Honors | Community Building Across Generations (SOC)
S360 | 28513 | Donna Eder

1:00PM-3:20PM	R	S7 100

Above class is a service learning course
Obtain on-line authorization for above class from department
Above class room is located at 1022 E. Third

This course focuses on some unique approaches for building community
across generations. It is designed around a community service
project, providing an opportunity for a “hands on” learning
experience. This project will help to extend your understanding of
course readings as well as show first hand how activities like
storytelling help strengthen a sense of what it means to be a
community member. (See S360 home page on mypage.iu.edu/~eder.)  In
short, storytelling will be the vehicle through which we will be
learning about a variety of themes including how to live as a
community, learning from elders, ethical explorations, holistic
teaching, and cross-cultural values.

We will begin by a focus on the role of storytelling as a means of
teaching both ethical and social beliefs. We will then examine the
role of storytelling in other cultures in which children are taught
to be responsible community members.  We will then examine the role
of storytelling among elders in American communities. This section
will end by considering how START (Storytelling as Reflecting Time)
provides a vehicle for strengthening communities and the
intergenerational lessons to be gained.

The second half of the course will focus on learning outside of the
classroom. At this point all students will be actively engaged in
START, working with children at either the Crestmont Boys and Girls
Club or at The Rise (transitional housing for families who have
experienced domestic violence) or collecting stories for elders in
the community about their life lessons. Those working with children
will learn skills of storytelling if they wish, while a few may
choose to focus on leading reflective activities based on the
stories. Both service projects will culminate in dramatic
performances of the elders' stories by the children at Crestmont and
The Rise.  During this half we will also be looking more closely at
Bloomington as a source of local knowledge as well as at learning
practices that emphasize forming caring connections with others. By
the end of the course you should understand the way storytelling
conveys life lessons and helps children explore ethical issues.  You
should also have a conceptual and real-life understanding of the
importance of storytelling for building community across generations.

We will be using the city of Bloomington as a site for learning,
service, and research throughout this course.  All students will do a
service learning project which will take an average of 2-3 hours per
week. Because of the extensive service component, there will be fewer
readings and the main written assignments will be a series of journal
reflections, culminating in a final report. (See the START Project
description and Students’ Comments─both on mypage.)  Students
will keep a journal which will include several reflection
assignments, give a group class presentation, and write a final
report on their project.

Students are also expected to attend all class sessions and do all
reading prior to class.  There will be one take home essay covering
the readings, discussions, and guest speakers from the first half of
the class.

The course grade is based on:
20% Take home essay
20% Service learning journal reflection assignments
15% Group assessment of your participation in the project
30 % Service learning paper
15% Attendance and professionalism*
*Since students will be meeting with their groups during class time
and guest speakers will be providing necessary learning, it is
critical that you attend class as well as your service learning