2 What is Service-Learning? Reciprocal PartnershipNeed/Interest defined by communityMeaningful integration with course contentCritical Reflection to “harvest” learning from communityCredit/Assessment based on demonstration of learning
3 Service-Learning is…“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).Hand out S-L 101 and what does it look like
4 Criteria for UVM SL Courses There are 5 criteria for designationIt is a credit-bearing undergraduate and/or graduate level course.It integrates service and academic course content so that each significantly informs and enhances the other.There are planned benefits for the community partner and the students; and the service addresses a need and follows processes that are mutually agreed upon by the partner agencies and the instructor.Student course assessment and credit are based upon the demonstration of student learning including critical reflection regarding the integration of the service and the academic course content.The course actively guides and supports students in critical reflection regarding the integration of the service and the academic course content.
5 Office of Community-University Partnerships and Service-Learning MISSIONTo connect the university and community as partners in addressing real-world challenges through engaged scholarship and transformative learning experiences.
6 What We DoSupport faculty in developing service-learning and community-engaged courses at UVMConnect community partners to faculty and students at UVMProvide service and community-based learning opportunities for students
7 Benefits of Service-Learning For the Faculty:Creates a collaborative, experiential classroom experience for students, making faculty impact more lasting.Offers opportunities to test theories on real problems.Provides access to interview, survey, and other data.Creates a collaborative partnership that can help in securing funding.For the Institution:Positively impacts student retention.Enhances teaching, research, and program development.Increases institution’s awareness of societal issues as they relate to academic areas of interest.Engages faculty and students in local and state community issues.Provides opportunities to extend College’s knowledge and resources.
8 Benefits of Service-Learning For the Student:Applies concepts from the classroom to real-world experiences, enhancing understanding and retention.Increases meaningful connections to faculty, other students, and community.Provides platforms to analyze and discuss civic, personal, and professional development.Increases sense of self-efficacy, analytical skills, and social development.A “high-impact practice” increasing retention & academic challengeFor the Community:Enhances positive relationships with the college.Provides awareness-building of community issues, agencies, and constituents.Contributes to positive exposure in the community.Creates ways to expand current services by providing both technical and research support, actual onsite work.May help to secure outside funding.
9 Student Development in S-L Service-learning is a “high-impact practice” and has demonstrated effects on students in six domains:Academic and Cognitive DevelopmentCivic DevelopmentCareer DevelopmentEthical and Moral DevelopmentPersonal DevelopmentSocial Development
10 Partnerships“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).Partnership hand outs… KaileeReciprocal partnership is a key element of SL course. SL courses work with such orgs. as the UVM office for Sustainability and UVM’s Growing VT store, to legislators’ offices, school districts, VT Family Forrests, CEDO, and more– doing projects such as creating business plans, working directly with elementary school students, or producing marketing materials. CUPS has a database of partners from the past, as well as connections to partners looking for UVM support and a match, so you can begin with a partner in mind or have a project idea and create a mutually beneficial one, lots of support to do so. Across all of these diverse partnerships– good ones have these qualities: HandoutAs you choose a partner or start thinking of a partnership, keep these in mind and find tools to make those possible. Challenges? Resources? (initial connection, communication, project management, assessment/delivery—CUPS consultations)
11 Key Element of Service-Learning Reciprocity…Equal benefit and investment;Every individual, organization, and entity involved in service-learning functions as both a teacher and a learner.(From:
12 Principles of Good Practice Agreed upon goals and valuesMutual trust, authenticity, and commitmentIdentifying and addressing strengths and weaknessesBalance of power and sharing of resourcesOpen CommunicationCollaborative processFeedback for improvementSharing of responsibilityCommitting time and resourcesFrom Cress et al. (2005), Learning Through Serving
13 Partnership Facilitation Managing ExpectationsHelp students limit scope and timelineAppropriate project matches to student skillsCommunication is KeySyllabus to PartnersMaintain regular and planned communicationMemorandum of Understanding/AgreementCUPS Community Partner Survey
14 Reflection“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).Reflection hand outs… Kim
15 The Learning CycleAccording to David Kolb’s Learning Cycle (the process that participants go through in experiential learning), reflection is one of the four stages in the process that students will be exploring.Concrete experience Observation andActive experimentation ReflectionForming abstract conceptsConcrete experience
16 PARE Model Preparation Action Evaluation Reflection What is the community need?What do you hope to learn?Time you spend doing the projectReciprocalAddresses a community needEvaluationReflectionAdjust as necessaryContinuousCaptures your learning
17 Characteristics of quality reflection Clearly communicate ideas and analysis.Critically examine experiences withRelevance, Accuracy, ClarityDepth, Breadth, Logic, and SignificanceExplore connections between academic and service components.Seek alternative explanations for incidents1. Critical analysis is key here. Students should be struggling with these concepts and ideas, challenging themselves to think about things they may have ignored before, or
18 Reflection…Reflection is not just about telling what you did, it’s about making connections between the service and the learning, thinking critically about your experience, and going beyond the surface to uncover the less obvious aspects of the experience.
19 Continuous Reflection Model During Service ReflectionPre-Service ReflectionPost-Service ReflectionContinuous Reflection Model
20 For more information: www.uvm.edu/partnerships ,SIGN UP FOR OUR MONTHLY E-NEWSLETTERTraining & developmentInstitute for Community-Engaged LearningIndividual ConsultationSyllabus FeedbackReflection Assignment ConstructionPartner FacilitationImplementation SupportService-Learning Implementation GrantsService-Learning Teaching Assistant ProgramResourcesService-Learning, Engaged Pedagogy and CBR LibraryFaculty, Student & Community Partner GuidesExamples in the DisciplinesSample Syllabi, Reflection and Partnership Materials
21 Questions or Comments?University of Vermont Community-University Partnerships and Service-Learning uvm.edu/partnerships – –