Presentation on theme: "Susan Agre-Kippenhan, Portland State University Professor, Art Department Service Learning: Transforming Courses and Programs."— Presentation transcript:
Susan Agre-Kippenhan, Portland State University Professor, Art Department Service Learning: Transforming Courses and Programs
National/CSU Perspective Ù Programs, Institutes, Centers Ù Conferences Ù Research Agenda Ù Visibility at disciplinary meetings Ù Supported - Systems, Institutions, Grantors Ù New rankings
New Values Students: expect connections with the community Faculty: build off of community activity University and System: value of working with community Community: knowledge-based society seeks University resources Society: expects civic citizens
Role of Service Learning Service Learning is a deliberate, mutually beneficial, connection between academic learning and community needs.
Common Criteria Service Learning courses provide opportunities for students to work with community in structured activities that are related to course content.
SL Models Pure Service Learning Community as central focus, student serve (CSU MB) Disciplinary Based Service Learning Course content drives the area of service Problem Based Service Learning Students as “experts”, community problems Capstone Courses Transition from theory to practice(PSU)
SL Models - examples Disciplinary Based Service Learning Math tutoring Refugee services Problem Based Service Learning Graphic Design Traffic Patterns Capstone Courses Sheriff Dept Survey Media Literacy
How to move to SL Are you using case studies in your classes? Are you interested in social justice issues? Are you interested in civic engagement? Is your research community based? Do you have community passions outside of academia? Is your field applied?
Courses/Programs Where does SL belong? How does SL fit with your mission/goals/values? Should every student have SL experience before graduating? Does SL fit with other initiatives Are SL courses integral to some majors? SL is developmental for students
Service Learning From banking to constructivist learning Faculty from “sage on the stage” to “guide on the side” From student learner to shared learning From prescriptive content to responsive content From faculty control to shared control
Its Developmental A Model of Faculty Roles in Service Learning
Syllabi Construction Ù Clarity of presentation and expectation Ù Learning objectives connected to service Ù Reflective pedagogy Ù Integration of course components Ù Assessment of community service with clear criteria
Course Activity Ù Richness and complexity Ù Atmosphere of shared inquiry Ù “Not knowing” as a resource Ù Classroom as community Ù Value of cross-disciplines Ù Multiple forms of evaluation
Advise for Success Agreements in place before starting Good constant communication Reflective pedagogy Respect of scheduling Open to “renegotiating”
Connect with your passions Learn from existing models Relate course content and community Utilize pedagogy that works Use a developmental approach Lessons Learned