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Service-learning:
Design and Delivery
Center for Collaboration and DevelopmentAugust 6, 2018
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Goals
Participants will be able to…
• Define service-learning
• Explain the fundamentals of service-learning course design
• Utilize resources USM Service-Learning offers and find others
• Discuss suggestions for persistence challenges related to
service-learning experiences
• Support a campus-community partnership
• Develop next steps for course planning
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CONTEXT
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Institutional Goals
• 2020 Carnegie Classification
• Campus Compact Member
• Presidents’ Declaration on the Civic Responsibility of Higher
Education
• USM will be known for academic excellence with real-world
experiences as a core part of its academic program• 80% of our students will state that at least one individual knows
them well, supports them, and believes in them
• 72% of our students will remain at USM between each school
year
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Academic Vision
I. A Focus on Relationships: To learn effectively, students must
feel connected to their community.
II. A Future Forward Curriculum: At USM students also acquire
habits of mind, skills, and enduring dispositions that transcend
academic disciplines and foster confidence and agency,
preparing them to contribute meaningfully to their professional and cultural communities.
III. The Integration of Learning and Work: USM teaches students
to think critically about the work they do and equips them
with the knowledge and skills to pursue rewarding careers and
meaningful, prosperous, and fulfilling lives.
IV. A Mission of Service and Citizenship: Students and faculty develop deep ties with community partners and businesses to
address social and economic challenges.
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Benefits
• Academic learning increases
– Absorption of content knowledge
– Complexity of understanding, problem analysis, critical
thinking, cognitive development, and metacognition
• Positive relationship between student and institution
– Students report stronger faculty relationships
– Positively affects student retention
– Students are more likely to persist and graduate
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Additional Benefits
• Positively affects personal development (sense of self-efficacy,
identity, and values development)
• Positively affects interpersonal development (collaboration,
leadership, communication)
• Career Clarification and Networking Opportunities
• Cultivation of 21st Century Skills and Civic Competencies
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Critical Issues
• “Anemic Civic Health”
• East End Community School – Highest population of children
experiencing homelessness in history.
• City of Portland contributes 1.8 million gallons of runoff and
raw sewage into the harbor each year.
• Maine ranks 7th in the nation and 1st in New England for food
insecurity.
• 40% of transgender adults reported having made a suicide
attempt. 92% of these individuals reported having attempted
suicide before the age of 25
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DEFINING SERVICE-LEARNING
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Definition
SERVICE LEARNING
COMMUNITY SERVICE FIELD EDUCATION
VOLUNTEERISM INTERNSHIP
Beneficiary
Focus
Recipient
Service
Provider
Learning
“…a teaching and learning approach that integrates community
service with academic study to enrich learning, teach civic
responsibility, and strengthen communities…”
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Key Components
Partnership
Reflection
Learning Objectives
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Key Characteristics
Service-Learning:
• Is developed, implemented, and evaluated in
collaboration with the community
• Responds to a community-identified concern
or centers a critical issue
• Intentionally links to learning objectives
• Provides opportunity for reflection
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Distinctions
Volunteering
• Students remove trash
from a streambed
Service-Learning
• Students remove trash from a streambed
• Analyze what they have found
• Share the results and offer suggestions for the neighborhood to reduce pollution
• Reflect on their experience
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LEARNING OBJECTIVES & ACTIVITIES
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Types
• Direct – Conducting music lessons for younger students; Creating life reviews for Hospice patients
• Indirect – Compiling a town history; Preparing preserve areas for public use
• Advocacy – Planning a public forum; Working with elected officials to draft legislation to improve communities
• Research-Based – Mapping state lands and monitoring flora and fauna; Conducting evaluations or interviews
• Activism – Students partner with grassroots organizations dedicated to food sovereignty and immigrant rights to organize a march
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Tiers of Service
Episodic
• One-time events; Offerings by Service-Learning and Volunteering Office; Best for COR Labs, introductory courses, and first-year students
Placements
• Individual (often direct service) placements; Expectations defined by community partners; Service-Learning and Volunteering manages process
Programs
• Packaged programs run by service-learning and volunteering; Intake process, student training and support, and materials provided.
