To accompany the traditional objectives associated with SSC200 Courses for the Common Academic Program, the following objectives will be in place. Note that "E" is particularly pertinent to the experiential (service-learning) component of this particular SSC 200 Course ("Engaged Scholarship for Homelessness -- A Service-Learning Course).

-----A. Students will become familiar with (a) historical perspectives on homelessness, (b) definition of homelessness, (b) demographic characteristics of the homeless population, (c) common myths and stereotypes, and (d) epidemiological findings (incidence and prevalence).

-----B. Students will become familiar with (a) contributions from social science disciplines in understanding and addressing homelessness, (b) social science research methods, and (c) interdisciplinary conceptual models of homelessness and service delivery.

-----C. Students will become familiar with the practical applications of social sciences in attempts to address homelessness.

-----D. Students will become familiar with the full range of (a) risk factors for homelessness and (b) negative outcomes of homelessness.

-----E. PARTICULARLY RELATED TO EXPERIENTIAL (SERVICE-LEARNING) COMPONENT OF COURSE AND RELATED ACTIVITIES AND ASSSESSMENT: Through service-learning, students will:

(a) become familiar with ethical principles for professional conduct;

(b) demonstrate an ability to conduct themselves professionally in both research and delivery of services;

(c) demonstrate proficiency in assisting with the implementation of a community research project;

(d) demonstrate an ability to connect direct service experience with course material in ways that enhance their learning and preparation for future community service; and

(e) show pre- to post-semester civic-related changes (i.e., increases in community service self-efficacy, decreases in stigmatizing attitudes toward homelessness, increases in awareness of privilege, and improvements in environmental attitudes).

Students will work within a transdisciplinary team that includes upper level undergraduates, graduate students, faculty, and numerous community partners to assist with my ongoing project: Behavioral Activation Project in Homeless Shelters. In brief, Behavioral Activation provides shelter residents with opportunities to engage in activities that create response-contingent reinforcement, which leads to improvements in self-sufficiency, quality of life, mood, thoughts (Kanter et al., 2010). The project is interdisciplinary and transdisciplinary in the truest sense of the terms; for instance, students from a a variety of majors enroll in the course, faculty and community partners on the Project represent numerous disciplines, the course examines homelessness through different disciplinary lens (especially psychology, sociology, and human rights studies). The ongoing project represents my partnership with St. Vincent de Paul (the organization that sponsors the homeless shelters). Within the context of this ongoing study, a new study on civic-related outcomes for service-learning students will be implemented. PLEASE UNDERRSTAND THAT THIS INITIATIVE IS (AT ONCE) BOTH EXPERIENTIAL LEARNING AND RESEARCH AND, WITH A SCIENTIST-PRACTITIONER PERSPECTIVE, THE TWO COMPONENTS ARE VIEWED AS COMPLEMENTARY AND INSPEPARABLE. Within this ongoing project, there are many opportunities for students to develop and implement their own ideas. There two sections of this SSC200 Course, which will be randomly assigned to Direct Service-Learning OR Indirect Service-Learning. The book that I coauthored (“Service-Learning in Psychology: Enhancing Undergraduate Education for the Public Good”), which was published by the American Psychological Association, explains the difference between Direct Service-Learning (working with clients at an agency) versus Indirect Service Learning (working to prepare resources to assist clients at an agency). Students in the Direct Service-Learning Section will work with the aforementioned transdisciplinary team to assist in implementing three interrelated categories of Behavioral Activation Sessions: (a) sessions to enhance empowerment or self-sufficiency (e.g., computer training, job applications, reentry programming for residents with past incarceration); (b) sessions to enhance coping (e.g., stress management, social support, educational/prevention); and sessions to enhance the shelter social climate (e.g., recreational/social activities, art, music, cookouts). Students in the Indirect Service-Learning Section will work with the aforementioned transdisciplinary team to develop a Community Reengagement Resource Book, which will be given to shelter residents upon discharge (and also be placed online).

