Service learning Faculty Fellows

Pedagogical approach to Service Learning
I firmly believe that most learning is only possible through active experiences, including the
application of knowledge to solve real-world problems and communicating knowledge to others. As a scholar and teacher in the disciplines of marine ecology and biological oceanography, I also strive to provide students with opportunities to develop into young marine scientists who practice the process of scientific research. Many opportunities exist in San Diego for my students to enhance their learning by applying their knowledge and research activities to local environmental issues. Furthermore, because many K-12 students have limited exposure to the process of ecological or oceanographic research, opportunities also exist for my SDSU students to further their learning by serving as research role models and mentors for younger students.


As part of a 2007-2012 CAREER grant from the National Science Foundation, I developed a
year-long course (“Marine Larval Ecology Research Experience Parts 1 & 2”, Biol 516A in fall
semesters & 516B in spring) in which SDSU undergraduates learn about the ecology of marine invertebrate larvae, develop and peer review research proposals, conduct a subset of those proposed experiments as small-group projects, and present the research in five formats: a written paper designed for a marine ecology journal, a 15-min oral presentation and a poster presentation designed for a scientific conference, a video that documents all aspects of the research project, and a 45-min presentation to a high school biology class. That last assignment is designed with service learning (SL) in mind, and I named the program Larval Ecology And Research Networking (LEARN).


Over the years, students in Biol 516B have presented their work to classes at four different high schools in San Diego County, usually bringing buckets of live marine invertebrates and cultures of microscopic larval stages as engaging components of their presentations. The high school students certainly experience aspects of marine biology and ecological research that are entirely new to them, but as importantly they also use their interactions with my SDSU students as an opening to ask questions about life as a college student. That service provided by my SDSU students is especially valuable in schools where many students do not plan to attend college. Reciprocally, this experience has inspired a few Biol 516B students to pursue teaching careers.


As SDSU expands efforts to promote SL courses, I am interested in developing a new course in which ecology students focus their attention on managing human impacts on San Diego Bay by collaborating with various government agencies such s the Port of San Diego and Regional Water Quality Control Board. A major challenge, however, is that such a course would have a lower enrollment than many in the Department of Biology, which has been forced to decrease the frequency of laboratory classes with enrollments of 20-25 and replace them in the curriculum with lectures to 120+ students. In fact, my Biol 516B course was canceled in Spring 2010 explicitly because enrollment was less than 15. My efforts to develop additional SL courses will depend on whether the University’s increasing commitment to SL courses and related high-impact practices is sustained as a priority, even though these educational opportunities require a much lower student-faculty ratio than large lecture courses.


Education and training
Ph.D. 1995 University of Washington, Seattle, WA (Biological Oceanography)
Dissertation: “The nutrition of juvenile deposit-feeding polychaetes:
ontogenetic diet changes and food-related recruitment bottlenecks”
P.A. Jumars, advisor

M.S. 1991 University of Washington, Seattle, WA (Biological Oceanography)
B.S. 1988 University of South Carolina, Columbia, SC (Marine Sci. & Honors College)
Senior Thesis: “Quantifying proventricular evacuation time of juvenile
Penaeus setiferus using gravimetric and immunoelectrophoretic analyses”
R.J. Feller, advisor

SL courses taught
Biol 516A “Marine Larval Ecology Research Experience Part 1”
Biol 516B “Marine Larval Ecology Research Experience Part 2”


Publications and presentations related to SL
2006-2018 Larval Ecology And Research Networking (LEARN) visits to 4 local High School classrooms by students enrolled in Biol 516A & 516B to demonstrate sea urchin spawning and discuss 516B research projects

2002-2004 Organized and led an annual rocky-intertidal field trip for a Cub Scout Troop
(student volunteers from Biol 515 “Marine Invertebrate Biology” also participated as Guides)


Service activities related to SL
2017-2018 SDSU SL Faculty Fellow
2017 Research seminar presentation to two natural science classes from Valley Center High School. “Hydrodynamic mediation of killifish predation on infaunal polychaetes.” 25 April 2017.

2015 Led a rocky intertidal field trip for four classes of 24 1st and 2nd graders from

the San Diego Cooperative Charter School. 25 February 2015.

2013- 2015 Regional Partner and Mentor for K-2 teachers from Lakeside, CA as part of

the IDEAS 2.0 Project.

2014 SDSU Coastal & Marine Institute Laboratory (CMIL) Annual Open House.
Research presentation. “How do Tidal currents affect food webs in salt marshes?” 10 March 2014.

2014 Research seminar presentation at SDSU Coastal & Marine Institute
Laboratory (CMIL) to 36 students from San Diego’s High Tech High.
“Hydrodynamic mediation of killifish predation on infaunal polychaetes. 10
January 2014.

2012-2015 Assisted with the set-up and maintenance of an aquarium displaying local marine invertebrates at the SDSU Children’s Center.

2013 Led a rocky intertidal field trip for a group of 10 students from the San Diego Cooperative Charter School. 15 December 2013.

2010-2013 Annual visit by SDSU Children’s Center Pre-School class to Marine Invertebrate Biology Classroom

2012 Led a rocky intertidal field trip for the SDSU Children’s Center’s Outdoor

Group. 18 February 2012

2010 Mentor for Student Intern from High Tech High, Brielle Rainney
2009 Summer Research Mentor for a Teacher from Patrick Henry High School,

William Miller

2008 Mentor for Student Interns from High Tech High, Jennifer Zarzoso, David Dominguez-Gadson, Anthony Wong

2007 Mentor for Student Intern from High Tech High, Jennifer Zarzoso


Awards and grants related to SL
SEAWaRD: Stewardship, Education, and Advocacy through Wetlands Research Data
PI: D. Ross, co-PIs: B. Hentschel and M Grant (CSUF)


CSU-COAST Collaborative Incentive Award Program-Fall 2009 semester. 2 wtu release.
CAREER: Consequences of short-term food variability during the development of marine
invertebrate larvae.
PI: B.T. Hentschel. $503,415 total from NSF Biological Oceanography OCE-0548190. Award
Period: 04/01/06 – 3/31/11.


