Stone Soup Unitarian Universalism: Youth / Young Adult Class Proposal

Hello, this is a course I am proposing at Starr King School for the ministry as a student teaching fellow. The proposal is due is June, so any comments are welcome.

For the most recent revision of this proposal and course outline follow the link below:
Google Docs

Format of Proposal:

1. A Title, of no more than 30 characters (including spaces and punctuation)

2. A one-paragraph course description (approximately 100 words)

3. An outline or syllabus for how you plan to approach teaching the course, including readings, topics to be discussed, and student expectations.

4. Tell us about the significance teaching the course will have for your program of study.

5. An explanation of which one or two of Starr King’s Eight Threshold Areas your course best fits into.

6. An explanation of how this course would contribute to Starr King’s commitment to Educating to Counter Oppressions and Create Just and Sustainable Communities.

7. How will this course give special attention to educating students from historically marginalized social locations in their preparation for religious leadership?

8. Please tell us if you imagine this course to be a full semester or half semester class as well as any time constraints you have (“evenings only,” “no Monday classes” etc.)

9. Please tell us if you imagine this course to be an Introductory, Intermediate, or Advanced level course.

10. Please tell us if you need to limit the number of students for pedagogical reasons, including both a minimum and a maximum number of students.

11. A list of any space or technology needs you will have for this class.

12. If you are proposing an online course, we require that you post the course online yourself. Please describe your capacity for scanning and posting your own course to Moodle (an online course software program).

13. If your course will involve students in fieldwork, cultural immersion or community involvement, please describe that work

14. Omitted

15. Omitted

16. Full Contact information

1.
UU Youth/Young Adult Movements

4 Units

Instructor: Sean Honea
Guest Lecturer(s): Lena-Elodie Richardson (Works for Story Corp),Others TBD

2.
This course will survey the North American UU Youth / Young Adult Movements from its beginnings and up until the present. In addition, to traditional texts, denominational reports, and guest lecturers, an experiential knowledge component will account for a significant portion of the course. Students will engage in original research of local Youth, Campus Ministries, and or Post College Young Adult Groups by taking oral histories. Evaluation: Weekly written reflections on texts. Final project: working in groups or individually students will go beyond local UU groups and explore how other religious communities serve their Youth/Young Adult communities. No prior oral history experience needed.

3. See Course Outline at end of document

4. Starr King School Thresholds:

Life in Religious Community and Interfaith Engagement
- Class Field Trips to UU and Non-UU Youth and Young Adult groups near the CAL Campus
- Final project:
  working in groups or individually students will go beyond local UU groups and explore how other religious communities serve their Youth/Young Adult communities. No prior oral history experience needed.
History of Dissenting Traditions and the Thea/ological Quest
- Course will survey the North American UU Youth / Young Adult Movements from its
  beginnings and up until the present. Some emphasis will be placed on the Theology Youth / Young Adults movements both reflected, differed from, and challenged the valves and power structure of greater denomination body of Unitarian Universalism prior to and after merger

5. Educating to Counter Oppressions and Create Just and Sustainable Communities.

e.g. Elitism, Classism, Ageism, Racism (ECO):
- Students will examine the conscience and unconscious oppressions inherent in the UU Youth and Young Adult Movements
- Ageism vs. the ethos of Youth Autonomy

Instances of Classism, Elitism, and Racism; examples:
- The Youth Agendas support and joint walk out with UU Black Affairs Caucus in
  the 1969 General Assembly
- Youth Conferences attended by the most privilege
- Youth Group in Maine struggles with it’s tradition of performing the
  infamous “Blackface” Mistral Shows

Othering of non-UU faith traditions
- Students will engage with non-UU Youth and Young Adult Programs as part of theirfinal project

How will this course give special attention to educating students
from historically marginalized social locations in their preparation
for religious leadership?

In the first phase of the course students will write up reflections of their experience as
youth and young adults in their respective faith communities. Students will then share their experience in a rotating fish bowl in which 3 or 4 students will discuss their experiences while the rest of the class observes. The fish bowl will then flip and the rest of the class will discuss on what they heard: oppressions, needs meant and not meant etc. The fish bowl will rotate until ever person participates at least once inside the fish bowl.

