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OVERVIEW:
This course is special SERVICE LEARNING section of "Introduction to American Government." The course is designed jointly by the instructor and community partners. The New Haven-Hamden community is our classroom for a major part of this course, and the service experience is one of our "textbooks." In the classroom, we discuss many ideas on the meaning of citizenship, service, political engagement and community, and we examine the public policy debates relevant to your experience in the community.

Every student in the section is required to participate in one of four on-going community action projects. Students not interested in participating in service are strongly encouraged to transfer into one of the other American Government sections. The projects aim at meeting real civic needs and aims at leaving behind enduring benefits for people in the community (see last page below for choices of community service projects).
This is an intensive writing and discussion course.  Each student will keep a field Journal, write three short papers (2-4 page) and complete one longer research paper (8-10 pages) directly related to your community action project.  After midterm, the class will become a weekly seminar for discussing the service experience.
 
 

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Procedure:
Students will be required to select one of the following projects after the first week of classes.  Please choose what interests you most.   Everyone will be placed with a group for the project.  Due to the need for group work in the projects, transportation issues and conflicting schedules, no one is guaranteed any particular time slot or project.  However, every effort will be made to accommodate student choices.  Choose one of the time slots noted below.

Once you make your choice of service project and are placed with a group, you will receive information on supervisors, locations and driving directions. Starting in the fourth week of class, students are required to do service ONE DAY per week, for roughly 90 minutes.  Some weeks it may be more than 90 minutes, sometimes less, but actual service for the course should add up to no less than 15 hours, and no more than 20.  However, those wishing to serve more hours are encouraged to do so.  Being on time and professional is a basic requirement.

1.  Keefe Community Center -- Housing and Education Project:
The Keefe Center, located in Hamden on Dixwell Avenue, operates daycare, job training, food/fuel assistance and welfare in the City of Hamden.   Quinnipiac students are taking part in a research project to locate and classify available housing for low-income workers.  There is currently a shortage of low-income family housing and severe shortages of family shelters in the region. The project may also include some direct interaction with clients on income assistance who are engaged in a jobs-training program.
  The project needs three to four students Wednesdays 10 AM - 11:30AM and three to four students Wednesdays 2PM - 3:30 PM.

2. Saint Ann Soup Kitchen:
 Located on Dixwell Avenue in Hamden, the St. Ann Church, and Father Bonadies runs a soup kitchen every day at lunchtime.   Students are needed and welcome to prepare food, serve food, and act as "hosts" for the soup kitchen customers.
 Up to four students are needed on any day Monday through Friday between the hours of 11:45 am to 1:30 pm.

3. Downtown Evening Soup Kitchen:
The D.E.S.K. is the project of several Christian and Jewish organizations.  Dinner is served nightly at different church in the heart of downtown New Haven.  Students are needed to serve food, act as "hosts" for the soup kitchen customers, and help clean up afterwards.
Quinnipiac students are needed Mondays, Tuesdays, Thursdays from 5:45 to 7:15.  Other evenings, including weekends, may be available for students wishing to serve.

4. Highville Mustard Seed Charter School:
The Mustard Seed School is "chartered" by the state of Connecticut to develop "experimental" forms of education for children from international or disadvantaged backgrounds in Hamden.  The school uses an innovative "global community education" approach where each classroom focuses on a different national culture and the children develop their own rules and resolve conflicts through a "United Nations General Assembly."  Students are needed to help coach the children for their upcoming "Model United Nations" event on May 3.  Volunteers are needed to help the children research their countries and other types of tutoring, and then assist with the May 3-4 event.
Students are needed most for the Model UN on weekday afternoons 3-4:30pm.  However, there is a need for basic reading and math tutoring at other times.
 
 

 Basic expectations for your service project:

a. Being on time and ready to work when scheduled; professional demeanor at work

b. Roughly 90 minutes per weekly session at the project site (starting the fourth week of the semester).  Your time commitment ends at the end of the fourteenth week of the semester.  I encourage you to continue to regularly serve on a volunteer basis after that point.

c. One to two pages of written reactions and reflections in the Community Notebook after each week’s service time.  This should go beyond a simple report of what occurred and should spend a significant amount of time processing the meaning of the experience in terms of classroom theories, readings or current news events.  Notebooks will be reviewed several times throughout the semester, and improvement will play a significant role.

d. On the last page of the Journal should be attached a FINAL JOURNAL ENTRY written in essay form.   See below for more information on Journal Entries.
 