South Bay Power Plant Impingement Study.
co-PIs: T. Anderson, B. Hentschel, K. Hovel, M. Edwards (all SDSU). $42,575 from Tenera
Environmental.
Award Period: 12/15/02 - 12/31/03. This contract was set up to allow SDSU graduate and
undergraduates to participate in the invertebrate sampling at the power plant.

Overview of Pedagogical Approach to Service Learning (Service Learning Teaching
Philosophy) 
I am committed to service learning as a systematic instructional approach through which
students gain real-world experience as well as academic training as an integrated part of their education. Service learning is one model of experiential learning that occurs when students are supported in applying their knowledge and conceptual understanding to real-world community-based problems or authentic situations. As an instructor of service learning, I guide and facilitate student learning in the TE362 course (Fieldwork in Community Settings). The goals for this course require activities that exemplify the five stages of service learning as stated by Kay Berger: Investigation, Preparation, Action, Reflection, and Demonstration. Service learning requires a relatively long-term commitment to a community service which reaps reciprocal benefits for both the students and the community agency or institution where they are placed. Goals of service learning should include building understanding and perspective of community-based issues and how other people live, increasing self-awareness, assisting students develop their future plans, and supporting students appreciate their varied talents and interests based on the theory of multiple intelligences.


Education and Training
1966: George Washington University - B. A., Psychology/Economics
1972: University of Kansas - M. A., Linguistics, Child Language Acquisition
1981: University of Kansas - Ph. D., Educational Psychology and Research


Service Learning Courses Taught
Fieldwork in Community Settings (TE 362), San Diego State University Fall 2000 – Present.

Service Activities Related to Service Learning (Community Activities, Service to the
Profession)
The TE362 service-learning course I teach aims to make a difference in students’ professional options by giving them the opportunity to positively influence the lives of children, families, and communities as they help teachers provide children with individualized learning experiences.

Students work collaboratively with teachers to tutor elementary, middle and high school
students attending underserved schools in reading, math and science. Students may participate for TE 362 credit for two semesters and may also volunteer for the opportunity if not work-study eligible.

Students’ academic preparation follows Kay’s five stages of service learning. They include an
inventory of student interest, skills, and talents, and the social analysis of the issue being
addressed. This analysis requires gathering information about the identified need through
action research including use of varied approaches: media, interviews of experts, survey of
varied populations, and direct observation/personal experiences (Investigation). Continued
acquisition of knowledge that addresses any questions that arise from the investigation;
academic content; identification of groups already working towards solutions; organization of a plan with clarification of roles, responsibilities and timelines; and ongoing development of any skills needed to carry the plan successfully to fruition (Preparation). The implementation of the plan that may take the form of a combination or any one of the following: direct service, indirect service, advocacy, or research (Action). Consideration of how students’ thoughts and feelings regarding any overarching essential question or inquiry that is a driving force of the total experience (Reflection). A demonstration to a specific audience of what the service-learning experience entailed, what students have learned, and the local and national problems in public education they have discovered (Demonstration).
http://blogs.edweek.org/edweek/global_learning/2013/06/five_stages_of_service_learning.h
tml


Awards and Grants Related to Service Learning
Present Grants:
• America Counts: A work-study opportunity for students to tutor mathematics in
underserved middle and high schools
• America Reads: A work-study opportunity for students to tutor reading in underserved
elementary schools grades k-3
• Educational Talent Search
Department of Education, Award No. PO44A160785 9/1/16 – 8/31/21
Annual Award $487,680.00
• Talent Search Mentoring: Meaningful Mentoring to Build a College-Going Culture
Department of Education, Award No. P044A160881 9/1/16 – 8/31/21
Annual Award $240,000.00
Selected Past Grants:
• Gear Up to City Heights 2009 – 2016, Seven-year award $5,467,206
As the principal author of the grant proposal, the programs I direct under the Pre-College
Institute Umbrella collaborated with the City Heights Educational Collaborative to provide
tutor training and in-class tutoring to GEAR UP students through service learning.


Awards Which Included Service Learning as one of the Dimensions of Merit:

August 2012 SDSU Alumni Association Award, (the “Monty Award”) for Outstanding

Faculty Contributions, College of Education Representative.

May 2012 SDSU Presidential Leadership Fund Excellence Award for exemplifying
principles such as, innovation, entrepreneurship, and excellence and for
making significant strides to encourage student success and academic
excellence, and to attract the best and brightest students to SDSU.

September 2010 Council for Opportunity in Education’s Walter O. Mason Award. Established
to honor outstanding educational opportunity professionals who exemplify his sense of leadership and his ideals.

September 2008 Selected as a faculty member of SDSU’s Center for Research in Math & Science

Education.

June 2007 “SDSEA University Level Award.” San Diego Science Educators Association

(SDSEA). For outstanding contributions to K-12 science.

2006 Selected as a member of the National Advisory Board for the Louis Stokes Institute for increasing opportunity in science, technology, and engineering and mathematics education among low-income and underrepresented students.

July 2002 “TRIO Trailblazer Award.” To recognize persons in various fields who are
committed to their specific area of interests as well as the continued educational success of students. Twenty-Fifth Anniversary Reunion of the University of Southern California Upward Bound Program, “Educational Excellence From One Millennium to the next,” USC Los Angeles, CA.
March 1999 “The Steve Holman Award.” This award recognizes the lifetime career
achievements of Directors of TRIO programs from the Western Association of
Equal Opportunity Personnel.

May 1998 “Top 25 Award.” San Diego State University, Presidential Award for Outstanding Contribution to the University.

April 1996 “Unsung Hero” Certificate of Appreciation. San Diego County Commission on Children, Youth, and Families.

