holistic development in tanzania

Holistic Development in Tanzania Rollins College Field Study, Summer 2014

Dr. Dan Chong Sam Barns

Contact information : E-mail: [email protected] Office: CSS 208 Office phone: 407-691-1709

COURSE DESCRIPTION:

Students will examine the meaning of holistic development through personal experience via its personal, social, economic, and ecological dimensions. You will be immersed in the communities of Mkyashi and Moshi in northern Tanzania for two weeks, and participate in projects that promote community development and international tourism while maintaining the health of the local ecosystem. You will learn about the challenges that the people of Mkyashi face, as well as innovative approaches to development that connect different aspects of good living.

In the foothills surrounding Mount Kilimanjaro, we will be hiking to waterfalls, planting gardens, talking with community leaders, immersing ourselves in the local culture, and doing meditation sessions. We will also take a safari to Serengeti National Park and visit Lake Manyara and Ngorongoro Crater. ASSIGNMENTS AND GRADING: This is a pass/fail course. It is expected that all participants will be self-motivated to learn about development in Tanzania. Although we will certainly do some sightseeing and have fun, this is not a trip designed for students who simply want an exotic vacation. Students who fail to complete ANY of the course assignments at a “C” level or better will NOT receive credit for the course. Participation: All students must attend all of the pre-departure meetings, complete the readings, and actively participate. Students must complete a make-up assignment for any pre-departure meetings that you miss. Community Project: Students will choose from three options to carry out a project for Better Lives in Tanzania, individually or as a group. See the attached description below. (If you are unable to complete this assignment, you may replace it with a research/policy paper on development in Tanzania.) Personal Development Journal: We will use a series of journal entries, short readings and reflections both here and in Tanzania to explore issues of personal identity, habits, values and tools for finding

mailto:[email protected]

and creating balance and inner well-being. Please bring a journal to all group meetings. At the end of the course you can turn in the journal or a simple summary of its contents. COURSE SCHEDULE: During these sessions, we will be discussing the logistics of the trip, plus different topics related to sustainable development in Tanzania. All meetings will be on Fridays at 4:30pm in the Warden Dining Room. Readings will be provided through Facebook and email. April 11:

Learning about Tanzania. April 18:

Sustainable development.

April 25:

Foreign aid and poverty reduction.

May 2:

Social tourism, ecotourism, and social enterprise.

May 9 (if needed):

Last-minute coordination and trip logistics.

Student Projects Option #1 Blog Entry About Your Experience Write a two page blog entry about your experience that includes at least two photographs or video clips. The entries will be posted on the Better Lives website – withholding all personal information – so that others who are considering volunteering can get an idea of what to expect. The content is up to you, as long as the entry is about your experience in Tanzania. Some ideas include:

- A description of your favorite day in Tanzania. Take the reader through the day step by

step and help them imagine they are experiencing the day with you.

- A reflection on your trip. Tell the reader what you did, learned, and felt. What was your

favorite moment? The most difficult moment? The lasting impression the trip has left

with you?

- Anything else you want to write is fine, just as long as it is honest and informative for

future readers.

Option #2 Multimedia Project Create a photojournal (at least 20 quality photos with descriptions), video (at least 3 minutes), or other multimedia project that chronicles your experience. Once again, these will help people who are thinking about volunteering in the future to get an idea of the experience. Additionally, as we continue to work on a remake of Better Lives’ website this bank of high quality photos and other media will be invaluable.

- Photojournals should have at least 20 quality photos with descriptions stating where the

photo took place, what is happening, who is in the photo, and any other interesting

important descriptions.

- Videos should be at least three minutes long and contain only original or creative

commons audio so that they are ready to be posted on the internet.

Option #3 Problem Identification and Solution Identify a problem and come up with a solution following Better Lives’ core process for implementing solutions. The problem could be a problem in the communities we work in, an inefficiency with one of the partner programs we visit, or any other problem you identify on the trip that you think should be solved. If you choose this option you will work with Better Lives’ staff (Sam) to understand the core process and work through your solution until it is implementation-ready. Not all projects will be implemented immediately, but the process will be very beneficial for Better Lives and its partners.

Rollins Field Study Itinerary

Date Time Activities

9-Jun Depart Orlando

10-Jun Travel

11-Jun

Arrive in Tanzania

Transportation to Mkyashi

Lodging

Food

12-Jun 7:00 Breakfast

8:00 Cultural Discussion

Cultural Q&A

9:30 Village Tour

12:00 Lunch and More Q&A w Lyimo

13:00 Project Preparation

Review case studies and prioritize projects

Review processes for selected projects

Review materials requirements for selected projects

Set tentative work schedule for projects

Team Assignments for following day

17:00 Sunset Hike - Ngangu

19:00 Dinner


8:30 Start work on projects

12:00 Lunch at worksites

13:00 Resume work

17:00 Finish work, downtime

19:00 Dinner

20:00 Nightly Meeting

Debrief day

Team Updates - progess? Materials needed?

Team assignments for following day




13:00 Resume work


19:00 Dinner


Debrief day




9:00 Transport to Kinukimori

9:30 Chagga Cultural Tour and Waterfall

13:00 Lunch

14:00 4H NGO Visit

18:00 Return to Kilema

19:00 Dinner

Review of Assignments for Following Day




13:00 Resume work


19:00 Dinner


Debrief day




9:00 Cook and eat lunch with families in small groups

14:00 Meet somewhere after for Chagga style celebration

18:00 Return to lodging for debrief of Kilema projects

19:00 Dinner


10:00 Begin hike to waterfalls

Ndoro Falls

Moonjo Falls

Lunch

18:00 Return to lodging

19:00 Dinner

Safari overview and Q&A

20:00 Packing


7:00 Leave for Safari

All day Safari

20- All Safari

Jun day

21-Jun

All day Safari

20:00 Arrive in Moshi

20:30 Dinner at YMCA


8:30 Meeting with Deo

Overview of Kahe community

Overview of Tupenane

Review case studies and prioritize projects

Review processes for selected projects

Review materials requirements for selected projects

Set tentative work schedule for projects

Team Assignments for afternoon

12:00 Leave for Kahe

12:30 Lunch in Kahe at pilot farm

1:30 Begin projects in Kahe

18:00 Finish work, leave for Moshi

18:30 Arrive Moshi

19:30 Dinner


Debrief day




8:30 Leave for Kahe


12:30 Lunch at pilot farm or worksites


18:30 Arrive Moshi

19:30 Dinner


Debrief day




8:30 Leave for Kahe


12:30 Lunch at pilot farm or worksites


18:30 Arrive Moshi

19:30 Dinner


Debrief day




8:30 Visit YWCA and one other NGO

12:00 Lunch

1:00 Free time in Moshi or group activity option

19:00 Farewell Dinner

21:00 Airport Transfer

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Rollins (Re)Discovers Cuba

Alternative Spring Break

Spring Break 2015

“Once upon a time, Cuba was such a commonplace of the United State’s imagination that

