Pol 410: The Wisconsin Idea

of Community Service

Professor Pam Rodgers

Office: 421A Wimberly Hall

Office Phone: 785-6645

Course Objectives:

The course will examine "The Wisconsin Idea" and our state's historical roots in encouraging citizen action. The goal is to promote student understanding of the "Wisconsin Idea" and personal reflection through seminar discussions of readings and actual experiences volunteering in nonprofit agencies and/or local government agencies. This initial focus on citizenship and

Wisconsin's values will provide the framework for the course to examine current literature on "making a difference" in American communities. We will be focusing on the meaning of democracy and citizenship, political socialization, personal political efficacy, leadership and political culture.

Required Readings in Textbook Rental: (Listed in the order we will read them)

Frances Moore Lappe and Paul Martin Du Bois, The Quickening of America. (San Francisco:

Putnam, Bowling Alone: Collapse and Revival of American Community (for book critique)

Larraine R. Matusak, Finding Your Voice. (San Francisco: Jossey-Bass Inc., Pub. 1997)

Bill Shore, The Cathedral Within (New York: Random House, 1999)

Handouts (from instructor):

Don Kettle, Reinventing the Wisconsin Idea. (Madison: La Follette Institute, February 1999)

Suggested Book to Purchase:

Richard Nelson Bolles, What Color Is Your Parachute? (Berkeley, CA: Ten Speed Press)

(We will use the early chapter on information interviewing only)

Instructional Methods and Evaluation Procedures:

Beginning of Course:* Remainder of the Course:

-Seminar discussions -Experiential learning in

volunteer activities

Lappe & DuBois, Putnam

Putnam's book

-Read first half of Putnam's

Bowling Alone

-Begin reading Matusak book

** Will only be collected if writing is needed to stimulate class discussion

*Please note that for this 3 credit Pol 410 course, one credit is obtained for completing classes during the first week of the session in which you are registered for the course as well as two final class meetings at the end of your service work (when we will get together to discuss the Shore book and your community service). The remaining two credits will be earned by completing 80 hours of community service activities during 2003 (or through summer and fall semester if that works better for you). These 80 hours are computed in the same manner as internship hours and credits: 40 hours per credit. Thus, for this 3 credit class, students will attend classes for 1/3 of the J-term and complete a total of 80 hours of volunteer activities.

Some Thoughts on the Seminar Format:

This Pol 410 course is planned as both a traditional seminar course with small enrollment where students and the instructor meet to discuss the readings that have been assigned for each class meeting and also as an active learning course where students can try various service learning activities and analyze their own personal conception of living ."The Wisconsin Idea" of community service. This joint focus stresses a combination of seminar participation with student analysis and discussion of readings on theories of democracy with volunteering that is action oriented and can be more practically focused. This combination of the seminar and active learning ways of educating reflects my personal commitment to encouraging student learning.

The shift in this course is from the traditional "Instruction Paradigm" to the "Learning Paradigm." We will be shifting from the professor as fountain of knowledge idea that sees students as empty vessels or sponges soaking up information to the new emphasis on producing learning. The first thing that I ask you to consider as we begin this course is that we are changing paradigms together in this class and all of us (including your instructor) will be questioning and challenging traditional assumptions about how to stimulate student learning.

Pol 410 -Course Requirements

1. Seminar discussion participation

2. Reading the four books and journal article handouts for the course

3. Four essay assignments listed below

4. Completion of 80 hours of community service

5. Completion of all forms* on your service activities

During the first third of the session:

Narrative/self assessment 1: Your thoughts on your goals, the "Wisconsin Idea" and the research on American community and interest group participation (from the instructor and Putnam's book) as we complete the first readings in this class. This will be a take home essay.