Huma Ahmed-GhoshAs an Anthropologist my pedagogical philosophy is to help students engage in story telling by recording lived experiences of women. My aim is to teach them about conducting ethnographies through which they can empower refugee women to tell their stories in their own words, through their lens of what is most important to them. I do not believe in the “banking system” of teaching and I facilitate students to develop their own methods to acquire knowledge and to engage with their research topics in ways that can minimize hierarchies between them and the women they research. This involves active listening on the part of our students. In class students discuss their research with each other and benefit form communal learning while I intervene when I see the need to. This is an introductory course in Women’s Studies on the how to bridge academics and activism through community engagement. This course is designed to provide a framework for understanding race, class and gender diversity in San Diego’s populations. It is based on the principles of community engagement where both students and communities involved in this joint enterprise learn from each other to make the world a more just and better place. The hope in this course is that the student will engage in collaborative research to gain greater insights into global issues and its impacts on local communities. This course achievesthese goals by closely working with refugee agencies in San Diego around the campus. San Diego is one of the largest refugee-receiving cities in the USA. This course explores how the experiences of refugee women in San Diego have been shaped by their migration to a foreign country; discusses the scope of social change by reflecting on the position of women within their refugee communities; and the impact of gendered violence in the community, such as
domestic violence, and other cross-cultural issues.


Goals of the course
---------- Learn feminist research methods and theories of social justice
---------- Analyze the larger context of gender implications among San Diego refugee women
---------- Identify issues of power created through cultural constructions of masculinities and
femininities in a western context, critique the assumptions about western feminisms
--------- Examine the gendered consequences of globalization through war and conflict
--------- Critique the assumptions about western feminisms and engage in a feminist analysis of the research done to work towards policy recommendations


After initial lectures on gendered consequences of conflict and in refugee camps, students spend the bulk of the semester in the field interviewing women, attending community events and volunteering with refugee organizations. The approach to the material in this course is interdisciplinary. They are conducting research through participatory research methods to gather information on issues of domestic violence and other pertinent issues among Iraqi, Syrian and Afghan refugees in San Diego.

Students engage with refugee women and do research on a range of topics related to the course such as interviewing survivors of domestic violence, attend refugee workshops and present on nutrition and health issues, ESL assistance and tutoring refugee children, conduct workshops on self-defense, work with school councilors on strategic learning practices for refugee children. This research is framed through classes on feminist research methods and methodology. In-class students study what is feminist research and the various methods of feminist data collection and data analysis. In addition to my lectures, guest speakers provide lectures on how to write proposals for research and grants, how to do data analysis, etc. In this interactive and collaborative venture both the students and the organization benefit from their respective skills.


The final goal is for this collaborative effort is to produce reports that are circulated to other refugee agencies in San Diego.


• Education and Training


Post-Doctoral Fellowship. 1990-1991. East-West Center, Hawaii.
Ph.D. 1990. Anthropology. Syracuse University, Syracuse, New York.
M.Phil. 1981. Sociology. Jawaharlal Nehru University, New Delhi.
M.A. 1979. Sociology. Jawaharlal Nehru University, New Delhi.
B.A. (Hons.) 1977. Economics. Jesus and Mary College, University of Delhi, Delhi.


• SL Courses Taught
Gen. St. 480 Engaged Citizenship and Social Responsibility (2016 to present)


• Service activities related to SL (community activities, service to the profession)
Conducted a symposium in Spring 2017 at SDSU titled:
Feminist Activist Research Scholar Symposium


The symposium was based on the concept of Feminist Research Justice, which is a framework that seeks to transform the structural inequalities inherent in traditional scholarly research by placing the voices and needs of local communities at the center of all aspects of the research process. It asserts that local communities are also experts in the production of knowledge, and that researchers should work with communities, not just study them for the abstract pursuit of knowledge. Meaningful social transformation cannot happen without the active participation of local communities. Additionally, Feminist Research Justice promotes research that places women’s lived experiences and the intersections of gender, race/ethnicity, class, sexualities and other markers of difference at the center of analysis. Through the Bread and Roses Activist- Scholar Fellowship program, we matched student researchers to community-based research projects proposed by local agencies and community organizations at the symposium. The symposium included presentations by the following organizations and students from the Gen. St. 480 course received fellowships for the following activities:


YALLA - combines the promise of education and the passion of soccer to inspire refugee and immigrant youth to achieve a college education: yallasd.org. Fellows: Victoria Blackwell-Rivas conducted oral histories via Envivo of 20 refugee families; Conducted a needs assessment study for the organization with a focus on what “gender” means in the context of YALLA’s grassroots approach.


Nile Sisters - supports refugee and immigrant women and their families to attain social and
economic self-reliance: nilesisters.org. Fellow: Amina Dauood conducted research with a focus group on what risks and benefits do resettled refugee women living in San Diego associate with female genital cutting.


License to Freedom - raises awareness about domestic violence in immigrant communities:
www.licensetofreedom.org. Fellow: Jalyn Gonsalves restructured the organization’s webpage. Conduct research on what links to create for the various activities the organization is engaged with etc.


United Women of East Africa - provides advocacy for education and health care for East
African refugee women: unitedwomenofeastafrica.org. Fellow: Hodan Hersi conducted research on Muslim refugees on health fitness. Aim is to find out what resources, spaces and programs they would be receptive to.


PANA (Partnership for the Advancement of New Americans) - a research, public policy, and community organizing hub dedicated to advancing the full inclusion of refugees: panasd.org
Fellow: Dhaha Nur developed a survey instrument for refugee and former refugee business
owners and to collect data on their experiences in San Diego. Create an on-line directory of all refugee organizations in San Diego.

Women

• Awards and grants related to SL
CAL recipient of the 2017-18 Alumni Award for Outstanding Faculty Contributions SDSU
Monty’s Award
https://www.youtube.com/watch?v=2qT4bwD1vZQ

Kotaro NakamuraOverview of pedagogical approach to SL (Service Learning Teaching Philosophy) 

Service Learning projects give students opportunities to experience and pre-professionally
address the challenges of client contact, needs assessment, project programming, budgeting, scheduling, construction, and installation. Students learn from dealing with the constraints of actual projects, i.e. those critical, finer details which are unavoidably lacking with in-class hypothetical projects. Clients benefit from the multitude of ideas that are naturally generated in the classroom environment, as opposed to only one idea from a single professional designer, but also from the often unabashedly innovative and refreshingly original ideas put forth by students.


