Intro to svc lrng

426 views
335 views

Published on

0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
426
On SlideShare
0
From Embeds
0
Number of Embeds
1
Actions
Shares
0
Downloads
2
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide
  • Most of the studies to date have looked at service learning in K-12 schools. Results follow triad from ASCA: academic, pers/soc, career Scales looked at three large and diverse data sets of 6th – 12th grade students’ community service and service-learning experiences, academic success, and SES.
  • Burnett et al: Af-Am community center; counseling center serving low-income children & families, a nursing home for people unable to care for themselves independently, & a local housing authority that provided housing, economic & educational assistance to low income families. Arman & Scherer: Students reported that “service learning was effective as a method of integrating the theory and practice of school counseling” (Arman & Scherer, 2002, p. 76) and increased their awareness of the realities of the role of school counselors. The researchers also found that graduate students participating in the project desired more class time to process and debrief from their experiences. Baggerly project was the most like PBSL.
  • Advocacy from the individual level to advocating for the school counseling profession. Can be conceptualized as types of advocacy, and also helping these systems to advocate for themselves
  • Intro to svc lrng

    1. 1. CSL 532<br />Lingertat-Putnam 2010<br />
    2. 2. What is service learning?<br />Lingertat-Putnam 2010<br />
    3. 3. Academic Service Learning<br />Myths:<br />Facts: <br />Adding community service or volunteering to a traditional course<br />Logging a set number of community service hours as a course requirement <br />The experience itself leads to learning.<br />An integrated pedagogical approach with academic rigor<br />Experience is a necessary but not sufficient condition of education (students also need reflection, analysis, synthesis) <br />ASL benefits both the student and the community<br />Lingertat-Putnam 2010<br />
    4. 4. Retrieved from http://www.nylc.org/ October 8, 2009<br />According to the National Youth Leadership Council…<br />Lingertat-Putnam 2010<br />
    5. 5. Types of Academic Service Learning<br />Lingertat-Putnam 2010<br />
    6. 6. Fieldguide to Problem Based Service Learning (Gordon, 2003)<br />PBSL: <br />Key concepts:<br />Engages students in working in teams in the solving of real, community-based problems. Students are presented with problems and asked to seek authentic and viable solutions. <br />Clear course learning outcomes<br />Community partner with problem that directly relates to the course learning outcomes<br />Students are presented with this problem & the task that an end work product/presentation for the community partner is expected. <br />Instructor builds student knowledge, skills & abilities (capacity) to ensure successful learning and service. <br />On-going reflection and assessment practices are built in. <br />Lingertat-Putnam 2010<br />
    7. 7. What does the research say?<br />Lingertat-Putnam 2010<br />
    8. 8. National studies of service learning in K-12 public schools in the U.S. find that participation in service learning has positive effects on<br />Lingertat-Putnam 2010<br />
    9. 9. Studies of service learning at the college level have found that ASL:<br />(Arman & Scherer, 2002; Baggerly, 2006; Burnett et al., 2004) <br />Lingertat-Putnam 2010<br />
    10. 10. Graduate education…<br />“seems to be the next frontier of the service-learning and civic engagement movements” (O’Meara, 2007, p. 2) <br />ASL can help graduate students develop skills and competencies they are learning in classes in real-world contexts, while developing a professional orientation that values community-based research methodologies & social action (Baggerly, 2006; O’Meara, 2007)<br />Lingertat-Putnam 2010<br />
    11. 11. In Counselor Education <br />Lingertat-Putnam 2010<br />
    12. 12. Helpful websites:<br />Campus Compact<br />http://www.compact.org/initiatives/service-learning/<br />Learn & Serve America’s National Clearinghouse:<br />http://www.servicelearning.org/what_is_service-learning/characteristics/index.php<br />NY Capital District Consortium Wiki<br />http://4crsl.pbworks.com/<br />Lingertat-Putnam 2010<br />
    13. 13. Advocacy Definitions<br /><ul><li>Speaking up or taking action to make environmental changes on behalf of others (Bradley & Lewis, 2000)
    14. 14. Responding on behalf of clients and empowering clients to work on their own behalf (Dinsmore et al., 2002)
    15. 15. Help clients challenge institutional and social barriers that are impediments to academic, career, or personal-social development (Lee, 1998)
    16. 16. Focus on reducing barriers to student achievement and working towards equity in education through collaboration (DeVoss & Andrews, 2006)</li></ul>Lingertat-Putnam 2010<br />
    17. 17. Where should advocacy happen? <br />(Ratts, DeKruyf, & Chen-Hayes, 2007)<br />Lingertat-Putnam 2010<br />
    18. 18. ADVOCACY COMPETENCIES FOR COUNSELORS(Trusty & Brown, 2005)<br />Lingertat-Putnam 2010<br />
    19. 19. A MODEL OF THE ADVOCACY PROCESS FOR PROFESSIONAL SCHOOL COUNSELORS <br />Develop advocacy dispositions. <br />Develop advocacy relationships and advocacy knowledge. <br />Define the advocacy problem. <br />Develop action plans. <br />Implement action plans. <br />Make an evaluation. <br />Celebrate or regroup. <br />Trusty, J. & Brown, D. (2005). Advocacy competencies for professional school counselors. Professional School Counseling, (8)3, 259-265. <br />Lingertat-Putnam 2010<br />
    20. 20. Personal Activism Dimensions (Collison et al., 1998)<br />Lingertat-Putnam 2010<br />
    21. 21. ACA Advocacy Competenciesretrieved from http://www.counseling.org/Resources/ February 10, 2008<br />Lingertat-Putnam 2010<br />
    22. 22. Class Wiki<br />Lingertat-Putnam 2010<br />

    ×