helping students find time for service-learning in courses
DESCRIPTION
Helping Students Find Time for Service-Learning in Courses. Dr. Tania S. Smith Assistant Professor University of Calgary EngageNOW Conference Calgary, October 1, 2009. Curricular CSL. 2 locations for CSL Curricular (within curriculum, credit courses) - PowerPoint PPT PresentationTRANSCRIPT
Helping Students Find Time for Service-Learning
in Courses
Dr. Tania S. SmithAssistant Professor
University of Calgary
EngageNOW Conference Calgary, October 1, 2009
Curricular CSL
2 locations for CSL– Curricular (within curriculum, credit courses)– Co-curricular (non-credit programs offered
by the institution)
Both are valuable, complementary Different from other experiential learning
Practicum, internship, co-op for credit Volunteerism, workplace learning Social learning (sports, clubs, family)
Benefits of Curricular CSL
Accessible to more students Integration with academic learning
Social development, not just career & academic development
Faculty & student engagement Transformation of curriculum &
teaching methods Problem-based, Inquiry-based, collaborative
Sustainable community partnerships
Time for Service-Learning
Question U of C 4th years
Participated in a community-based project (e.g., service learning) as part of a regular course
Never 72%Sometimes 18%
Often 6%Very often 4%
Community service or volunteer work
(not service-learning)
Have not decided 10%Do not plan to do 23%
Plan to do 14%Done 53%
*National Survey of Student Engagement
2008 NSSE* student survey data
Student Time2008 CUSC* student survey data
Task Canadian students
Hrs / week
U of CHrs / week
Commute to campus 1.9 2.75
Time in class 15.7 15.8
Time studying 17.4 17.9
Employment (of the 48-50% of students who are employed)
16.8 16.5
Service / Volunteer (of the 48-49% of students who volunteer)
3.8 4.0
Totals 55.6 56.9Canada (n = 11,981) | U of C (n
=248 ) *Canadian University Survey Consortium
Student Time for Community
Activity done “often or very often”
Canadian students
U of C students
Participated in on/off-campus community service / volunteer activities
22% 25%
Attended campus lectures (outside of class)
23% 23%
Attended campus social events 21% 15%Attended campus cultural events (theatre, concerts, art)
14% 9%
Participated in student clubs 20% 20%Participated in student government 7% 3%
2008 CUSC student survey data
Time within courses
Class time (lecture, lab, tutorial)
3 h / week
Study time 5 h / week
Total 8 h / week
3 courses / term 24 h / week
5 courses / term 40 h / week
Why CSL Needs Time
Give a significant benefit to community Make it worthy of the effort; reputation
2 aspects of CSL time for Students Time for the “service” activity
Estimated 10-40 hours / term
Time for preparation, related academic learning and assignments Equal or greater in proportion to service activity
2 aspects of CSL time for Faculty & Community -- not covered here! -- institutional time needed Pre-term preparation, Post-term evaluation and
research
CSL Preparation Time Before service, students learn…
What is CSL and Why are we doing it? Who is the community partner?
organization, people, local histories
What are the issues and concepts the community partner needs us to understand?
How will our learning be structured? How does CSL relate to
The rest of the course (readings, assignments) The students’ backgrounds & personal futures
CSL Implementation Time
During service, students do… Group communication (if group project) Partner communication or liaison
Class visits, telephone, email, real-time internet
Transportation (if class or service off-campus)
Assignments: Reporting & Reflection Service & lectures, readings, etc. Service & personal development Service & organizational, social development
Solution #1 = Within Course
If CSL required for all students enrolled Downsize & simplify the service
1-3 hrs / week of service This includes student communication & planning
time needed to conduct service One community partner per TA / Faculty
Easier to integrate community content into course Try on-campus projects
Clubs, offices, task forces, campus issues Less student preparation, transportation
Limit (or omit) group assignments Group work usually requires additional time within
& outside of class.