 

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DRIVING DIRECTIONS TO SERVICE LEARNING SITES
DIRECTIONS TO:

KEEFE COMMUNITY CENTER (11 PINE STREET)
phone 562-5129 – Vanna Francia, Director
                 ( Mary DeSarbo, Food/Fuel
      Programs)
AND
ST. ANN SOUP KITCHEN (930 DIXWELL AVE)
phone 562-5700 --930 Dixwell Avenue
Father Kenneth Bonadies
Marshall, Supervisor
 
 

Exit Left from Quinnipiac's New Road Entrance
Follow New Road to Ives Street and take a right.
From Ives Street, take Left at the Traffic Light, onto Whitney Avenue
Follow Whitney Avenue for four lights.  At fifth light, after the Fire Station and Hamden Town Hall on your right, take a right onto Dixwell Avenue

Follow Dixwell Ave. for about three miles.
Continue on Dixwell for another 1/2 mile past the SECOND Stop n' Shop on the left.
Keefe Center is the 2nd street on your right after you pass an old closed diner. It is a large brick building with a parking lot in back. 11 Pine Street.
Look for George Street on your left.  You must take a RIGHT at the NEXT street, PINE STREET.
Park anywhere in the large parking lot and enter the building.  Go upstairs to the main floor and report in.

ST. ANN SOUP KITCHEN
St. Ann Church is about 150 feet further down Dixwell at 930 Dixwell Avenue.  The Soup Kitchen phone number is 562-5700.   You do not need to phone in advance but the Kitchen will be expecting you and needing you. Park in the church parking lot and enter.  You should immediately ask the manager (his name is Marshall) for a work assignment for the day.

DIRECTIONS TO:
HIGHVILLE MUSTARD SEED CHARTER SCHOOL
130 Leder Hill Drive, Hamden
Principal: Lyndon Pitter, 287-0528

Exit Left from Quinnipiac's New Road Entrance
Follow New Road to Ives Street and take a right.
From Ives Street, take Left at the Traffic Light, onto Whitney Avenue
Follow Whitney Avenue for four lights.  At fifth light, after the Fire Station and Hamden Town Hall on your right, take a right onto Dixwell Avenue
(ALTERNATIVE ROUTE:  you can sometimes save a minute or two by getting onto the Merritt Parkway from Whitney Ave and taking Exit 60 to Dixwell Ave)
Follow Dixwell Ave. for about 2 miles.
Turn LEFT onto Treadwell Drive
Cross the small bridge, and then turn RIGHT onto Leeder Hill Drive.
School is at 130 Leeder Hill Drive.
 
 

DIRECTIONS  TO DOWNTOWN EVENING SOUP KITCHEN
Tuesday Night:
 First and Summerfield Methodist Church
425 College Street, New Haven
Questions/problems? Call DESK Office: 624-6426, ask for Dennis or Ruth
Exit Left from Quinnipiac's New Road Entrance
Follow New Road to Ives Street and take a right.
Go through light and take ramp onto Route 40
Take exit to NEW HAVEN ( I-91 south)
From I-91, take EXIT 3 Trumbull Street.
At bottom of ramp, go straight through two lights, turn LEFT at THIRD LIGHT onto TEMPLE Street (this is a one-way street)
Go 2 short blocks, park in the Yale University lot #51 on the right.
At the far end of the lot, between the two Yale buildings, is College Street. Veer Left and walk to the end of the block, walk down the stairs on the side entrance of the church.
----Walk right in and help serve food and stay to help clean up.----

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     Students always ask me, "What do you want in an essay?" and "How do I write an A paper?  Having a well-researched paper is not all there is to it.  Here, in the clearest language I can manage, is how I decide what makes for a grade of  A, B or C on an essay.
"C"  = An average essay.     Most C-papers simply summarize what was covered in class and summarizes the readings. They might rely on old clichés and "common sense" rather than an argument supported by logic, evidence or examples.  C-papers contain good thoughts but the ideas are not clarified much.  It is difficult to always see the logic of the organization in the paper, and there are a significant number of grammatical mistakes. There is nothing "bad" with any of these things.  They are simply "average" -- the kinds of things I would expect any college student to be able to do.

