Locked Up: Incarceration in Question 2017

Class Mission:

  • No one over-dominates the conversation. 
  • Everyone participates, no slipping by
  • Recognize when someone is getting upset/overheated and back off. 

Class Goals:

  • Stick to our schedule/s
  • Organizational skills
  • Develop emotional strength with becoming overwhelmed
  • Getting better at group work
  • E/affect real change + help people we’re working with
  • Develop confidence in uncomfortable settings
  • Confident in our beliefs
  • Comprehensive understanding of the methodology of service learning
  • Continue to share and connect with one another (bring learning back to the class).
  • Create a space youth are empowered in
  • Be honest.  Be ethical
  • Don’t let the connection you make in this class slip away
  • Show compassion/make them feel important
  • Produce a professional product
  • To share (give and get) the progress and struggles of the service learning project
  • Open minded
  • Learning how to respect others
  • Try not the hate the blogs
  • Go the extra mile
  • Know your limits
  • Take seriously the people we are working with
  • Don’t neglect our emotions and the others around us.

Class Documents:

Class Blogs:

  1. Jesse Yelvington
  2. Chelsea Kaban 
  3. Lissa Baca  
  4. Danielle Duarte
  5. Catherine Ish
  6. Jordan Sampson
  7. Melodie Meyer
  8. Ji Ryu
  9. Gabby Goeckner
  10. Adriana Diaz
  11. Madde Lesnewich
  12. Susanna Carty
  13. David Rodriguez
  14. Katherine Rickers
  15. Logan Ekman
  16. Crystal Saenz
  17. Sam Shoemaker-Trejo
  18. Michael Landgraf

Prompt Questions:

  1. What were your first impressions of the service site? How was the setting similar or different from what you expected?
  2. How does your service learning project build upon the readings and activities from the fall semester?
  3. Discuss your experience working with people of different backgrounds: economic status, ethnicity, race, gender, religion, age, sexual orientation, physical ability, or health status. How has your perspective changed because of your service-learning experience?
  4. What was most challenging or difficult about the experience? What did you learn from the experience?
  5. How are community members being benefitted from your project? What supports your findings? Hard data? Personal interviews?
  6. Has this service-learning experience changed your concept of civic responsibility and your desire to help others? How?
  7. How has your service-learning experience prompted you to think differently about equity/inequality in the United States?
  8. Was there a pivotal point in the project? If so, describe it and what decisions you reached in moving forward with the project.  
  9. Reflect on your mid-project evaluation. Document and outline the adjustments/changes you made after your mid-project evaluation. Were the changes beneficial? Why? How?  
  10. Overall, what particular deliverables were most successful (from the perspective of the organization, those helped by the organization, and you) within the project?
  11. If you could change anything from the experience, what would it be and why?
  12. How has your service-learning experience changed how you think about American society?

COURSE OUTLINE Spring 2017

Jan. 17 3:30-6pm    Preparation and Pedagogical Approaches

  • Introduce Joe Gallegos, Community-Based Learning Consultant
  • Legal Paperwork
  • Group work: review projects, updates, begin lesson planning

Jan. 24 3:30-6pm  Project Development & Documentation

Jan. 31 3:30-6pm  Group Check-In and Logistics

  • UNM Low Ropes Facilitator application posting number: 0837280
  • Blog #2 Due (by the start of class): select from prompt questions (above) for reflection and document service-learning activities.
  • Supply list due
  • Service Learning Partnership Agreement due

Feb. 7    3:30 – 4:45 pm Meet in Honors

  • Group #1 Teach-In (Outcomes)  
  • Reading: “Little Book of Restorative Justice” Please read chapter one, “An Overview” (2-16).  You are encouraged to read further– especially into chapter 2 “Restorative Principles” or the appendix at the end for a quick overview of key concepts.
  • Additional resource (to review) that explains restorative justice in relation to juvenile justice: https://www.unicef.org/tdad/1renatewinter.pdf
  • Blog #3 Due (by the start of class): select from prompt questions (above) for reflection and document service-learning activities.

4:45 – 6 pm Service Learning Lab

Feb. 14 3:30 – 4:45 pm Work Day

  • Blog #4 Due (by the start of class): select from prompt questions (above) for reflection and document service-learning activities.

4:45 – 6 pm Service Learning Lab

Feb. 21 3:30 – 4:45 pm Meet in Honors

  • Group #2 Teach-In (Desert Hills-Zine Group)
  • Blog #5 Due (by the start of class): select from prompt questions (above) for reflection and document service-learning activities.
  • Schedule site visits with Megan and Marygold

4:45-6  Service Learning Lab

Feb. 28 3:30 – 4:45 pm Meet in Honors

  • POSSIBLE: Group #3 Teach-In (Desert Hills-Performance/Fine Arts/Feeding the Roots)
  • Introduce creative project assignment/artist’s statement
  • Blog #6 Due (by the start of class): select from prompt questions (above) for reflection and document service-learning activities.

