What is family-centered community building?
The course starts with the basic premise that families and communities are complex and dynamic systems. To understand the relationships of families and communities, one needs to understand:

1. how family relationships develop and change,
2. how over time relationships within a community develop and change,
3. how the mutual interdependence that exists between families and communities evolve.
4. how communities create the environmental, social, educational conditions to enhance individual relationships within families and family relationships within the community.

Traditional community development approaches have placed a greater emphasis on building community infrastructure: buildings/housing, business growth, job opportunities, and other determinants of economic productivity. While these are critically important, they not sufficient components of a comprehensive community building effort: they do not directly address the important family and human development issues.

The course utilizes a system building approach. System change and system transformation demand a comprehensive, integrative and strategic approach. Efforts taken to change families will impact the community and, simultaneously, community changes will influence children and families within the community.

System change means that we consider how strategic partnerships are formed, how we communicate our messages, how new leadership is developed, how our resources are deployed, and a range of other system-building techniques shown to be important in improving civil society.

Finally, the course discusses the sort of evaluative evidence needed to demonstrate the effectiveness of programs of family-centered community building and to sustain such changes.

Particular attention is paid to leadership development of key community members, so that the work is done is with community and not for the community. In building the capacity of the community for sustainable change that enhances the opportunities for all families, leadership is key, collaboration is essential, and long-term relationships between community-based organizations, public and private, are important.

Expectations

1.  Attendance and Participation.  Students are expected to attend class regularly and on time, to read assignments promptly, to participate in classroom discussions and group projects, to complete outside work and submit papers when they are due, and to pass examinations. Perfect attendance is encouraged by in-class and homework assignments. Late work will not be accepted.  Absences including serious personal or family illness or hospitalization or deaths in the immediate family will require additional written make-up work tailored to the class missed. 

Class participation is not equally easy for all of us, but it is expected and encouraged and plays a part in your final grade.

Snow days:  If the Murfreesboro City Schools are closed for snow/ice, class will be cancelled; no other closings count.  BUT please use your judgment about your safety--one area can be hazardous and another clean and clear!  EXCEPT:  If  Al Gore is scheduled to speak and the city schools are closed, please call Pat Thomas at 898-5941 to be sure that the class is cancelled.

2.  Reading Assignments.  A schedule of topics is attached. Reading assignments will be given to you. Read the reading assignments prior to class on the day they are assigned. I reserve the right to give reading quizzes IF I think that students are not keeping up with the reading assignments. Reading will be on reserve at the Walker Library or electronic reserve since no text or reader exists in this new field.

3.  Written Work & Service Learning. In addition to attending and participating in the sessions and completing the readings, each student is expected to complete the following Family Centered Community Building (FCCB) course activities:

a. Readings Papers: (50 points X 10 = 500 points)

SECTION 1: Reactions to the readings.
Did you share the author's point of view? Why? Is your response based on your own experience, knowledge, values, or beliefs? Include a brief summary of the readings (a paragraph should do). This is not a book report. Include your reflection on the material and your self-discoveries that resulted from completing the reading. How does it add to your understanding of FCCB?

SECTION 2: Reactions to the previous class period.
Using the same approach as section 1, focus on the previous class.

SECTION 3: Questions and Reactions.

A. Questions: What significant questions occurred as a result of the reading and class period? What issues do you want to discuss?

B. Reactions: In the context of self-exploration and self-discovery, complete a description of your feelings, observations, personal values, attitudes and even ethical issues related to the material.

b. Community Experiences: Service Learning (200 points)
When service to our community is organized in the context of the curriculum of a course so that the student's learning is enhanced and the community benefits, it is called service-learning. Service learning, ideally, results in:

1. enhancing your academic learning
2. relating the course curriculum to the community service
3. developing new insights into yourself and others
4. increasing your sense of interconnectedness with others

Your task is:

Complete a minimum of TEN hours of service at Community Care of Rutherford County during the semester.
Step 1: find out and write a description of the mission, philosophy, strengths, and needs of CCRC.
Step 2: describe the strengths, needs, and challenges of the people who use the services.
Step 3: Throughout the semester you will be asked in class for brief feedback on the service-learning experience.
Step 4. Prepare a 3-5 page paper using the three sections that follow

A. Service Description: Where the assignment was completed and the basis (WHY) for its selection. Some information regarding the history of the agency is appropriate in this section. Also consider what social problem(s) the agency is working on and the specific interventions they use.
B. Reactions: In the context of self-exploration and self-discovery, complete a description of your feelings, observations, personal values, attitudes and even ethical issues related to the experience. You may consider your reactions to being at the site that is diverse from your normal experiences, any shifts in your attitude, as well as your intentions upon completing the assignment
C. Relation to Course Content: An in- depth analysis of the experience in relation to the principles and concepts of the course. This section needs to identify specific elements of the course from lecture, text, discussion, videos that are brought home to you by your community service. The goal of this section is to illustrate that the accomplishment of service enhances your academic study and learning.

c. Class Project: More details later. (200 points)

Grading

Weekly Papers	10 x 50 points	= 500
Take Home Exams	2 x 150 points	= 300
Community Experiences		= 200
Class Service Learning Project		= 200
Total Points		=1200*

Your final course grade will be determined by the total number of points you earn divided by the number of points it has been possible for students to earn.  Your final percentage will be converted to a letter grade as follows: 

A	=	90-100%
B	=	80-89%
C	=	70-79%
D	=	60-79%
F	=	less than 60%

There is NO curve; what you earn is what you get.

Physical Impairments/Disability: If you have a disability/physical impairment that may require assistance or accommodation, such as special services, materials, and/or equipment, or you have questions regarding any accommodations for testing, note takers, readers, etc., please speak with us immediately following the first class meeting. Students may also contact the Office of Disabled Student Services (898-2783) with questions about such services.

Cheating. Cheating in any form, including plagiarism and allowing another student to copy your work, is unacceptable. Cheating on exams, homework, or other assignments will earn you an "F" for the course.