it was included in maps of Florida.” --Ruth Behar, Editor of Bridges to Cuba

Faculty: Prof. Bob Reinauer – Economics Department

[email protected]

Prof. Patricia Tomé, Ph.D. – Modern Languages Department

[email protected]

Trip Dates: February 27 – March 9, 2015

Objectives: Once upon a time, Rollins was such a commonplace to Cubans that the first international

students to set foot on our campus were indeed Cuban students from the University of

Havana. However, our student body has not set foot in the Island since 1958. Rollins

(Re)Discovers Cuba is an alternative Course designed to give you, as a Rollins student,

the unique opportunity to:

1. Discover the connections that tie Cuba and its heritage to Rollins College and

in particular to Florida as a state.

2. Enhance and develop your cultural perceptions as you will be exposed to the

history, economy, politics and culture of a country that has played on important

role in the economy and political life of the United States.

3. Orient and prepare you for the experience through a selection of readings

designed to enhance your visit to the island.

4. Get a first hand look at a culture and an economy in transition

5. Attend several different conferences with interdisciplinary experts (economists,

architect, professors, radio hostess, students, civilians) and visit Havana's cutting

edge film school, Universities and Museums.

7. Research, analyze and collect date for a research paper of a topic of your choice

derived from any aspect of the trip that you found interesting and worthy of

analysis.

8. Share with your friends, classmates and Rollins campus community your



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experience in Cuba via an open campus presentation on the topic of your final

research paper.

9. Volunteer for the community in a neighboring country.

Textbook: Active Blackboard Account

Course Package (available at the bookstore)

Gott, Richard. Cuba. A New History, 2004.

Grading:

Research topic - 25%

Participation - 25%

Final paper or blogs - 50%

Trip Description:

This spring break, we will speak to experts in the field of Cuba—its economy, its politics,

its culture, its music, its people and its current situation—and embark on a tour of Havana

and Pinar del Rio to discover, first hand, contemporary life in Cuba.

An innovative service learning will pair you up with a Cuban student currently studying

at the University of Havana, and together you will learn about the organization, economic

funding and other infrastructure that makes social gardening possible. Through

conversations with founders, focused service, and group brainstorming, we will get a

better picture of social and economical impact and how we can get involved—from

generating an initial idea to building a full-scale project.

Expectations:

1. Attendance is required. Please contact us in advance if you must miss a class.

You will be expected to submit make-up work as appropriate.

2. Participation. This class will be fun, interesting, and relevant. You will get the

most out of it by enthusiastically contributing in activities and discussions.

3. Readings and Exercises. Readings for the week should be completed before class.

We promise the readings are useful—not just for this quarter, but as a great

reference for the entire trip. They have been drawn together from

recommendations by experts in the field and by your professors.

4. Blogs. You are expected to keep blogs with pictures (or videoblogs) of your

entire experience as well as prepare a final 20-25-page paper on the topic of your

choice (previously approved by the professor).

Feedback:

This is as much your class as it is ours. Let us know if you don’t think we have spent

enough time on something or if there are other topics you would like to cover. The

syllabus is not set in stone, and we would love to have your input! Catch us after class or

send us a quick email to let us know how things are going.

Change in Cuba is imminent and tons of changes are occurring at the current moment,

therefore we urge you to read the newspaper on a daily basis and always pay close

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attention to any articles, websites, or other interesting news that you might encounter

throughout your readings, please bring them in to share with the class.

Required Readings:

Required Videos:

Black in Latin America, Cuba: The Next Revolution. PBS series.

http://www.pbs.org/wnet/black-in-latin-america/featured/black-in-latin-america-full-

episode-cuba-the-next-revolution/219/

Suggested Readings:

Bethell, Leslie. Cuba. A Short History. London: Cambridge UP, 1993.

Baker, Geoff. “The politics of Dancing. Reggaetón and Rap in Havana, Cuba” In

Reggaeton. Eds. Raquel Z. Rivera, Wayne Marshall and Deborah Pacini

Hernandez. Duke University Press: Durham, 2009.

Castro, Fidel. Palabras a los intelectuales. La Habana: Ediciones del Consejo Nacional

de Cultura, 1961.

Gott, Richard. Cuba. A New History. New Haven: Yale UP, 2005.

Ritter, Archibald. The Cuban Economy. Pittsburgh: U of Pittsburgh P, 2004.

Muguercia, Magaly. “The Body and Its Politics in Cuba of the Nineties.” boundary 2.

29.3 (2002): 175-85.

Roca, Sergio G. “Reflections on Economic Policy. Cuba´s Food Program.” Cuba at the

Crossroads. Politics and Economic after the Fourth Party Congress. Ed. Jorge

Pérez López. Gainsville: Florida UP, 1994.

Vitier, Cintio. “Resistance and Freedom.” boundary 2 29.3 (2002): 247-52.

Voss, Michael. “Is Cuba set for major changes in 2011?” BBC News

<http://www.bbc.co.uk/news/world-latin-america-12006890> 2 January 2011.