Since Service Learning projects include clients who are outside of the class and the
campus, there is an unspoken expectation that the students are representing SDSU in the
community setting, thereby inspiring students to meet a higher standard through better
quality work. Often this produces a healthy competition among students, as each one
hopes to be the candidate selected for the actual application or construction of the final
project. However, it is also true that projects selected by the client are not necessarily
always the best project proffered, from an academic point of view, also an important lesson
for students in its own right.


By balancing the clients’ needs and the students’ learning outcome goals, the pedagogical
approach of Service Learning projects often bring out the best results for both by mitigating
the inherent disadvantages of each.

Education and Training
1980, San Diego State University
Master of Arts in Art, Environmental Design
Thesis “Complex Methodology: Design of System Housing”

1977, Kanto Gakuin University, Yokohama, Japan
Bachelor of Science in Environmental Engineering

Thesis “Recovery Plan for Ashio Copper Mine”


1987-Current Licensed Architect, State of California
2006-Current Leader in Energy and Environmental Design Accredited Professional
(LEED AP)


SL Courses Taught
Art 250 The Contemporary House
Art 453 Mixed Use Interior Design


Publications related to SL (journal articles, book chapters, conference papers) OR artistic/creative works
2015 Tokyo Business Journal, Article “Recovery from Disaster”


2012 Tohoku Journal, Special Interview, Article “Disaster Recovery Design in U.S. and Japan”


2012 San Diego Union Tribune, Op-Ed “Lesson from Disaster”


2011 California Chapter American Institute of Architect, Online Journal “Lessons from Japan”


2011 San Diego Union Tribune, News Article “When devastation hits home”


2011 Tohoku Journal, Special Interview Article, “Research in Recovery from Natural Disasters”


2008 RIVIERA Interiors, Article “The Invisibles”


1999 Roesling Nakamura, Objectives in Practice (Italy), An architectural monograph dedicated to the projects designed by the office of Roesling Nakamura Architects

Service activities related to SL (community activities, service to the profession)
2018 Transportation research Board, National Academy of Sciences Annual Meeting Workshop, “We can get there: Improving Accessibility and Creating Inclusive Cities Worldwide” Workshop Leader


2017 United Cities and Local Governments (UCLG) Summit, Presenter, Jeju, South Korea


2017 Inclusive Cities Conference, India – Video lecture “Recovery from Disaster”


2017 Visiting Lecturer at CONE 520, SDSU “LEED and Sustainable Architecture”


2010-17 SDSU Japan Studies Institute lecture “Japanese Aesthetics”


2014 Southern California Gas, Community Workshop Leader “Sustainability and Energy Savings”


2012 Japan Society of San Diego and Tijuana, Lecture “Resilience of Community”

2012 Friends of San Diego Architecture, Lecture, “Lessons from Japan; Design for Recovery”


2012 American Institute of Architects (AIA) National Convention, Seminar Presentation, “Recovery Process in Sendai, Japan.”

Awards and grants related to SL
2013 Reischauer International Education Award, Japan Society of San Diego and Tijuana


2012 American Institute of Architects (A.I.A.), Design Award of Merit, San Pasqual Academy
Housing (1 out of 58 submitted)


2012 American Institute of Architects (A.I.A.), Award of Merit in Sustainability (COTE), San
Pasqual Academy Housing


2012 SDSU President’s Leadership Fund, Kesennuma City Planning Exhibition


2008 American Institute of Architects (A.I.A.), SDG&E Energy Efficiency Integration Award, San Ysidro DMV

2006 Center for Sustainable Energy, 2006 SANDEE Award, Special Achievement in Energy by a Government or Institution, San Ysidro DMV


2000 American Institute of Architects (A.I.A.), Citation Award, San Diego Chapter A.I.A., Switzer Canyon Public Art Project. 

Education
1989–1991 Basel School of Design, Switzerland / MFA Graphic Design
1985–1989 Universidad Iberoamericana, Mexico City / BFA Graphic Design

Pedagogical Approach to Service Learning
In my courses, Service Learning is a process through which students learn by experience,
reflection and ethics. It takes the form of a course component, an independent activity, or project that incorporates and applies concepts that serve the purpose of fostering academic and cognitive development while strengthening communities by fulfilling specific needs. The ideal Service Learning scenario happens via trustworthy and balanced collaborations between faculty and community partners that place students learning as a priority and provide the conditions for a deeper understanding of concepts and skill development while accomplishing real objectives that benefit people in the community. Service Learning can take the form of a strategy, a process, a project, or a service that results in concrete or speculative solutions to problems that ultimately lead to engaging students with specific needs, challenges, and opportunities. Through the process of Service Learning, my students link personal and social development with academic concepts and skills that enhance long-term learning and understanding.

SL Courses Taught
Although Service Learning is a key component of most of my classes, none of them have been designated yet as SL courses.

Creative works related to SL
2009-current Partnership with more than 50 San Diego non-profit organizations
Course: ART 541 Graphic Design IV
Projects: Small-business branding


2010 Partnership with the San Ysidro Business Association
Course: ART 341 Graphic Design II
Project: Cultural Identity through Graphic Design: Painting ten utility boxes


2012 Collaboration with the Surfrider Foundation, San Diego Chapter
Course: ART 341 Graphic Design II

Project: Rise above Plastics campaign


2013-14 Participation in the SDSU Community Engagement for Sustainable Cities Program
(currently Sage Project) / National City
Courses: ART 341 Graphic Design II, ART 541 Graphic Design IV, and ART 454 Environmental
Graphic Design
Projects: City branding, small-business branding, and way finding system for Kimball Park


2015 Collaboration with the City of San Diego Storefront Improvement Program
Courses: ART 541 Graphic Design IV
Project: Small business branding


2016 Participation in the SDSU Sage Project / City of Lemon Grove
Courses: ART 341 Graphic Design II
Project: City branding


2017 Collaboration with the UCSD Center for Community Health, Live Well Community Market Program
Courses: ART 541 Graphic Design IV
Project: Branding for small food markets


