Introduction to service learning


Published on

This presentation provides an introduction for faculty members who are new to service learning and civic engagement at TSU.

Published in: Education
  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide
  • Seven elements
  • Introduction to service learning

    1. 1. Tennessee State University Service Learning and Civic Engagement
    2. 2. Workshop # 1: Introduction <ul><li>Dr. Deena Sue Fuller </li></ul><ul><li>Director of Service-Learning and Civic Engagement </li></ul><ul><li>Tennessee State University </li></ul>
    3. 3. This country cannot afford to educate a generation that acquires knowledge without ever understanding how that knowledge can benefit society or how to influence democratic decision-making. (From The Campus Compact Presidents ’ Declaration on the Civic Responsibility of Higher Education.)
    4. 4. Preliminary Understandings <ul><li>Learning is a process---that has measurable outcomes </li></ul><ul><li>It starts with where you are now </li></ul><ul><li>And what you want to learn in these workshops </li></ul><ul><li>You all are the experts in your course and your discipline </li></ul>
    5. 5. Sending students to do community service is easy ! Why do we need workshops? <ul><li>Development of QUALITY pedagogy </li></ul><ul><li>Enhance the quality of the courses </li></ul><ul><li>Our interest is in harvesting the most from the service experience---both for ourselves and for our students </li></ul>
    6. 6. OVERVIEW OF Workshop #1 <ul><li>Theoretical model behind service- learning </li></ul><ul><li>What exactly is service-learning? </li></ul><ul><li>Faculty roles </li></ul><ul><li>Benefits </li></ul><ul><li>7 elements of effective practice </li></ul><ul><li>Common concerns </li></ul><ul><li>Support and resources available to faculty interested in service-learning </li></ul><ul><li>What are your goals? </li></ul>
    7. 7. Your Goals <ul><li>At your table, list 3 learning goals you have for this workshop. </li></ul><ul><li>Share them with 1 or 2 people sitting near you </li></ul><ul><li>Write them on post-it notes </li></ul>
    8. 8. Rank your service-learning knowledge, skills, and experience <ul><li>On a scale from 1 to 10 </li></ul><ul><li>1 = You have heard the term “service-learning” </li></ul><ul><li>5 = You have taught SL classes </li></ul><ul><li>10 = You could be teaching this workshop </li></ul>
    9. 9. What distinguishes service-learning from other forms of experiential education? <ul><li>Service-Learning involves a balance between learning goals and service outcomes. </li></ul>
    10. 10. What is Service-Learning??? <ul><li>Service-Learning is a method of teaching that enriches learning by engaging students in meaningful service to their universities or communities through careful integration with established curricula. </li></ul>
    11. 11. Look at the definitions and circle or highlight the words that are meaningful to you. <ul><li>Student Learning </li></ul><ul><li>Meaningful Service </li></ul>
    12. 12. THIS is Service-Learning
    13. 13. National Commission on Service-Learning <ul><li>“… a teaching and learning approach that integrates community service with academic study to enrich learning, teach civic responsibility, and strengthen communities.” </li></ul>
    14. 14. THE ENGAGED CAMPUS <ul><li>Guiding Questions </li></ul><ul><li>How can we best develop students into active, informed, culturally sensitive, well-rounded citizens? </li></ul><ul><li>How can we best mobilize institutional resources in win-win partnerships with communities to address important community challenges? </li></ul>
    15. 15. As an urban, land grant, comprehensive HBCU, how can TSU best answer these questions?
    16. 16. WHY SERVICE-LEARNING?? <ul><li>If effectively implemented…. </li></ul><ul><li>Service-learning has many benefits for students, faculty, community members, and universities, alike. </li></ul>
    17. 17. FACULTY BENEFITS <ul><li>New areas for research and publication </li></ul><ul><li>Increased opportunities for recognition and rewards </li></ul><ul><li>Improved student discussion and participation </li></ul><ul><li>Enriched approach for fostering learning </li></ul><ul><li>Increased opportunity to engage students of all learning styles </li></ul><ul><li>New relationships with students and community members </li></ul><ul><li>Improved understanding of how learning occurs </li></ul>
    18. 18. STUDENT BENEFITS <ul><li>Reported increased learning and motivation </li></ul><ul><li>Deeper understanding of subject matter and complex social issues </li></ul><ul><li>Ability to apply course material in “real life” situations </li></ul><ul><li>Opportunity to learn from classmates’ experiences </li></ul><ul><li>Opportunities for collaboration and leadership experiences </li></ul><ul><li>Teaches job skills and prepares students for careers after college </li></ul><ul><li>Promotes deeper learning; there are no &quot;right answers&quot; in the back of the book </li></ul>
    19. 19. COMMUNITY BENEFITS <ul><li>Additional energy, enthusiasm, and resources for problem-solving </li></ul><ul><li>Improved relationship with university and access to university resources </li></ul><ul><li>Opportunity to recruit students as long term volunteers </li></ul><ul><li>Future staff potential </li></ul>
    20. 20. UNIVERSITY BENEFITS <ul><li>Opportunity to be a model service-learning program for other universities </li></ul><ul><li>Improved student retention and school to work transition </li></ul><ul><li>Improved standing in the community </li></ul><ul><li>Demonstrate action for the public good </li></ul>
    21. 21. Service-Learning helps students understand: <ul><li>how communities function, </li></ul><ul><li>the kinds of problems they face, </li></ul><ul><li>the strength and richness of diversity, and </li></ul><ul><li>the importance of individual commitments of time and energy to enhancing community life. </li></ul>
    22. 22. Service-Learning <ul><li>contributes to civic learning </li></ul><ul><li>encourages a sense of civic responsibility </li></ul><ul><li>reduces stereotypes </li></ul><ul><li>strengthens the ability to empathize with others </li></ul><ul><li>promotes a more democratic citizenry </li></ul>
    23. 23. S-L as Content and Pedagogy S-L as Research S-L as Service S-L in YOUR COURSE Teaching Research Service S-L as Community Development S-L as Civic Engagement Why Service-Learning in the Academy?
