Assignments and Reading

Weekly Assignments and Readings Fall 2018


  • Written Assignments
    •  Due at least 48 hours before your 4th hour.   
    •  Listed in the week that they are due.
    •  1-2 page essays which demonstrate you have read the readings and are reflecting on yourself and with and for those you serve at ACLAMO.
    • Readings were send in email with the syllabus.  You can cut and paste links in search engine.


TOPIC:   Freshman and sophomores will gather for a workshop “Navigating our Lives in a Diverse World.”  We will also discuss of CAP Projects.


Read     Allan G. Johnson:  Privilege, Power and Difference    New York, NY:  McGraw-Hill 2006.   Chapter 4 “Making Privilege Happen” (below Week 1 box)


Writing Assignment:   What are your “unearned privileges?”  Email to your instructor by January 18th.



“One has not only a legal but a moral responsibility to obey just laws. Conversely, one has a moral responsibility to disobey unjust laws. I would agree with St. Augustine that "an unjust law is no law at all." Dr. Martin Luther King Jr.  Letter from Birmingham Jail


  • Preferred event.  MLK Memorial Lecture:  Ibram Kendi—Wednesday 1/23 @ 7pm in Villanova Room

If you have class at the time of this lecture you may attend one session of


Read:    Letter from Birmingham Jail.  1963 Dr.  Martin Luther King Jr   


Written Assignment:  Write letter to a friend about what you learned thorough the readings, (last 2 weeks) lecture or freedom school and how you might be different because of what you learned.   (Email to instructor and facilitators)


 “I must make two honest confessions to you, my Christian and Jewish brothers. First, I must confess that over the past few years I have been gravely disappointed with the white moderate. I have almost reached the regrettable conclusion that the Negro's great stumbling block in his stride toward freedom is not the White Citizen's Counciler or the Ku Klux Klanner, but the white moderate, who is more devoted to "order" than to justice; who prefers a negative peace which is the absence of tension to a positive peace which is the presence of justice.”  Dr. Martin Luther King Jr.  Letter from Birmingham Jail


required reading

choose one other reading                 


  • “Construction of Self Essay:  Caroline Foley   VU’17 SLC ‘15 Written for SLC 4th hour.  Caroline is former editor of the Villanovan


 Writing Assignment:   (3 parts)

Write a response to McIntosh and one other reading, consider the people involved in Racial Profiling on the Mainline and/or “Construction of Self” essay.  Think about how our attitudes and thoughts affect others and construct and maintain social practices in American culture?


List three of the privileges from the McIntosh essay that made you think and briefly describe why?


Create three questions you would either like to talk about in fourth hour or use in Agree/Disagree which will occur the week of 2/6.   Email this assignment to your instructor and facilitators by 1/26


In public school, I would doodle pandas and Chinese characters, and that’s where I learned that being Chinese “wasn’t cool.” Microaggressions quickly taught me I was being ostracized from my peers. As many Asian Americans have done, I began to ignore and deny my roots. I was proud of my “white” name. I snickered when a group of Asian students passed me. I would proudly show off my poor math grades to my friends, just to prove I wasn’t like “other Asians.” I quit the violin. I refused to watch Anime. I insisted I knew zero Chinese language. I laughed with my peers if a television show featured a racist and stereotypical Asian character. I was nearly offended when I received a personal invitation to the Asian culture club at my middle school.”  Caroline Foley ‘17


Jamie Utt.  Intent vs. Impact:  Why Your Intentions Don’t Really Matter
Everyday Feminism, July 30, 2013.  (PDF)    

Kendall, Frances.  “Developing Skill to Be a Better Ally” 2013    


Written Assignment:  Think of a situation in which you acted as an ally.  Describe what happened and how you responded.  Or, think of a situation in which you could have responded as an ally and did not respond.  How would you change your response?  Describe the situation. 


At Service next week:  Ask the children about their dreams for themselves. 


For people of “identity privilege” this is where listening becomes vitally important, for our privilege can often shield us from understanding the impact of our actions.  After all, as a person of privilege, I can never fully understand the ways in which oppressive acts or language impact hose around me. What I surely can do is listen with every intent to understand, and I can work to change my behavior.”   Jamie Utt, Intent vs. Impact:  Why your intentions don’t Really Matter”



You will be breaking up into small groups for student choice weeks, 3/18 or 4/1—see description on 3/18 



Education and Socio-Economic Status:  How does income affect child’s experience in school?

American Psychological Association


The Crisis in the Education of Latino students; Patricia Gandara, Civil Rights Project, University of California-Los Angeles 2008


This week at ACLAMO:  Ask the children of ACLAMO what their dreams are before you write this essay and ask yourself if their dreams are realistic?

Written Assignment:  Write about the dreams that the children talked about.  Do you think they are possible?

