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Service-Learning: Engaging Students Through Community-Based Learning Lance Arney, Ph.D. Associate Director and Director of Service-Learning Office of Community.

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Presentation on theme: "Service-Learning: Engaging Students Through Community-Based Learning Lance Arney, Ph.D. Associate Director and Director of Service-Learning Office of Community."— Presentation transcript:

1 Service-Learning: Engaging Students Through Community-Based Learning Lance Arney, Ph.D. Associate Director and Director of Service-Learning Office of Community Engagement and Partnerships

2 Service-learning workshop

3 What is service-learning? Service-learning* is a structured learning experience that combines community service with explicit learning objectives, preparation, and reflection. * Composite definition from Jacoby, B. and Associates. (1996). Service-Learning in Higher Education: Concepts and Practices. San Francisco, CA: Jossey-Bass. Seifer, S.D. (1998). Service-learning: community-campus partnerships for health professions education. Academic Medicine; 73:2. In Seifer, S.D. & Connors, K., Eds. Community Campus Partnerships for Health. Faculty Toolkit for Service-Learning in Higher Education. Scotts Valley, CA: National Service-Learning Clearinghouse, service learning service- learning reflection

4 What is service-learning? Students involved in service-learning are expected not only to provide direct community service, but also to learn about: – the context in which the service is provided, – the connection between the service and their academic coursework, – and their roles as citizens.

5 Service-learning is a form of experiential education that:

6 Service-learning is significantly different from other forms of experiential education in that it: offers a balance between service and learning objectives; places an emphasis on reciprocal learning; increases an understanding of the context in which clinical and/or service work occurs; focuses on the development of civic skills; addresses community identified concerns; and involves community in the service-learning design and implementation.

7 How do I convert a traditional course into a service-learning course? Learn and Serve Americas National Service- Learning Clearinghouse Faculty Toolkit for Service-Learning in Higher Education contains a list of tips for getting started.tips for getting started

8 What are some generally accepted pedagogical principles service-learning? The Service-Learning Course Design Workbook contains a set of principles of good practice for service-learning pedagogy.principles of good practice for service-learning pedagogy

9 What elements should a service-learning syllabus contain? Exemplary service-learning syllabi: include service as an expressed goal; clearly describe how the service experience will be measured and what will measured; describe the nature of the service placement and/or project; specify the roles and responsibilities of students in the placement and/or service project, (e.g., transportation, time requirements, community contacts, etc.); define the need(s) the service placement meets; specify how students will be expected to demonstrate what they have learned in the placement/project (journal, papers, presentations); present course assignments that link the service placement and the course content; include a description of the reflective process; and include a description of the expectations for the public dissemination of students work. * From Heffernan, K. (2001). Fundamentals of Service-Learning Course Construction. Providence, RI: Campus Compact.

10 What are some service-learning objectives for civic education and engagement? Examples of purposeful civic education objectives can be found in the Service- Learning Course Design Workbook. purposeful civic education objectives The American Association of Community Colleges has also assembled a Practical Guide for Integrating Civic Responsibility into the Curriculum.Practical Guide for Integrating Civic Responsibility into the Curriculum California State University Monterey Bay has also identified desirable outcomes of service- learning courses.outcomes of service- learning courses

11 What are examples of reflection activities that can be used in service-learning? Check out the reflection activities compiled by Miami Dade College.reflection activities Learn and Serve America's National Service- Learning Clearinghouse has a fact sheet on reflection in higher education service-learning.fact sheet on reflection in higher education service-learning See also Northwest Service Academy's Service Reflection Toolkit, as well as the Reflection Template from Learning through Critical Reflection: A Tutorial for Service-Learning Students by Ash, Clayton, & Moses (2009). Reflection ToolkitReflection Template

12 Key characteristics of high-quality reflection Reflection activities are implemented continuously throughout the course. – Multiple opportunities for reflection before, during, and after community experiences prepare students to engage effectively in community work and invite them to explore the questions, challenges, and insights that arise over time. Reflection activities are connected to course goals and objectives. – Reflection is deliberately integrative, designed to meet desired outcomes such as deep understanding and application of course material and development of particular skills (e.g., communication, teamwork, problem-solving) or attitudes and dispositions (e.g., sense of efficacy, ongoing commitment to civic engagement). Reflection activities are challenging, requiring students to think critically. – Effective reflection creates a safe space without being so comfortable that assumptions or opinions go unexamined; it is essential to foster open inquiry, encouraging students to express and consider multiple perspectives in an environment, and stressing the values of civil discourse, reasoned analysis, and reflective judgment. Reflection activities are contextualized. – Meaningful reflection addresses the course content and immediate community experience in ways appropriate to the larger curricular and community contexts, as well as students knowledge, learning styles, and backgrounds. * From Practitioners Guide to Reflection in Service-Learning by Janet Eyler, Dwight E. Giles Jr., and Angela Schmiede

13 How do I evaluate the impact of service- learning on my students? Download the pre-survey and post-survey our office has prepared for evaluating the effects of service-learning on students.pre-surveypost-survey

14 How should students conduct themselves during at their service-learning site? General expectations regarding good student conduct are presented in an orientation to the Dos and Donts of Service-Learning. Dos and Donts of Service-Learning This presentation is designed for students who are new to service-learning. Let us know if youd like to have a member of our staff come to your class to lead this presentation.