    24. 24. If Service-Learning is so great, why aren’t more faculty using it???
    25. 25. How does SL change your course? <ul><li>Understanding the differences in roles </li></ul>
    26. 26. Is service –learning the same as <ul><li>Field Experiences? </li></ul><ul><li>Internships? </li></ul><ul><li>Co-ops? </li></ul><ul><li>Community Service? </li></ul><ul><li>Volunteerism? </li></ul><ul><li>internships </li></ul>
    27. 27. Service-learning is not: <ul><li>An episodic volunteer program </li></ul><ul><li>An add-on to an existing school or college curriculum </li></ul><ul><li>Completing minimum service hours in order to graduate </li></ul><ul><li>Service assigned as a form of punishment </li></ul><ul><li>Only for high school or college students </li></ul><ul><li>One-sided: benefiting only students or only the community </li></ul>
    28. 28. Common characteristics of authentic service-learning <ul><li>positive, meaningful and real to the participants </li></ul><ul><li>cooperative rather than competitive experiences; promotes teamwork and citizenship </li></ul><ul><li>addresses complex problems in complex settings rather than simplified problems in isolation </li></ul><ul><li>engages problem-solving in the specific context of service activities and community challenges, rather than generalized or abstract concepts from a textbook </li></ul>
    29. 29. Common characteristics of authentic service-learning <ul><li>students are able to identify the most important issues within a real-world situation through critical thinking </li></ul><ul><li>promotes deeper learning; there are no &quot;right answers&quot; in the back of the book </li></ul><ul><li>generates emotional consequences, which challenge values and ideas </li></ul><ul><li>supports social, emotional and cognitive learning and development </li></ul>
    30. 30. The Seven Elements of High-Quality Service-learning <ul><li>1.Integrated Learning- clearly articulated learning outcomes </li></ul><ul><li>2. High Quality Service- meet actual community need </li></ul><ul><li>3. Collaboration- all partners benefit and contribute </li></ul><ul><li>4. Student Voice- students actively plan & participate </li></ul><ul><li>5. Civic Responsibility- contribute to and impacts the community </li></ul><ul><li>6. Reflection- connect service & academic learning </li></ul><ul><li>7. Evaluation- measure learning & service goals </li></ul>
    31. 31. <ul><li>Seven Elements of Service-Learning </li></ul><ul><li>Integrated Learning – clearly articulated connection to course goals </li></ul><ul><ul><ul><li>-The service-learning project has clearly articulated knowledge, skill, or value goals that arise from broader academic and/or developmental learning goals of the program. </li></ul></ul></ul><ul><ul><ul><li>-The service informs the learning content, and the learning content informs the service. </li></ul></ul></ul><ul><ul><ul><li>-Life skills learned in the community setting are integrated into program-based learning. </li></ul></ul></ul><ul><li>High-Quality Service </li></ul><ul><li>-The service responds to the actual </li></ul><ul><li> community need that is recognized by the community. </li></ul><ul><ul><ul><li>- The service is age-appropriate and well organized. </li></ul></ul></ul><ul><ul><ul><li>- The service is designed to achieve significant benefits for students and community. </li></ul></ul></ul>
    32. 32. <ul><li>Collaboration </li></ul><ul><ul><ul><li>- The service-learning project is a collaboration among as many of these partners as is feasible: students, parents, community-based organization staff, after-school program staff, school and program administrators, teachers and recipients of the service. </li></ul></ul></ul><ul><ul><ul><li>- All partners benefit from the project and contribute to its planning. </li></ul></ul></ul><ul><li>Student Voice </li></ul><ul><li>Students participate actively in: </li></ul><ul><ul><ul><li>- choosing and planning the service project; </li></ul></ul></ul><ul><ul><ul><li>- planning and implementing the reflection sessions, evaluation, and celebration; </li></ul></ul></ul><ul><ul><ul><li>- taking on roles and tasks that are appropriate to their age. </li></ul></ul></ul>
    33. 33. <ul><li>Civic Responsibility </li></ul><ul><ul><ul><li>- The service-learning project promotes students’ responsibility to care for others and to contribute to the community. </li></ul></ul></ul><ul><ul><ul><li>- By participating in the service-learning project, students understand how they can affect their community in positive ways. </li></ul></ul></ul><ul><li>Reflection </li></ul><ul><ul><ul><li>- Reflection establishes connections between students’ service experiences and the academic/developmental learning curriculum. </li></ul></ul></ul><ul><ul><ul><li>- Reflection occurs before, during, and after the service-learning project. </li></ul></ul></ul>
