Service to leadership workshop 8 22-11


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Presented at the Service to Leadership workshop - TSU AWC on Monday, August 22, 2011 by Dr. Sue Fuller, director, Center for Service Learning and Civic Engagement at TSU.

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Service to leadership workshop 8 22-11

  1. 1. Tennessee State University Service Learning and Civic Engagement
  2. 2. Service to Leadership Faculty Workshop <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 from this workshop </li></ul><ul><li>You all are the experts in your course and your discipline </li></ul><ul><li>A multitude of RESOURCES will be on the Course Website </li></ul>
  5. 5. 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>
  6. 6. 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>
  7. 7. 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>
  8. 8. 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>
  9. 9. EQUAL IMPORTANCE <ul><li>Student Learning </li></ul><ul><li>Meaningful Service </li></ul>
  10. 10. 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>
  11. 11. 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>
  12. 12. 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>
  13. 13. 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>
  14. 14. 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>
  15. 15. 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>
  16. 16. Service-Learning <ul><li>contributes to civic learning </li></ul><ul><li>develops leadership skills </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>
  17. 17. 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>
  18. 18. Learn more about service-learning <ul><li> </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 ( </li></ul><ul><li>Campus-Community Partnerships for Health </li></ul><ul><li>D2L course website (TSU) </li></ul>
  19. 19. 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 Sociology </li></ul><ul><li>Dental Hygiene </li></ul><ul><li>Occupational & Physical Therapy </li></ul><ul><li>Speech Pathology </li></ul><ul><li>Public Service & Urban Affairs </li></ul><ul><li>Consumer Sciences </li></ul><ul><li>Criminal Justice </li></ul>
  20. 20. Reflection in Service-Learning: Brief Overview
  21. 21. What is this thing called “reflection”? <ul><li>On paper or your computer write down your definition of “reflection” in 60 seconds. </li></ul><ul><li>Then respond to the following reflection prompt: Describe one thing you are excited about in this course and one thing you are anxious about. </li></ul><ul><li>(BRIEFLY in 60 seconds.) </li></ul>
  22. 22. How diverse are our responses? <ul><li>Guess what….You’ve just completed a “pre-flection” activity. </li></ul><ul><li>[More on this later…stay tuned!] </li></ul>
  23. 23. Reflection is…. The intentional consideration of an experience in light of particular learning objectives. (Hatcher & Bringle, 1997).
  24. 24. Compare Your Definition of Reflection With… The intentional consideration of an experience in light of particular learning objectives . What does your definition say, include, or not include?
  25. 25. <ul><li>Why do instructors use reflection? </li></ul><ul><li>What are the objectives? </li></ul><ul><li>What are some formats for reflection? </li></ul>
  26. 26. Objectives of the Reflection Process <ul><li>Academic/cognitive growth </li></ul><ul><li>Application of skills </li></ul><ul><li>Critical thinking & articulating a position </li></ul><ul><li>Personal development </li></ul><ul><li>Promoting citizenship & civic understanding/responsibility </li></ul><ul><li>Integration of theory & practice </li></ul><ul><li>Others from YOUR list </li></ul>
  27. 27. Reflection Formats <ul><li>Oral Reflection </li></ul><ul><li>Written Reflection (electronic or paper) </li></ul><ul><li>Arts and/or multi-media </li></ul><ul><li>Large Group & Small Group </li></ul><ul><li>Simulations/activities </li></ul><ul><li>In-class and out-of-class reflection </li></ul>
  28. 28. Pros & Cons of Reflection Formats <ul><li>There are Advantages and Disadvantages of all of the above. </li></ul><ul><li>What are some? </li></ul>
  29. 29. Other Challenges <ul><li>Lack of depth & richness </li></ul><ul><li>Venting, “shooting the bull”, shallow observations, diaries (lack of critical thinking) </li></ul><ul><li>Close connections to course content </li></ul><ul><li>Difficulty in assessing reflection and/or growth </li></ul><ul><li>Finding methods that match students’ learning styles </li></ul>
  30. 30. Reflection Prompt Examples <ul><li>Based on what you learned in yesterday’s lecture and reading and your first week with your mentee, what teaching/ learning strategies will probably work best? </li></ul><ul><li>Which learning strategies have worked? Why? Which haven’t worked well? Why? </li></ul><ul><li>How will you change what you’re doing based on the past 2 weeks experiences and last week’s lectures/readings? </li></ul>
