Prezi

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in the manual

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

Make your likes visible on Facebook?

Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.

No, thanks

Service-Learning 101

Ryan Rogers
by Ryan Rogers on 28 January 2014

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Service-Learning 101

Service-Learning
101
(What to expect)
Purposeful
Civic Learning

Approximately 10 minutes
Dynamic Presentation
Style
Key Concepts
Pedagogy
Theory
Misconceptions
Critical Components
of Curriculum Integration
Additional
Considerations
Civic Learning characteristics
Distinguishes academic service-learning from other service programs
Has tremendous flexibility
Is not widely understood
What is Civic Learning?
What is Civic Participation?
Civil Learning Goal Categories
An array of knowledge, skills, and values that should be aimed for
Academic Learning

Democratic Learning

Diversity Learning

Political Learning
Leadership Learning

Inter- and Intra-Personal Learning

Social Responsibility Learning
Relevant and
Meaningful Service
with
the Community

Enhanced Academic Learning
What is Service-Learning?
What it's not...
Academic service-learning is NOT the same as other types of service
Academic service-learning is NOT an internship, which focuses more on student benefits and academic learning.
Experience is needed for learning, but is NOT enough in itself. Reflection activities connect the two.
A community service requirement to a course does NOT fulfill the academic service-learning model.
“What students do during college generally matters more to what they learn and whether they persist to graduation than who they are or even where they go to college.”
(Kuh et al, 2005b, p. 3)
A teaching tool...
How
do you integrate
service-learning into
your course?
"GOSA!"
Identify Learning
oals
Identify Learning
bjectives
Identify Learning
tratagies
Identify Learning
ssessment
Methods
Learning assessment methods provide feedback to the instructor(and the student) on the alignment between these components
*Also modified from the Michigan Journal workbook
Example....
Civic learning:

The University of Massachusetts at Lowell has received a $100,000 National Science Foundation grant to develop service learning projects in its college of engineering — one of only 10 awards nationwide, according to the university.
The one-year planning grant will incorporate service learning — which connects a project to the academic curriculum — into core engineering courses. The program is optional but successful thus far. For example, a trio of mechanical engineering students recently constructed a prosthetic leg for a 14-year-old amputee in Peru. (Then had to go through the process of getting the leg to the child.)
What were the civic learning objectives?
Academic learning
Democratic citizenship learning
Diversity learning
Political learning
Leadership learning
Inter- and Intra-personal learning
Social responsibility learning
Quote:
"Our goal is to reach every student in every semester with a service-learning component,” said John Ting, dean of engineering. “We have an excellent track record. Now, we face the challenge of developing an integrated, college wide program in which students from different disciplines work in teams to solve problems presented by community groups locally or overseas.”
Finishing the story...
During the planning year, the engineering faculty will pilot-test program options and prepare a full proposal for a $1 million, five-year implementation grant to fund a college wide, service learning initiative to reach every engineering student.
*Modified from a publication of the Edward Ginsberg Center for Community Service and Learning at the University of Michigan with support from Campus Compact
Proper Service-Learning addresses a REAL community need.
But first, to ensure we're on the same page...
"Service-learning combines service objectives with learning objectives with the intent that the activity changes both the recipient and the provider of the service.



This is accomplished by combining service tasks with structured opportunities that link the task to reflection, discovery, and the acquisition and comprehension of values, skills, and knowledge content."

*Furco Model
that reinforces SPECIFIC CLASSROOM LEARNING, meets community needs, and fosters civic responsibility.  A service project will be used as a part of a class assignment to help students DISPLAY ACHIEVED LEARNING as part of their grade.
How Should Colleges Prepare Students to Succeed In Today’s Global Economy?
Course Specific Academic Learning
Generic Academic Learning
Learning how to learn
Community Learning
Inter- and Intra- personal learning
consider how Service-Learning can strengthen or allow new learning objectives
skills learned in and instrumental to all courses
skills that build learning capacity
skills which are important to the course that can only be acquired in the community
objectives critical to developing the whole learner and that are valued in a broad liberal arts education. The "soft" skills.
Examples:
“Classroom” Strategies – small group discussions, one-minute reflection papers, simulations
Student Assignments – integrative papers, structured journals, reflective interviews
But if you're a definition person...
Back to the Service-Learning visual
Here's a visual
When all three are
equally together
that's Service-Learning

