Articles by USD Faculty
Guerrieri, K. “Leer y escribir la frontera: Language, Literature, and Community Engagement in the San Diego – Tijuana Borderland,” in Danielson, S., & Fallon, A. Community-based Learning and the Work of Literature.
Myers, P. “Family Math Nights: Sharing our Passion for Mathematics,” in Math in Service to the Community: Concepts and models for service-learning in the mathematical sciences, Mathematical Association of America, 2005
Liu, J., Elliott, E., Loggins, J., & Nayve, C. "Toward Common Unity: From Silent to More Equitable Partnerships" in Metropolitan Universities Journal, p. 104-115. Spring 2006
The Campus Compact Indicators of Engagement offer a unique opportunity to examine mechanisms that create transformational, "authentic, sustained partnerships" with our immediate communities. This important service-learning goal has the potential to change both the institution and the community (Enos and Morton 2003). Analyzing these partnerships often exposes inherently unequal power relationships between universities and lower socio-economic communities located nearby. Using these partnerships as a unit of analysis provides us with tools to moderate that power imbalance (Cruz and Giles 2000).
Elliott, E., & Garcia, L. "Recruiting and Building a Team" in Students As Colleagues: Expanding the Circle of Service-Learning Leadership, Campus Compact. 2006.
Student Leadership Program.
Camacho, M. "Power and Privilege: Community Service Learning in Tijuana", in Michigan Journal of Community Service Learning Service-Learning and Anthropology, Volume 10 Number 3, Summer 2004.
As social scientists engage their own subjectivity, there is greater awareness of their own touristic "gaze", or at least the power relations that are evoked in the researcher-subject interaction. In teaching student involved with community service learning, the challenge is to provide a learning experience that addresses power inequities between student and served. How do we teach students to recognize axes of privilege, be critical of their roles, and be sensitive to the multiple dimensions of power relations and between server and served? This article proposes to examine how service-learning can be a catalyst for examining the important issue of subjectivity. Drawing from qualative data of students working in migrant labor camps and community development projects in the context of Tijuana, I discuss how students viewed power differentials and came to consider their relative social class and radicalized differences in the context of the Mexican border zone.
Lazarus, F., Villis, C., & Rauner, J. "University of San Diego: A Commitment to Collaboration" in Public Work and the Academy: An Academic Administrator's Guide to Civic Engagement and Service-Learning, Bolton, Massachusetts: Anker Publishing Company, Inc., 2004.
"Service-learning and all of the programs of the Office of Community Service-Learning at the University of San Diego (USD) commit to a collaborative approach with faculty, students, community partners, and staff. Actively supported by the provost, all have benefited from networking and learning though national, state, and regional initiatives. A diversity initiative, also based in the provost's office and a vital component in all USD programs, has significantly influenced USD's development of service-learning." Learn More...
Rothman, M. "Internships: Most and Least Favored Aspects Among A Business School Sample" Psychological Reports, Vol. 93, pp.921-924, 2003.
This study reports the results of a content analysis involving 143 senior and junior year business school students enrolled in a semester-long internship course for credit (74 males and 69 females.) Responses to the question, "What did you like most/least about your internship position?" are reported. Positive aspects of internship are discussed in relation to the Job Characters Model.
Clark, M. "Involving Communities In Community Assessment", Public Health Nursing, Vol. 20 No. 6, pp 456-463, Nov/Dec 2003.
Abstract focus groups provide an effective means of incorporating the perspectives of "hidden" populations in assessment of community health needs and assets. A series of focus groups was conducted with specifically targeted segments of a community to develop a comprehensive picture of community health. The authors describe the focus group process, major findings, and the use of focus groups result in a highly multicultural community. Despite differences in age, length of residence, and ethnicity, the focus groups were remarkably similar in the issues raised. The majority of participants viewed the multicultural nature of the community as an asset, but voiced some of the difficulties of living in a multiethnic and Multilanguage environment. Similar areas of concern in the community arose from all the focus groups, including housing and other environmental issues and problems of access to health care. Focus group findings have been used to initiate activity addressing identified community problems. Focus group participation had the added benefit of increasing community members' participation in other community endeavors.
Pulido, A. "The Living Color of Student's Lives: Bringing Cajitas into the Classroom", Vol. 29 No. 2, Fall 2002. I am a professor of Latino and Ethnic Studies whose main objective is to create and foster a community of artists. Such a goal may be considered quite ambitious and even absurd coming from someone who possesses no formal training in the arts. However, in attempting to identify the single most important quality of my teaching in the classroom, I implement this community of artists metaphor that enables me to capture my teaching and pedagogical strategies with an eye toward impacting and transforming the lives of students.
I write this essay with the intent of sharing insights into my teaching pedagogy and strategies as illustrated through my "sacred box" or cajita projects that I have implemented into my courses for the past seven years to commemorate El Día De Los Muertos (Day of the Dead). In this essay, I outline the background and initial ideas that crystallized into this class project and describe the impact of the project on myself and on the lives of students. First, I begin our discussion with a reflection of my teaching philosophy and my attempts to reinforce these perspectives through a two-month-long cajita assignment. From there, I describe the cajita project itself and conclude with a discussion as to the significance of this project and the need for grounded teaching strategies in the classroom. Learn More...
Alexandrowicz, A. "Effective Instructions for Second Language Learners: What Tutors Must Know" Reading Improvement, Print Source Plus, Summer 2002.
This article focuses in the necessary elements that must be considered when preparing tutors of second language learners. Research has shown that this population in particular can greatly benefit from individualized instruction that is appropriate to the student's level of language competencies. In teaching reading and writing to students whoa re new to the English language, there are several additional factors that need to be considered. Among these factors are the need to guide the tutors to become aware of the students' cultural and linguistic background and to provide them with the skills to help many students first acquire adequate levels of oral language proficiency first. This paper intends to guide practitioners on the information that is critical to support tutors so they can be more effective with immigrant children.
Perez, G. "The View from Here: Toward a Critical Pedagogy in the Multiethnic Classroom" in Phyllis Kahaney and Judith Liu, Contested Terrain: Diversity, Writing, and Knowledge, Ann Arbor: University of Michigan Press, 2001. An analysis of pedagogy in ethnic studies includes a critique of the "national service" model from which community service-learning is derived. An alternative--"service for change"--works for transformation of institutions through self-determination of those served. Writing based on oral history, community service, proposals for curriculum change, and action projects illustrate the transformative process of critical pedagogy.
Lord, S. "Service-Learning in Engineering at the University of San Diego: Thoughts on First Implementation" in Projects That Matter: Concepts for Service-Learning in Engineering, p. 167-173. Ed. Edmund Tsang, Ed. Series Edward Zlotkowski, 2000.
Service-Learning in Engineering at the University of San Diego
The series was developed to help create a national network of service-learning educators. This particular edition connects the Engineering field to service-learning. Susan Lord's article speaks about her experience with service-learning at the University of San Diego. The article talks about the course structure and logistics, Student projects, student assessment, and the professor's experience.
Lampe, M., & Rothman, M. "The Successful Business School Internship Program: A Model" Journal of Cooperative Education, Vol. 38, Number 2.
Internships provide a win-win opportunity for all parties: students, universities and employers. This paper describes the benefits of an internship program and outlines a model that has been successfully used in a school of business administration. Among the model's key features are an emphasis on student initiative, responsibility and professionalism, an internship placement proposal, limited class time, an internship portfolio project completed by all students, evaluation forms and financial incentives for community service placements.