7. Class will be a full semester in length as a four credit hour class to account for the fieldwork that students will be required to do in gathering stories for their final project in addition to normal lectures and class field trips. No restriction on days or time of day.

8. Course will be an introductory course to UU Youth / Young Adult history and Oral
History gathering

9. Minimum Students: 6; Maximum: 25

10. Media / Technology needs:

Ability to show movies from Internet, CD and or DVD.
If possible audio recording equipment for students; otherwise students will need to acquire recording equipment at their own cost

11. Moodle: Course Reader will be placed online. I will need access to a scanner to do this. All copyright permission will be sought beforehand. This is not an online course.

12. Fieldwork:

In second half of course the class will be split class into three groups: Young Adult
post college, College, Grammar / High School Youth

Students will work in a group to select one or several groups with in their set.
Take oral histories (and or additional research if student already possess those skill sets) from a local Youth / Young Adult Group and those that the groups refer students to outside of groups
Have Class meet periodically in small sub-groups and full class for reflection upon their research prior to final presentation

13. See attached
Curriculum Vitae

14. See CV

15.

Sean Honea, 1st Year M. Div
Starr King School for the Ministry
2441 Le Conte Ave.
Berkeley, CA 94709
http://stonesoupuu.blogspot.com/

16. See attached
letters of reference (2).

3. Syllabus Course Outline:

UU Youth/Young Adult Movements

4 Units

Instructor: Sean Honea
Guest Lecturer(s): Lena-Elodie Richardson of Story Corp, Others TBD

“The UUA Board called youths’ departure from youth programs a
‘bridge to nowhere’ and called for more welcoming of youth into young adult and campus ministry.” -- Consultation on Ministry To and With Youth Summary Report August 2007

This course will survey the North American UU Youth / Young Adult Movements from its beginnings and up until the present. In addition, to traditional texts, denominational reports, and guest lecturers, an experiential knowledge component will account for a significant portion of the course. Students will engage in original research of local Youth, Campus Ministries, and or Post College Young Adult Groups by taking oral histories. Evaluation: Weekly written reflections on texts. Final project: working in groups or
individually students will go beyond local UU groups and explore how other religious communities serve their Youth/Young Adult communities. No prior oral history experience needed.

Student Expectations:

Discuss the current needs of the UU (and or your faith tradition) Youth transitioning to Young Adulthood and develop a plan to meet those needs

Explain the relevance of supporting Youth/Young Adults Programs as a productive vehicle for spreading the values and change that congregations, and or denominations wish to see in the world.

Explain the significance of the Youth/ Young Adult movement in Unitarian, Universalist and UU History

Compare and contrast the different models Youth and Young Adult Ministries
currently in practice

Discuss the value of using oral histories / testimonies from members and leader of Youth / Young Adult Ministries as a mean to make congregations aware the needs of Youth transitioning to Adulthood.
Reference Texts:

Lives in Context: The Art of Life History Research by Ardra Cole & J. Gary Knowles
- Oral History basics
We Would Be One: A History of Unitarian Universalist Youth Movements by
Wayne Arnason and Rebecca Scott
- Historical Survey of UU Youth and Young Adult Movements
- Personal Narrative Essays at the end of each chapter
Instructor’s Campus Ministry: Oral History Project (in progress)
- Interviews from the recent UU Youth /Young Adult World
- Will supplement text to highlight historical legacies that have carried over into
  present experiences of UUs

Online Reader / Movies:

DVD: A Living Faith (2005) and Building Intergenerational Wholeness (2002) (link issues)
- Current UU Propaganda
DVD: UU University 2007: Leading Change in your Congregation by Gil Rendle (Alban Institute)

“The Power of Story” – 22 mins
“Better Stories” – 22 mins

Full Circle: Fifteen Ways to Grow Lifelong UUs by Kate Tweedie Erslev

from review: "She explores the 15 common threads that lifelong UUs identified as critical in their commitment to their faith. Erslev surveyed and interviewed 82 men and women from ages 25 to 87 who were raised as UUs. A lifelong UU herself, Erslev has been a DRE for over 20 years."

