andrew furco university of minnesota april 16, 2010
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Building the Case for. Service-Learning. Andrew Furco University of Minnesota April 16, 2010. Campus Compact. (1998). Service matters: Engaging higher education in the renewal of America's communities and American democracy. Providence, RI: Campus Compact. - PowerPoint PPT PresentationTRANSCRIPT
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Andrew Furco
University of Minnesota
April 16, 2010
Building the Case for Service-Learning
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GROWTH OF COMMUNITY SERVICE AND SERVICE-LEARNING IN THE UNITED STATES
(1997-2008)
Campus Compact. (1998). Service matters: Engaging higher education in the renewal of America's communities and American democracy. Providence, RI: Campus Compact.Campus Compact, (2001). Campus service participation survey 2000-2001. Providence, RI: Campus Compact.Campus Compact (2005). Campus service participation survey 2005-2005. Providence, RI: Campus Compact.Gray, M.J., Ondaatje, E.H., Fricker, R., Geschwind, S., Goldman, C.A., Kaganoff, T., Robyn, A., Sundt, M., Vogelgesang, L., & Klein, S.P. (1998). Coupling service and learning in higher education: The final
report of the evaluation of the Learn and Serve America, higher education program. Santa Monica: The RAND Corporation. National Center on Educational Statistics. (1997). Student participation in community service activity. Washington, DC: U.S. Department of Education.National Youth Leadership Council (2005). Growing to Greatness. Minneapolis, MN: National Youth Leadership Council.Skinner, R. and Chapman, C. (1999). Service-learning and community service in K-12 public schools. National Center for Education Statistics. NCES 1999-043, Washington, DC: U.S. Department of
Education.Learn and Serve America, 2008
1997 1999 2004 2008
Community Service
All Primary & Secondary Schools 42% 64% 70% 68%
Secondary Schools 71% 83% 89% 81%
Colleges and Universities 45% 70% 78% 89%
Service-learning
All Primary & Secondary Schools 23% 32% 28% 24%
Secondary Schools 28% 38% 31% 25%
Colleges and Universities 22% 40% 43% 51%
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Building the Case
Fact #1: Service-learning incorporates educational
elements that help prepare students for success in the contemporary global job market.
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Successful Global Workforce
Success in the global workforce will be marked by one’s: • ability to make connections across the disciplines; • ability to apply knowledge to address complex situations; • people skills that allow him/her to work effectively in diverse
group settings; • capacity for higher order thinking in ways that enhance problem
solving and analysis; • knowledge about and facility with the global society (e.g.
conversing in different languages, having intercultural competencies, etc.); and
• facility in organizing and utilizing increasing sources of knowledge and information effectively.
(New Commission on the Skills of the American Workforce, 2006)
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Building the Case
Fact #2: Service-learning is composed of the
elements that define quality teaching and successful learning.
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Instruction that Promotes Successful Learning In terms of classroom learning, students learn best when the In terms of classroom learning, students learn best when the
curriculum:curriculum: emphasizes learning over teaching engages students as active participants in the learning
process is student-centered rather than teacher-centered; promotes the development of students’ higher order
thinking skills; focuses on making connections among the disciplines; connects new knowledge to what student know by
having students construct meaning; is meaningful and/or of interest to students; is brain-based; is socially constructed; and is practiced and used
Sources: Slavkin (2004); Marzano, Pikering, and Pollock (2001);
Bransford, Brown, and Cocking (1999); Oakes and Lipton (1999).
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Essence of Effective Teaching & Learning
Authentic Active
Constructivist
Personalized
Collaborative
Empowering
Expands Boundaries
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Programmatic ApproachesProgrammatic ApproachesService-learning is part of a suite of experiential
instructional strategies that promote successful learning
Instructional Strategies:
• problem-based • project-based
• service-based• work-based
• adventure-based• game-based
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Essence of Effective Teaching & Learning
Authentic Active
Constructivist
Personalized
Collaborative
Empowering
Expands Boundaries
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Building the Case
Fact #3: Service-learning promotes the civic
involvement of young people.
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Knowledge of National & Global Issues of Importance
Wh\
What percentage of young Americans (ages 18-24) can accurately identify the following places on a map?
33%
12%
50%
Iraq
Afghanistan
New York State
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Building the Case
Fact #4: Service-learning creates conditions and
opportunities that support students’ academic achievement and educational success.
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Student Outcomes
DOMAIN OUTCOMES
ACADEMICIncreased retention; content knowledge and skills; higher order thinking
CIVICCivic responsibility; commitment to service
CAREER Career awareness and skillsETHICAL/MORAL Values development
PERSONAL & SOCIAL
Self-esteem, empowerment, motivation, engagement (academic, civic, social); prosocial behaviors
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Impacts of Service-LearningImpacts of Service-Learning
Service-Learning Academic
Success
Self-EsteemEmpowerment
Prosocial behaviorsMotivation
Engagement
High Quality Components
Mediating Factors
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PreferencesTYPE EXAMPLE
Charity Serve food to the homeless on Saturdays
Empowerment Service
Educate the homeless about social services available to them
Public Work Facilitate the opening of a homeless shelter
Participatory Democracy
Work to secure legislation and citizen support that will secure rights for persons.
Social Action Students organize a camp out on campus to raise awareness about homeless
Social Change Work to reduce the number of homeless persons; train homeless persons for jobs
Social Justice Secure legal assistance for a homeless person who was denied health services
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