  31. 31. Examples <ul><li>What did you learn in the community site that supported and/or challenged what you learned from your textbook ? </li></ul><ul><li>Develop a graphic that shows how many people are served by your community organization each month. </li></ul><ul><li>Create a poster, drawing, pamphlet, essay, skit , etc. highlighting what you learned in the community that deepens your understanding of the course content. </li></ul>
  32. 32. Examples <ul><li>List 3 needs that you have observed in the community. Describe one way you can make a difference in one of them. </li></ul><ul><li>What have you learned about food insecurity from your first 2 weeks in the community? </li></ul><ul><li>Describe the health hazards you have observed in the community and write about how you think they affect the quality of life for the residents. </li></ul>
  33. 33. - Write one reflection question that you could use before your students start their service activities. - Write one reflection prompt that will connect the course content (lecture, reading, theories, etc.) with the service activity. - Write one that you could use near the end of the service that requires synthesis and analysis.
  34. 34. What? So what? Now what? <ul><li>WHAT? = A topic, issue, or experience is identified, defined, described, discussed, and analyzed </li></ul><ul><li>SO WHAT? = Rationale or importance of the topic or issue – critical thinking – relate the experience to your course content </li></ul><ul><li>NOW WHAT? = Consider the next steps; what should you do; how can you make a difference; what actions are needed </li></ul>
  35. 35. Sample Reflection Prompts and Scoring Rubrics Samples will be on the Course Website
  36. 36. Purpose of Grading/Assessment <ul><li>To provide faculty with a measure of what was learned. </li></ul><ul><li>To provide feedback to students on what is expected of them, what they have done well, what they need to improve on and how. </li></ul><ul><li>Formative feedback on service-learning reflections can greatly enhance learning </li></ul>
  37. 37. Connecting to Course Objectives <ul><li>Reflection is one way to connect the service activities with the student learning outcomes. </li></ul><ul><li>Structured critical reflections can lead to deeper learning --- personal, academic, and civic. </li></ul><ul><li>Reflection prompts let students know what you expect them to learn. </li></ul>
  38. 38. Potential student learning outcomes Communication Skills (written and oral) Interpersonal Skills Cultural awareness/ Appreciation of diversity Improved use of technology Logical reasoning Application of theory Self-understanding Critical thinking and Problem Solving Investigation of Power relationships Analysis of social institutions and issues Responsibility Identify and frame problems Active listening Negotiation skills Leadership Creative conflict to produce growth Political imagination: reimaging futures Mentoring Commitment to service/service ethic Career Exploration/ Development Values clarification Character Education Civic Engagement Perspective Transformation Others?
  39. 39. What is Actually Being Graded? <ul><li>NOT the service. The learning is what you are assessing. </li></ul><ul><li>How do you know students are learning? </li></ul><ul><li>What activities in the classroom will enable students to meet academic learning objectives? </li></ul><ul><li>What assignments outside of the class will enable students to meet academic learning objectives? </li></ul>
  40. 40. Activities in the Classroom <ul><li>Large and small group discussions </li></ul><ul><li>One-minute reflection papers </li></ul><ul><li>Posters </li></ul><ul><li>Presentations </li></ul><ul><li>Collage, photo journal, drawing </li></ul><ul><li>Skit, music </li></ul><ul><li>Concept Mapping </li></ul><ul><li>Others? </li></ul>
  41. 41. Assignments Outside the Class <ul><li>Weekly reflection papers </li></ul><ul><li>Structured journals </li></ul><ul><li>Reflective interviews </li></ul><ul><li>Scrapbook or collage </li></ul><ul><li>Video or Photography </li></ul><ul><li>Portfolios </li></ul><ul><li>Case Studies </li></ul><ul><li>Participation and performance at the service site </li></ul><ul><li>Progress toward project completion </li></ul><ul><li>Tangible outcomes for the community </li></ul><ul><li>Others? </li></ul>
  42. 42. Other questions about grading <ul><li>Do all reflections have to be graded? </li></ul><ul><ul><li>Not necessarily. </li></ul></ul><ul><ul><ul><li>You could just give points for participation in the in-class reflection exercises or for turning in the weekly reflection papers. </li></ul></ul></ul><ul><li>Do we grade the level of participation in the assignments? </li></ul><ul><ul><li>Sometimes --- evaluated on a scale or again, using a rubric. </li></ul></ul><ul><ul><ul><li>Participation in class or small group discussion </li></ul></ul></ul><ul><li>Do we grade the level of participation in the service project? </li></ul><ul><ul><li>What if a student does not complete the required number of hours? </li></ul></ul><ul><ul><ul><li>Could reject all service-learning assignments because hours were not fulfilled. </li></ul></ul></ul><ul><ul><ul><li>Could adjust the scores on completed SL assignments to reflect the percentage of hours completed. </li></ul></ul></ul>
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