UUA The Youth Ministry Working Group Report (2009) and the Mosaic Project
(2009 assessment of Youth and Young Adults of color ministerial needs in UU-ism)
- Detailed assessment recommendations for change serving UU Youth / Young Adults and People of Color
Essay: Looking to Our Past to Find Our Future: Foundations of Unitarian Universalist Youth Ministry by Tera Little

http://www.uua.org/publications/synapse/2006winter/57989.shtml
“The future of our youth movement demands a cadre of well-trained, committed
youth advisers who can do more than just open the door for youth on Sunday mornings. We need advisers who can be the stable partners in this ministry, who can help them reach Channing's goals of self-culture and Emerson's hope of self-reliance by honoring each voice in the group, encouraging the free and responsible search for
truth and meaning, giving freedom with responsibility, and teaching leadership skills and then stepping back and letting the youth use them. The future of this movement also depends upon religious professionals who can understand the unique characteristics of a vibrant youth ministry and who can nurture the process rather than stand in its way. This is necessary if we are to completely honor the foundations of our youth ministry.” – Tera Little

Essex Conversations: Visions for Lifespan Religious Education

“Making Sure There is a There There” – Judith A. Frediani
“What Youth Want” – Logan Harris

“Youth Groups as a Model for Transformative Ministry” – Jen Harrison
“Taking Our Children Seriously” – Rev Gary E. Smith

Requirements:

Attendance in class and at least 3 Class field trips.
- A total of 6 to 8 field trips to local campus ministries, youth and young adult groups will be announced weekly outside of class time
Take part in class discussions and planning.
Assignments:

Weekly Reflection papers (1-2 pages db-spaced), grade for participation
Introduction paper 2-3 pages on the theme: What was a defining moment(s) or event(s) in your spiritual life in community as a Young Adult or Youth transitioning to Adult hood. Graded for participation: shared with class
Final Project:
- Using the Oral History texts provided as a model, seek out a faith group / ministry that provides services to Youth, Young Adults (in or out of College). Any religious tradition / community may be studied. Project may take the form of a paper, a series of articles, non-fiction narrative, a Video and or DVD, an Audio CD, an interactive website, and or a dramatic work. Students must work individually during their research, but must collaborate on presentation. The entire class may work together
- Students \ teams pick one of three tracks:
  - Track 1: Youth Program in faith Community (High School)
  - Track 2: College Campus Ministry Program, and create an Oral History
    Project of the Group.
  - Track 3: Young Adult Program not based on a college campus
- If choosing a campus ministry, it need not be affiliated with the CAL
  Campus (UC Berkeley)
- View the Youth / Young Adult ministry as the starting point; you may
  expand your project further as you encounter more stories

Curriculum: Roughly 15 meetings.

Phase 1: Your Story

Day 1: Your Story of Youth:

Instructor: “Welcome / Intro to Syllabus”
DVD: UU University 2007: Leading Change in your Congregation by Gil Rendle (Alban Institute)

“The Power of Story” – 22 mins

Students reflect on how you were treated as a child in church

In class writing 20 minutes:
Small group share in rotating Fish bowl. 20 Minutes each group

Day 2: Your Story as a Young Adult and or in (College / Military / Traveling)

Instructor: “As A Southern Baptist Child”
DVD: UU University 2007: Leading Change in your Congregation by Gil Rendle (Alban Institute)

“Better Stories” – 22 mins

Students reflect on how you were treated as a Young Adult in church / etc

In class writing 20 minutes:
Small group share in rotating Fish bowl. 20 Minutes each group

Phase 2: Their Story / Our Past

Day Three: Beginnings of Unitarian and Universalist Youth Movements
- DVD in class: A Living Faith (2005) and Building Intergenerational Wholeness (2002)
- Instructor: Lecture: “Youth group began as Young Adult groups”
- Readings before class
  - Oral Hist project: Essay 1
  - We Would Be One: A History of Unitarian Universalist Youth Movements (pages: vii to 76)
- Assignment due in class:
  - 1 to 2 page (dbs) reflection paper