Calendar of Events:

After Cuba – Final Project Presentation and

Submission

Friday, May 1

Final presentation (open to all)

* Hand in 20-25 research

paper (instructions and

guidelines posted on BB).

http://www.pbs.org/wnet/black-in-latin-america/featured/black-in-latin-america-full-episode-cuba-the-next-revolution/219/

http://www.pbs.org/wnet/black-in-latin-america/featured/black-in-latin-america-full-episode-cuba-the-next-revolution/219/

http://www.bbc.co.uk/news/world-latin-america-12006890

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In Cuba

Trip Itinerary

Friday, February 27

10:00 AM Check in Viaje Hoy Charter Flight SWQ3145

2:00 PM Departure from Miami

3:00 PM Arrival in Havana

Money exchange at the airport

4:00 PM Brief city tour – Visit to the Revolution Square

5:00 PM Check-in at Hotel Paseo Habana

6:00 PM Orientation meeting with local coordinators

7:00 PM Welcome dinner at Hotel (included)

Saturday, February 28

9:00 AM City tour in Old Havana

Walking tour in Habana Vieja. Explore the historical and oldest district

of Havana; walk along Plaza Vieja, Mercaderes street, Plaza de Armas,

and the Cathedral.

1:00 PM Lunch in Old Havana El Mesón de la Flota (included)

3:00 PM Tour Vedado and Miramar, including the Anti-imperialist Tribune, the

University of Havana, Hotel Nacional and the Miramar Trade Center

5:30 PM Return to Hotel Paseo Habana

Free for dinner and optional cultural activities

8:00 PM Optional Baseball game NOT CONFIRMED

Sunday, March 1

Sunday, March 1

9:30 AM Walk to the Farmer’s Market near to the hotel

10:00 AM Meeting with members of the Community Project Espiral; a grassroots

organization dedicated to educate young people on environmental issues

and sustainable development

1:00 PM Lunch at La Catedral in Vedado (included)

3:00 PM Visit the Muraleando Community Project

6:00 PM Return to the hotel

Free time and dinner on your own

Monday, March 2

9:00 AM Presentation by a representative of the Office of the Historiador de La

Habana on preservation and restoration process 11:30 AM Visit to the scale model of Old Havana

12:00 PM Lunch at La Imprenta in Old Havana (included)

2:00 PM Conference with Urban Planner and Architect Miguel Coyula Restoration

process and architecture in Old Havana

Free for dinner

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Tuesday, March 3

9:00 AM Meeting with a representative of the Cuban Institute of Friendship with

the People (ICAP) 10:30 AM Visit to the University of Arts (ISA)

12:30 PM Lunch in at La Ferminia in Miramar (included)

2:30 PM Visit the Organic Agricultural Urban Cooperative of Alamar meet with

managers, specialists and workers.


Free for dinner

Wednesday, March 4

8:00 AM Departure to Cienfuegos (Drive 3.5 to 4 hours with one stop)

12:30 PM Lunch in Cienfuegos on your own (we will arrange a group lunch at El

Tranvia Paladar)

1:30 PM City tour in Cienfuegos

4:00 PM Drive to Trinidad (1 hour)

5:00 PM Check-in at Hotel Las Cuevas or similar in Trinidad

7:00 PM Dinner at the hotel (included)

Thursday, March 5

9:00 AM City tour in Trinidad

Walking tour in Trinidad to look at the restoration and preservation project

12:30 PM Lunch in Trinidad (not included)

2:00 PM Optional trip to Ancón Beach


7:00 PM Dinner at the hotel (included)

8:30 PM Meeting with a CDR (neighborhood committee)

9:30 PM Optional cultural activities

Friday, March 6

10:00 AM Hotel checkout

Trip to Topes de Collantes and then continue to Santa Clara

1:00 PM Lunch in Santa Clara (included)

2:00 PM Visit to the Museum and Memorial of Ernesto Che Guevara

Visit Parque Vidal and the Tren Blindado

3:30 PM Return to Havana

7:00 PM Arrival in Havana – hotel check in

Free for dinner

Saturday, March 7

9:30 AM Community service at school with Espiral

12:30 PM Cajita lunch included


5:00 PM Cultural activity with the community project, Okan-Tomi, that explores

and reworks Afro-Cuban dances and music traditions.

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7:30 PM Farewell dinner at Motivos-Razones Paladar

Farewell party with Cuban guests at Madrigal

Sunday, March 8

8:00 AM Hotel checkout

8:30 AM Departure for Artemisa (Drive 1 hour)

10:00 AM Visit Las Terrazas, a biosphere reserve and national park in the Sierra del

Rosario of Pinar del Rio. Walk around the community of 1000 inhabitants

and meet local artists, Learn about the history of this community funded in

1970 and the massive reforestation program implemented in the early

1970s.

11:30 AM Dialogue with local artists

1:00 PM Lunch at La Casa del Campesino (included)

2:30 PM Visit Café de María and have discussions with local coffee producers and

vendors

3:30 PM Check-in at Hotel La Moka

Optional activities: San Juan River, hiking, row boating, swimming pool

Free for dinner and overnight at Hotel La Moka

Monday, March 9

10:30 AM Hotel check-out

11:00 AM Transfer to the airport

12:30 PM Lunch on your own at the airport

1:00 PM Check-in Viaje Hoy Charter Flight SWQ3146

4:00 PM Departure from Havana to Miami

5:00 PM Arrival in Miami

EDU 346/546 Intercultural Studies: Rural Education in Rwanda

June 6-29, 2016

4 credits

In 1994, within a three month period, almost one million Rwandans were murdered, in

their homes, their schools, their churches and their neighborhoods. Since then, the people

of Rwanda and their government leaders have gradually reconstructed their economy,

their families, and their systems of healthcare and education. The Rwandan Education

Assistance Project (REAP) is a small non-profit organization that is partnering with other

organizations in the US and Rwanda, including the local, regional and national

government, to build a model for rural education in Rwanda. REAP has concentrated its

work on a local partnership with a large rural school in the village of Musha in the

Ramagana district of the Eastern province. This Field Study is focused on the

implementation of a strategic plan for rural education at the Duha Complex School in the

village of Musha. You will work on several projects that are part of this strategic plan,

including small business development, English language learning, the integration of

technology into the classroom, and the expansion of family and community involvement

in local education.

