1. Enhancing Course Syllabi for High-Quality Service Learning Gail Robinson, Education Consultant Maryland-DC Campus Compact Frostburg State University April 18, 2016

2. Defining Service Learning Combines classroom instruction with community service, focusing on critical, reflective thinking as well as personal and civic responsibility Involves students in activities that meet locally identified needs while developing academic skills and commitment to community

3. Connects to Learning Outcomes Documents Learning Uses Appropriate Service Activity Integrates Reflection Activities Has Civic Learning Outcomes Features of a Service Learning Course

4. Defining Civic Responsibility Active participation in the public life of a community in an informed, committed, and constructive manner, with a focus on the common good Gottlieb & Robinson (2006)

5. Defining Civic Learning and Democratic Engagement Educational experiences that intentionally prepare students for informed, engaged participation in civic and democratic life by providing opportunities to develop civic knowledge, skills, and dispositions through learning and practice U.S. Department of Education, Advancing Civic Learning and Engagement in Democracy: A Road Map and Call to Action (2012)

6. Defining Purposeful Civic Learning Relevant and meaningful service with the community that not only serves the community and enhances academic learning in the course, but also directly and intentionally prepares students for active civic participation in a diverse democratic society Howard (2001)

7. Howard, Jeffrey. 2001. Service-Learning Course Design Workbook. OCSL Press, The University of Michigan.

8. Analyzing Course Syllabi See handouts (sample syllabus and analysis) Answer the questions from the perspective of Faculty Student Service learning coordinator Community partner Dean or department chair

9. Key Elements of Good Course Syllabi and Course Documents Definition of and rationale for service learning strategies Information about community- or campus-based site selection or assignments Course expectations (e.g., competencies, objectives, hours, dates/deadlines, reflection, evaluation, grading) Consistent and frequent reference to community and civic engagement

10. Integrating Service Learning into Your Course Review the Course Development Worksheet Answer each question for your course Refer to your syllabus Discuss your plans with a colleague

11. Break

12. Reflection as the Critical Component in Service Learning Reflection describes the process of deriving meaning and knowledge from experience and occurs before, during, and after a service learning project. Effective reflection engages faculty, staff, students, and partners in a thoughtful and thought-provoking process that consciously connects learning with experience. It uses critical thinking skills to prepare for and learn from community-based experiences. Reflection should be referenced in a course syllabus. National Service-Learning Clearinghouse

13. The Process of Reflection in the Experiential Learning Cycle The process begins with defining and sharing the “what” of the student’s experience and follows a continuous cycle toward “so what” and “now what.” Answers to the “what,” “so what,” and “now what” questions are tied together to form a comprehensive and integrated discovery and learning cycle for the student throughout the duration of a service learning experience. Eyler & Giles (1999), Kolb (1984) Concrete experience Reflective observation Abstract conceptualization Active experimentation

14. Reflection Should... Thoughtfully address community issues Ask students to research key terms Encourage grassroots practices, such as interviews, participation, and observation Not assume that students are outsiders of the community or population served

15. Faculty and Partner Roles Faculty-guided reflection ensures the greatest amount of student learning from the service experience. Partner-led reflection engages students and partners in the educational process. Continuous reflection throughout the course of the semester brings about better comprehension of both the service and the learning. Astin, Vogelgesang, Ikeda, and Yee (2000)

16. How Is Reflection Accomplished? Strategies Continuous Connected Challenging Contextualized Techniques Individual Small group Large group Mixed

17. What types of reflection have you used in your classes (whether or not you offer service learning)?

18. Common Reflection Activities Class discussions and presentations (individual or group) Written essays and research papers Journals Directed readings and writings Case studies Online discussions, blogs, and social media Photo essays and portfolios

19. Methods of Reflection Honor the different learning styles of students and structure a variety of reflection assignments Linguistic learners may prefer writing journals or reading case studies Spatial learners may prefer to draw, build, or create

20. Structured Reflection Assignments Guide your students to make connections between service and course content Define and explain the purpose and method of reflection Work into your course calendar each reflection assignment, opportunity, or discussion Include logistics (e.g., due dates, formatting, page length, word count) Delineate the worth and weight of reflection assignments in relation to the final grade

21. Ongoing Reflection Build reflection activities into the syllabus Frame the experience or social context before service learning begins Process during the experience Reflect after the experience is complete Allow reflections to progress and deepen as the semester goes on

22. Practicing Reflection Human continuum Picture your community Think-pair-share Private writing Stand and declare

23. Reflecting on Reflection What types of reflection will you use in your own classes or activities next year? Are there certain methods of reflection that you think don’t pertain to your discipline or course? What else do you need to know before getting started?

24. Resources Campus Compact www.compact.org National Service-Learning Clearinghouse gsn.nylc.org/clearinghouse Barbara A. Holland Collection for Service Learning and Community Engagement digitalcommons.unomaha.edu/slce

25. For More Information Gail Robinson Education Consultant 240.305.7438 gail@gailrobinsonconsulting.com www.gailrobinsonconsulting.com Thank you for your participation!