Project
• Unique course design process; Most integrated model; Highest level of investment from faculty member and community partner; Requires significant planning time
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Episodic
Boys & Girls Club Day for Kids
Friday, September 14th 3:00 –
6:00 PM
Sagamore Village Clubhouse
5-30 volunteers needed
Preble Street Resource Center Soup Kitchen Service Event
Thursday, October 18th
10:30am -1:30pm
13 volunteers
Veterans Day Service Event
Monday, November 12th 11:00
AM – 1:00 PM
Evergreen Cemetery
Unlimited Capacity
Other one-time events
can be found on our
website calendar:
usm.maine.edu/service
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Episodic STEM
STEM Expo
• Friday - November 2nd, 9:00 AM – 2:00 PM
• Portland Public Schools 5th Annual STEM Expo hosted by USM - Sullivan Gym
• 1,800 Portland K-12 students expected
• 60+ STEM Exhibits
• 8 - 10 booths for USM Faculty/Students
Day of Code
• Open to any students
• Computer
Science/Cyber
Security, Mathematics,
Technology students
encouraged
• Students gain skills in:
– Activity development
– Group facilitation
– Communication
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Placements
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Example Description
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PROGRAMS
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STEM Ambassadors
• USM students trained to facilitate hands on science, technology, engineering, and math (STEM) with youth 8-14 years old to increase access to post-secondary education in the STEM fields.
• Open to students with interest in working with youth
• Students gain skills in: Communication, Leadership, Presentation, Problem-Solving, Project Planning
Requirements– Submit Application and Complete Background Check
– Complete 2 orientation sessions (3rd & 4th week of September)
– Complete 6 educational sessions (1-hour) with a community partner over a 6-week schedule
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STEM Sisters• Open to students on STEM pathways who are interested in volunteer
outreach that supports K-16 STEM pipelines and gender equity in the related fields
• Students gain skills in:– Mini-module development (applying course learning objectives)
– Group facilitation
– Self-awareness
– Communication
• Requirements:– Orientation/Training
– Must be in a STEM related field, traditional or non-traditional
– Can commit to a minimum of 3 sessions
• Special sessions:– Pop-Up Coding
– Pop-Up Engineering
– Girls Who Code
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Project-Based
Examples:
• CMS 450 taught by Dennis Gilbert – Service-Learning Practicum
• HON 101 taught by Rebecca Nisetich – Dawnland Voices 2.0 Project
• FSP 210 taught by Jamie Picardy – Partnering with GMRI, students
modeled agricultural land use required by various dietary choices,
from vegan to traditional meat proteins. Using Tufts University
Foodprint Model, students were tasked with optimizing dietary choice
to maximize the carrying capacity of our national food system.
• EGN 304 taught by Ivan Most – Using a client/consultant service
model, students develop project plans, create GANTT charts,
conduct financial analyses, perform research on energy alternatives,
and generate recommendations for the client community partners.
Utilizing these projects, students develop an understanding of pro-
bono work as an integral part of their future as engineering
professionals.
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OnlineClassroom Modality
Se
rvic
e-L
ea
rnin
g M
od
ality
On-Site Online
On
-Site
Traditional
Service-Learning
eService-Learning Hybrid I
(Instruction Online)
On
line eService-Learning Hybrid II
(Service Online)Extreme eService-Learning
(Instruction & Service Online)
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Online Service-Learning
Opportunities
Federal Crowdsourcing and Citizen Science Catalog contains information about federal
citizen science and crowdsourcing projects. The public participates voluntarily in the
scientific process, addressing real-world problems in ways that may include formulating
research questions, conducting scientific experiments, collecting and analyzing data,
interpreting results, making new discoveries, developing technologies and applications,
and solving complex problems.
