During service learning, students apply classroom learning to active contributions to the local community through a service or volunteer job in an organization. The work experience is an intrinsic part of the course and serves as the basis for a research project. An important principle is that the student and members of the host organization all learn from the interaction. Everyone should “win” from the situation.
It is evident that Costa Rican Education has suffered a sharp decline in quality and quantity; resulted primarily in high dropout rates and low achievement by High School students. The service learning in Education is jointly developed with Fundacion Accion Joven. Youth Action Foundation is a private, nonprofit organization that seeks to join undergraduate students interested in improving the quality of public secondary education in Costa Rica and sensitize future professionals about social national reality, the importance of solidarity and their role as agents of change in a model to combat drop out causes in high school student. The final product is a written project theoretically-based with the added “reality” of the workplace experience included.
Learning outcomes:
At the end of this course, students will be able to
Understand the reasons behind high-school students’ quitting in Costa Rica.
Understand how Costa Rican educators are dealing with problems in the sphere of education.
Successful design of activities to reduce attrition and ability to test the validity of those activities in Costa Rica.
Understand the differences and similarities between the U.S. or students’ home countries and Costa Rica in the realm of education and youth development.
Understand the Costa Rican educational system and the role it plays in Costa Rican society.
Learn to work effectively in bi-national teams devoted to finding solutions to youth issues.
Develop skills in working with young people who are at risk for dropping out.
Method of presentation:
Readings, lectures, PowerPoint presentations, and specially fieldwork in high schools with high drop-out rates.
Readings will be analyzed and discussed in class.
Lectures by specialized professionals will cover education, social settings, social research.
PowerPoint presentations will provide information and promote discussions of the subjects.
Fieldwork will be planned in order to promote vivid learning experiences where students will get to know initiatives and projects that exemplify the concepts discussed in class.
Required work and form of assessment:
Final research report and presentation (45%), fieldwork reports (25 %), short exams (15 %), Class attendance and participation (15 %).
Absences: Each student will be allowed one unexcused absence during the term. Any further absence will require proper documentation in order to justify absences.
content:
Week One:
Overview of Costa Rican Situation and International Comparison
Monday:
Welcoming and introduction to the course.
An “ABC” of the Brain.
(Center for Educational Research and Innovation - CERI, 2007, págs. 23-33)
Tuesday:
Building a Grad Nation.
(Balfanz, Bridgeland, Bruce, & Horning Fox, 2012, pp. 1-18.)
Wednesday:
Towards a Strategy to Prevent Dropout in Iceland.
(OECD-Iceland Improving Schools Review, 2012, pp. 1-18)
Thursday:
Develop Activity: Choose between:
CURIOSITY, IMAGINATION OR ASPIRATION
Friday:
Report on week’s work. (5-7 pages)
Week Two:
Exploring the symptoms
Monday:
Reading’s and fieldwork discussion.
Short exam.
Tuesday:
The process of social research.
(Ragin, 1994, pp. 56-76)
Wednesday:
Making good arguments: An Overview.
(Booth, Colomb, & Williams, 1995, pp. 88-93, 94-106)
Thursday:
Conduct and evaluate Activity
Friday:
Report on week’s work. (5-7 pages)
Week Three:
Exploring the causes
Monday:
Reading’s discussion.
Short exam.
Tuesday:
Persistence and Change.
(Watzlawick, Weakland, & Fisch, 1974, pp. 1-28)
Wednesday:
Writing reports.
(Lofland & Lofland, 1995, pp. 204-229)
Thursday:
Conduct and evaluate Activity
Friday:
Report on week’s work. (5-7 pages)
Week Four:
Closing Up
Monday:
Triangulation.
(Stake, 1995, pp. 107-116).
Tuesday:
Revising your organization and argument.
(Booth, Colomb, & Williams, 1995, pp. 201-233)
Wednesday:
Working on your final Report
Thursday:
Working on your final Report
Friday:
Presentation and handing over of Final Report
Required readings:
Balfanz, R., Bridgeland, J. M., Bruce, M., & Horning Fox, J. (2012). Building a Grad Nation. Progress and Challenge in Ending the High Shool Dropout Epidemic. Lead Sponsor AT&T, Supporting Sponsor Pearson Foundation: Civic Enterprises, Everyone Graduates Center at Johns Hopkins University, America's Promise Alliance for Excellent Education.
Booth, W. C., Colomb, G. G., & Williams, J. M. (1995). The Craft of Research. Chicago: The University of Chicago Press.
Center for Educational Research and Innovation - CERI. (2007). Understanding the Brain: The Birth of a Learning Science. France: OECD.
Lofland, J., & Lofland, L. H. (1995). Analyzing Social Settings. A guide to qualitative Observation and Analysis (Third ed.). California: Wadsworth Publishing Company, a Division of ThomsonmPublishing Inc.
OECD-Iceland Iproving Schools Review. (2012). Towards a Strategy to Prevent Dropout in Iceland. Iceland: OECD.
Ragin, C. C. (1994). Constructing Social Research. The Unity and Diversity of Method. California: Pine Forge Pree, A Sage Publication Company.