2017 Partnership with the Comité Binacional para la Niñez, Tijuana, Mexico
Course: AIGA Graphic Design Student Group
Project: Mural painting with vision impaired children at the Cuauhtemoc Elementary School

Service activities related to SL
2009-current Mingei International Museum
Project: Member of the board of trustees, establish curriculum and faculty collaborations with the School of Art and Design, has conducted various design projects as case studies for branding and information design


2015, 2016 San Diego Latino Film Festival
Project: Served as a juror for the annual poster competition, mentored students to submit
designs to competition


2016 Barrio Logan College Institute
Project: Mentored three graphic design students in the design of a book that narrates the stories of immigrant parents / Fund-raising project

Service Learning in the College of Arts and Letters
Service learning in the College of Arts and Letters is the engagement of students in thoughtfully organized service experiences that meet actual community needs. These activities are integrated into the students’ academic curriculum in a way that enables students to learn and develop through active participation while extending student learning beyond the classroom and into the community. The activities themselves provide a tangible benefit to the community and the recipients. A prime example of this is AMIND 498. American Indian Community Service in which students, through mentoring, tutoring, or interning at the Indian Education Center, Indian Health Center, or similar experiences, develop intercultural and leadership skills in a real- world context, as well as learning how local experts are addressing issues with the available resources, and supplementing those resources wherever possible. The idea is to provide students with a direct experience of issues they are studying and to cultivate ongoing efforts to
analyze and solve problems in the community. The key element here is that students should
both apply what they are learning in a classroom setting to a community setting, and,
reciprocally, use the community setting to further reflect on what they learn in the classroom.
Service learning courses in the College of Arts and Letters are designed with this reciprocity in mind, where students both learn from and give something back to the community. As such, service learning is regarded by the College as a high-impact practice (HIP) that increases rates of student retention and student engagement, as well as preparing students for citizenship, work, and lifelong learning.


Education and Training in Philosophical Counseling
Dr. Peter Atterton has been faculty member of the Philosophy Department since 2005. A native of England, he obtained his B.A., M.A., and Ph.D. in Philosophy at the University of Essex. He moved to the United States in 1995. He is a certified philosophical counselor. Philosophical Counseling is a set of philosophically-based activities that include personal action, individual counseling, group facilitation, organizational consulting and educational programing. The intent of these activities is to benefit the public. The activities are non-medical, non-iatrogenic and not allied intrinsically with psychiatry or psychology. The foci of these activities are self- development and lifelong learning. We often overlook the important fact that the absence of disease isn't wellness. The extra ingredient needed for living the good life is philosophical knowledge, or what is sometimes called “wisdom.”

Courses Taught Related to Service Learning
PHIL 329 Social Ethics


Publications Related to Service Learning
“A Duty to Be Charitable? A Rigoristic Reading of Kant.” Kant-Studien 98 (2) (2007): 135- 155.

“‘The Talking Cure’: The Ethics of Psychoanalysis.” The Psychoanalytic Review 94 (4) (August
2007): 553-576. Reprinted in Radicalizing Levinas (Albany: SUNY Press, 2010).

“Philosophy as a Practice for Life.” Philosophical Practice 1 (2) (2005): 89-93.

Pedagogical Approach to Service-learning
One of the biggest challenges undergraduate students experience with regard to learning is a reason for learning course content beyond the need to pass a test. Unlike traditional pedagogical approaches to learning, service-learning provides the bridge between the textbook/course materials and the world beyond the classroom. Hands-on learning in the community makes the course content more than relevant to the next exam; the content [hopefully] becomes relevant to their lives within the local community and their futures. My approach to providing students with service-learning opportunities is to give them an opportunity to connect their classroom skills with local organizations that they feel passionate about.


Students in my service learning course spend time researching local organizations that are seeking to improve the health of the San Diego community. Through this research, students select organizations whose mission and values with which they connect. They then reach out to their selected organization to set up a chance to volunteer with that organization throughout the semester. Students complete a set number of volunteer hours and detailed timesheets reflecting on the volunteer experience as it relates to course content. This approach achieves a number of learning and life objectives.


Learning objectives can be accomplished and demonstrated in a number of ways. In my service-learning course, the learning objectives surround recognition of the application of textbook concepts within their community volunteering experience. This includes recognizing the process of community organizing currently going on in the local community, examining the effectiveness of community efforts in achieving specified community health outcomes, and analyzing and demonstrating effective community communication between organizations and publics. Achieving these learning objectives is measured through detailed timesheets, where experience and relevance to course readings are explored, and through project presentations, where students share their experiences—including relevance to the
course materials—with the class.


Life objects are less explored in a traditional college classroom. Yet, that is where they often begin. Beyond gaining an education, students have life goals that require skills—especially communication skills—in order to achieve them. My approach to service-learning seeks to provide students an opportunity to gain hands-on experience in the community. This includes seeing workplace environments, interacting with professionals, and contributing to important and timely health challenges. Their volunteered time is an altruistic experience for these students, who often don’t realize the health challenges just beyond the border of campus. The opportunity to give back at food banks, shelters, associations, and events inspires students to realize what their major can contribute in order to better society.

Education
PhD, Communication, University of Kentucky
MA, Communication, University of Kentucky
BA, Communication, SUNY University at Buffalo

Service-learning Courses
COMM 421, Health Communication & Community-based Service Learning
Service Activities Related to Service-learning
2017-present, Advisory Committee, Fulfilling Destiny (San Diego Non-profit)

Service-learning Grants

2017 Summer Undergraduate Research Award to mentor an undergraduate student through a hands-on independent research project. The student designed a research study to improve health communication among a target San Diego group, gathered data, and analyzed the findings.

Sarah GarrityOverview of pedagogical approach to SL (Service Learning Teaching Philosophy) 
My pedagogical approach to service learning is informed by my time as a practitioner in the field of early care and education (ECE) as a Head Start teacher, administrator, literacy coach, and consultant. I am deeply committed to exploring evidence-based practices that can improve the quality of the ECE workforce and view service learning as a way to bridge theory to practice and enhance student learning while providing a valuable service to the community.

