here is a course syllabus and assignment
and I have chosen to do community Engagement at a holly mosque
so I need 3 pages of writing
and the assignment is
Assignment is:
Community Engagement/Experiential Learning Assignment
This assignment is to fulfill the requirements for the Community Engagement/Experiential Learning Activities. As stated in the syllabus, points are given for participation in approved community engagement activities and preparing a journal of those activities. Community engagement activities include those organized or approved by Indiana State University, as well as other such activities the instructor feels fits the spirit of the ISU definition of community engagement and is appropriate to the content of this course. Experiential learning activities allow the student to apply the principles learned in the course in a practical way, so the students may “get their hands dirty†with an appropriate learning activity to help students gain a deeper understanding of the ideas and concepts presented in the course. If unsure of what is appropriate, please contact the instructor for clarification. Some examples of things former students have done are listed at the end.
You may begin this assignment at any time during the term, but it must be completed by the deadline. You should submit your journal as a Word document attachment to the Discussion Board for this assignment. Please read and comment on the postings of your peers for this assignment. You may learn of many exciting activities that you can do in the future. If you are doing community engagement for this assignment, you should spend at least ten hours performing your activity. This can be done in one day, or broken up into several segments. Your journal is to provide a clear picture of: 1. What you did for this activity, 2. Who, or what organization did you perform this activity for, 3. How your activity related to the emphasis of this course, specifically ethics and social responsibility as they relate to environmental issues, if possible, and 4. Your feelings about doing this activity and whether it causes you to want to continue to perform such activities in the future.
If you are doing experiential learning for this assignment, you will need to work with the instructor on developing an appropriate activity that reinforces concepts learned in the course. Similar to the community engagement activity, you will keep a journal explaining: 1. What you did for this activity, 2. How you accomplished this activity, 3. How your activity related to the emphasis of this course, specifically ethics and social responsibility as they relate to environmental issues, if possible, and 4. Your feelings about doing this activity and whether it causes you to want to continue to perform such activities in the future.
Examples of Community Engagement Activities: 1. Volunteer service at established charitable organizations, i.e. Salvation Army, Boys & Girls Club, Planned Parenthood, Bethany House, Ryves Hall, Lighthouse Mission, or other similar organizations, 2, Volunteer service at daycare centers, elementary schools, senior centers, or assisted living centers, 3. Volunteer services at a religious center, or other organizations serving people, 4. Volunteer for charity fundraising events such as March of Dimes, Aids Task Force, Relay for Life, Race for the Cure, etc.5. Volunteer with organized events such as Earth Day, Donaghy Day, Make a Difference Day, and other organized beneficial events.
Examples of Experiential Learning Activities: 1. Clean up roadsides, parks, etc. of trash and recycle things that are recyclable, 2. Clean up communities after disasters such as tornadoes, floods, etc. 3. Construct homes, churches/mosques etc. in disadvantaged communities, 4. Perform other activities that put into action the principles of this course.
– Environmental Issues in Packaging:
Foundational Studies in Ethics and Social Responsibility
Course name is
I.
Catalog Description:
The course investigates the impact of political climates, cultural norms, and other
situations on the way environmental issues are viewed around the world.
Emphasis is placed on ethical decision-making, personal responsibility, and the
sociological impacts of choices made.
II.
III.
IV.
Prerequisite:
Disposition: Foundational Studies elective in Ethics and Social Responsibility.
Brief list of topics:
1.
2.
3.
4.
5.
6.
7.
V.
Junior status
Introduction to packaging
Engineering ethics
Religious views of environmental issues
Sustainability
Recycling
Pollution
Responsible living
Foundational Studies Program Learning Objectives (FSLO):
This course fulfills the Foundational Studies requirement for a course in Ethics and
Social Responsibility. In accordance with the goals of the Foundational Studies
Program, upon completing the program students will be able to:
1. Locate, critically read, and evaluate information to solve problems;
2. Critically evaluate the ideas of others;
3. Apply knowledge and skills within and across the fundamental ways of knowing
(natural sciences, social and behavioral sciences, arts and humanities,
mathematics, and history);
4. Demonstrate an appreciation of human expression through literature and fine and
performing arts;
5. Demonstrate the skills for effective citizenship and stewardship;
6. Demonstrate an understanding of diverse cultures within and across societies;
7. Demonstrate the skills to place their current and local experience in a global,
cultural, and historical context;
8. Demonstrate an understanding of the ethical implications of decisions and
actions;
9. Apply principles of physical and emotional health to wellness;
10. Express themselves effectively, professionally, and persuasively both orally and
in writing.
VI. Foundational Studies Program Objectives (FS:PO)
The following is a complete list of the ten foundational studies program objectives. While it
is not necessary to meet every objective in every course, there is an expectation that several
of these objectives will be incorporated into each course.
1. Locate, critically read, and evaluate information to solve problems
2. Critically evaluate the ideas of others
3. Apply knowledge and skills within and across the fundamental ways of knowing
(natural sciences, social and behavioral sciences, arts and humanities, mathematics
and history)
4. Demonstrate an appreciation of human expression through literature and fine and
performing arts
5. Demonstrate the skills for effective citizenship and stewardship
6. Demonstrate an understanding of diverse cultures within and across societies
7. Demonstrate the skills to place their current and local experience in a global, cultural,
and historical context
8. Demonstrate an understanding of the ethical implications of decisions and actions
9. Apply principles of physical and emotional health to wellness
10. Express themselves effectively, professionally, and persuasively both orally and in
writing
VII.
Skill and Applied Learning Requirements (SALR):
The following list of learning objectives is required to be imbedded in all courses within the
foundational studies program, and includes specific objectives for this area.