Stake, R. E. (1995). The Art of Case Study Research. California: SAGE Publications.
Watzlawick, P., Weakland, J. H., & Fisch, R. (1974). CHANGE: Principles of Problem Formation and Problem Resolution. New York: W W Norton & Company.
Brief Biography of Instructor:
Sarah Cordero:
Sarah is currently completing her doctorate at MIT with a focus on economic development and sustainability. She holds a Bachelors degree from the University of Costa Rica and a Masters in Public Administration from the Kennedy School at Harvard. She served previously as Profesora Asesora of Management Consulting Practice at INCAE, one of the leading business schools in Latin America, where she also directed an INCAE- Carlson School of Management joint workshop on business and sustainability for eight years. She also served as Dean of the faculty of the Business School at the Latin American University of Science and Technology (ULACIT) in San Jose.
Etty Kauffman:
She has a degree in psychology from the Autonomous University of Monterrey. She has worked with the Foundation since 2009. She is highly recognized for her research on educational issues and violence, and has participated in writing several papers on both topics. She is currently pursuing a master's degree in Sociology Juridical Criminal Law at Ibero-American University for Cooperation and University of Barcelona.
Contact Hours:
20 classroom hours and 90 hours in service learning placement
During service learning, students apply classroom learning to active contributions to the local community through a service or volunteer job in an organization. The work experience is an intrinsic part of the course and serves as the basis for a research project. An important principle is that the student and members of the host organization all learn from the interaction. Everyone should “win” from the situation.
It is evident that Costa Rican Education has suffered a sharp decline in quality and quantity; resulted primarily in high dropout rates and low achievement by High School students. The service learning in Education is jointly developed with Fundacion Accion Joven. Youth Action Foundation is a private, nonprofit organization that seeks to join undergraduate students interested in improving the quality of public secondary education in Costa Rica and sensitize future professionals about social national reality, the importance of solidarity and their role as agents of change in a model to combat drop out causes in high school student. The final product is a written project theoretically-based with the added “reality” of the workplace experience included.
At the end of this course, students will be able to
Readings, lectures, PowerPoint presentations, and specially fieldwork in high schools with high drop-out rates.
Final research report and presentation (45%), fieldwork reports (25 %), short exams (15 %), Class attendance and participation (15 %).
Absences: Each student will be allowed one unexcused absence during the term. Any further absence will require proper documentation in order to justify absences.
Week One:
Overview of Costa Rican Situation and International Comparison
Monday:
Welcoming and introduction to the course.
An “ABC” of the Brain.
(Center for Educational Research and Innovation - CERI, 2007, págs. 23-33)
Tuesday:
Building a Grad Nation.
(Balfanz, Bridgeland, Bruce, & Horning Fox, 2012, pp. 1-18.)
Wednesday:
Towards a Strategy to Prevent Dropout in Iceland.
(OECD-Iceland Improving Schools Review, 2012, pp. 1-18)
Thursday:
Develop Activity: Choose between:
CURIOSITY, IMAGINATION OR ASPIRATION
Friday:
Report on week’s work. (5-7 pages)
Week Two:
Exploring the symptoms
Monday:
Reading’s and fieldwork discussion.
Short exam.
Tuesday:
The process of social research.
(Ragin, 1994, pp. 56-76)
Wednesday:
Making good arguments: An Overview.
(Booth, Colomb, & Williams, 1995, pp. 88-93, 94-106)
Thursday:
Conduct and evaluate Activity
Friday:
Report on week’s work. (5-7 pages)
Week Three:
Exploring the causes
Monday:
Reading’s discussion.
Short exam.
Tuesday:
Persistence and Change.
(Watzlawick, Weakland, & Fisch, 1974, pp. 1-28)
Wednesday:
Writing reports.
(Lofland & Lofland, 1995, pp. 204-229)
Thursday:
Conduct and evaluate Activity
Friday:
Report on week’s work. (5-7 pages)
Week Four:
Closing Up
Monday:
Triangulation.
(Stake, 1995, pp. 107-116).
Tuesday:
Revising your organization and argument.
(Booth, Colomb, & Williams, 1995, pp. 201-233)
Wednesday:
Working on your final Report
Thursday:
Working on your final Report
Friday:
Presentation and handing over of Final Report
Sarah Cordero:
Sarah is currently completing her doctorate at MIT with a focus on economic development and sustainability. She holds a Bachelors degree from the University of Costa Rica and a Masters in Public Administration from the Kennedy School at Harvard. She served previously as Profesora Asesora of Management Consulting Practice at INCAE, one of the leading business schools in Latin America, where she also directed an INCAE- Carlson School of Management joint workshop on business and sustainability for eight years. She also served as Dean of the faculty of the Business School at the Latin American University of Science and Technology (ULACIT) in San Jose.
Etty Kauffman:
She has a degree in psychology from the Autonomous University of Monterrey. She has worked with the Foundation since 2009. She is highly recognized for her research on educational issues and violence, and has participated in writing several papers on both topics. She is currently pursuing a master's degree in Sociology Juridical Criminal Law at Ibero-American University for Cooperation and University of Barcelona.