1. The Experience of Community Service

2. Experience of Community Service

3. Should involve learning (as well as doing good things)

4. Experience of Community Service Should involve learning (as well as doing good things) Learning must be intentional

5. Experience of Community Service Should involve learning (as well as doing good things) Learning must be intentional What should we learn?

6. Altman’s (1996) Types of Knowledge

7. Foundational knowledge – includes the concepts, theories, and methods of a discipline

8. Altman’s (1996) Types of Knowledge Foundational knowledge – includes the concepts, theories, and methods of a discipline Professional knowledge – Practitioner skills and content

9. Altman’s (1996) Types of Knowledge Foundational knowledge – includes the concepts, theories, and methods of a discipline Professional knowledge – Practitioner skills and content Socially responsive knowledge – links curriculum to community needs and engages students in social issues

10. Historical View of Experiential Learning

11. John Dewey – Philosopher

12. Historical View of Experiential Learning John Dewey – Philosopher Education reform advocate

13. Historical View of Experiential Learning John Dewey – Philosopher Education reform advocate “Experience and Education” (1938)

14. Historical View of Experiential Learning John Dewey – Philosopher Education reform advocate “Experience and Education” (1938) learning through experience

15. Historical View of Experiential Learning John Dewey – Philosopher Education reform advocate “Experience and Education” (1938) learning through experience freedom on student’s part; not external disc.

16. Historical View of Experiential Learning John Dewey – Philosopher Education reform advocate “Experience and Education” (1938) learning through experience freedom on student’s part; not external disc. outcomes make “vital appeal”; not isolated skills

17. Historical View of Experiential Learning John Dewey – Philosopher Education reform advocate “Experience and Education” (1938) learning through experience freedom on student’s part; not external disc. outcomes make “vital appeal”; not isolated skills necessary to function in a changing world

18. Historical View of Experiential Learning John Dewey – Philosopher

19. Historical View of Experiential Learning John Dewey – Philosopher Kurt Lewin – Social psychology

20. Historical View of Experiential Learning John Dewey – Philosopher Kurt Lewin – Social psychology Integrate theory and practice!

21. Historical View of Experiential Learning John Dewey – Philosopher Kurt Lewin – Social psychology Integrate theory and practice! Nothing so practical as a good theory

22. Historical View of Experiential Learning John Dewey – Philosopher Kurt Lewin – Social psychology

23. Historical View of Experiential Learning John Dewey – Philosopher Kurt Lewin – Social psychology Jean Piaget – Children’s cognitive dev.

24. Historical View of Experiential Learning John Dewey – Philosopher Kurt Lewin – Social psychology Jean Piaget – Children’s cognitive dev. Interaction of person and environment

25. Historical View of Experiential Learning John Dewey – Philosopher Kurt Lewin – Social psychology Jean Piaget – Children’s cognitive dev. Interaction of person and environment Learn by trying (“little scientists”)

26. Kolb’s (1984) Model

27. interplay between experience (practice) and theory

28. Kolb’s (1984) Model interplay between experience (practice) and theory concept of feedback (from engineering) – take ideas/generalizations and test them through new concrete experiences

29. Kolb’s (1984) Model

31. Concrete Experience

32. Kolb’s (1984) Model Reflective Observation Concrete Experience

33. Kolb’s (1984) Model Reflective Observation Abstract Conceptualization Concrete Experience

34. Kolb’s (1984) Model Reflective Observation Abstract Conceptualization Active Experimentation Concrete Experience

35. Kolb’s (1984) Model Concrete Experience

36. Concrete Experience

37. Requires an experience that is engaging & interesting

38. Concrete Experience Requires an experience that is engaging & interesting Types of community service:

39. Concrete Experience Requires an experience that is engaging & interesting Types of community service: Providing direct services to individuals

40. Concrete Experience Requires an experience that is engaging & interesting Types of community service: Providing direct services to individuals Planning a project (e.g., fundraiser)

41. Concrete Experience Requires an experience that is engaging & interesting Types of community service: Providing direct services to individuals Planning a project (e.g., fundraiser) Indirect service

42. Concrete Experience Requires an experience that is engaging & interesting Types of community service: Providing direct services to individuals Planning a project (e.g., fundraiser) Indirect service Supervise volunteers/manage program

43. Kolb’s (1984) Model Concrete Experience

44. Kolb’s (1984) Model Reflective Observation Concrete Experience

45. Reflective Observation

46. Necessary to develop a “theory”

47. Reflective Observation Necessary to develop a “theory” “the hyphen in Service-Learning”

48. Reflective Observation Necessary to develop a “theory” “the hyphen in Service-Learning” Involves:

49. Reflective Observation Necessary to develop a “theory” “the hyphen in Service-Learning” Involves: observing/noticing things (esp. surprises; enjoyable/difficult/unenjoyable events)

50. Reflective Observation Necessary to develop a “theory” “the hyphen in Service-Learning” Involves: observing/noticing things (esp. surprises; enjoyable/difficult/unenjoyable events) thinking, asking oneself questions

51. Reflective Observation Necessary to develop a “theory” “the hyphen in Service-Learning” Involves: observing/noticing things (esp. surprises; enjoyable/difficult/unenjoyable events) thinking, asking oneself questions “Why…?”

52. Reflective Observation Necessary to develop a “theory” “the hyphen in Service-Learning” Involves: observing/noticing things (esp. surprises; enjoyable/difficult/unenjoyable events) thinking, asking oneself questions “Why…?” “How does this relate to…?”

53. Reflective Observation

54. Techniques:

55. Reflective Observation Techniques: Journals

56. Reflective Observation Techniques: Journals Research paper

57. Reflective Observation Techniques: Journals Research paper Ethical case study

58. Reflective Observation Techniques: Journals Research paper Ethical case study Directed readings

59. Reflective Observation Techniques: Journals Research paper Ethical case study Directed readings Class presentations

60. Reflective Observation Techniques: Journals Research paper Ethical case study Directed readings Class presentations Electronic reflection

61. Kolb’s (1984) Model Reflective Observation Concrete Experience

62. Kolb’s (1984) Model Reflective Observation Abstract Conceptualization Concrete Experience

63. Abstract Conceptualization

64. Developing your own “theory”

65. Abstract Conceptualization Developing your own “theory” Account for your observations and make generalizations

66. Kolb’s (1984) Model Reflective Observation Abstract Conceptualization Concrete Experience

67. Kolb’s (1984) Model Reflective Observation Abstract Conceptualization Active Experimentation Concrete Experience

68. Active Experimentation

69. Use your new “theory” and apply it to new situations

70. Active Experimentation Use your new “theory” and apply it to new situations This can generate new Concrete Experiences

71. Active Experimentation Use your new “theory” and apply it to new situations This can generate new Concrete Experiences The cycle begins again…

72. Kolb’s (1984) Model Reflective Observation Abstract Conceptualization Active Experimentation Concrete Experience

73. Kolb’s (1984) Model Reflective Observation Abstract Conceptualization Active Experimentation Concrete Experience Active - Reflective

74. Kolb’s (1984) Model Reflective Observation Abstract Conceptualization Active Experimentation Concrete Experience Active - Reflective Abstract - Concrete