What's on the menu? The New York Public Library is transcribing historical restaurant menus,
dish by dish, so that they can be searched by what people were eating back in the day.
The Emergency Committee of Atomic Scientists in Post-War America are part of Series 12:
Peace, of the Ava Helen and Linus Pauling Papers at Oregon State University Libraries and
Press. When Albert Einstein died in 1955, his personal ECAS files were turned over to Frank
Aydelotte, the director of Princeton University’s Institute for Advanced Study, where
Einstein worked in his final years. Upon Aydelotte’s death shortly thereafter, Einstein’s
personal files were sent by Aydelotte's family to Linus Pauling for preservation. Participants
in this project help to transcribe Einstein's writings.
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PARTNERSHIP DEVELOPMENT
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Development
• Make an interpersonal and professional connection– Start too early
– Have Coffee
– Go without a pre-defined project
– Don’t send students out unsupported
• Identify mutually beneficial goals
• Respect and leverage motivation, assets, needs, and goals
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Maintenance
• Conduct site visits and/or schedule
check-Ins
• Embrace quality process
• Share power, praise, and consequences
• Be open to assuming new goals
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Supporting Documents
• Community Partner Manual
• Memorandum of Understanding
• Communication Evaluation
• Partnership Rubric
• Washington Campus Compact
Partnership Development Module
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STUDENT PREPARATION AND REFLECTION
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Guiding Student Engagement
• Benchmarks
• Community Partner Assessment
• Site Visits
• SLV Orientation
• Tips for Success
• Professional Communication Document
• Anti-Bias Training
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Student Preparation
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Communication
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Site Selection
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Benchmarks
Due Date Task Instructions Recipient
January 24 Preparation Review service-learning placements and select top-three preferences.
---
January 29 Introduction and Expectations
Be present for class presentation and participate in exercises.
SLV Graduate Assistant
February 5 Application Submit all intake materials, including: application, background check forms, schedule and availability.
Community Supervisor
February 12 Orientation Attend service-learning site orientation Community Supervisor
March 28 Mid-Semester Check-In Respond to survey about progress at service-learning site
SLV Graduate Assistant
April 23 Student Performance Surveys Sent
No action needed; Surveys sent to community partners
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Community Partner Evaluation
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Assessment
• Assess the learning not the service
• Target-Match-Method
• Utilize Rubrics
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Reflection
• “Integrates a person’s concrete experience with
their intellect’s abstract conceptualization.”
• Quality reflection is:
– Continuous
– Connected
– Challenging
– Contextualized
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Considerations when designing
reflection1. What learning outcomes do you want students to
achieve through reflection?
2. When, where, and how will reflection occur?
3. Will students reflect iteratively so that reflection becomes habit and builds on itself over the course of the semester?
4. Who will facilitate the reflection? Who will participate in the reflection?
5. Through what medium will the reflection occur?
6. What prompts will guide the reflection?
7. How will you know whether students achieve your desired learning outcomes?
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Examples
• Various forms of writing:– Blogs
– PSA
– Wikipedia Post
– Advocacy Letter
• Free Association Brainstorming
• Structured Class Discussion
• Presentations
• What? Now What? So What? Activity
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NEXT STEPS
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Services
• Course design consultation
• Partnership suggestions
• Resources for cultivating relationships,
student preparation, reflection, and
assessment
• Assistance with student placements
• STEM focused support
• Access to programs and events
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Resources
• USM Service-learning and Volunteering (usm.maine.edu/service)• Service-Learning Library• Modules on “Designing and Delivering a Service-Learning Course”• Engaged Scholarship Toolkit• Professional Development Opportunities• Discipline Specific Journals
• Campus Compact (www.compact.org)
• National Service-Learning Clearinghouse (www.servicelearning.org)
• Community-Campus Partnerships for Health (www.ccphealth.org)
• International Association for Research on Service-Learning and Community Engagement (www.researchslce.org/)