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Instructors & Facilitators

This is a two semester, one credit each semester, graded course fulfilling the requirement for all members of the Sophomore Service Learning Community.  The course content includes readings, class discussions, written assignments and yearlong service placement.  The seminar will cover issues related to a variety of service placements and issues that affect the people with whom we serve.  Topics such as inequities in education, racism and segregation, poverty and illiteracy and differing abilities will be covered in the seminar. This seminar is the integrating component to your academic course and your service and the community.   Students receive a grade each semester for the seminar.


Students are encouraged to

  • Use Knowledge gained through course and fourth reading, class lecture and experience in the community to reflect with others.
  • Allow the integration of knowledge and experience to affect your worldview through critical reflection.  “Critical reflection requires, “moving beyond the acquisition of new knowledge and understanding into questioning of existing assumptions, values and perspectives.  Cranton 1996  Cranton, P. Professional Development as Transformative Learning: New Perspectives for Teachers of Adults. San Francisco: Jossey-Bass, 1996.
  • Raise questions
  • Challenge self and others
  • Be open


  • Active participation in fourth hour seminar includes preparation and discussion based on readings assigned for seminar, course content and service.
  • One Community Action Project due April  2014  
  • Full participation in SLC is a condition for living in Alumni Hall.
  • Please read rubric for grading so you know what is expected.
  • Please Keep cell phones off and away from your line of vision
  • For information pertaining to service, special events a weekly newsletter is sent to all members of SLC.  You are responsible for information in the “SCOOP.”  If you are not receiving the SCOOP please let us know.

Required Text

Readings for each week will be on the Sophomore Service Learning Community Website-- see fourth hour readings


Why do we call it an integrating seminar?

You will be making connections between reading, experience through dialogue and discussion.  The connections will be important in understanding yourself, others in the SL community and a bit more about the lives of those with whom you serve.    Your role in life at present is to be a learner.  The most important think you can do as a learner is to raise questions.  Through service learning you learn for the sake of others, so that you may grow in understanding of what it means to be poor or alienated/marginalized because of your socio-economic status, physical or intellectual abilities.  


Guidelines for Discussion ACTIVE ENGAGEMENT in class are the best way to be successful in this course.


  • Listen ask questions, challenge ideas.
  • Lean into discomfort
  • Be Honest, sharing what you feel/think and why you feel/think that way.
  • Raise Questions: The questions you raise may be more important than the answers
  • If you don't understand something, or if you have concerns, ask your instructor or student facilitator. 
    • Be fully present in every class session
    • Participate in every class session
    • Take chances, volunteer, share your views
    • When participating, share Why you think/feel What you think/feel
  • Each group will make up their own additional guidelines for their group including these principles


Some ground rules for class:

  • Attendance.    Since this course is primarily experiential in nature, you need to attend all classes.  Students who have more than TWO unexcused absences will NOT PASS the class.  Your instructor will determine whether an absence is excused or unexcused.
  • Assignments are in the syllabus
  • Journal: each week you will be given a journal prompt.  You do not need to respond to all the prompts. 
  • Written Assignments:  All written assignments are turned into your instructor in the format that your instructor approves.
  • Comfort zone. Some of the material may be new and different, and will touch on sensitive subjects such as religion, politics, poverty and race.  If you are in any way uncomfortable with anything that comes up, please let a member of the leadership team know
  • Copies of work. Please keep copies of all the work that you submit for the entire course.
  • Disabilities. Villanova seeks to make reasonable academic accommodations for students with disabilities. If you are a person with a disability, please contact me outside of class, and make arrangements to register with the Learning Support Office (610-519-5636;  
  • Academic Integrity.  There will be a number of short reaction papers or other assignments for this class.  These will be based on your experience and the materials covered in the course. In producing these works, you are expected to follow the normal rules of academic integrity regarding plagiarism and collaboration.  If you for some reason do consult any other sources in preparing any of these papers, you must include footnotes and a formal bibliography, following the principles laid out in Easy Writer by Andrea Lunsford, which is required for your ACS Seminar.  You are free to share your thoughts and journal and reflections with others at any time regarding the reading for this course.  Discussion outside the classroom is highly encouraged provided your written assignments are your own work.
  • Final Grade.  You will receive a grade for fall semester in December and in May for Spring Semester.