*See attached syllabus with Service Learning sections highlighted in green *See Fall 2019 SLRN Group Projects attached *Timeline -Meet with SLRN community partners during the 2nd week of the semester for orientation, project descriptions and outcomes, and group formations -Have in-class check-ins with community partners every 3 weeks after -Have final community partner check-ins and reflections the last 2 weeks of the semester

See attached rubrics

Evaluation/reflections takes place in the form of individual reflection papers, as well as GEN 3851 assignments

See attached project descriptions

DDBCF - David’s Dream & Believe Cancer Foundation is a 501(c)(3) nonprofit that raises funds to provide financial assistance, wellness services and hope to New Jersey families affected by a cancer diagnosis. Gilda's Club - Gilda’s Club South Jersey’s mission is to ensure that all people impacted by cancer are empowered by knowledge, strengthened by action, and sustained by community.

Critical Thinking: Reflections & Reading Questions, Eastern Nutrition & Movement Research Paper, Dietary Therapy Presentations Critical Consciousness: Reflections & Reading Questions, SLRN Projects

• Conduct a quality review of peer-reviewed literature and evidence-based, professional resources related to eastern approaches to nutrition and exercise. (Direct and Indirect Service components) • Apply the knowledge gained in class to conduct service and outreach in their local communities (Direct and Indirect Service components)

Key materials highlighted in green in the attached document. A. Project description: I teach the SL assignment in one of two ways in this course, which I teach as a 2K GAH and as a first-year seminar: some semesters the students pick the community partner/issue and other terms I select the partner/project before the term begins. The partner changes every term, but all connect with women's/LGBTQI+ topics, and the the students usually conduct indirect service. In the attached documentation I provi

Total service learning project grade (including all related assignments) ranges from 20-35% of the final grade. See pages 3; 16. Rubrics attached, see pages 9; 12-13; 25-28.

Reflection paper (rubric, see page 28, and description of this part of the assignment included in assignment descriptions).

Activism is a required component of this WGSS course. The SL project advances all of the course's stated learning objects (see pages 1; 14) by connecting the course readings and content to the "real world" as well as building teamwork skills.

n/a

The Stockton Center for Community Engagement promotes university and community efforts to serve the public good.

The project is feminist activism focused, asking students to consider how we've defined activism and seen it in action by others and then reflect on their experience as feminist activists. The course does not require students become/identify as feminist, but it does require that they attempt to engage in feminist activism and reflect on what they have learned about feminism and themselves as a result.

See A. above.