11. Saturday June 18, leave Kigali, arrive in Orlando Sunday June 19
Work Projects
The following projects are in no particular order. Individually, in pairs, and as a whole
group, you need to prioritize them so we can have our work in front of us.
The first project is for all of us. We will study the new P1 and P4 English curriculum (on
Bb) and prepare a series of activities that will both reflect the new curriculum AND be
more highly engaging and authentic. We will demonstrate these activities, then co-teach
them with teachers, and then observe teachers teaching them on their own.
Project Descriptions:
New English curriculum for P1 and/or P4 (see above)
Series of video clips, integrating a combination of slides or video clips, sound
(music and/or narrative), and subtitles. These videos will be focused on projects
that are the major focus of REAP, including literacy work, students in leadership
positions, stories of individual students, the lunch program for teachers, programs
at the Community Center, adult literacy program at nearby church, or Saturday
School. Videos should be created to draw in the viewer, leave a powerful
message about the impact REAP has had, and how we are contributing to a new
way of learning.
Creation of a primary school garden. This has been done in the past but has
fizzled, so the focus must be on how to make it sustainable, and how to structure
it fully enough so that it is maintained after we leave. Many students and their
families have gardens at home, and this project would link the new English
curriculum to students’ lives, and also be a way for students and teachers to
collaborate to produce food for poor families.
Test taking strategies. P6 and S3 take national exams. We have worked on test
taking strategies before, and it is very important and very welcomed by teachers
and students. We can get our hands on sample exams, get information on recent
areas of weakness on exams, and more.
New Coca Curriculum (PE, Health, Music and Art). I can get this and put it on
Bb. It is part of the daily schedule and the teachers do not have a good grasp of it
at all. A series of activities (involving equipment and supplies) can be
demonstrated, co-taught, and then we can observe teachers teaching it on their
own, similar to the English activities.
Other projects will arise when we arrive and assess high priority needs, but this is
what we can prepare now.
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Department of Education
Rollins College
COURSE: EDU 346/546, Educating Immigrants in the Netherlands INSTRUCTOR NAME: Professor H. James McLaughlin 407-646-2718 [email protected] 241 Cornell Social Sciences building MEETING TIMES: On site in the Netherlands COURSE DESCRIPTION:
Students will investigate educational and social conditions related to immigrants in the Netherlands, and relate what they learn to what they know about these issues in the USA.
PREREQUISITES OR CO-REQUISITES: EDU 345/545 REQUIRED TEXTS: Portions of these texts will have been read and discussed in Spring 2017 during EDU 345/545, before going on the trip.
Crul, M., & Holdaway, J. (2009). Children of immigrants in schools in New York and
Amsterdam: The factors shaping attainment. Teachers College Record, 111(6), 4-5. Crul, M., & Schneider, J. (2009). Children of Turkish immigrants in Germany and the
Netherlands: The impact of differences in vocational and academic tracking systems. Teachers College Record, 111(6), 5-6.
de Valk, H. A. G., Noam, K. R., Bosch, A. M., & Beets, G. C. N. (2009). Children in
immigrant families in the Netherlands: A statistical portrait and a review of the literature. Florence, Italy: Innocenti Research Center.
Ersanilli, E. (2007). Netherlands. Hamburg, Germany: Focus Migration. Huijgen, V., & Petrany, S (2013). Segregation in Dutch primary schools. Amsterdam,
Lucassen, L. (2014). To Amsterdam: Migrations past and present. In N. Foner, J. Rath, J. W. Duyvenda, & R. van Reekum (Eds.), New York and Amsterdam: Immigration and the new urban landscape (pp. 52-81). New York, NY: NYU Press.
Michalowski, I. (2005). What is the Dutch integration model, and has it failed. Hamburg,
Germany: Focus Migration. Muslims in Amsterdam (2010). New York, NY: Open Society Foundations. Uitermark, J, Duyvendak, J. W., & Rath, J. (2014). Governing through religion in
Amsterdam: The stigmatization of ethnic cultures and the uses of Islam. In N. Foner, J. Rath, J. W. Duyvenda, & R. van Reekum (Eds.), New York and Amsterdam: Immigration and the new urban landscape (pp. 170-193). New York, NY: NYU Press.
Understanding Amsterdam. (2013).
http://www.os.amsterdam.nl/pdf/2013_understanding_amsterdam.pdf van der Hoek, T. (2005). Through children’s eyes: An initial study of children’s personal
experiences and coping strategies growing up poor in an affluent Netherlands. Florence, Italy: Innocenti Research Center.