Learning outcomes for this field study:

1. Students will learn effective techniques for teaching English to children and adults

(teachers) in a poor rural school

2. Students will understand the similarities and differences between their own culture

and the culture of Rwandan adults and children in both rural and urban settings

3. Students will develop personal relationships with children and adults in rural Rwanda

Faculty Leader: Scott Hewit

Program Location: Rwanda

Travel Dates: May 27 – June 19, 2016

Credit: 4 Credits, graded C/NC

Prerequisites: 1 credit orientation course during spring semester 2016

Course Requirements: Mandatory pre-trip meetings, assigned readings, full

participation in Field Study activities, journal responses, and reflection paper

Anticipated Number of Students: 10

Estimated Program Fee: $3,925

Program Fee Includes: Tuition, round-trip airfare from Orlando, accommodation,

meals, activities and excursions, in-country transportation, health and emergency

insurance

Program Fee Does Not Include: Transportation to/from the Orlando Airport: Costs

will vary Immunizations: Costs will varyPersonal Expenses: Costs will vary

Visa: Not required for U.S. citizens

4. Students will learn that they can live in an environment without clean water, English

language speakers, electricity, hot water, Internet, phone service and fast food

5. Students will understand the process of developing a small business in rural Rwanda

6. Students will demonstrate flexibility working with others, assuming leadership roles

in some activities and yielding to other students in other activities

Journal and Final Reflection Paper

Students will document their work every day in a reflective journal that includes both an

account of their activities and a more in depth analysis of the effectiveness of their work,

including plans to modify subsequent work. These journals will be submitted, along with

a ten-minute mixed media presentation (see below). The journal will be submitted with a

final reflection paper no later than August 1, 2016, and the ten-minute mixed media

presentation will be submitted no later than September 15, 2016.

Mixed Media Presentation

Each student will gather information via journaling, photography, videotaping, etc. and

create a ten-minute mixed media presentation to be presented to the Rollins College

community in late September or early October of 2016.

The presentations should:

Be personalized to reflect your own unique experience in Rwanda

Integrate color, sound, images, etc.

Communicate the critical personal and professional outcomes of your experience

Be grammatically and graphically sound

Daily Schedule and Itinerary

Every weekday students will wake up at 6 am, take a cold shower, drink tea/coffee, eat

bread and jam, pack a sandwich and bottle of water for lunch, gather daily school

materials, walk 2.5 miles up a dirt road to the school, work with students and teachers all

day, return to the orphanage, eat dinner, and plan and prepare for the next day at school.

On weekends students will visit genocide museums, national parks, and nearby urban

centers, learning firsthand about the history of Rwanda, the ecosystem of Rwanda, and

the economy of Rwanda.

The main contact is Ed Ballen, founder of the Rwanda Education Assistance Project

(REAP), a non profit organization based in New York. Ed and I have traveled to Rwanda

since 2010. In Rwanda we have a long list of contacts that includes the Minister of

Education, district and school officials in the local school district, school headteachers

and teachers at the Duha Complex School, headteachers and teachers at other schools in

Rwanda, and area businessmen who have a vested interest in the work REAP is doing.

REAP has been working with the Duha Complex School for seven years now and has a

locally approved strategic plan stretching over ten years that is designed to build Duha

Complex School into a prototype for rural education throughout Rwanda. All of the

work Rollins students will do on this field study will be directly related to this locally

approved strategic plan.

We also have an in-country contact who provides the lodging and meals at the Hameau

de Jeunes orphanage in the village of Musha.

TENTATIVE PROGRAM ITINERARY

1. Depart from Orlando Friday May 27, arriving in Kigali Saturday May 28.

2. Sunday May 29, visit with children at orphanage, meet staff members, plan and

prepare for first day at school

3. Monday May 30 to Friday June 3, walk to school, work with children and adults

using strategic plan, spending evenings planning and preparing for each day

4. Saturday June 4, day trip to Akagara National Park in Eastern Province (zebras,

elephants, giraffes, hippos, baboons, monkeys)

5. Sunday June 5, rest, plan and prepare for second week at school

6. Monday June 6 to Friday June 10, walk to school, work with children and adults

using strategic plan, spending evenings planning and preparing for each day

7. Saturday June 11, day trip to Kigali to genocide museum, lunch, shopping, and gift

buying

8. Sunday June 12, rest, plan and prepare for third week at school, other REAP team

members arrive and coordinate planning and preparation with Rollins students

9. Monday June 13 to Friday June 17, walk to school, work with children and adults

using strategic plan, spending evenings planning and preparing for each day and

coordinating with REAP team members

10. Saturday June 18, day trip to Kigali for lunch and last minute shopping

11. Saturday June 18, leave Kigali, arrive in Orlando Sunday June 19

Work Projects

The following projects are in no particular order. Individually, in pairs, and as a whole

group, you need to prioritize them so we can have our work in front of us.

The first project is for all of us. We will study the new P1 and P4 English curriculum (on

Bb) and prepare a series of activities that will both reflect the new curriculum AND be

more highly engaging and authentic. We will demonstrate these activities, then co-teach

them with teachers, and then observe teachers teaching them on their own.

Project Descriptions:

New English curriculum for P1 and/or P4 (see above)

Series of video clips, integrating a combination of slides or video clips, sound

(music and/or narrative), and subtitles. These videos will be focused on projects

that are the major focus of REAP, including literacy work, students in leadership

positions, stories of individual students, the lunch program for teachers, programs

at the Community Center, adult literacy program at nearby church, or Saturday

School. Videos should be created to draw in the viewer, leave a powerful

message about the impact REAP has had, and how we are contributing to a new

way of learning.

Creation of a primary school garden. This has been done in the past but has

fizzled, so the focus must be on how to make it sustainable, and how to structure

it fully enough so that it is maintained after we leave. Many students and their

families have gardens at home, and this project would link the new English

curriculum to students’ lives, and also be a way for students and teachers to

collaborate to produce food for poor families.

Test taking strategies. P6 and S3 take national exams. We have worked on test

taking strategies before, and it is very important and very welcomed by teachers

and students. We can get our hands on sample exams, get information on recent

areas of weakness on exams, and more.

