academic service - learning 101
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Academic Service - Learning 101. Service-Learning as a part of a Liberal Education. Adapted from a presentation given by: Valerie L. Holmes, Assistant Director – Office of Student Life Dr. Jay Cooper, Assistant Professor of Education - PowerPoint PPT PresentationTRANSCRIPT
Academic Academic Service - Learning Service - Learning
101101
Service-Learning Service-Learning
as a part of a Liberal Educationas a part of a Liberal Education
Adapted from a presentation given by:
Valerie L. Holmes, Assistant Director – Office of Student Life
Dr. Jay Cooper, Assistant Professor of Education
Sponsored by the Community Service Learning Center & Pew Faculty & Teaching Center
OUTLINE OUTLINE Understanding the Spectrum of ServiceUnderstanding the Spectrum of Service Defining Service & Service-LearningDefining Service & Service-Learning(What does the literature say about service?)(What does the literature say about service?) Best Practices Best Practices
what s-l is & what s-l is not!what s-l is & what s-l is not! Models of service-learningModels of service-learning
Sharing ResourcesSharing Resources The Community Service Learning Center as a The Community Service Learning Center as a
ResourceResource
Grand Valley’s Academic Grand Valley’s Academic Service-Learning GoalsService-Learning Goals To introduce participants to pedagogy of To introduce participants to pedagogy of
service learning through definitions in the service learning through definitions in the literatureliterature
To identify best practices of service learning To identify best practices of service learning and critical issues in developing service and critical issues in developing service learning projectslearning projects
To discuss service learning in the context of To discuss service learning in the context of curriculum development and liberal education curriculum development and liberal education
To share resources with faculty wishing to To share resources with faculty wishing to further explore service learning as a pedagogy further explore service learning as a pedagogy
Understanding the Understanding the Spectrum Spectrum
of of ServiceService
Theoretical RootsTheoretical RootsService learning has its theoretical roots in the work of Service learning has its theoretical roots in the work of
Dewey and KolbDewey and Kolb John DeweyJohn Dewey (Experiential Ed and Social Democracy) (Experiential Ed and Social Democracy) David KolbDavid Kolb (Experiential learning model) (Experiential learning model) Many models are also grounded in the work of Many models are also grounded in the work of
Chickering, Kohlberg, Perry & Astin (Delve)Chickering, Kohlberg, Perry & Astin (Delve) Greenleaf, Palmer and ColesGreenleaf, Palmer and Coles have also become have also become
important contributors to S.L.important contributors to S.L. AstinAstin-Theory of involvement; power of faculty/student -Theory of involvement; power of faculty/student
interactioninteraction
What is What is Service - Learning?Service - Learning?
Defining Service-Learning Defining Service-Learning –What is it?–What is it?
Robert SigmonRobert Sigmon (1979): “Service learning (1979): “Service learning is an experiential education approach is an experiential education approach that is premised on reciprocal learning.” that is premised on reciprocal learning.” Serving to learn, learning to serve.”Serving to learn, learning to serve.”
Academic Service & Learning TypologyAcademic Service & Learning Typology
Defining Service-Learning Defining Service-Learning –What is it?–What is it?
National Corporation for ServiceNational Corporation for Service (1990): A (1990): A method under which students learn and method under which students learn and develop through active participation develop through active participation in...thoughtfully organized service experiences in...thoughtfully organized service experiences that meet actual community needs, that are that meet actual community needs, that are integrated into students academic curriculum integrated into students academic curriculum or provide structured (time for) reflection that or provide structured (time for) reflection that enhances what is taught in school by extending enhances what is taught in school by extending student learning beyond classroom and into student learning beyond classroom and into the community.”the community.”
Defining Service-Learning Defining Service-Learning –What is it?–What is it?
NSEENSEE (1994): Service learning is “any (1994): Service learning is “any carefully monitored service experience in carefully monitored service experience in which a student has intentional learning which a student has intentional learning goals and reflects actively on what he or goals and reflects actively on what he or she is learning throughout the she is learning throughout the experience.”experience.”
National Society for Experiential EducationNational Society for Experiential Education
Defining Service-Learning Defining Service-Learning –What is it?–What is it?
Service learning is “a form of experiential Service learning is “a form of experiential education in which students engage in education in which students engage in activities that address human and community activities that address human and community needs together with structured opportunities needs together with structured opportunities intentionally designed to promote student intentionally designed to promote student learning and development. Reflection and learning and development. Reflection and reciprocity are key concepts of service reciprocity are key concepts of service learning” (Jacoby, 1996, p. 5)learning” (Jacoby, 1996, p. 5)
Barbara Jacoby – Service Learning in Higher Education: Barbara Jacoby – Service Learning in Higher Education: Concepts & Practices Concepts & Practices
Defining Service-Learning Defining Service-Learning –Laymen's Terms –Laymen's Terms
It is essentially a form of experiential It is essentially a form of experiential education in which students use their education in which students use their knowledge gained in the classroom to knowledge gained in the classroom to learn from a practical experience in the learn from a practical experience in the community, from which the community community, from which the community benefits. It has also been referred to as benefits. It has also been referred to as “community-based learning” and “community-based learning” and “academic service learning.”“academic service learning.”