Let's begin with...
So, why is relevant and meaningful Service-Learning important? Take a look at this quote....
Now let's focus on...
Let's look back for a second...
Here are five general academic learning goal categories
that can be enhanced by service-learning.
Lastly, let's focus on...
Along with these are...
So
Here's a good place to start
There are two ways that the incorporation of a service assignment can enhance academic learning in a course:
1. Service-Learning complements traditional classroom, and book-based learning.
Example
International students serving in the community can better strengthen their English speaking skills beyond what they might achieve in the course....or even on campus.
2. It provides "real-world experience and exposure to the subject matter that enables learning possibilities that can enhance the goals of the course.
Those same international students now have an authentic opportunity not only to improve their language skills but learn about American culture...which may be a part of the course learning goals but may be limited to just the campus.
"Any learning that contributes to student preparation for community of public involvement in a diverse democratic society."
"...more than just activities such as voting and obeying the law...but also aspiring to and realizing concrete contributions to one's local community and beyond."
Here's a visual
(*Furco, 1996)
Altruistic, primary focus is on
the recipient
More structured, semester or year
long, usually focused on community
themes.
Student is the primary beneficiary,
provides hands-on experience and enhanced learning in an particular area of study
Co-curricular service opportunites not fully intergrated in students' course or program. EX. Student teaching, Practicums.
Service-Learning's intention is to equally benefit the provider and the recipient
as well as focus on the service
and the learning
Don't forget the one thing that holds all three categories together
Reflection!
an essential ingredient to the
pedagogy that ensures the
connection between the meaningful service, the academic learning and the civil learning
Here are the"4 Cs" to effective reflection
Continuous
Connected
Challenging
Contextualized
(*Eyler, Giles, and Schemiede
1996)
Reflection activities throughout the service-learning course
Reflection that is structured and directly related to the learning objectives.
Reflection that sets high expectations, demands high quality student effort, and facilitates instructor feedback that stimulates further student learning.
Reflection that is appropriate to the particular course and commensurate with and complementary to the level and type of other course learning activities.
These should be general and provide direction
These should be achievable and measurable
Ways of achieving one or more of the learning objectives
EX. "Students will understand and apply basic physics concepts to problems in astronomy."
Now...
G
O
S
A
"qwop64"
Please email Ryan Rogers, (ryan@floridacompact.org) at Florida Campus Compact your name and the code above upon completing this module. Thank you!
Before you go off and start your service-learning course
Here are some additional considerations and things to think about
How can service be bad to the community?
Should service be Optional or Manadory?
Should service be Direct or Indirect?
Assisting an after school program
with their day-to-day operations
OR
Assisting an after school program
with their marketing campaign
How much should service be weighted
grade-wise?
Liability issues
The duration of the Service-Learning component
Semester long? One time, two time event? 15 hours? 40 hours?
How will you motivate students?
What are the benefits and drawbacks of each?
One community partner or several?
Freshmen Experience, Senior capstones, "Service Internships" or independent studies, CBPR, Learning Communities
Strategic and Quality Community Partnerships
Here are some resources to help research

and address these considerations
www.servicelearning.org
www.compact.org
Us
Florida Campus Compact
Thank you for your time
and if you have any questions
concerning this presentation
feel free to contact us.
1801 Miccosukkee Commons Drive
Tallahassee, FL 32308
850-488-7782
www.floridacompact.org
It's not "service for" or "service to" the community. It's "service WITH" the community.
There may be less control, but many teachable moments
There should be a sense of reciprocity and accountability on both ends
Assessment should be used throughout to enhance future service
Here are some other traits of Relevant and Meaningful service to think about:
Service must be relevant to the community AND to the course objectives
Service must be meaningful to the community AND to the students
Students should find the activities meaningful. Menial and inconsequential activities run the risk of undermining academic and civic learning.
The community should see how the students' work will contribute to the improvement of some social/community issue.
The instructor and students should see how the service is relevant to the course.
and should not make a "lab" out of the community.
Also
(focus on the red)
Try doing a line of GOSA when creating a new service-learning course OR when retooling a course to include service-learning.
Be intentional, when designing these activities/projects
EX. Students will be able to predict outcomes of mono and dyhybrid crosses using Mendelian genetics theory.
and how can you prevent this from happening?
See the full transcript