In CFD 380, Language and Learning for a Diverse Society, students spend 10 weeks at a local ECE program providing language and literacy experiences for children that are based on the latest research and theory about teaching and learning in the early years. They work closely with the classroom teacher to make sure that activities reflect the curricular goals of the program as well as the interests and developmental levels of the children. An important aspect of my pedagogical approach to service learning is the power of reflection, and each week students are required to reflect on their experience, considering what worked in their lesson plan, what they would have done differently, and what they would like to do next. We use class time to discuss these reflections, and my goal is to create a community of learners whose ideas and experiences are valued and used to construct and expand students’ understandings related to the field of ECE. I create these positive learning experiences for my students by, in part, working to ensure that they feel valued, supported, and intellectually challenged; and I try to model practices that they can take into the field as ECE professionals.


I have been fortunate to have had the opportunity to participate in two study abroad trips to
Guatemala via the GEN STUD 350: Global Cultural Experience Guatemala course. While in
Guatemala, students work in rural areas to improve primary school infrastructure, visit a local
market, teach a lesson to local children, and working on local community development projects while learning more about regional history, culture, and sustainability efforts. Because much of our work takes place within a school setting, I am able to share my knowledge of child and family development to help students explore and reflect upon the socio-cultural and linguistic contexts in which teaching and learning take place and how cultural practices serve to socialize children to become competent members of their own cultural community.

I am excited to have been selected as a Service Learning Faculty Fellow, and look forward to
enhancing my pedagogical strategies related to service learning and sharing my experiences with others.


Education and Training
University of California, San
Diego/California CSU San Marcos
Ed.D.

2011
Educational Leadership

San Diego State University
M.S.

1998
Child and Family Development

University of Pittsburgh
Bachelor of Arts

1989
English Literature and Economics

SL Courses Taught
CFD 380: Language and Literacy for a Diverse Society


GEN STUD 350: Global Cultural Experience Guatemala


Publications related to SL
Ritblatt, S.N., Garrity, S., Longstreth, S., Hokoda, A., & Potter, N. (2013). Early care and
education matters: A conceptual model for early childhood teacher preparation
integrating the key constructs of knowledge, reflection, and practice, Journal of Early
Childhood Teacher Education, 34 (1), 46-62.

Service activities related to SL (community activities, service to the profession)
Service Learning Faculty Fellow, Fall 2017-present


Awards and grants related to SL
IP Development Grant: Creating International Experiences that involve Serving Learning in
International Programs, April, 2017. Award amount: $1,200.


IP Development Grant: Creating International Experiences that involve Serving Learning in
International Programs, January, 2014. Award amount: $1,935.


President’s Leadership Award, SDSU Children’s Center Library Project, April, 2012. Award
amount: $5,000.

Pedagogical Approach of SL
Women’s Studies as a discipline highly values linking scholarship with community activism.
The field developed in the late 1960s/early 70s when the Second Wave Women’s Movement
brought a critique of gender relations and a demand for scholarship that centered diverse
women’s lives and epistemology. At SDSU we believe that academic knowledge is most
meaningful when supplemented with community involvement that works to materially improve the lives of girls, women and female-identified people.


Through my year-long survey course in American Women’s History (pre-colonization to the
present) students can self-select for one of four community/campus-based service learning
internships. In total, this involves approximately 70 General Education students per semester
enrolled in the classes. These include: The Young Women’s Studies Club at Herbert Hoover
High School in San Diego where weekly 16 SDSU undergraduate and graduate students mentor 60 Hoover students in discussions, creative activities, film analysis and panels around issues that aim to create a most just feminist, race-conscious and social class aware world. The second placement is with the Women’s Museum of California (San Diego) where students work to create traveling exhibits, organize and stage the annual San Diego Country Women’s Hall of Fame event, and offer regular speakers and in-house exhibits. Two on-campus SL opportunities are also possible. The first is placements with [email protected], an LGBTQ+ social justice and ally training program that works to make the SDSU campus proactive, welcoming, knowledgeable and safe for all LGBTQ+ students, faculty, staff and administrators. The final placement is the Womyn’s Outreach Association-a student-led intersectional feminist activist group that offers discussions, events, speakers and consciousness-raising programming.


Within the upper-division General Education class students learn about the historical context of women’s lives: how race, ethnicity, social class, place, age, physical ability, sexual orientation and gender identity, religion, marital status, life expectancy and economics inform diverse women’s lives. Intersectionality is the governing lens. We consider all aspects of someone’s multiple identities and how these create unique life circumstance, privileges. oppressions and ways of knowing. This lens is brought to all the SL placements as well.

Students commit to a thirty-hour workload, twenty of which are on site conceptualizing events with site volunteer organizers and planning and staging these events. Students keep intellectual journals in which they respond to professor-given prompts that tie their course work into their SL work. These journals, along with their end-of-semester Reflection papers that require them to evaluate their own efforts, insights gained and interwoven connections with course material help determine their final course grade. They are exonerated from writing a final annotated bibliography, but are required to plan and present an in-class oral presentation that articulately portrays the main elements of their SL internship, their instrumentality in it and its relevance to the course material.


The journals, Reflections papers and journal entries serve as assessment tools for the professor and graduate assistant who each semester adjust and hone the mechanics of the placements. High school students with the YWSC fill out assessment intake surveys and end-of-semester surveys that evaluate the relevance, impact and value of the programming to them. 


Education and Training
Ph.D. Brown University. American Civilization: American Women’s History, Africana U.S. and
Latin American Race Relations, History of Medicine and Medical Sociology, American Urban
History, American Literature.


MA, Brown University. American Civilization.


MA Sarah Lawrence College, Bronxville, NY. Women’s History, History of Medicine, Race
Relations.


University of Massachusetts at Amherst. Women’s Studies, Honors, African-American Studies, History.


Georgetown University Institute of Bioethics.