Narrative/self assessment 2: On Quickening of America book

Narrative/self assessment 3: On Finding Your Voice book

Narrative/self assessment 4: Book Critique Essay on The Cathedral Within

First Narrative/Self Assessment Prompt

After reading the initial assigned readings on "The Wisconsin Idea," Putnam's Bowling Alone (2 chapters), and Lappe and DuBois' Quickening of America readings write an essay which explains your thoughts on citizenship, community service and the Wisconsin idea. What did you expect to be accomplishing when you registered for this course? Does the syllabus reflect your personal interests, values and ideals? We will refer to this essay later during the course to compare and contrast your learning during the semester. Hint: Show your knowledge of the Wisconsin idea article and give your analysis of the implications of this concept for citizenship and community service.

Quickening of America Narrative/Self Assessment Prompt #2

In the first two chapters Lappe and DuBois discuss "a powerful new concept for effective living." The book asks you to reflect on your earliest conceptions of yourself in society and challenges readers to analyze themselves and the society around them. In this narrative/self assessment, I would like you to explain the thesis of the Lappe and DuBois book, the authors' key arguments, and to analyze the implications the theme of the book has for you personally. This essay is asking you to reflect on your own values in light of the thesis of the book and some of the arguments (and/or the myths) identified by Lappe and DuBois.

Book Critique on Finding Your Voice

Write a book critique that presents a summary of the book's thesis and major points and then evaluates the book in terms of the presentation of Matusak's (and other author's) important concepts, the quality of the research methodology (if applicable), the quality of the writing, the supporting evidence and how important reading this book is to your own goals and community service aspirations. Emphasis should be on explanation and analysis. Remember to conclude by analyzing whether or not you recommend this book to other students.

The Cathedral Within Narrative/Self Assessment #4

After completing this book, write an essay that explains the thesis of the book and then analyzes the implications of the book for your learning and volunteering during the next few months. What does this book contribute to your learning? Can you use any insights from this book as you volunteer? As you prepare for the world of work after graduation? Would you recommend this book to others? Why or why not? Emphasis should be on explanation and analysis.

“Fostering Civic Responsibility Among Students, Faculty and Staff” (first draft)

The national Campus Compact organization emphasizes student and faculty civic responsibility through engagement in partnerships between universities and communities. (Mission Statement) UW-La Crosse brings to the Wisconsin Campus Compact a strong history of university community involvement in civic issues through the "Wisconsin Idea" that "the resources of a great state university ought to be applied to the needs of the state." (D. Kettle, La Follette Institute) Those new to Wisconsin's state universities have recognized the similarities between the Wisconsin Idea and the land grant university philosophy that historically produced university extension work that improved crops, partnered with schools, introduced new technologies, transformed industries and supported economic development throughout the states. In the 21^st Century the focus is on reinvigorating the students, staff and faculty of all Wisconsin universities (public and private) in their commitment to solving our state's problems.

The tradition of expecting university faculty to apply their expertise to the needs of the state is seen throughout UW -La Crosse in department's professional service expectations. Donald Kettle's call in 1999 to reinvigorate the Wisconsin Idea, however, recognizes that the publication, teaching and professional service demands on faculty have grown away from the conscious consideration of faculty members roles as citizens improving their state and its communities. Often faculty refer to "extension" activities in other university professionals' job descriptions rather than encouraging the use of faculty, student and staff expertise in solving State and local problems as an end in itself in the development of civic values.

At UW -La Crosse many staff and faculty members have volunteered tirelessly in recent years to improve local schools, form partnerships between area governments, write grant proposals for community programs, conduct program evaluations for nonprofit agencies and city departments, and improve health education, services and programs in the region. Many faculty members incorporate service learning into their courses and faculty, staff and students serve as role models for others of the civic duty to provide ones professional expertise to the needs of ones community. The UW-L Involvement Center has given significant assistance to faculty, staff members and students by educating, encouraging and coordinating service opportunities. The Involvement Center has also been important in providing visibility to the civic engagement activities. Through its Co-curricular Profile, the Involvement Center has worked with students to clarify their learning and the skills that they have developed through service projects. Students, faculty and staff members have learned that adapting their professional expertise in service to their communities can bring meaning and purpose to their lives.