COURSE GOALS
Class participants will:
1) Examine educational, social, and religious issues associated with Moroccan and Turkish children in the Netherlands
2) Learn how to develop, implement, and evaluate a Photo Documentary learning
experience with Dutch K-12 students 3) Learn effective techniques for teaching writing in English, in a Dutch school
environment 4) Keep a Learning Log throughout the trip to the Netherlands, and use it for discussions
and as a basis for the final paper
5) Write a final paper in which they incorporate visual and written text to summarize what they have learned about the social, religious, cultural, and educational issues associated with immigrants in Amsterdam, Netherlands
STUDENT LEADERSHIP
In groups of 2 or 3, students will determine topics and questions for one of the Dinner + Discussion sessions, and help to lead the session.
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Sessions: Group 1: First Friday, June 2 Group 2: First Tuesday, June 6 Group 3: Second Friday, June 9 Group 4: Second Tuesday, June 13
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PHOTO DOCUMENTARY PROJECT See attached document
COURSE ASSIGNMENTS AND EVALUATION Learning Log: A “check-off” assignment to assure that it was completed; 12 entries
• Students will make a log entry daily, by writing for at least 10 minutes. The Logs will be given to the professor every weekday except for the last Tuesday. Each entry will count for 3 points, for a total of 36 points. • There will be no established topic or prompt; students will write about what they are learning that is related to sociocultural and educational issues. • Students may use their Learning Log entries to respond to discussion questions during our “Dinner + Discussion“ sessions that will occur 4 times during the trip. • Students will use their Learning Log entries as material to help them write the final Intercultural Reflection Paper.
Dinner + Discussion
• Each student will take leadership in developing question prompts and helping to lead a session of “Dinner + Discussion.” This will count for 7 points.
Intercultural Reflection Paper
• Students will write a paper that summarizes what they learned from the experience about sociocultural issues in the Netherlands, about educational issues related to the education of immigrants, and about their own knowledge and beliefs. • The paper will include an analysis of a “Critical Incident” during the trip, in which the students learned something important about the host society and themselves. • The paper will be graded as Credit/No Credit, and may be revised.
• At the end of the paper, students will note what they want to learn more about, and why they want to do so. The paper will be at least 8 pages long, double-spaced with 1-inch margins. • Students will include visual text as appropriate.
Paper is due June 28, 2017
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SUMMARY OF GRADING
Learning Log: 36 points Intercultural Reflection Paper: 50 points Dinner + Discussion Leadership: 7 points Participation in Trip Activities: 7 points (1 point will be taken off each time a student is late or not prepared) Final Grade is Pass/Fail: Student must have 70/100 points in order to pass
COURSE EXPECTATIONS
The Honor Pledge and Reaffirmation Membership in the student body of Rollins College carries with it an obligation, and requires a commitment, to act with honor in all things. The student commitment to uphold the values of honor - honesty, trust, respect, fairness, and responsibility - particularly manifests itself in two public aspects of student life. First, as part of the admission process to the College, students agree to commit themselves to the Honor Code. Then, as part of the matriculation process during Orientation, students sign a more detailed pledge to uphold the Honor Code and to conduct themselves honorably in all their activities, both academic and social, as a Rollins student. A student signature on the following pledge is a binding commitment by the student that lasts for his or her entire tenure at Rollins College:
The development of the virtues of Honor and Integrity are integral to a Rollins College education and to membership in the Rollins College community. Therefore, I, a student of Rollins College, pledge to show my commitment to these virtues by abstaining from any lying, cheating, or plagiarism in my academic endeavors and by behaving responsibly, respectfully and honorably in my social life and in my relationships with others. This pledge is reinforced every time a student submits work for academic credit as his/her own. Students shall add to the paper, quiz, test, lab report, etc., the handwritten signed statement: “On my honor, I have not given, nor received, nor witnessed any unauthorized assistance on this work.”
Material submitted electronically should contain the pledge; submission implies signing the pledge. Also, it is important that you understand the meaning of "plagiarism," so that you can avoid it. On page 349 of the Publication Manual of the American Psychological Association (APA), plagiarism is defined in this way:
Plagiarism (Principle 6.22). Psychologists do not claim the words and ideas of another as their own; they give credit where credit is due. Quotation marks should be used to indicate the exact
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words of another. Each time you paraphrase another author (i.e., summarize a passage or rearrange the order of a sentence and change some of the words), you will need to credit the source in the text.