"B" = Very Good essay.  It demonstrates a basic understanding of the course content and moves toward isolating a single theme.  It contains virtually no mechanical or grammatical errors -- at worst, only typographical errors. It should set forth a reasonably convincing and coherent argument.  B-essays have an INTRODUCTORY PARAGRAPH, THESIS, BODY AND CONCLUSION.  THE INTRODUCTION introduces an argument and the writer's idea of why his/her particular way of seeing a problem is significant.  A THESIS, or, the basic proposition you will be seeking to defend in your paper, must be clearly stated in the introduction.  A thesis is a proposition that one can disagree with and which must be defended.  The thesis is defended by logic, evidence or examples in the BODY of the paper. Finally, any paper must have a CONCLUSION which draws the argument together and also reminds the reader why this particular way of seeing the issue is significant

"A" = Outstanding essay.   It shows clearly superior work mechanics, style and logical content. Its introduction, body and conclusion are exceptionally well–crafted.  "A" does not mean perfection.  An A-paper, like a B-paper, moves beyond simple summary, clichés and superficial "common sense."   Also like a B-paper, it shows the ability to move beyond what we have covered in class, and shows your capacity to draw connections between non-obvious points.    It attains an element of imagination as well as logic and critical thinking.   It reveals a creative and critical mind that focuses on a central problem posed by the course content and shows an ability to use the course content as a springboard to go further and reach one’s own conclusions. An A-essay is ordinarily written in correct grammatical form and an active prose style.
 
 

Jan. 23:
Course Introduction

Jan. 25:
 Models of Democratic Community
 Hudson, "Introduction" (pp. 1-22)

Jan. 30, Feb. 1:
The Nature of Civic Bonds: Three Views
Thomas Paine, Rights of Man, Part 2 (packet)
Edmund Burke, "Reflections on the Revolution in France" (packet)
Daniel Kemmis, "Community and the Politics of Place" (packet)

Feb. 6, 8:
The Breakdown of Civic Bonds
Hudson, Chapter 2:  "Radical Individualism" (pp. 59-89)

*Paper 1: Due Tues. Feb. 13 in class.

Feb. 13, 15:
Multiculturalism and Community
Mitchell, Racial And Ethnic Tensions (pages 2-31)
 

Feb. 20, 22, 27
Inequalities
Hudson, Chapter 6: "Inequality" (pp 193-226)
*Journal Review Feb. 22.
 March 1, 6, 8:
Poverty and Welfare Reform
Wharton & Roe, From Welfare to Work (pages 2-24)
 Theresa Funicello, "The Tyranny of Kindness" (packet)

*Paper 2: Due March 8 in class.

**March 11-18: Spring Break**
 

March 22, 29:
 Civic Involvement and Participation
Hudson, Chapter 3: "Citizen Participation" (pp. 93-120)
Robert Putnam, "The Strange Disappearance of Civic America" (packet)
Everett Carll Ladd, "The American Way -- Civic Engagement -- Thrives" (packet)
*Journal Review March 22.
*Paper 3: due April 5 in class.
 

April 5, 12:
Leadership and Service
Benjamin Barber, "Neither Leaders Nor Followers" (packet)
Robert Coles, Lives of Moral Leadership (packet)
Hudson, Chapter 4: "Trivialized Elections" -- selection (pp.123-141)
 Hudson, "Conclusion" (pp. 265-275)

*Journal Review April 12
 

***Research Paper: Due April 26

April 19, 26, May  3:
Citizenship, Service, and Education
Boyte and Farr, "The Work of Citizenship and the Problem of
Service Learning" (packet)
Benjamin Barber, "Teaching Democracy Through Community
Service"  (packet)
 

FINAL JOURNAL REVIEW: May 7, 10 AM
 Completed journal due in Professor's office no later than 10 AM Monday, May 7.  Students are encouraged to submit final journals before this deadline.
 
 

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Format:
The research paper for this class must be at least eight double spaced pages in length and no more than ten pages.  It must contain multiple research sources (5 minimum) and be directly related to some aspect of the community service fieldwork project.  It must properly document and refer to sources and must have a "References" page at the end.  It must have a title page with appropriate title.

Purpose:
 Your assignment is to investigate a current U.S. public policy issue that closely relates to the service project you are engaged in during this semester.