Service-Learning Courses Taught
WMNST341A American Women’s History, pre-colonization-1870


WMNST341B American Women’s History, 1870-present


WMNST360 Women, Sexuality and the Body


WMSNT565 Women, Health and Healing


WMNST606 Narrating Lives


WMNST608 Body Politics

Publications related to SL
Cayleff, Susan; Herron, Melissann; Cormier, Chelsea; Wheeler, Sarah; Chávez-Arteaga, Alicia;
Spain, Jessica; Dominguez, Cristina. “Oral History and ‘Girls’ Voices: The Young Women’s
Studies Club as a Site of Empowerment,” Journal of International Women’s Studies vol.12 no. 4 (Summer 2011): 22-44.


“Women Who Dare: Shaping the Americas, Through Challenge & Action, San Diego, CA: The
Women’s History Museum and Educational Center and the California Council for the
Humanities,” 2008. Published Curated Museum Exhibit.


Cayleff, Susan E. and Groterria, Angela. “Putting Gender and Multi-Cultural Competence at the Center: The Young Women’s Studies Club at Hoover High School; a Community-Based Service Learning Collaborative Project with an SDSU Undergraduate Class in Women’s Studies.” In Gender, Equity and Violence: Multidisciplinary Perspectives through Service Learning, ed. Geraldine Stahly, Sterling, VA: Stylus Publishing, 2007; 121-138.


Susan E. Cayleff, Hobson, Roberta A. and Schmitz, Roberta J. “Breaking Into Print: Strategies
for Publishing in Women’s Studies as a Grad Student.” In The Grad Students Guide for Being
Published. Eds. Alida Allison and Terri Frongia. New York: Prentice Hall, 1992. 57, 63-69.

Manuals: (Used in Community-Based Service Learning Cultural Competency Trainings
Cayleff, Susan E. The Young Women’s Studies Club at Herbert Hoover High School: A Cultural Competency Training Manual, 2007 onward. With the assistance of Graduate Coordinators over the years.


Cayleff, Susan E. [email protected]: A Cultural Competency Training Manual, 2007 onward.
With the assistance of Graduate Coordinators over the years

Conference and community papers related to SL
2016. Feminist Research Justice Symposium, “Assessment Tool for SafeZones101,” Department of Women’s Studies, San Diego State University, May 2016.


“How to be an Activist,” Jewish Teen Girls’ Leadership Council, Jewish Family Services, San
Diego, Ca. November 5, 2016.


“The Young Women’s Studies Club at Hoover High School, San Diego, California,” Girls’
Issues Feminist Research Justice Symposium, February 27, 2015, San Diego State University.


“The Young Women’s Studies Club at Hoover High School, San Diego, CA.: A Site of
Empowerment and Resistance; The Girls’ Voices Project,” Re-Imagining Girlhood:

Communities, Identities, Self-Portrayals Conference in Cortland, NY. at SUNY Cortland,
October 22, 2010.

“Young Feminist’s Identities and Social Change: Mentoring the Young Women’s Studies Club
for Girls ‘Coming of Age,” Southwest Texas Popular and American Culture Association
Conference, Albuquerque, NM, 2008.


Moderator, “Women’s History in the Community: Triumphs and Challenges at The Women’s
History Museum, San Diego.” Western Association of Women Historians University of San
Diego. May 4-6, 2007.


Organizer of panel, “Women’s Studies in the Community: Making a Difference in Local
Activism,” Feminist Research Colloquium: Feminist Crossroads; Bearing Witness and building
Social Change, The Bread and Roses Center of the Department of Women’s Studies, November
18, 2009.

AWARDS related to SL
2017 Ashley L. Walker Social Justice Award by the Human Relations Commission of
the City of San Diego. The award recognizes individuals who believe in and have
taken action toward the equality and humane treatment of every member of our
community and whose good works have had a significant impact in the growth of
respect, inclusion, and civic engagement of all groups.

2003 San Diego State University Senate Excellence in Teaching Award. Selected by
the Faculty Honors and Awards Committee. One faculty so honored per year from
among a faculty of 900-plus.

2001 Dean Carole Robisciotti Outstanding Faculty Community Service Learning
Award, Aztec Achievement Awards, SDSU. Nominated by the Women’s
Resource Center, The Graduate Women Scholars of Southern California and the
Women’s Studies Student Association.

Grants Related to SL:
2016 College of Arts and Letters Micro-grant, Archiving Young Women’s Studies Club Documents, 1995-2016.

2015. Feminist Research Justice Symposium, “Assessment Tool for the Young
Women’s Club at Hoover High School, Dept. of Women’s Studies, SDSU.
2007 Presidential Leadership Fund, Service Learning Project Between the Young
Women’ Studies Club at Hoover High School and General Education/Honors
Classes in Women’s Studies at San Diego State University: A Five-Year Plan.

2000-01 City Heights Educational Pilot Grant, “A Collaboration between Women’s
Studies 341B, ‘Women in American History, 1890-present,’ and Students at
Hoover High School,” a community service learning project.

2000-01 Women’s History Educational Pilot Grant for Collaborative work between
WS341 B, “Women in American History, 1890-present,” students and the
Women’s History Reclamation Project for SDSU students to create traveling
exhibits, for K-12 public schools.

2001 SDSU Center for Community Based Service Learning Grant, for curricula
collaboration with Hoover High School on, “Shared Women’s Studies Curriculum
between Hoover High School Seniors and SDSU Students: Eight Historical
Novels as a Window into Women’s Diverse Lives, 1792-1975.”

Pedagogical Approach to SL
Community service was developed nearly 100 years ago and is one of the key attributes of
the art and science of Community/Public Health Nursing. It promotes population health and disease prevention in diverse individuals, families, and groups in a community. Community-
focused and community-based nursing practices at SDSU have been designed to approach a target population in a community; assess needs; and develop strategies for the population
obtain or retain optimal health through articulation of theories learned in class. This way, the
students’ competency in knowledge, attitudes, and skills to take care of community’s health can be enhanced.


Recently, the term of “service learning” has been employed by the conjunction of
community service, nursing practice, and the national health agenda, Healthy People 2020 in the Community Health Nursing course. However, I have utilized the concept of service learning through Gerontological Nursing course more than a decade at SDSU.