4:45- 6pm Service Learning Lab

  • Service Learning Projects – site visits

Mar. 7 3:30 – 4:45 pm Group work to prepare for site visits — no meeting in Honors

  • Blog #7 Due (by the start of class): select from prompt questions (above) for reflection and document service-learning activities.

4:45- 6pm Service Learning Lab

  • Service Learning Projects – site visits

Mar. 14 Spring Break

Mar. 21 3:30 -4:45 pm Meet in Honors Reflection/Discussion and/or Work Time

4:45-Service Learning Lab

March 26 Individual Creative Project Proposal due on Sunday, March 26th at 5 pm via email

Mar. 28 3:30-4:45 Meet in Honors

  • Creative project proposal feedback + Group Portfolio Work Day
  • Questions to consider for the class on 4/4
    1. What was a highlight of the service learning project for you?
    2. What things did you do to actively prepare for the service learning project that ultimately informed and aided in the project?
    3. What is a skill that you either already possessed or developed which was critical to the project?
    4. What is a low note from the service learning project.  Knowing what you do know how would you aid in circumnavigating the problem?
    5. What suggestions would you have for future students pursuing service learning projects?
    6. What suggestions do you have for us?

4:45-Service Learning Lab or Work day in Honors

Apr. 4 3:30 -6 pm Meet in Honors

  • Class Discussion
  • Blog #9 Due (by the start of class): select from prompt questions (above) for reflection and document service-learning activities.

Apr. 11 3:30-6 pm Meet in Honors

Apr. 18 3:30-6 pm Meet in Honors

  • Creative Project-Prep Day (Print, Mount, Install)
  • Blog #10 Due (by the start of class): select from prompt questions (above) for reflection and document service-learning activities.

Apr. 25 3:30-6 pm Meet in Honors

  • Presentation of creative projects: + artist’s statements (10-minute presentation and 5-minute discussion)
    • Suzie/Mike
    • Jesse
    • Ji
    • Adriana
    • Lissa
    • Crystal
    • Catie

May 2 3:30-6 pm Meet in Honors

  • Presentation of creative projects (10-16) + artist’s statements (10-minute presentation and 5-minute discussion)
    • Jordan
    • Sam
    • David
    • Melodie
    • Katie
    • Madde
    • Gabby
  • Party: Dinner/Festivities to follow the critique

******************************************************************

COURSE OUTLINE Fall 2016

Class Documents:

Week 1 -Tuesday, August 23-Introduction

  • Introductions and shared expectation setting.
  • Set up blog here

** Monday, August 29: Screening of A Place to Stand, 5-7:00pm, Honors Forum

Week 2-Tuesday, August 30: F 1.8 – An Individual Story

  • Read: Baca, Jimmy Santiago. A Place to Stand. Pages 1-35 & 109-257
  • Guest Speaker: Jimmy Santiago Baca, 5-6pm.
  • Post on blog and bring to class: 3 observations and 3 questions for Jimmy Santiago Baca
  • After class: post on blog a reflection on Baca’s visit

Week 3-Tuesday, September 6: F 64 – Social Control & Incarceration

Week 4-Tuesday, September 13: Race and Mass Incarceration

  • After class: post data visualizations and short critique of them on blog

Resources for Infographic + Student Examples:

  1. Getting Started with Illustrator Guide
  2. The Noun Project
  3. DaFont, Font Squirrel
  4. Adobe Kruler Color
  5. Student Example: Oil Consumption and Population DensityIs it Worth it to Recycle? and American Styrofoam Consumption

Week 5-Tuesday, September 20-Latino/as in prison

Adriana and Danielle will give lead the discussion and present their oral presentation on: José Luis Morín. 2009. “Latino/as and US Prisons: Trends and Challenges”. Pp 17-38 in Suzanne Oboler (ed.) Behind Bars: Latino/as and Prison in the United States.

Artist Presentation 3: John Moore-Undocumented Immigrant + John Moore’s site

Blog: reading observations

Bring to class: Bring your strongest data visualization sketch (post an image on your blog as well)

Week 6-Tuesday, September 27   Family (in/and) Prison

Suzie and Crystal will give lead the discussion and present their oral presentation on: Comfort, Megan. 2009. Doing Time Together: Love and Family in the Shadow of the Prison. Chapter 1: “Outside the Prison Walls” (pp. 1-20) 

Chapter 4 “‘Papa’s House’: The Prison as Domestic Satellite” (pp. 99-125).