1. Research the Background:
The first part of your essay should provide significant historical and political context for the issue you are analyzing.  For example:  Who are the main political actors and institutions involved?  What are the key historical facts we must know in order to understand the issue?  What are the groups most affected by the issue?

2. Local Impact
Make the connection to your community project clear in the paper.  What is the relevance of this issue to the local situation? How does it relate to the community project you are engaged in? What are the basic policy options?  What role can citizens play?

3. Community Research.
Consider how you could interview local professionals and clients for additional information that would deepen your understanding of this issue.  Make your research connect fully to some aspect of your service project. Use your access to those with firsthand experience as an asset in this research. Make your own experience and expertise in the issue a resource as well.

Some Potential Topics:
These are general examples ONLY.  You must do the job of focusing your paper on the specifics and current aspects
.
* Hunger and malnutrition in CT                         * school violence
 *Conflict resolution techniques                          * model United Nations as civic education
* welfare reform in CT                                        * private charities and their impact
*immigration                                                        *housing shortage/homelessness
* education/school reforms                                *women's equality
 *how homeless shelters are managed             l*ocal government responses to
                                                                             poverty/education
 

Sources:
A minimum of five different sources must be used.  Do not rely on only one newspaper or magazine for your articles.   Remember that you should focus on the local aspects of this issue, even though it is also advisable to look at it nationally or even internationally as well.

Also, the "Lexis-Nexis" system available on the Quinnipiac library website is an excellent way to do research on current news stories.  You may wish to take advantage of the governmental and media links provided in this website.

You can also search for recent news stories at the following internet versions of newspapers
 www.cnn.com
 www.nytimes.com
 www.washingtonpost.com
 www.csmonitor.com
www.ctcentral.com
 
 

Reference Page and Citation Style:
You are expected to use social science citation. If you would prefer another style, be sure it is consistent throughout the paper.
Example of social scientific citation:
……Almond saw it as a general attitude (Almond, 1960, 54).

Reference Page format: (put in alphabetical order)
For books, include:  author/editor name in full; year of publication; title in full (in italics); place of publication; name of publisher(for 20th century books).
For periodicals, include:  author's name; year of publication;  title of article (in quotation marks); title of periodical (in italics); volume number (if magazine), issue number and/or date (not year), and page number (s).  Single space entries.  Double space between each entry. For each entry, indent every line after the first line (see below)

 (example of Reference Page)

References

Powers, James F. 2001. "Frontier Justice."  U.S. News and World
        Report   84 (April 1):  66- 70.

Stafford David. 2001.  "Polls and Puppy Dogs" New York Times. April 1:  A22.
 
 
 
 

A Note on Academic Integrity:
Academic dishonesty is a major problem on American campuses today. Integrity requires that work done by others, which appears in your research paper -- a quote, an idea, a chart or data -- must be given credit and the source clearly cited in your paper. To claim or even imply that you are the source when you are not is the essence of dishonesty and the equivalent of theft. Failure to adhere to standards of academic integrity will be punished and reported to University authorities as directed in the QU Academic Integrity policy. If you are unsure about what to do, ask!!!

We have explored in the readings (Burke, Paine, Kemmis, Hudson) the question of what ties people together and gives them common purposes in community.  In this essay, write about one of your own communities.   Does it seem to be a collection of individuals in a social contract (Paine) or more like a community of memory held together by traditions (Burke)?

Procedure:
Select a group that you are committed to, one that has meaning in your life.   Your essay should tell a story about your own practices of commitment in the group, but also reach some conclusions about the role of "contract" and "tradition" in holding people in the group together and giving them a sense of community.
  Some things to consider:

 What is the purpose of the group? Why does it exist?

What brought you into the group, what do you value about it, and what keeps you in it?  What draws others into the group?

 What is your role in the group?

 Is it a group that is easy or hard for you to leave?  Why?
 
 

ESSAY #2 TOPIC
DUE:  THURSDAY, MARCH 8,  IN CLASS

Make sure you submit an up to date JOURNAL with the paper!
LENGTH:  Between four and five pages (between 1000 and 1250 words)
FORMAT:  descriptive title, pages numbered. Name on back of last page. This is not a research paper and does not call for any reading outside of what has been assigned for the course.  Any quotations or references to authors should be made parenthetically in the text -- author, then page number.  Please feel free to refer to ideas or facts in the Hudson book, Racial & Ethnic Tensions and From Welfare to Work wherever you feel they are relevant, and make proper citation of source in (author’s last name, page) format.
 

