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Integrating Service Learning into the Study of International Terrorism
Unformatted Document Text:  Service Learning Components for International Terrorism: Empowering Students through Activism David Reilly February 2004 Draft 26 A fourth option—one that I am still exploring—would involve volunteer work with the Buffalo Sector of the border patrol, or with Immigration Inspection through the INS. Stay tuned for more information on this option… Finally, students will work in groups to write editorials that will be published biweekly in the Sunday edition of the Niagara Gazette. The editor for the editorials page, Karen Keefe, is excited to have students writing a series of editorials. The articles will start on September 8 th and run through the end of December (see the list below). We are limited to 750 words per article. We will have strict deadlines and high expectations for the quality of the articles—this is not an assignment to take lightly! For all of these projects, students will write a journal of their efforts and experiences. This writing will encourage you to reflect on service learning and its relevance to the course. The journal will be turned in at the end of the semester and will factor into the participation grade. It should help you to write more detailed and informative commentaries for the Niagara Gazette. It will also enable me to identify potential problems with these projects, and to track your progress. NIAGARA GAZETTE EDITORIAL SCHEDULE DEADLINE RUN DATE TOPIC 9/2 9/11 Introduction 9/9 9/15 The Student Experience: Has the World Changed since 9/11 9/23 9/29 Terrorism in the Broader Context of Political Violence: How is it Different? 10/7 10/13 Theory Versus Conventional Wisdom: Explaining Terrorism 10/21 10/27 US Foreign Policy: Are We the Agitators? 11/4 11/10 Generational Perspectives on Terrorism 11/18 11/24 Responses from Experts: Correspondence with Gov’t Officials 12/2 12/8 Immigration and the INS: Adapting to a Post-9/11 World 12/9 12/22 A View from Abroad: Do Russian and U.S. Students Disagree?

Authors: Reilly, David.
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background image
Service Learning Components for International Terrorism:
Empowering Students through Activism
David Reilly
February 2004 Draft
26

A fourth option—one that I am still exploring—would involve volunteer work with the Buffalo
Sector of the border patrol, or with Immigration Inspection through the INS. Stay tuned for
more information on this option…

Finally, students will work in groups to write editorials that will be published biweekly in the
Sunday edition of the Niagara Gazette. The editor for the editorials page, Karen Keefe, is
excited to have students writing a series of editorials. The articles will start on September 8
th
and run through the end of December (see the list below). We are limited to 750 words per
article. We will have strict deadlines and high expectations for the quality of the articles—this is
not an assignment to take lightly!

For all of these projects, students will write a journal of their efforts and experiences. This
writing will encourage you to reflect on service learning and its relevance to the course. The
journal will be turned in at the end of the semester and will factor into the participation grade.
It should help you to write more detailed and informative commentaries for the Niagara
Gazette. It will also enable me to identify potential problems with these projects, and to track
your progress.
NIAGARA GAZETTE EDITORIAL SCHEDULE
DEADLINE RUN
DATE
TOPIC
9/2 9/11
Introduction
9/9
9/15
The Student Experience: Has the World Changed
since 9/11
9/23
9/29
Terrorism in the Broader Context of Political
Violence: How is it Different?
10/7
10/13
Theory Versus Conventional Wisdom: Explaining
Terrorism
10/21
10/27
US Foreign Policy: Are We the Agitators?
11/4
11/10
Generational Perspectives on Terrorism
11/18
11/24
Responses from Experts: Correspondence with
Gov’t Officials
12/2
12/8
Immigration and the INS: Adapting to a Post-
9/11 World
12/9
12/22
A View from Abroad: Do Russian and U.S.
Students Disagree?


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