1. Explicitly demonstrate how the curriculum will develop critical thinking skills1
2. Explicitly demonstrate how the curriculum will develop information literacy
skills2
3. Include a graded writing component, which whenever possible is developmental3
4. Must give students the opportunity to apply what they are learning to real world
scenarios4
1
In the context of the philosophical and ethical content of our readings, students will be considering real-life
scenarios in environmental issues of packaging through a critical lens, and evaluating possible actions and their
repercussions in on-line class discussions.
2
Students will be consulting electronic databases and print sources for journal articles in the field of environmental
issues and packaging. They will be evaluating the sources and content of these articles in light of their background
knowledge and experiences.
3
The coursework for this class includes one research paper on a selected topic involving ethical decisions in
environmental issues and packaging. This paper will address the four major stages of the writing process:
Planning/Development, Drafting, Revising, and Editing.
4
Students will be reading about issues from around the globe and will be asked to take actions that address the
environmental issues they read about, which connects course content to their applied experience, and helps them
internalize these issues.
5. Must include opportunities for experiential learning or community engagement5
6. Must give students the opportunity to identify and solve problems6
7. Must incorporate opportunities for students to critically read and analyze textbased materials beyond textbooks (e.g., novels, classical literature, primary
sources, science journals, poems, lyrics, blogs, etc.)7
VIII.
5
Course Objectives and Performance Indicators
a. The student will understand the role of packaging in society.
i. Define packaging.
ii. Describe each of the basic functions of packaging.
iii. Identify the environmental problems with packaging.
iv. Identify the environmental benefits of packaging.
b. The student will understand ethics in the workplace.
i. Define ethics.
ii. List examples of ethical decisions that are made in the workplace.
iii. List consequences to society of not following ethical standards in the workplace.
iv. Describe your personal ethics.
c. The student will understand how viewpoints affect views on environmental issues.
i. Describe how environmental issues are viewed by followers of Abrahamic
religions.
ii. Describe how environmental issues are viewed by followers of Native American
religions.
iii. Describe how environmental issues are viewed by followers of Eastern religions.
iv. Describe how environmental issues are viewed by people who do not follow a
religion.
d. The student will understand how sustainability affects the environment.
Students are required to perform community engagement activities, or experiential learning activities that must
relate to the subject of the course. This component is included to build a service mentality in each student and to
reinforce the concepts presented.
6
The weekly application assignments are designed to give students a chance to identify and think about ways to
solve problems. The goal is to inspire students to take actions in their own lives that will address these and other
problems in the future.
7
Students will consult journals in a variety of fields, as well as less conventional sources, such as YouTube and
other contemporary sources to learn about various sides of the issues presented. Students are encouraged to read
widely and analyze work from a variety of sources.
Assignment is:
Community Engagement/Experiential Learning Assignment
This assignment is to fulfill the requirements for the Community Engagement/Experiential
Learning Activities. As stated in the syllabus, points are given for participation in approved
community engagement activities and preparing a journal of those activities. Community
engagement activities include those organized or approved by Indiana State University, as well as
other such activities the instructor feels fits the spirit of the ISU definition of community
engagement and is appropriate to the content of this course. Experiential learning activities allow
the student to apply the principles learned in the course in a practical way, so the students may “get
their hands dirty†with an appropriate learning activity to help students gain a deeper understanding
of the ideas and concepts presented in the course. If unsure of what is appropriate, please contact
the instructor for clarification. Some examples of things former students have done are listed at the
end.
You may begin this assignment at any time during the term, but it must be completed by the
deadline. You should submit your journal as a Word document attachment to the Discussion Board
for this assignment. Please read and comment on the postings of your peers for this assignment.
You may learn of many exciting activities that you can do in the future. If you are doing
community engagement for this assignment, you should spend at least ten hours performing your
activity. This can be done in one day, or broken up into several segments. Your journal is to
provide a clear picture of: 1. What you did for this activity, 2. Who, or what organization did you
perform this activity for, 3. How your activity related to the emphasis of this course, specifically
ethics and social responsibility as they relate to environmental issues, if possible, and 4. Your
feelings about doing this activity and whether it causes you to want to continue to perform such
activities in the future.
If you are doing experiential learning for this assignment, you will need to work with the instructor
on developing an appropriate activity that reinforces concepts learned in the course. Similar to the
community engagement activity, you will keep a journal explaining: 1. What you did for this
activity, 2. How you accomplished this activity, 3. How your activity related to the emphasis of this
course, specifically ethics and social responsibility as they relate to environmental issues, if
possible, and 4. Your feelings about doing this activity and whether it causes you to want to
continue to perform such activities in the future.
Examples of Community Engagement Activities: 1. Volunteer service at established charitable
organizations, i.e. Salvation Army, Boys & Girls Club, Planned Parenthood, Bethany
House, Ryves Hall, Lighthouse Mission, or other similar organizations, 2, Volunteer service at
daycare centers, elementary schools, senior centers, or assisted living centers, 3. Volunteer services
at a religious center, or other organizations serving people, 4. Volunteer for
charity fundraising events such as March of Dimes, Aids Task Force, Relay for Life, Race for the
Cure, etc.5. Volunteer with organized events such as Earth Day, Donaghy Day, Make a Difference
Day, and other organized beneficial events.
Examples of Experiential Learning Activities: 1. Clean up roadsides, parks, etc. of trash and recycle
things that are recyclable, 2. Clean up communities after disasters such as tornadoes, floods, etc. 3.
Construct homes, churches/mosques etc. in disadvantaged communities, 4. Perform other activities
that put into action the principles of this course.
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