Components of Components of Service-LearningService-Learning
Academic material
Guided integrative reflectionRelevant service
Fundamental Concepts of Fundamental Concepts of Service-Learning Pedagogy: Service-Learning Pedagogy:
The 3R’sThe 3R’sRECIPROCITYRECIPROCITY The student and person/group being served The student and person/group being served
are considered co-learners and co-teachersare considered co-learners and co-teachersREFLECTIONREFLECTION The pedagogical principle that learning occurs The pedagogical principle that learning occurs
as a result of experience and guided reflectionas a result of experience and guided reflectionRELATIONSHIPSRELATIONSHIPS The learning occurs over the course of the The learning occurs over the course of the
service experience with the community partner service experience with the community partner and through developing relationships: it is and through developing relationships: it is process-orientedprocess-oriented
Goals of Goals of Service-LearningService-Learning
Personal growth
Civic engagementAcademic enhancement
AcademicAcademicBenefits of Service-LearningBenefits of Service-Learning Promotes learning through active Promotes learning through active
participationparticipation Provides structured time for students to Provides structured time for students to
reflectreflect Provides an opportunity to use skills and Provides an opportunity to use skills and
knowledge in real-life situationsknowledge in real-life situations Extends learning beyond the classroomExtends learning beyond the classroom Fosters a sense of caring for othersFosters a sense of caring for others
Adapted from the National and Community Service Act of 1990
PersonalPersonalBenefits of Service-LearningBenefits of Service-Learning
PERSONAL OUTCOMESPERSONAL OUTCOMES Personal efficacy Personal efficacy Personal identityPersonal identity Spiritual growthSpiritual growth Moral dev.Moral dev. Interpersonal dev.Interpersonal dev. Ability to work well with Ability to work well with
othersothers Leadership Leadership Communication skillsCommunication skills
SOCIAL OUTCOMESSOCIAL OUTCOMES Reducing stereotypesReducing stereotypes Facilitating cultural and Facilitating cultural and
racial understandingracial understanding Social responsibility Social responsibility Citizenship skillsCitizenship skills Commitment to service Commitment to service
Benefits of Benefits of Service-LearningService-Learning
LEARNING OUTCOMESLEARNING OUTCOMES Student learningStudent learning Ability to apply what learned Ability to apply what learned
to real worldto real world Academic learningAcademic learning Demonstrated complexity or Demonstrated complexity or
understanding, problem understanding, problem analysis, critical thinking and analysis, critical thinking and cognitive developmentcognitive development
CAREER DEVELOPMENTCAREER DEVELOPMENT Contribution to career Contribution to career
developmentdevelopmentRELATIONSHIP WITH RELATIONSHIP WITH
INSTITUTIONINSTITUTION Stronger facultyStronger facultyRelationships with studentsRelationships with students student satisfaction with student satisfaction with
collegecollege Students more likely to Students more likely to
graduategraduate
Elyer, Giles, Jr. Stenson and Gray, (2003)
Best PracticesBest Practices
Aspects of Student Learning Aspects of Student Learning in Service-Learningin Service-Learning
Community-based Learning
Experiences
Learning About Service
Connection Learning & Service through Reflection
Learning About The Social Issue
Classroom-based Learning
Experiences
Learning The Course Content
Service Learning
Civic Responsibility Academic Achievement
What Service-Learning What Service-Learning IS NOT!IS NOT!
•An episodic volunteer program
•An add-on to an existing school or college curriculum
•Completing minimum service hours in order to graduate
•Service assigned as a form of punishment
•Only for high school or college students
•One-sided: benefiting only students or only the community
5 Critical Elements to 5 Critical Elements to Include in Service-Learning Include in Service-Learning
Orientation & TrainingOrientation & Training Community VoiceCommunity Voice Meaningful ActionMeaningful Action Reflection: What, So What, Now What?Reflection: What, So What, Now What? Evaluation Evaluation
Partners in Partners in Service-LearningService-Learning
community
Faculty/staffstudents
Principles of Good Practice for Principles of Good Practice for Combining Service & LearningCombining Service & Learning
ACADEMIC LEARNINGACADEMIC LEARNING Principle 1:Principle 1: Academic credit is for Academic credit is for
learning, not for servicelearning, not for service Principle 2:Principle 2: Do not compromise Do not compromise
academic rigoracademic rigor Principle 3:Principle 3: Establish learning objectives Establish learning objectives
Wingspread Special Report (1989). Principles of good practice for combining service and learning. Racine, Wingspread Special Report (1989). Principles of good practice for combining service and learning. Racine, WI: Johnson Foundation.WI: Johnson Foundation.
