1. Presentation developed by Kelly Hamshaw,CDAE; based upon Hamshaw & Baker, forthcoming Kelly.Hamshaw@uvm.edu

2. CUPS Office MISSION To connect the university and community as partners in addressing real-world challenges through engaged scholarship and transformative learning experiences. www.uvm.edu/partnerships

3. What is Service-Learning? Service-Learning is a form of experiential education in which students engage in activities that address human and community needs together with structured opportunities intentionally designed to promote student learning and development (Jacoby, 1996).

4. What does that mean? You will be doing a service-learning project that: Is integrated into your coursework as an essential learning tool; Will help you think about what you are learning on a different level: complexity of the issues; Will help address a need in the community.

5. Project: Create a School Garden in Honduras Partner: Rural Elementary School Original Project Team: 4 students Timeframe: One semester prep + five field days

6. While S-L projects come in a variety of shapes and sizes, they all feature: Faculty Students Community partners Identified community need Requires coordination and collaboration

7. Group Brainstorm: What are some challenges that you either have or think you might encounter? CommunicationInternal and External LogisticsHow ARE we getting there? Time ManagementOne semester goes by quickly AccountabilityI thought YOU were going to do that!

8. Challenges aside, there are benefits to S-L projects, right? Ideally S-L projects: Allow you to apply theory to practice Are accomplishable within a semester timeframe Encourage students to develop civic and professional skills Mutual learning and benefits for all

9. Students have difficulty understanding exactly what they are doing this semester…After all, how complicated is a school garden? Group members were not completing tasks on time or attending meetings Frustrations and anxiety growing as time goes by…

10. Many different project tools and strategies (See Baker, forthcoming) Well focus on four simple yet effective tools today: Scoping Report Work Breakdown Structure Gantt Chart Responsibility Matrix

11. What is it: Short explanation written by students in response to the following questions: Why is the project being done? What are the primary objectives? What are the boundaries of the project? Special considerations (history, sensitivities) What will be the final product (deliverable)? Why use it: Encourages students to think through the project process by explicitly stating their current understanding of the project How to use it: Assign the scoping document early, Can be individual or group assignment, and share with community partners (Baker, Forthcoming)

12. What is it: A detailed rendering of the tasks needed to complete the project in logical order. Identifies the work that must be performed to meet project objectives and Why use it: Breaks project apart to enable scheduling and budget estimating; and identifies necessary logistics How to use it: With students at the beginning of the project. Ideally leads to a Gantt Chart or Responsibility Matrix, which is used to track progress & revise as necessary. tasks that need to be (Baker, Forthcoming)

13. What is it: Visual representation of WBS with a timeline Why use it: Helps students stay on track within the tight semester timeframe How to use it: Builds on the tasks identified in the WBS; needs to be revisited and revised as needed in order to be effective (Baker, Forthcoming)

14. What is it: Simple chart that outlines who is doing what Why use it: Accountability How to use it: Builds on WBS and assign a person to responsible for completing each task.; should revisited and revised as necessary. (Baker, Forthcoming)

15. Project Accomplished! 3 Garden Beds were made with 80+ students and 6 teachers in partnership with a local farmer Project concluded with recommendations for next years group