    34. 34. <ul><li>Evaluation </li></ul><ul><ul><ul><li>- All the partners, especially students, are involved in evaluating the service-learning project. </li></ul></ul></ul><ul><ul><ul><li>- The evaluation seeks to measure progress toward the learning and service goals of the project. </li></ul></ul></ul>
    35. 35. Planning for High Quality Service-Learning <ul><li>Develop and improve course syllabi and service-learning components over time </li></ul><ul><li>Collaborate with community partners to improve practices </li></ul><ul><li>Use the Center as a resource </li></ul>
    36. 36. Logistics and Support <ul><li>Before the semester </li></ul><ul><ul><li>Modify your course syllabi </li></ul></ul><ul><ul><li>Consult with S-L staff to discuss support needs </li></ul></ul><ul><ul><li>Identify criteria for partner agencies and S-L activities </li></ul></ul><ul><ul><li>Identify partner agencies and S-L activities </li></ul></ul><ul><ul><li>Meet with community partners to discuss mutual needs </li></ul></ul>
    37. 37. Learn more about service-learning <ul><li>National Service Learning: </li></ul><ul><li>Campus Compact: </li></ul><ul><li> </li></ul><ul><li>TN Campus Compact: </li></ul><ul><li>Corporation for National and Community Service: www.cns.go </li></ul><ul><li>Campus-Community Partnerships for Health: </li></ul>
    38. 38. Resources <ul><li>Campus Compact ( ) </li></ul><ul><ul><li>Sample syllabi in a wide variety of disciplines </li></ul></ul><ul><ul><li>Curriculum guides and publications </li></ul></ul><ul><ul><li>Professional development opportunities </li></ul></ul><ul><ul><li>Grants and awards </li></ul></ul>
    39. 39. RESOURCES <ul><li>Service-Learning Center Staff </li></ul><ul><li>SL website: </li></ul><ul><li>SL Resource Library </li></ul><ul><li>Class presentations </li></ul><ul><li>Evaluation instruments </li></ul><ul><li>Community Partner database </li></ul><ul><li>Assistance with projects </li></ul>
    40. 40. How can we move toward a CULTURE of ENGAGEMENT? <ul><li>More collaborations both within and without </li></ul><ul><li>More faculty development </li></ul><ul><li>A structure to support partnerships and service </li></ul><ul><li>Incentives and Rewards </li></ul><ul><li>Sharing of resources </li></ul><ul><li>Action research that involves the community in problem solving </li></ul><ul><li>Move out of “US” - “THEM” thinking </li></ul>
    41. 41. “ The true challenge in creating a culture of service is not merely about engaging students in service, but about creating an institutional culture that is itself committed to the community outside of its walls.”
    42. 42. Service Learning Classes <ul><li>English Chemistry </li></ul><ul><li>History Geography </li></ul><ul><li>Music Honors </li></ul><ul><li>Nursing Design </li></ul><ul><li>Education Early Childhood </li></ul><ul><li>Psychology Engineering </li></ul><ul><li>Health Phys. Edu. </li></ul><ul><li>Communications </li></ul><ul><li>Dental Hygiene </li></ul><ul><li>Occupational Therapy </li></ul><ul><li>Speech Pathology </li></ul><ul><li>Public Service & Urban Affairs </li></ul><ul><li>Consumer Sciences </li></ul>
    43. 43. Diversity of Service Learning Projects Institute of Government Engineering Education Health Sciences Nursing Business Arts & Sciences Consumer Sciences Service Learning
    44. 44. Cross-Disciplinary Collaborations Nursing Health Education Early Childhood Education Physical Therapy Speech & Hearing Dental Screening & Cleaning Grace Eaton Daycare
    45. 45. Cross Disciplinary Education Programs Mentoring Computer Skills Community Chorus Tutoring Literacy Programs After-School Education
    46. 46. Community Needs <ul><li>Tutors </li></ul><ul><li>Mentors </li></ul><ul><li>Program development </li></ul><ul><li>Technology assistance </li></ul><ul><li>Advocacy </li></ul><ul><li>Training </li></ul><ul><li>Needs Assessments </li></ul><ul><li>Discipline-specific assistance </li></ul>
    47. 47. What can your students learn from structured experiences in the community? <ul><li>How will the community benefit from your students’ projects? </li></ul>
    48. 48. OUR VISION <ul><li>KNOWLEDGE </li></ul><ul><li>ENGAGEMENT </li></ul><ul><li>REFLECTION </li></ul><ul><li>TRANSFORMATION </li></ul>