The book that I coauthored (“Service-Learning in Psychology: Enhancing Undergraduate Education for the Public Good”) provides a framework (and a multitude of examples) for service-learning reflection exercises (written and group discussion), which is guided by the DEAL Model of Reflection (D= Describe; E = Examine; and AL = Articulate Learning) (see also: Ash & Clayton, 2009). With this general framework for reflection, all service-learning students will engage in reflection exercises (written and group discussion) revolving around the following: social justice issues (e.g., relationship between incarceration and homelessness); human rights issues (e.g., considering aspects of homelessness within the context of the Universal Declaration of Human Rights of the United Nations); United Nations Sustainable Development Goals; other sociocultural issues (e.g., social stigma, privilege); pertinence of service-learning work to one’s own faith; vocational/career development; and progress in developing Behavioral Activation Sessions or the Community Reengagement Resource Book; plans (and confidence) for future civic-related behavior.

1. SCHOLARSHIP: Students will engage in significant scholarship (e.g., library work and papers) in typical course-related requirements. In addition, they will work to (a) develop new Behavioral Activation Sessions for the shelter (Direct Service-Learning) or (b) develop the Community Reengagement Resource Book (Indirect Service-Learning). Further, all service-learning students will participate in presentations at the Stander Symposium at the University of Dayton. Finally, students who show dedication beyond the call of duty (typically students who end up continuing to work on the Project across multiple semesters) will be listed as coauthors on proposals for external conference presentations (and perhaps even publications).

2. FAITH TRADITIONS: As part of the rigorous reflection exercises, students will be at times encouraged to consider the service-learning work at the shelter within the context of their own faith tradition and/or faith traditions of others. Course coverage of historical views of homelessness also contribute to thinking in this domain.

3. DIVERSITY: This learning goal is a primary emphasis of the course (and associated service-learning project). Through regular course-related components (lectures, readings), service-learning work at the shelters (or service-learning work focused on resources need for diverse shelter residents) and reflection exercises (written and group exercises), students will examine issues related to diversity in an in-depth fashion. Some major aspects of pre- to post-semester assessment (using well-validated psychometric instruments), as reviewed earlier, will document changes revolving around this learning goal (e.g., stigmatizing attitudes toward homelessness, awareness of privilege and oppression).

4. COMMUNITY: At Orientation, students will become familiar with (and be tested on) the St. Vincent de Paul Code of Conduct as well as Shelter Safety Procedures, and at strategic points throughout the semester, the Service-Learning Proficiency Evaluation (Reeb et al., 2017) will be used repeatedly during the semester to assess proficiency in tasks and compliance with code of conduct. Outcomes that are fostered during shelter work and reflection exercises (e.g., community service self-efficacy, stigmatizing attitudes, awareness of privilege and oppression) are actually assessed using well-validated psychometric instruments at pre- and post-semester.

5. PRACTICAL WISDOM: From the beginning of the semester, students will become highly familiar with information necessary to work at homeless shelters (e.g., St. Vincent de Paul Code of Conduct, Shelter Safety Procedures). They will work alongside upper level undergraduates, graduate students, faculty, and community partners to implement Behavioral Activation sessions (or develop the Community Reengagement Resource Book), both of which assist shelter residents in solving problems and transcending obstacles related to homelessness. Students have the opportunity to develop Behavioral Activation Sessions that address specific problems at the shelters, and then evaluate the efficacy of their own sessions. Some examples of such work by past students were noted earlier in this proposal.

6. CRITICAL EVALUATION OF OUR TIMES: The course itself (SSC200: “Engaged Scholarship for Homelessness – A Service-Learning Course”) requires students to examine the problem of homelessness from different disciplinary lens, especially psychology, sociology, and human rights studies. The ability of students to do so is evaluated in typical course-related exams and papers. In addition, their ability to examine how context, difference, and/or positionality shape social issues (and the power to shape social issues) will be augmented via rigorous reflection that connects the experiential learning with traditional course-related learning. Their exposure to faculty, community partners, and other students representing different disciplines also contributes to their ability to consider (and integrate) multiple perspectives.

7. VOCATION: Through rigorous reflection exercises (written and group discussion), students will discuss the experiential learning within the context of their sense of purpose in life, sense of civic responsibility, sense of self-efficacy to make differences in the community through service, and the relationship between career goals and plans for future civic-related services. They will consider such questions as: To what extent (and in what ways) is the service-learning work influencing your career plans? How can some of the skills associated with your planned career be utilized in community service? And, following from the last question, to what extent are you becoming prepared to engage in community service that meets the criteria of what Prilleltensky (2008) calls “Psychopolitical Validity” (i.e., service that empowers community members to advocate for self or others and/or promotes positive systemic change)? Can you describe a future interdependency or balance regarding behavior related career goals, family goals, faith-related goals (if applicable), and civic-related goals?