Attendance Policy
Regular attendance for all activities during the Field Study is expected. Attendance includes meaningful active participation in activities and on-site seminars. If you have a medical emergency that requires you to leave the Field Study before its conclusion, with prior approval of the professor you may be given an Incomplete, and we will then discuss how you can fulfill the class requirements. STUDENTS WITH DISABILITIES
Rollins College is committed to equal access and does not discriminate unlawfully against persons with disabilities in its policies, procedures, programs, or employment processes. The College recognizes its obligations under the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 to provide an environment that does not discriminate against persons with disabilities. If you are a person with a disability on this campus and anticipate needing any type of academic/medical accommodations in order to participate in your classes, please make timely arrangements by disclosing this disability in writing to the Disability Services Office at (Box 2772) – Mills Building, 1000 Holt Ave., Winter Park, FL, 32789. Appointments can be scheduled by calling 407-646-2354 or by emailing: [email protected] PROHIBITION OF DISCRIMINATION (TITLE IX) Rollins College is committed to creating and maintaining a community in which students, faculty and staff can work together in an atmosphere free of sex and gender based discrimination. Rollins is strongly opposed to all forms of sex and gender based discrimination (including sexual assault, intimate partner violence, stalking, and sexual harassment) and is committed to providing support, resources, and remedies to individuals that have experienced sex and gender based discrimination. Faculty members are responsible employees under Title IX and must share information about sex and gender based discrimination with the Title IX Coordinator. Information about available confidential resources, support services, and reporting options can be found online at www.rollins.edu/sexual-misconduct. RELIGIOUS ACCOMMODATION In accordance with rules of the Florida Board of Education and Florida law, students have the right to reasonable accommodations from the College in order to observe religious practices and beliefs with regard to class attendance, the scheduling of examinations, and work assignments. Students who wish to be excused from course work, class activities, or examinations must
notify me in advance of their intention to participate in religious observation and request an excused absence. I will provide a reasonable opportunity to make up such excused absences, if approved. APA STYLE WEBSITES http://www.wisc.edu/writing/Handbook/DocAPA.html http://www.english.uiuc.edu/cws/wwrorkshop/bibliography/apa/apamenu.htm http://www.apastyle.org/fifthchanges.html ITINERARY Leave on Wednesday, May 31 and arrive on Thursday, June 1
3:00 on: Train to Centraal Station and Tram 13 to Larende Check in at Hotel Larende 6:00: Meet and go to de Hallen food court; may watch movie afterward Friday, June 2
9:00: Take boat tour with Rederij Paping 10:00: Dropped off at Rembrandtplein or near opera house
Buy Museumkaarts at Rembrandthuis 12:00: Lunch at City Archive (Vizjelstraat 88)
1:00-2:30: Presentation and walk with Corinne from MDRA 4:00: Talk with college students at Argan 5:30: Eat dinner with college students Return to Larende: Discussion
Saturday, June 3
7:00: Breakfast at Larende 8:00 Meet Damstede students from 2015 at Centraal Station Take train to Delft 9:25: Arrive in Delft; check in at Hotel Emausport 10:00: Go to Royal Delft 11:30: Lunch in town together: Stads-Koffyhuis -- Oude Delft 133 (E 7-12; closes at 6:00 pm) 12:30: Tour of Delft 2:00: Vermeer CentrUm (Voldersgracht 21) 6:00: Meet at Nieuwe Kerk; independent dinner
Breakfast at hotel; leave hotel at 9:10 and be at train station by 9:20 9:30: Train and bus to Muidenslot 12:00: Lunch at Ome Ko
1:30: Bus to Centraal Station 2:30: Meet Damstede parents at Centraal Station; we take tram to Larende
7:00: Dinner in Amsterdam together at de Hallen Monday, June 5
Before 8:45: Breakfast 8:45: Walk to St. Jan 9:00-12:00: St. Jan to meet children and teachers; introductions, conversation, selections of photos and design of poster 12:30: Tram to old city 1:00: Lunch 1:45: Tour Our Lord in the Attic
2:30-4:00: Explore de Wallen 4:00 Tram to hotel
7:00: Dinner at restaurant Tuesday, June 6
Before 8:45: Breakfast 8:45: Walk to St. Jan 9:00-12:00: Work with students at St. Jan; focus on writing and designing posters 12:25: Tram to Little 9 Streets
12:40: Eat lunch 1:30-4:00: Explore Little 9 Streets and Jordaan 4:00: Tram to hotel
7:00: Dinner Plus Discussion at Larende Wednesday, June 7
9:30: Visit Anne Frank House, with a special tour