Artist’s Presentation 4Lori Waselchuk-Grace Before Dying + Waselchuk’s websiteAngola Quilts

Blog: reading observations

Data Visualization printed (in color) draft due; critique in class

Week 7-Tuesday, October 4  Juvenile Justice

Due in the start of class: Final printed/mounted data visualization

Watch before class: Alice Goffman TED Talk – “How We’re Priming Some Kids for College, and Others for Prison”

Mike and Melodie will give lead the discussion and present their oral presentation on: Alice Goffman. 2014. On the Run: Fugitive Life in an American City. Chapter 1: “The 6th Street Boys and their Legal Entanglements” (pages 9-21) & Chapter 5: “The Social Life of Criminalized Young People” ( pp. 109-141)

Artist Presentation 5: Zora Murff- Murff’s Website + The Face is a Passport

Blog: Reading observations

Field Trip: 5-6pm CYFD – Youth Diagnostic and Development Center (YDDC) 4000 Edith Blvd NE. We are ¼ mile north on Edith from Candelaria located on the right (East). 

After class: post on blog reflections on YDDC tour

Week 8-Tuesday, October 11 Juvenile Justice

Gabby and David will give lead the discussion and present their oral presentation on: Yael Cannon, George Davis, Andrew Hsi and Alexandra Bochte. 2016. “Adverse Experiences in the New Mexico Juvenile Justice Population”. New Mexico Sentencing Commission Report.   + Artist:  Richard Ross (Richard Ross, Girls in Justice (especially pages 20-31) + Ross’s website)

Read: Richard Ross. Juvenile In Justice 1-75. Read the Foreword and Preface, and look through the photos and captions.

Blog: Reading observations & 3 insightful questions for guest speakers

In class: Guest speaker, 5-6 pm: George Davis of Director of Psychiatry at CYFD and co-author of the reading for today.

**Monday, October 17: Public Lecture by Richard Ross, [Location TBD], 5-6:30pm

**Tuesday, October 18: Brown Bag Panel Discussion on youth and the criminal justice system, Honors Forum, 11:30-12:30, optional event.

 Week 9- Tuesday, October 18  Juvenile (In)Justice

Richard Ross. Juvenile In Justice pp. 76-174. Read the Afterword and look through the photos and caption

  • Blog: reading observation and three questions for Richard Ross
  • In class: Workshop with Richard Ross
  • After class: post reflections on Richard Ross’ talk & workshop on blog–please post images (aperture/shutter speed experiments) on your blog.
  • Project References: HONY + Story Corps 

Week 10-Tuesday, October 25: Women and Incarceration

Due by the start of class:

In Class:

Week 11-Tuesday, November 1: Reentry

Due by the start of class:

In Class:

  • Interview and images completed by today. Select your top three images and quotes that you want to work with for this project, and bring them printed out (on regular paper) to class. In class, we will work to select the most powerful images/quotes  get

    Technical Demo Sheets:  editing image in Photoshop, setting up illustrator file, printing, mounting).

    Megan will host a printing/mounting workshop on the following dates:  

    Friday, Nov. 4 from 3-4:30 pm

    Monday, Nov. 7 from 2:30-4:30 pm

    Tuesday, Nov. 8 from 10-11 am

Week 12-Tuesday, November 8 Preparing for Community Engagement

Due by the start of class:

In Class:

  • Bring final printed/mounted image to class. Turn in with the interview guide, and top three images & quotes. Your final reflection is due on the blog today as well.
  • Discuss Service Learning Project

There is a Matching Event for finding community partners on November 14, 11am-2pm in the SUB Ballroom B where your group may find a good partner to work with. (We offer 1 point extra credit if you attend the Matching Event, provided you write about it in a reflection on your blog. Since this may be very useful for identifying a community partner, please try to bring as many group members to this event as possible.)

Week 13-Tuesday, November 15

  • Due by start of class: Community Partner should be selected and you should have made initial contact.  
  • Feeding the Roots, Curriculum Guide  (This pdf is password protected.  The password is the same as the computer lab password).

In class:

Week 14-Tuesday, November 22-Class will not meet as usual today

*Megan and Marygold can attend your initial meetings with your partner organizations.  Email us the time and location of the meeting. 

Case studies are due on the blog today.

Week 15-Tuesday, November 29 – Group Meetings

Before the start of class: Peer evaluations of case studies due today.

In class: 

  • Groups will meet during class time to work on their proposals. You should have a strategy for how to complete your proposal by today, potentially with an outline or initial drafts of each section completed by today.

Week 16-Tuesday, December 6

  • Final Presentations in class – 20 minutes each group.
  • Reflections/outline goals for next semester.
  • Group and class evaluations
  • Project Proposals due at the end of the week on December 9, 12:00pm.

Friday, December 9, Noon 

  • Project Proposal due at noon via email
  • Peer evaluation due at noon via google docs form.
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