New Coca Curriculum (PE, Health, Music and Art). I can get this and put it on

Bb. It is part of the daily schedule and the teachers do not have a good grasp of it

at all. A series of activities (involving equipment and supplies) can be

demonstrated, co-taught, and then we can observe teachers teaching it on their

own, similar to the English activities.

Other projects will arise when we arrive and assess high priority needs, but this is

what we can prepare now.

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Department of Education

Rollins College

COURSE: EDU 346/546, Educating Immigrants in the Netherlands INSTRUCTOR NAME: Professor H. James McLaughlin 407-646-2718 [email protected] 241 Cornell Social Sciences building MEETING TIMES: On site in the Netherlands COURSE DESCRIPTION:

Students will investigate educational and social conditions related to immigrants in the Netherlands, and relate what they learn to what they know about these issues in the USA.

PREREQUISITES OR CO-REQUISITES: EDU 345/545 REQUIRED TEXTS: Portions of these texts will have been read and discussed in Spring 2017 during EDU 345/545, before going on the trip.

Crul, M., & Holdaway, J. (2009). Children of immigrants in schools in New York and

Amsterdam: The factors shaping attainment. Teachers College Record, 111(6), 4-5. Crul, M., & Schneider, J. (2009). Children of Turkish immigrants in Germany and the

Netherlands: The impact of differences in vocational and academic tracking systems. Teachers College Record, 111(6), 5-6.

de Valk, H. A. G., Noam, K. R., Bosch, A. M., & Beets, G. C. N. (2009). Children in

immigrant families in the Netherlands: A statistical portrait and a review of the literature. Florence, Italy: Innocenti Research Center.

Ersanilli, E. (2007). Netherlands. Hamburg, Germany: Focus Migration. Huijgen, V., & Petrany, S (2013). Segregation in Dutch primary schools. Amsterdam,

Netherlands: Humanity in Action.


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Lucassen, L. (2014). To Amsterdam: Migrations past and present. In N. Foner, J. Rath, J. W. Duyvenda, & R. van Reekum (Eds.), New York and Amsterdam: Immigration and the new urban landscape (pp. 52-81). New York, NY: NYU Press.

Michalowski, I. (2005). What is the Dutch integration model, and has it failed. Hamburg,

Germany: Focus Migration. Muslims in Amsterdam (2010). New York, NY: Open Society Foundations. Uitermark, J, Duyvendak, J. W., & Rath, J. (2014). Governing through religion in

Amsterdam: The stigmatization of ethnic cultures and the uses of Islam. In N. Foner, J. Rath, J. W. Duyvenda, & R. van Reekum (Eds.), New York and Amsterdam: Immigration and the new urban landscape (pp. 170-193). New York, NY: NYU Press.

Understanding Amsterdam. (2013).

http://www.os.amsterdam.nl/pdf/2013_understanding_amsterdam.pdf van der Hoek, T. (2005). Through children’s eyes: An initial study of children’s personal

experiences and coping strategies growing up poor in an affluent Netherlands. Florence, Italy: Innocenti Research Center.

COURSE GOALS

Class participants will:

1) Examine educational, social, and religious issues associated with Moroccan and Turkish children in the Netherlands

2) Learn how to develop, implement, and evaluate a Photo Documentary learning

experience with Dutch K-12 students 3) Learn effective techniques for teaching writing in English, in a Dutch school

environment 4) Keep a Learning Log throughout the trip to the Netherlands, and use it for discussions

and as a basis for the final paper

5) Write a final paper in which they incorporate visual and written text to summarize what they have learned about the social, religious, cultural, and educational issues associated with immigrants in Amsterdam, Netherlands

STUDENT LEADERSHIP

In groups of 2 or 3, students will determine topics and questions for one of the Dinner + Discussion sessions, and help to lead the session.

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Sessions: Group 1: First Friday, June 2 Group 2: First Tuesday, June 6 Group 3: Second Friday, June 9 Group 4: Second Tuesday, June 13

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PHOTO DOCUMENTARY PROJECT See attached document

COURSE ASSIGNMENTS AND EVALUATION Learning Log: A “check-off” assignment to assure that it was completed; 12 entries

• Students will make a log entry daily, by writing for at least 10 minutes. The Logs will be given to the professor every weekday except for the last Tuesday. Each entry will count for 3 points, for a total of 36 points. • There will be no established topic or prompt; students will write about what they are learning that is related to sociocultural and educational issues. • Students may use their Learning Log entries to respond to discussion questions during our “Dinner + Discussion“ sessions that will occur 4 times during the trip. • Students will use their Learning Log entries as material to help them write the final Intercultural Reflection Paper.

Dinner + Discussion

• Each student will take leadership in developing question prompts and helping to lead a session of “Dinner + Discussion.” This will count for 7 points.

Intercultural Reflection Paper

• Students will write a paper that summarizes what they learned from the experience about sociocultural issues in the Netherlands, about educational issues related to the education of immigrants, and about their own knowledge and beliefs. • The paper will include an analysis of a “Critical Incident” during the trip, in which the students learned something important about the host society and themselves. • The paper will be graded as Credit/No Credit, and may be revised.

• At the end of the paper, students will note what they want to learn more about, and why they want to do so. The paper will be at least 8 pages long, double-spaced with 1-inch margins. • Students will include visual text as appropriate.

Paper is due June 28, 2017

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SUMMARY OF GRADING

Learning Log: 36 points Intercultural Reflection Paper: 50 points Dinner + Discussion Leadership: 7 points Participation in Trip Activities: 7 points (1 point will be taken off each time a student is late or not prepared) Final Grade is Pass/Fail: Student must have 70/100 points in order to pass

COURSE EXPECTATIONS

The Honor Pledge and Reaffirmation Membership in the student body of Rollins College carries with it an obligation, and requires a commitment, to act with honor in all things. The student commitment to uphold the values of honor - honesty, trust, respect, fairness, and responsibility - particularly manifests itself in two public aspects of student life. First, as part of the admission process to the College, students agree to commit themselves to the Honor Code. Then, as part of the matriculation process during Orientation, students sign a more detailed pledge to uphold the Honor Code and to conduct themselves honorably in all their activities, both academic and social, as a Rollins student. A student signature on the following pledge is a binding commitment by the student that lasts for his or her entire tenure at Rollins College:

The development of the virtues of Honor and Integrity are integral to a Rollins College education and to membership in the Rollins College community. Therefore, I, a student of Rollins College, pledge to show my commitment to these virtues by abstaining from any lying, cheating, or plagiarism in my academic endeavors and by behaving responsibly, respectfully and honorably in my social life and in my relationships with others. This pledge is reinforced every time a student submits work for academic credit as his/her own. Students shall add to the paper, quiz, test, lab report, etc., the handwritten signed statement: “On my honor, I have not given, nor received, nor witnessed any unauthorized assistance on this work.”