Week 6                Week of 2/18     The American Dream  

The American Dream.  What is it?  Are you born into it?  Or is the dream something anyone can achieve?  How much does the pursuit and achievement



The American Dream is Leaving America Nicholas Kristof, 10/25/14 New York Times.

Watch this video  New York Times “Retro Report.”  


WHAT is this video communicating?   What is the American Dream?


Written Assignment: Respond to the following questions:  What is the American Dream?  How do you want to live that dream?  What will keep you from your dream what do you have to do to make it real.


Continue working in small groups for “student choice” topics on 3/18 and 4/1.  Small group will decide on topic and facilitate discussion in 4th hour. Groups may assign reading and written work for fourth hour one week in advance.  See options in document


“What happens to a dream deferred?   Does it dry up like a raisin in the sun or fester like a sore—and then run?
Does it stink like rotten meat? Or crust and sugar over—Like a syrupy sweet?

Maybe it just sags like a heavy load. Or does it explode?” A Dream Deferred Langston Hughes



2/25 Optional community building fourth hour during midterms



No reading assignment:  Reflect on your time at ACLAMO—What matters?  How does it matter to you?


Written Assignment:   Write about an experience of service or give an overview of service.  What do you think about when you are there, what do you see, feel, and hear?  What questions do you have?  Please make connections to ACS or fourth hour. 


Describe a moment or time when what you were experiencing or learning came into conflict with a previously held assumption about people or the world.


You will break up into small groups to work on a topic of your choice and hour group will facilitate fourth hour on 3/20 and 3/27—the same group will work on Group Project TBA

Student Choice and Student led discussion connecting ACS with Service and Fourth hour and/or the micro issues you see because of your service and the macro issues of social policy or social behavior that effect the community and you.  Students may choose a current event or something in the headlines. Students may also propose an issue that is outside these parameters for approval.  (Past issues included incarceration, immigration (truth and myths) transgender, and homelessness, how men and women treat one another on campus and at events)


Small group of students will present a topic and facilitate discussion in fourth hour.   Students may show a video, assign reading and written assignments prior to their discussion.  (One week in advance)  Example: Should standards for college admission consider the issues students who are born into low income communities?  Students would present the issue and allow the group to consider the issue from both sides—the students leading the discussion should have knowledge that gives them an understanding of the issue.  Students become teachers as they allow others to explore the issue without bias of previously held opinions.  

Read Reflection Questions (at end of syllabus)



Written Assignment: Choose 2-3 questions from the list of “Reflection Questions” (at end of syllabus) and respond.  Please end with this question:  What have you learned about yourself, others and the world through service at ACLAMO.


Small group of students will present topic and facilitate discussion in fourth hour.   Students may show a video, assign reading and written assignments to fourth hour.  (One week in advance) see 3/19 for description.

Start to tell the children at ACLAMO that next week is your last week. 


Due 4/8—turn into instructor and facilitators next week—if you want to give it to a student be sure to take it to service before your last day.

In your final essay- Write about one of the students you tutored write about the experience about the child.  Has the relationship affected your view of the world, immigration and the current rhetoric about “Immigrants from the South”?  What have the children or ACLAMO taught you?  What have you unlearned through the relationships.


“Letter to a child or children” On a separate sheet of paper write a letter to a particular child.  It could include what you hope for that child and what you think they have to do to reach their dreams or for hope to remain alive.  Be sure to say goodbye and explain why you are leaving.  Acknowledge the role they have played in your life and if you can what you hope for them and what you think they need to do to live their dream.   You may give that note to that child on your last day of service.

Written Assignment:  Saying Goodbye to those with whom you serve:  You may want to give letter you wrote to the student at ACLAMO. (See instructions 4/1)


Written Assignment:  respond to the following questions:

What was the most significant thing you learned this year as a result of your participation in Caritas?


What was the most significant thing you “unlearned” as a result of your participation in Caritas?

Service:   Write a summary or your service experience considering these questions.

·         Did the experience challenge you? 

·         What did you learn from service?

·         What suggestions would you make to ACLAMO?

Service Learning:

·         Did service connect with your ACS course?  Is so what was the best reading or class discussion that facilitated the connection. 

·         How is service changed by the integration of learning and reflection?

·         What fourth hour was most significant for you?

·         What would you like to talk about in fourth hour that was not included?



·         Suggest ways in which we can build Community in Caritas

·         What would you change about the Caritas experience?

Contact Information

For more information, please contact:

Office of Service Learning
St. Augustine Center for the Liberal Arts
Villanova University
800 Lancaster Avenue
Villanova, PA 19085

Noreen Cameron, Director
SAC Room 386

Mary Aiello, Administrative Assistant
SAC Room 385

We have a constantly evolving list of with faculty and community partners that change each semester.

In the News

Integrate service with your academic coursework! Take a Service Learning course next semester.

Why Service Learning? See why with a PowerPoint Presentation explaining the merits of Service Learning.