Principles of Good Practice for Principles of Good Practice for Combining Service & LearningCombining Service & Learning
COMMUNITY LEARNINGCOMMUNITY LEARNING Principle 4: Principle 4: Establish criteria for selection of Establish criteria for selection of
service placementsservice placements Principle 5:Principle 5: Provide educationally sound Provide educationally sound
learning strategies to harvest community learning strategies to harvest community learning and realize course learning objectiveslearning and realize course learning objectives
Principle 6:Principle 6: Prepare students for learning from Prepare students for learning from the communitythe community
Principles of Good Practice for Principles of Good Practice for Combining Service & LearningCombining Service & Learning
ROLE OF THE STUDENT, FACULTY & ROLE OF THE STUDENT, FACULTY & COMMUNITY PARTNERCOMMUNITY PARTNER
Principle 7: Principle 7: Minimize the distinction between the Minimize the distinction between the students’ community learning role and classroom students’ community learning role and classroom learning rolelearning role
Principle 8:Principle 8: Rethink the faculty instructional role Rethink the faculty instructional role Principle 9:Principle 9: Be prepared for variation in, and some Be prepared for variation in, and some
loss of control, with, student learning outcomesloss of control, with, student learning outcomes Principle 10:Principle 10: Maximize the community responsibility Maximize the community responsibility
orientation of the courseorientation of the course
Models of Models of Curriculum-BasedCurriculum-BasedService-Learning Service-Learning
1.1. ““Pure” Service-LearningPure” Service-Learning
2.2. Discipline-Based Service-LearningDiscipline-Based Service-Learning
3.3. Problem-Based Service-LearningProblem-Based Service-Learning
4.4. Capstone CoursesCapstone Courses
5.5. Service InternshipsService Internships
6.6. Undergraduate Community-Based Undergraduate Community-Based Action Research Action Research
Hefferman & Cone (2003)
Exemplary Service-Learning SyllabiExemplary Service-Learning Syllabi Include service as an expressed goalInclude service as an expressed goal Clearly describe how the service experience will be Clearly describe how the service experience will be
measured and what will be measuredmeasured and what will be measured Describe the nature of the service placement and/or Describe the nature of the service placement and/or
projectproject Specify the roles and responsibilities of students in Specify the roles and responsibilities of students in
the placement and/or service projectthe placement and/or service project Define the need(s) the service placement meetingsDefine the need(s) the service placement meetings Specify how student will be expected to demonstrate Specify how student will be expected to demonstrate
what they have learned in the placement/projectwhat they have learned in the placement/project Present course assignments that link the service Present course assignments that link the service
placement and the course contentplacement and the course content Include a description of the reflective processInclude a description of the reflective process
Taken from Campus Compact website: www.compact.org
ResourcesResources Campus Compact
Brown UniversityBox 1975
Providence, RI 02912401-863-1119
http://www.compact.org/
Corporation for National and Community Service:Americorps/Senior Corps/Learn and Serve America
529 14th Street NW, Suite 452Washington, DC, 20045
202-606-4949
http://www.nationalservice.gov/Default.asp
National Service Learning ClearinghouseR290 Votech Building
1954 Buford Ave.St. Paul, MN. 55108
http://www.servicelearning.org/
ResourcesResources
Service-Learning and Civic Engagement Service-Learning and Civic Engagement National Research Directory National Research Directory
http://http://gse.berkely.edu/research/slrdc/resdirectorygse.berkely.edu/research/slrdc/resdirectory
National Review Board for the National Review Board for the Scholarship of Engagement:Scholarship of Engagement:
www.scholarshipofengagement.orgwww.scholarshipofengagement.org
As a ResourceAs a Resource Campus Wide Days of ServiceCampus Wide Days of Service Issues Education through ProgrammingIssues Education through Programming Individual & Group Community ServiceIndividual & Group Community Service Co-Curricular Service-LearningCo-Curricular Service-Learning New InitiativeNew Initiative - Academic Service-Learning - Academic Service-Learning
What would you like to see from us?What would you like to see from us?Email or call the Community Service Learning Center at: Email or call the Community Service Learning Center at:
[email protected]@gvsu.edu or 616.331.2468 or 616.331.2468Or stop by the CSLC – 110 B Kirkhof Center on the Allendale Or stop by the CSLC – 110 B Kirkhof Center on the Allendale
CampusCampusAlso, see our Website for more information: Also, see our Website for more information:
www.gvsu.edu/servicewww.gvsu.edu/service