Material submitted electronically should contain the pledge; submission implies signing the pledge. Also, it is important that you understand the meaning of "plagiarism," so that you can avoid it. On page 349 of the Publication Manual of the American Psychological Association (APA), plagiarism is defined in this way:

Plagiarism (Principle 6.22). Psychologists do not claim the words and ideas of another as their own; they give credit where credit is due. Quotation marks should be used to indicate the exact

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words of another. Each time you paraphrase another author (i.e., summarize a passage or rearrange the order of a sentence and change some of the words), you will need to credit the source in the text.

Attendance Policy

Regular attendance for all activities during the Field Study is expected. Attendance includes meaningful active participation in activities and on-site seminars. If you have a medical emergency that requires you to leave the Field Study before its conclusion, with prior approval of the professor you may be given an Incomplete, and we will then discuss how you can fulfill the class requirements. STUDENTS WITH DISABILITIES

Rollins College is committed to equal access and does not discriminate unlawfully against persons with disabilities in its policies, procedures, programs, or employment processes. The College recognizes its obligations under the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 to provide an environment that does not discriminate against persons with disabilities. If you are a person with a disability on this campus and anticipate needing any type of academic/medical accommodations in order to participate in your classes, please make timely arrangements by disclosing this disability in writing to the Disability Services Office at (Box 2772) – Mills Building, 1000 Holt Ave., Winter Park, FL, 32789. Appointments can be scheduled by calling 407-646-2354 or by emailing: [email protected] PROHIBITION OF DISCRIMINATION (TITLE IX) Rollins College is committed to creating and maintaining a community in which students, faculty and staff can work together in an atmosphere free of sex and gender based discrimination. Rollins is strongly opposed to all forms of sex and gender based discrimination (including sexual assault, intimate partner violence, stalking, and sexual harassment) and is committed to providing support, resources, and remedies to individuals that have experienced sex and gender based discrimination. Faculty members are responsible employees under Title IX and must share information about sex and gender based discrimination with the Title IX Coordinator. Information about available confidential resources, support services, and reporting options can be found online at www.rollins.edu/sexual-misconduct. RELIGIOUS ACCOMMODATION In accordance with rules of the Florida Board of Education and Florida law, students have the right to reasonable accommodations from the College in order to observe religious practices and beliefs with regard to class attendance, the scheduling of examinations, and work assignments. Students who wish to be excused from course work, class activities, or examinations must

http://www.rollins.edu/sexual-misconduct

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notify me in advance of their intention to participate in religious observation and request an excused absence. I will provide a reasonable opportunity to make up such excused absences, if approved. APA STYLE WEBSITES http://www.wisc.edu/writing/Handbook/DocAPA.html http://www.english.uiuc.edu/cws/wwrorkshop/bibliography/apa/apamenu.htm http://www.apastyle.org/fifthchanges.html ITINERARY Leave on Wednesday, May 31 and arrive on Thursday, June 1

3:00 on: Train to Centraal Station and Tram 13 to Larende Check in at Hotel Larende 6:00: Meet and go to de Hallen food court; may watch movie afterward Friday, June 2

9:00: Take boat tour with Rederij Paping 10:00: Dropped off at Rembrandtplein or near opera house

Buy Museumkaarts at Rembrandthuis 12:00: Lunch at City Archive (Vizjelstraat 88)

1:00-2:30: Presentation and walk with Corinne from MDRA 4:00: Talk with college students at Argan 5:30: Eat dinner with college students Return to Larende: Discussion

Saturday, June 3

7:00: Breakfast at Larende 8:00 Meet Damstede students from 2015 at Centraal Station Take train to Delft 9:25: Arrive in Delft; check in at Hotel Emausport 10:00: Go to Royal Delft 11:30: Lunch in town together: Stads-Koffyhuis -- Oude Delft 133 (E 7-12; closes at 6:00 pm) 12:30: Tour of Delft 2:00: Vermeer CentrUm (Voldersgracht 21) 6:00: Meet at Nieuwe Kerk; independent dinner

10:00: Everyone back at hotel Sunday, June 4

http://www.wisc.edu/writing/Handbook/DocAPA.html

http://www.english.uiuc.edu/cws/wwrorkshop/bibliography/apa/apamenu.htm

http://www.apastyle.org/fifthchanges.html

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Breakfast at hotel; leave hotel at 9:10 and be at train station by 9:20 9:30: Train and bus to Muidenslot 12:00: Lunch at Ome Ko

1:30: Bus to Centraal Station 2:30: Meet Damstede parents at Centraal Station; we take tram to Larende

7:00: Dinner in Amsterdam together at de Hallen Monday, June 5

Before 8:45: Breakfast 8:45: Walk to St. Jan 9:00-12:00: St. Jan to meet children and teachers; introductions, conversation, selections of photos and design of poster 12:30: Tram to old city 1:00: Lunch 1:45: Tour Our Lord in the Attic

2:30-4:00: Explore de Wallen 4:00 Tram to hotel

7:00: Dinner at restaurant Tuesday, June 6

Before 8:45: Breakfast 8:45: Walk to St. Jan 9:00-12:00: Work with students at St. Jan; focus on writing and designing posters 12:25: Tram to Little 9 Streets

12:40: Eat lunch 1:30-4:00: Explore Little 9 Streets and Jordaan 4:00: Tram to hotel