Day Four: Liberal Religious Youth (LYR)
- Instructor Lecture: “Separating the YA and College from the movement”
- LRY Speaker
- Readings before class
  - Oral Hist project reading: Essay 2
  - We Would Be One: A History of Unitarian Universalist Youth Movements (pages: 77 - 148)
- Assignment due in class:
  - 1 to 2 page (dbs) reflection paper

Day Five Young Religious Youth
- Instructor “Separating the YA and College from the movement”
- Oral Hist project reading(s)
- Readings before class
  - Oral Hist project reading: Essay 3
  - We Would Be One: A History of Unitarian Universalist Youth Movements (pages: 149 - 214)
- Assignment due in class:
  - 1 to 2 page (dbs) reflection paper

Phase 3: Our Story:

Day 6: Things Fall Apart (Again)
- Guest Lecture / Panel from YRUU (TBD)
- Readings before class:

Reader:
“A Letter to YRUU Concerning Con Con” From The UUA Youth Office
UUA The Youth Ministry Working Group Report (2009)
Essay: Looking to Our Past to Find Our Future: Foundations of Unitarian Universalist Youth Ministry by Tera Little
Oral Hist project reading: Essay 4

Assignment due in class:
- 1 to 2 page (dbs) reflection paper

Day 7: Full Circle
- Young Adult (UU Young Adult Network) Panel / Speaker
- Readings before class:

Reader:
- Text (TBD)
- Oral Hist project reading: Essay 5

Assignment due in class

Phase 4: Hidden Stories

Day 8: Oral History Workshop
- Guest Lecture Lena Richardson from Story Corp
- Reading before Class
  - Lives in Context: The Art of Life History Research by Ardra Cole & J. Gary Knowles
  - Oral Hist project reading: Essay 6
- End of Class:
  - Class is divided up by groups and begin research (outside of class)
    - Split class into three groups: YA post college, College, Grade School Youth
    - Assignment: students brain storm in their peer group to select one or several local Youth / Young Adult groups to document

Day 9: Youth and Young Adults of Color
- Instructor Lecture: “Old Photographs; White Faces”
- First half of class: Discussion of Readings
- Second half of class: Small Group Check In of Projects
- Reading before Class
  - UUA Mosaic Project
  - Oral Hist project reading: Essay 7
- Assignment due before class
  - 1 to 2 page (dbs) reflection paper

Day 10: Where Do We Go From Here?
- First half of class: Discussion of Readings
- Second half of class: Small Group Check In of Projects
- Reading before Class:
  - Essex Conversations: Visions for Lifespan Religious Education

“Making Sure There is a There There” – Judith A. Frediani
“What Youth Want” – Logan Harris

“Youth Groups as a Model for Transformative Ministry” – Jen Harrison
“Taking Our Children Seriously” – Rev Gary E. Smith

Oral Hist project reading: Essay 8

Assignment due before class
- 1 to 2 page (dbs) reflection paper

Day 11: Millennial What?
- First half of class: Discussion of Readings
- Second half of class: Small Group Check In of Projects
- Reading before Class:
  - Rev Laurel Hallman’s sermon on Millennial Youth
  - Oral Hist project reading: Essay 9 Assignment due before class

Assignment due in class
- 1 to 2 page (dbs) reflection paper

Day 12: Inter-Group Workshop
- Groups present the state their projects to each other
  - And make suggestions to each other for presentations

Day 13: Military Young Adult
- First half of class: Military Veteran and Chaplain lecture
- Second half of class: Small Group Check In of Projects
- Assignment: finish up projects

Day 14:
- Group Presentations

Day 15: What Will You Take With You
- Group Forum on practical steps the individual can take with them into their ministry concerning Youth / Young Adult issues
- Assignment due in class:
  - 5 minute statement your plan / idea for creating empowering youth / young adult ministry