Solution #1 = Within Course
CSL in registrar-scheduled class time Group meetings, Lectures CSL presentations (I.e. progress, final) Partner visits, field trips
CSL integrated with content & methods Some lecture time on CSL Some readings cover CSL issues/skills as
well as course content/skills Student assignments: CSL or integrated
Solution #1= Within Course
CSL course(2 alternatives)
h/weekAcademic
h/weekIntegratedLearning*
h/weekService
h/week
TOTALS
Course A Class time 2 1 1 4Course A Out-of-class time
2 0 2 4
Not more than “normal” 8Course B Class time 1 1 1 3Course B Out-of-class time
2 2 1 5
Not more than “normal” 8* “integrated learning” = lecture or required readings on the theme of the CSL project; “reflection” assignments that ask students to synthesize academic learning with service experience
Solution # 2. CSL In & Beyond
If course requires significantly more time & effort from all students enrolled
If CSL is optional, an additional unit built on top of the course
If some students volunteer extra CSL time and effort on the project
It is still credit-based learning, not volunteerism/co-curricular
Solution # 2. CSL In & Beyond
Alternative assignments for CSL students Quality & integration requires extra
individualized instruction for CSL students Can be perceived as unfair treatment
Extra credit hours (3 cr + 1 extra credit) Administrative policies, paperwork
E.g. at Missouri State University and Georgetown University center for social justice, and Miami University
Students do the paperwork, obtain signatures, submit proof
Solution # 2. CSL In & Beyondh/weekAcademic
h/weekIntegratedLearning
h/weekService
h/week
TOTALS
Class time 2 1 1 4Out-of-class time 2 3* 3 8
1/3 More than “normal” course 12
* Students may be assigned additional readings by the community partner, I.e. reports by the organization, literature review on the issue, additional observation / training in the community
Solution #3. Directed Study
Some students interested in CSL, but… NO room in “normal” course for CSL
3-5 students in concurrent directed study course Synergies: With the same teacher. Students may play
a “leadership” role in the regular course, share lecture time in reg. course, do complementary assignments, orally present to the reg. course
Costs: additional faculty member time, faculty member expertise in CSL, student recruitment & planning
Alternative : Subsequent directed study course Useful to conduct CSL follow-up or evaluation
Solution # 3. Directed Study
h/weekAcademic
h/weekIntegratedLearning
h/weekService
h/week
TOTALS
Course A Class time 3 - - 3Course A Out-of-class time
5 - - 5
“normal” course 8Directed Study Class time
1 1 1 3
Directed Study Out-of-class time
1 2 2 5
“normal” course 8
Solution # 4. Learning Community
Concurrent enrollment in 2-3 courses on a related theme 1 of the courses is CSL intensive 1 course is primarily academic 1 optional course or non-credit
workshop focuses on integration or skills (I.e. writing, research, teamwork, leadership)
Normal credit for each academic course
Solution #4 Learning Community
Benefits Collaboration and shared learning for all More service hours & better preparation Interdisciplinarity Can be scheduled as
1 course with 2x credit in a single term 1 Fall Academic course + 1 Winter CSL course
Costs Students must be recruited or required Registrar must accommodate Faculty & community time & help to plan
together
Solution #4 Learning Community
h/weekAcademic
h/weekIntegratedLearning
h/weekService
h/week
TOTALS
Academic Course Class time
3 - - 3
Academic Course Out-of-class time
5 - - 5
“normal” course 8CSL Course Class time
0 2 1 3
CSL Course Out-of-class time
0 2 3 5
Complementary “normal” course 8
Summary: Finding Time
1. Within course time2. In and beyond course3. Directed study courses4. Learning communitiesSolutions 1-4 arranged in order: Increasing CSL time, quality, potential Short to Long-term implementation
• #1 requires the instructor to be the CSL expert. Integration is not easy.
• #4 requires institutional teamwork
References• Juganue. (2009). Clock texture. [Background image] deviantART. Retrieved September 27, 2009 from
http://www.deviantart.com/download/79693975/Clock_Texture_by_juganue.jpg
• Canadian University Survey Consortium (CUSC). (2008, June). Undergraduate Student Survey. Retrieved September 27, 2009 from the University of Calgary website http://oia.ucalgary.ca/system/files/CUSC_2008.pdf
• National Survey of Student Engagement (NSSE). (2008, August) University of Calgary: Mean Comparisons. Retrieved September 27, 2009 from the University of Calgary website http://wcmprod2.ucalgary.ca/oia/system/files/NSSE+2008.pdf (p. 23, 28)