7:00: Dinner Plus Discussion at Larende Wednesday, June 7

9:30: Visit Anne Frank House, with a special tour

12:00-4:30: Work with students at St. Jan; stay afterward to talk with teachers 4:30: Walk back to Larende 7:00: Dinner together

Thursday, June 8 Before 8:00: Breakfast 8:08: Tram and bus to Damstede school 9:00 to 3:00: Work with students at Damstede a.m.: Introductions and conversation

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p.m.: Select photos; design poster 3:20: Bus and tram to hotel 7:00: Dinner together

Friday, June 9

9:00 to 3:00: Work with students at Damstede a.m.: Draft of writing in English and Dutch p.m.: Finish writing; work on poster 3:20: Bus and tram to hotel

7:00: Dinner Plus Discussion Saturday, June 10

8:15: Breakfast together 9:00 to 12:00: Open morning for students • Students go where they wish, after letting me know where they will be • No one can go alone Everyone returns to the hotel by 12:00 12:00 to 4:00: Take tram and bus to Yamina’s family, for lunch 7:00: Dinner together near hotel

Sunday, June 11

Until 11:30: Open time 11:30: Tram to Centraal Station 12:00: Meet Damstede students from 2015/2017 12:00-5:30: Spend day with Damstede students; 2 Rollins/2-4 Damstede 5:30: Meet at Centraal Station; return to Larende

7:30: Dinner at Larende

Monday, June 12

Until 11:00: Open time 11:00: Tram to Centraal Station; bus to Damstede 12:00 to 4:30: Work with students at Damstede Until 2:00: Finish posters 2:00-2:30: Conversation and music

3:00: Set up exhibit 3:30: Hold exhibit

5:30: Dinner with Yamina and teachers After dinner: Return to Larende

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Tuesday, June 13 8:45: Tram and walk to museum quarter 9:00-10:30: Visit Rijksmuseum 10:30: Rent bikes and explore Vondelpark 12:00 Lunch together at t’Blauwe Theehuis, to discuss what we learned from the

museum visit: Choose 2 photos each from Floors 2, 3, and 4, to show what most interested you, and why

1:30-2:30: Visit Stedelijk or Van Gogh Museum 3:00: Meet and discuss 3 photos from one of the museums just visited 4:00: Return to Larende 7:00: Dinner Plus Discussion, to look back at our experiences

Wednesday, June 14 Return to Florida Breakfast at 6:15 a.m. Leave Larende for airport at 6:45 a.m., on a minivan

Plane leaves at 9:25 am

ENV 105 Barry Allen First Year Field Experience August 2016

Costa Rica Field Study Aug. 5 - 6 on campus

Aug. 7 – 16 in Costa Rica Additional on campus meetings TBA

This course will enable us to study firsthand the differing management strategies

associated with different protected areas in Costa Rica. The different areas include

national parks, national wildlife refuges, large and small private preserves and biological

corridors. Each has a role to play in protecting the natural resources necessary for

sustainable development.

COURSE GOALS:

1. To understand the role of national parks and protected areas in an overall strategy for

sustainable development.

2. To understand the different categories of protected areas and the rationale for each.

3. To understand the differences in management strategies resulting from differing

regional contexts.

4. To appreciate the inherent conflicts and difficulties in managing national parks and

protected areas.

Learning outcomes: As an introductory course, the following learning outcomes will be introduced:

Inquiry, analysis, and problem solving (individual and collaborative) - achieved

through investigation of specific protected areas, discussion with protected area

managers, and preparation of final course project.

Critical reading and thinking - achieved through exposure to widely differing views (in

both readings and discussion with on site practitioners) of the impacts of conservation

activities on local populations.

Creative thinking - achieved through active class participation and the completion of the

final course project.

Oral communication - achieved through required presentations to RCC during the fall

term.

Bilingual literacy - it is hoped that this field study in coaster rate for will inspire students

to pursue facility in a second language.

Texts:

Les Beletsky, Costa Rica: The Ecotraveller’s Wildlife Guide, Northampton, MA:

Interlink Books, 2013. (excerpts) There are a number of different editions of this book

available online. All of the additions contain the same plates for field identification of

species. I have put on Blackboard the sections I would like you to read. Please purchase

any one of the earlier (and less expensive) editions, which can be found online and bring

to campus. You might want to bring it on the field study.

Miller, Ecotourism Development in Costa Rica: The Search for Oro Verde, Lanham,

MD: Lexington Books, 2012. This book is available in a Kindle edition. I would

recommend the e-version over the very expensive hardcover edition.

Other than Miller (above), all the readings are all on Blackboard.

The required readings for the the course should be completed by July 25th. They are

listed below:

Beletsky, Costa Rica pp. 1-48, 49-52, 65-68, 69-73, 97-103, 179-182, 187-192, 220-222.

(purchase online) (ISBN 978 1 56656 529 5)

http://www.amazon.com/Ecotourism-Development-Costa-Rica-Search/dp/0739174606/ref=sr_1_1?s=books&ie=UTF8&qid=1374254667&sr=1-1&keywords=miller+ecotourism

Miller (all)

Prugh, Thomas and Erik Assadourian, “What is Sustainability Anyway? “ WorldWatch,

September/October, 2003.

Wheelwright, “Conservation Biology” from Nalini Nadkarni, ed., Monteverde : Ecology

and Conservation of a Tropical Cloud Forest, Oxford: Oxford University Press, 2000.

Burlingame, Leslie, “Conservation in the Monteverde Zone” ”from Nalini Nadkarni, ed.,

Monteverde : Ecology and Conservation of a Tropical Cloud Forest, Oxford: Oxford

University Press, 2000.

Allen, Barry, Lee Lines and Debra Hamilton. The Economic Importance of Extending

Habitat Protection Beyond Park Boundaries: A Case Study from Costa Rica in The

George Wright Forum vol. 25, no. 1 (2008) pp.30-35.

Please read (and follow suggestions in) Student Packing List in Blackboard.

Field Study Project:

While visiting each of the areas listed below, we will engage in on site investigation with

local administrators, community organizers and naturalist guides. Your grade will be

determined by a well illustrated (approximately) 15-page paper that discusses:

1) how sustainable development in Costa Rica is dependent on conservation and

how conservation is dependent on sustainable development and

2) the management strategies of each of the protected areas visited.