Topic:

We have been discussing in class the ways in which racial and economic inequalities can pose dangers to democracy in the United States, and how we as citizens have to deal with the tensions between equality and freedom when we decide what government should do about inequalities.
  In your essay, focus on welfare policy and what you see as the key trade-offs in deciding what government should do to help the most disadvantaged citizens.  Should government require that everyone work?  Should government provide more basic needs?  Or should government make a much larger investment in education for families and children?   What trade-offs do you see associated with each choice? Which trade-offs are you willing to accept and which trade-offs do you think are unacceptable?  Make a decision about which approach in From Welfare to Work we should pursue.

Due Tuesday April 17 in class.
4-6 pages.

Compare and contrast the "civic virtue" models (as seen in Barber's "Aristocracy of Everyone") of service learning and the "public work" models of service learning as discussed in our reading (especially in Boyte/Farr's "The Work of Citizenship…"). Try to illustrate your understanding of these two models by giving examples from your own experiences this semester in the community.  What aspects of these models are you seeing in your service this semester?

In your essay, focus your discussion on two aspects of these two types of service learning:
1. What is the view of each model on how service will educate active and involved citizens?
2.  Finally, make a logical argument about which model of service learning YOU believe would best revitalize citizenship and the community.

First Journal Entry
Introduction to American Government

Please Note:  You will need to submit your up-to-date journal to Dr. McLean in class for review/analysis before MARCH 8, along with the second paper for the course.   This is a change from what the course syllabus says.

For your first formal journal entry, write a description of what you see at your service site when you make your first visit.  This entry has two purposes: (1) it is a way of reflecting on the experience, and (2) it will begin the process of learning about how to use field experiences for your work this semester.

Your description should have two parts:
1. Try to describe the surroundings and the people:
a. What was the physical setting (e.g. building, room, the way it looks)
b. What did the people do? How did they behave?
c. Who were these people (children, volunteers, staff, visitors)?
d. How did the people interact?
e. How was the operation organized? What were the rules?
f. Anything else you found significant?
 

    2.   At the end of this description, write about your personal reactions to the experience, how your felt of what your thought -- on the way, while you were there, after you left.
 
 

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Journal Entry #2:
American Government

We are now moving into a new phase of the course.  Work on interviewing another volunteer at the soup kitchen -- why are they there? What motivates them?  How are YOU different or similar?

Also try to interview one of the paid servers (find out who they are)  -- what are the tasks they have?  How do they see the goals of the soup kitchen? Do they see the goals differently than the volunteers?

1.consider what the written and unwritten rules and expectations are at
the service site for you, for the community and for the professionals
who run things.
2. What, to your knowledge so far, are the goals of the service site?
What are they trying to do?
3.  At this point, how do you see yourself fitting into that set of
goals?
4. What are your feelings so far about your role? What's the meaning of
your service so far?  How are you dealing with the issues of
stereotypes, anxieties, coordinating with your team members, etc..

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Journal Entry # 3

Up-to-date Journal due in
class with your essays on welfare reform on APRIL 3.
 

Hudson on pages 199 to 202 in American Democracy in Peril discusses the difference between “equality of opportunity” and “equality of condition.” Re-read this section carefully and think about how your service project relates to it.

Specifically, consider this question:  If everyone has an equal vote and equal political rights, what does it matter that some people have more money than others?  Do you agree with Hudson that political equality in a democracy depends on a measure of economic and social equality?    Write some thoughts on this question based on your EXPERIENCES as well as your REFLECTIONS thus far on your service project.

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Journal Entry  # 4

William Hudson discusses the idea of “social capital” – the networks of relationships and organizations and values such as trust and reciprocity that bind individuals together with a sense of community.

Work to respond to two things related to social capital  in the next week or two of Journal entries.

1. Write about/react to what you think of the following quote from Robert Putnam:
 

We find ourselves not independently of other people and institutions but through them.  We never get to the bottom of ourselves on our own. We discover who are face to face and side by side with others in work, love and learning…And the positive side of our individualism, our sense of the dignity, worth, and moral autonomy of the individual, is dependent in a thousand ways on a social, cultural, and institutional context that keeps us afloat (Hudson, 80).