My pedagogical approach in Community Health Nursing has been actively articulated with
the SDSU strategies of service learning by being officially registered as a Service Learning
Course from Spring 2017. Community/Public Health Nursing is a required course for all students in the nursing program, and approximately 70 students are enrolled. Each student spends 40 hours for service learning projects with topics including Oral Health and Nutrition,
Emergency/Disaster Preparedness, and other topics, which are based on the national health
agenda of Healthy People 2020. These projects have been implemented to diverse populations including students in Walter J. Porter and Mary Lanyon Fay Elementary Schools, Victoria Summit and Lindsay Blended Schools, and at affordable senior housing sites (Garden Villas and CASA Familiar). Grading criteria for the students’ work includes significance of the topics and the target populations, developing pre- and post- assessment tools, teaching performance, evaluation tools, reports to the community, dissemination of a description of the project for other class groups and five reflections of service learning activity. Among the presentations, best presentations were selected and recognized for their work.


In the Gerontological Nursing course between 2005 and 2016, approximately 60 to 80
students per semester were enrolled in the class. Each student conducted two clinical activities involving related service learning for approximately 20 to 30 hours a semester. Two activities included: (1) Interviewing an older adult aged 70 years or older who lives in the San Diego Community for 20 hours on five different days regarding individual health and healthy lifestyle issues and (2) Community Health Fair as a group function in senior centers, churches and other San Diego County health fair sites. The topics were varied based on the needs of the community and its members. These included fall and fracture risk assessment, increased public awareness of high blood pressure, depression, and other topics essential to older adults.

In the interview project, each nursing student selected an older adult and conducted in-
depth interviews with 12 valid assessment packets asking physical, mental and social health questions, reviewing all prescriptions, diet, and status of physical activity. During debriefing
meetings, each student identified the gaps between healthy lifestyle, developed individualized strategies targeting behavioral change by stimulating their motivation toward healthy lifestyles and providing a report to the interviewee. Students contributed significantly toward improvement of older adult health. One example is the following: Compliance of medication in older adults is challenging, in particular when the number of medications is more than 5. Students reviewed their medications and provided a medication table with the purpose, time and dosage of each medication. At times they found overlapping medications from different doctors or unnecessary medication. Through this process of community service work, students can increase their communication skills as well as empirical experience for what comprises common issues in older adults.


Second, Community Health Fairs are the basis for a group approach at diverse senior
communities with a purpose of increasing public awareness and education about common
health issues. Each semester, one to three health fairs were organized and approximately 25
students participated in the experience. When the events were scheduled, the students worked from recruitment to analysis of the results and rehearsals in mock situations. During the health fair with seniors, students prepared two forms: Assessment form for students and report form for participants (result of assessment and education materials). The assessment forms were completed and collected. Later students analyzed and presented the information at the SDSU Student Research Symposium (SRS). Five groups of students presented their reports at SRS and the Western Institute of Nursing Annual Conference. These activities bridge not only learning and practice of knowledge but also learning as a part of the research process at the undergraduate level, where the opportunity to do so is rare in nursing programs.


Education and Training
Hartford Institute Geriatric Nursing Research Scholar for Summer 2010, Hartford Institute for
Geriatric Nursing, New York University, NY.


Recipient of Summer Institute on Aging Research, National Institute on Aging (NIA), The
National Institutes of Health, Queenstown, Maryland, 2009.


“Health Literacy: Teaching Clear Communication in Geriatrics and Gerontology,” California
Geriatric Education Center, Los Angeles, CA


Trainers training by the Geriatric Nursing Education Consortium (GNEC), Faculty
Development Institute training, the American Association of Colleges of Nursing (AACN),
San Antonio, TX


PhD from University of Texas, Austin. Gerontology Portfolio and Integrated Scholarly Portfolio


MSN Seoul National University, S. Korea, Adult Nursing


BSN Seoul National University, S. Korea, Nursing


SL Course Taught
NURS 415 Community/Public Health Nursing


SL Related Student Presentation
Bone health and Calcium Supplement Intake among Adults Living in San Diego County”,
Elyssa Aguirre, Joy Gao, Mengqi Zhang, BSNc, and Young-Shin Lee, PhD, RN, 2016. Poster presentation, the 49th WIN Conference, Anaheim, CA.

“Nutritional Health Status of Homeless Veterans in San Diego” : Jenna Arguelles, BSNc,
Maricris Cruz, BSNc, Christopher Garcia, BSNc, Giyeon Han, BSNc, Young-Shin Lee PhD, RN Poster presentation, the 46th WIN Conference, Anaheim, California.


“Awareness and Treatment Related to Blood Pressure in San Diego Community” Katherine
Nicole O. Padiernos, BSNc, Jessica Salas, BSNc, Shaina Bongato, BSNc, Charlene Dela Cruz, BSNc, Young-Shin Lee, PhD, RN


“Bone Health and Acculturation of Korean-American Women” Hyeran Seo, BSNc, Yeongri
Kim, BS, RN, Young-Shin Lee, PhD, RN


“10 year Fracture Risk and Related Preventive Behavior in the Independent Living”, Jennifer
Acosta, BSN, Erin Aazmi, BSN, Rosalinda Ruezga, BSNc, Danielle Koren, BSNc, Young-Shin Lee, PhD, RN


Service Activities Related to SL
Korean-American Dementia Caregiver Support Group: Founder and facilitator of the group.


Awards and Grants Related to SL
Recipient of “Assigned Time for Exceptional Levels of Service to Students” from San Diego
State University, 2015 - 2016


John Hartford Foundation/ OHSU Hartford center of Geriatric Nursing Excellence/Western
Institute of Nursing Regional Geriatric Nursing Education Award” at the 47th Western
Institute of Nursing (WIN) Assembly, Seattle, Washington, 2014.


Funding for N415 Community Health Nursing, Service Learning projects from Undergraduate Studies, SDSU, 2017 Spring and Fall
Mini-grant for Undergraduate student research presentation, Undergraduate Studies, SDSU