12:00-4:30: Work with students at St. Jan; stay afterward to talk with teachers 4:30: Walk back to Larende 7:00: Dinner together
Thursday, June 8 Before 8:00: Breakfast 8:08: Tram and bus to Damstede school 9:00 to 3:00: Work with students at Damstede a.m.: Introductions and conversation
10
p.m.: Select photos; design poster 3:20: Bus and tram to hotel 7:00: Dinner together
Friday, June 9
9:00 to 3:00: Work with students at Damstede a.m.: Draft of writing in English and Dutch p.m.: Finish writing; work on poster 3:20: Bus and tram to hotel
7:00: Dinner Plus Discussion Saturday, June 10
8:15: Breakfast together 9:00 to 12:00: Open morning for students • Students go where they wish, after letting me know where they will be • No one can go alone Everyone returns to the hotel by 12:00 12:00 to 4:00: Take tram and bus to Yamina’s family, for lunch 7:00: Dinner together near hotel
Sunday, June 11
Until 11:30: Open time 11:30: Tram to Centraal Station 12:00: Meet Damstede students from 2015/2017 12:00-5:30: Spend day with Damstede students; 2 Rollins/2-4 Damstede 5:30: Meet at Centraal Station; return to Larende
7:30: Dinner at Larende
Monday, June 12
Until 11:00: Open time 11:00: Tram to Centraal Station; bus to Damstede 12:00 to 4:30: Work with students at Damstede Until 2:00: Finish posters 2:00-2:30: Conversation and music
3:00: Set up exhibit 3:30: Hold exhibit
5:30: Dinner with Yamina and teachers After dinner: Return to Larende
11
Tuesday, June 13 8:45: Tram and walk to museum quarter 9:00-10:30: Visit Rijksmuseum 10:30: Rent bikes and explore Vondelpark 12:00 Lunch together at t’Blauwe Theehuis, to discuss what we learned from the
museum visit: Choose 2 photos each from Floors 2, 3, and 4, to show what most interested you, and why
1:30-2:30: Visit Stedelijk or Van Gogh Museum 3:00: Meet and discuss 3 photos from one of the museums just visited 4:00: Return to Larende 7:00: Dinner Plus Discussion, to look back at our experiences
Wednesday, June 14 Return to Florida Breakfast at 6:15 a.m. Leave Larende for airport at 6:45 a.m., on a minivan
Plane leaves at 9:25 am
ENV 105 Barry Allen First Year Field Experience August 2016
Costa Rica Field Study Aug. 5 - 6 on campus
Aug. 7 – 16 in Costa Rica Additional on campus meetings TBA
This course will enable us to study firsthand the differing management strategies
associated with different protected areas in Costa Rica. The different areas include
national parks, national wildlife refuges, large and small private preserves and biological
corridors. Each has a role to play in protecting the natural resources necessary for
sustainable development.
COURSE GOALS:
1. To understand the role of national parks and protected areas in an overall strategy for
sustainable development.
2. To understand the different categories of protected areas and the rationale for each.
3. To understand the differences in management strategies resulting from differing
regional contexts.
4. To appreciate the inherent conflicts and difficulties in managing national parks and
protected areas.
Learning outcomes: As an introductory course, the following learning outcomes will be introduced:
Inquiry, analysis, and problem solving (individual and collaborative) - achieved
through investigation of specific protected areas, discussion with protected area
managers, and preparation of final course project.
Critical reading and thinking - achieved through exposure to widely differing views (in
both readings and discussion with on site practitioners) of the impacts of conservation
activities on local populations.
Creative thinking - achieved through active class participation and the completion of the
final course project.
Oral communication - achieved through required presentations to RCC during the fall
term.
Bilingual literacy - it is hoped that this field study in coaster rate for will inspire students
to pursue facility in a second language.
Texts:
Les Beletsky, Costa Rica: The Ecotraveller’s Wildlife Guide, Northampton, MA:
Interlink Books, 2013. (excerpts) There are a number of different editions of this book
available online. All of the additions contain the same plates for field identification of
species. I have put on Blackboard the sections I would like you to read. Please purchase
any one of the earlier (and less expensive) editions, which can be found online and bring
to campus. You might want to bring it on the field study.
Miller, Ecotourism Development in Costa Rica: The Search for Oro Verde, Lanham,
MD: Lexington Books, 2012. This book is available in a Kindle edition. I would
recommend the e-version over the very expensive hardcover edition.
Other than Miller (above), all the readings are all on Blackboard.
The required readings for the the course should be completed by July 25th. They are
listed below:
Beletsky, Costa Rica pp. 1-48, 49-52, 65-68, 69-73, 97-103, 179-182, 187-192, 220-222.