Calendar

July xx Conference call (Date & Time TBA)

Aug 5 Welcome Dinner

Aug 6 Field Study Orientation and Class

Aug. 7 – 10 Monteverde

One of the most diverse and important environments in Costa Rica is Monteverde. Its

extensive private and public reserves protect 250 species of butterflies, more species of

bats, and more species of birds. 40% of all mammal species are found in Monteverde.

Monteverde’s economy is based on ecotourism since being “discovered” by George

Powell, a University of California ornithologist, in 1970. Visitation to the area has

transformed the economy from farming to tourism. Local residents soon realized that it

was much easier to milk the tourists than to milk their cows. Visitation to the

Monteverde Cloud Forest Preserve (MVCFP) alone has grown to 50,000 visitors per

year. The resulting demand for hotels, restaurants, natural history guides and other

services has resulted in a standard of living for Monteverde’s residents that is much

higher than most other regions of the country.

This prosperity, however, is threatened by environmental impacts ranging from global

climate change to water pollution, solid waste disposal and deforestation, to name just a

few.

Cala Lodge 011 506 2645 5626 or 011 506 8358 9614

Aug. 10 - 12 La Ensenada National Wildlife Refuge

Costa Rica law provides for both public and private National Wildlife Refuges. Private

Refuges, like La Ensenada, must comply with strict regulations intended to protect

biological diversity and other environmental services. In return, these private entities can

promote their facilities with the national designation.

The La Ensenada Wildlife Refuge protects mangroves and wetlands at the mouth of the

Rio Abangares, which empties into the Gulf of Nicoya just north of Isla de Pajaros

Biological Reserve. These two reserves protect the nesting areas of many species of

marine birds. The area is also the southern terminus of the Monteverde-Nicoya

Biological Corridor.

Ensenada Lodge 011 506 2289 6655 or 011 506 2288 6890

Aug. 12 - 14 Carara Nationl Park/ Baru National Wildlife Refuge

Carara National Park is one of only three places in Costa Rica with a relatively healthy

population of scarlet macaws. The sight of these magnificent birds in flight is thrilling!

While the macaws are the stars of the show, Carara boasts a mind-boggling list of over

420 bird species. That is about half of all the bird species in the entire country. The

reason for this tremendous diversity is in Carara’s location at the transition between

humid tropical forest and dry tropical forest. By the way, “carara” is the indigenous word

for river of crocodiles and there are lots of them! Carara is also a great place to spot

mammals, including monkeys, sloths, coatis and tayras.

It is hard to believe that the Hacienda Baru was cattle pasture and rice fields when

restoration began in 1979. Now, this 815 acre privately owned and managed National

Wildlife Refuge protects habitats from coastal mangrove and beach to mid-montane

primary rainforest and is home to anteaters, sloths, monkeys, ocelots and more than 350

species of birds. Dense secondary forest has grown up where cattle once roamed, leaving

little evidence of the Hacienda's former incarnation. Cacao and teak plantations still exist,

but today the monkeys harvest the cacao. The teak provides wood for all construction on

the Hacienda, providing a sustainable resource, which enables the preservation of the

forest.

Hacienda Baru 011 506 2787 0003

Aug. 14 - 16 San Gerardo de Dota

Access to San Gerardo de Dota is from the summit of Cerro de la Muerte (the highest

point in the Costa Rican section of the Inter-American Highway). We will leave

the páramo as the road descends through oak forest and enter into a narrow valley of

flowers, orchards and rushing streams. Here, at an elevation ranging from 1250 to 2500

meters, is the private biological reserve of the Chacon family. The reserve is home to

about 170 species of birds and is perhaps the best place in the country to see such species

as the volcano hummingbird the flame-colored tanager, and Cost Rica’s most famous

bird, the resplendent quetzal. This town is also known for its amazing peach, plum and

apple orchards. Despite its wonderfully cool climate, extensive biological diversity and

excellent accommodations, this area is still well off the beaten path and retains its “tico”

personality.

Savegre Mountain Lodge 011 506 2771-9686

Aug. 16 Departure for Orlando

TBA Presentations to RCC classes.

Flight Information:

Aug. 7 JetBlue Flight 1695 11:40 AM Orlando - San Jose 12:46 PM*

Aug. 16 JetBlue Flight 1696 1:42 PM San Jose – Orlando 6:59 PM*

*Costa Rica is on Central Standard Time (2 hours earlier than

Orlando)

Grading:

Pre-departure exam……………………25% (distributed electronically and due Aug. 1st)

Field Study project…………………….25

Class Participation……………….……25

Post field study on campus activities….25

100%

Final course grade will be credit or no-credit. If a grade of 'C-' or better is earned, a

mark of 'CR' and two semester hours are granted. If a grade below a 'C-' is earned,

the course is abandoned, or the course is withdrawn from after the penalty deadline,

a mark of 'NC' is granted. In any case, the grade point average is not affected.

THE ACADEMIC HONOR CODE

Membership in the student body of Rollins College carries with it an obligation, and

requires a commitment, to act with honor in all things. Because academic integrity is

fundamental to the pursuit of knowledge and truth and is the heart of the academic life of

Rollins College, it is the responsibility of all members of the College community to

practice it and to report apparent violations.

The following pledge is a binding commitment by the students of Rollins College:

The development of the virtues of Honor and Integrity are integral to a Rollins

College education and to membership in the Rollins College community.

Therefore, I, a student of Rollins College, pledge to show my commitment to

these virtues by abstaining from any lying, cheating, or plagiarism in my

academic endeavors and by behaving responsibly, respectfully and honorably in

my social life and in my relationships with others.

This pledge is reinforced every time a student submits work for academic credit as his/her

own. Students shall add to all papers, quizzes, tests, lab reports, etc., the following

handwritten abbreviated pledge followed by their signature:

“On my honor, I have not given, nor received, nor witnessed any unauthorized

assistance on this work.”

Material submitted electronically should contain the pledge; submission implies signing

the pledge.

holistic development in tanzania

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