2. Reflect on the networks of relationships and values that you are now becoming connected to, because of this course.
        a. Through this course experience of doing a service project, are you developing new connections becoming a part of new networks? Have you noticed others who are involved because of growing connections?
        b. Describe some of the networks/friendships/connections and talk about how they relate to your values and feelings of community.
        c. You may experience positive AND negative feelings as a result of these connections.  Think about these feelings, and how they may be affecting your sense of connection to the community.
 
 

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Journal Entry #5

Read "The Work of Citizenship and the Problem of Service Learning" carefully.  In your journal, reflect on Boyte's idea of service learning as "public work."

Consider this quote by Boyte:

"When thinking about 'service-learning,' public work means the creation and sustenance of projects for which young people are taken and take themselves to be accountable, serious creators and producers. It also means that young people themselves identify the problems that they wish to set themselves to solve through their collective labors in and around their own spaces…. Such a notion of service learning is quite plainly a challenge to the analogues one finds in civics, where, we have noted, a professionalized and institutionalized notions of politics predominates.  It is also quite plainly a challenge to the therapeutic and philanthropic orientation that pervades much of what passes for service learning today."

Discuss this quote (and the ideas in the essay) and reflect on your own service experience::  Where are the aspects of public work in the service project you are doing?  Where is it NOT like public work and more like the "voluntarist" model he criticizes?   Reflect on how your service project can become more like "public work."
 
 

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Journal Entry #6

Remember to read the articles by Ladd and Putnam in your course packet for this entry.

Consider the debates about the decline of citizen engagement between Everett Ladd and Robert Putnam in your course packet.  Do you find yourself agreeing with Putnam that there is a decline in civic involvement and that TV is the main culprit?  Or do you tend to agree more with Ladd's argument that community service and volunteering is as high or higher than ever in America?

Try to connect this debate to your experience out in the field.  Also, talk to other volunteers you encounter either in your project or on campus.  Please try to consider some or all of the following:

    **What are the types of background volunteers and community servers likely to have in terms of education, neighborhoods, income, etc...?
    **What kinds of things compete with community service for your time and attention?
    **What are some obstacles that make it difficult to get more involved? Would you like to get more involved? If so, what is stoppping you?
    **Finally, consider what Ladd and Putnam say about the KIND of community service that prevails today -- very short term, not regular, with fewer opportunities to interact with a wide variety of people.  What KINDS of community action are easiest to get into and what KINDS do you see as more difficult?

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Journal Entry 7

After watching the film about community organizations in class ("The Democratic Promise" if you want to check out the film in the library), consider how the kind of citizen education presented in the film relates to the kind of experiences you are getting in the community.  Reflect on the kinds of skills and connections you are making to others in your own community projects.

Consider:
a.     In what ways is the citizen action in the film different from "volunteerism" in the community?
b.     In what ways is it similar to the action you are involved in?
c.     In working to solve problems in the community and in your community project, are you seeing yourself in more of a "helper" role (give immediate aid to people in need), or a "resource mover" role (move material, organize people), or a "transformer" role (beginning to make changes in the social power systems)?
d.     Do you see yourself moving from one role to others in the course of the semester?
 
 

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May 7: FINAL JOURNAL ENTRY

FORMAT:
 3-4 pages, typed. Submitted along with completed Journal on final review date (May 7, 10 AM)

The Final Entry should be in the form of an essay on the connection between your experiences in the Service Learning project and the academic aspects of the course.  This must be a REFLECTIVE essay, but you must avoid making vague generalizations.   Do not bring random, unrelated or unorganized thoughts into it.  Instead develop a theme and organize your reflections into an essay with specific details that complement your general observations and reflections.    Bring your thoughts to life by referring to specific examples.  Feel free to refer to relevant ideas or facts you learned in the course, but make sure you always footnote the source.

ISSUES FOR CONSIDERATION:
In composing this essay you could consider these questions or the questions that were posed to you by the Instructor in the Journal Reviews.  These questions are suggestions.  Please develop your Final Journal Entry in a direction you think best.

**How has your experience of doing the Project, in combination with traditional classroom work helped you (or not) to re-examine your personal values, or expectations about service, or preconceptions of social groups?

 **What have learned about the relationship between service and democracy in the community?

**Given your experience and reading, what do you think of community service projects as a way to train college students to be responsible and effective citizens in the democracy of the 21st century?

***Now that you have had this experience, what is your perspective on the debate over Service Learning in U.S. universities?