15 How do I minimize and manage the risks involved in service-learning? California State University has published a very thorough Best Practices for Managing Risk in Service Learning, which contains materials that can be adapted and modified.Best Practices for Managing Risk in Service Learning Examples of guiding principles of risk reduction are also explained.guiding principles of risk reduction

16 What are some guiding principles for building successful partnerships? Community-Campus Partnerships for Health has established a list of Principles for a Good Community-Campus Partnership.Principles for a Good Community-Campus Partnership

17 What should I consider while developing an agreement with a community partner? Guidelines along with sample agreement forms and a worksheet for writing a partnership agreement or memorandum are available here.here

18 How might I measure the strengths and challenges of a partnership? The Faculty Toolkit for Service-Learning in Higher Education contains a partnership assessment tool that can be used to measure the success of your partnership.partnership assessment tool

19 How can I find community partners or let potential community partners know about my service-learning course? USFs Service Learning Pro database helps USF faculty inform the campus and surrounding community of their community engaged research initiatives and/or of community engaged learning courses they offer.Service Learning Pro Through use of an online database management system and an easy to use interface faculty can enter information about their service learning course and identify community organizations that are seeking to partner with USF.

20 Is there a toolkit for faculty who would like to learn more about service-learning pedagogy and how to develop service-learning courses? Yes, Community Campus Partnerships for Health and Learn and Serve Americas National Service-Learning Clearinghouse have published a Faculty Toolkit for Service- Learning in Higher Education.Faculty Toolkit for Service- Learning in Higher Education

21 What are some examples of toolkits or handbooks that other colleges and universities have put together for their faculty, students, and community partners? Service Learning Curriculum Development Resource Guide for Faculty, California State University, Long Beach Service Learning Curriculum Development Resource Guide for Faculty Faculty Guide to Service-Learning, Miami- Dade Community College Faculty Guide to Service-Learning Community-Based Learning Toolkit for Faculty and Staff, Weber State University Community-Based Learning Toolkit for Faculty and Staff Service-Learning Community Partner Workshop, Miami Dade College Service-Learning Community Partner Workshop

22 What are some examples of service- learning courses at USF? Across fields and disciplines, faculty at USF have developed a variety of innovative service-learning courses with real-world impact. Service-learning for English language learners (English Language Program) Service-learning for English language learners Introduction to Urban Studies: Five years of service-learning (Geography, Environment and Planning) Introduction to Urban Studies: Five years of service-learning 211 Hotline Service-Learning Course (Aging Studies) 211 Hotline Service-Learning Course Community development in Lealman, Pinellas County (Geography, Environment, and Planning) Community development in Lealman, Pinellas County GPS/GIS technology with community mapping (Geography; Urban and Regional Studies) GPS/GIS technology with community mapping New Class Puts USF Students in the Middle of Life and Death Decisions (Aging Studies) New Class Puts USF Students in the Middle of Life and Death Decisions Social Psychology of HIV/AIDS (Psychology) Social Psychology of HIV/AIDS Mental Health Assessment of Older Adults (Aging Studies) Mental Health Assessment of Older Adults Visual Anthropology (Anthropology) Visual Anthropology Ethnicity and Health Care (Anthropology) Ethnicity and Health Care Anthropology of Childhood (Anthropology) Anthropology of Childhood Introduction to Urban Studies (Geography, Environment and Planning) Introduction to Urban Studies Ending Homelessness (Public Policy & Leadership, USF Sarasota-Manatee) Ending Homelessness Drama Therapy (Theatre & Dance) Drama Therapy Raising Awareness for Homelessness: A College Course with a Conscience (and a Taste for Art) (Public Policy & Leadership, USF Sarasota-Manatee) Raising Awareness for Homelessness: A College Course with a Conscience (and a Taste for Art) USF Big Sister and a Little Attention Make a Difference in Sulphur Springs (Geography, Environment and Planning) USF Big Sister and a Little Attention Make a Difference in Sulphur Springs

23 Service Learning in the Disciplines How-to guides with theoretical background and practical pedagogical chapters written by specialists in their respective disciplines Environmental Studies Philosophy Nursing History Spanish Medical Education Sociology Political Science Religious Studies Planning and Architecture Tourism Accounting Teacher Education Biology Womens Studies Engineering Peace Studies Communication Studies Psychology Management Composition Lodging, Foodservice, and Tourism

24 Campus Compact

25 National Service-Learning Clearinghouse

26 OTHER OCEP RESOURCES

27 Fostering engagement across campus OCEP website OCEP website OCEP website OCEP website Our compilation of Service-Learning Resources and FAQs:

28 Promoting community-based learning Workshops on developing service- learning syllabi and effective partnerships Workshops on developing service- learning syllabi and effective partnerships

29 Promoting community-based learning Orientation materials and partnership protocols Orientation materials and partnership protocols

30 Fostering engagement across campus Community Quarterly Newsletter Community Quarterly Newsletter Community Quarterly Newsletter Community Quarterly Newsletter


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