cc

368
-1

Published on

Published in: Education, Technology
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
368
On Slideshare
0
From Embeds
0
Number of Embeds
1
Actions
Shares
0
Downloads
0
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide
  • KP- Mark activity How many have been on spring break Never been apart of alt. spring break Has experience with alt. spring break Also curious about representation we have here today. Students University employee Faculty Community Service Agency
  • Wendy
  • KP
  • Mark
  • Mark-
  • Wendy
  • Make sure groups are diverse in representation of (university employees/service agents/faculty/students/) 20 mins.
  • Before we go into our lessons learned we wanted to show you our specific experience. And show you some of the students voices about the trip. KP
  • KP
  • Wendy
  • Mark
  • Wendy
  • cc

    1. 1. Lessons learned from OSU’s first service learning alternative spring break by Wendy Alemán, Mark Belson, & Kristin Price
    2. 2. Introduction <ul><li>Focus on design and delivery of a service learning alternative spring break. </li></ul><ul><li>Provide opportunity for you to develop a blueprint of a service learning alternative spring break project. </li></ul><ul><li>Describe the lessons we learned while coordinating OSU’s first service learning alternative spring break project. </li></ul>
    3. 3. What is Service Learning? <ul><li>Different commitments of service </li></ul><ul><li>Components </li></ul><ul><ul><li>Team building </li></ul></ul><ul><ul><li>Pre/post trip meeting </li></ul></ul><ul><ul><li>Reflection </li></ul></ul><ul><li>11 points of service learning </li></ul><ul><li>Theory & service learning model </li></ul>
    4. 4. 11 points of Service Learning (National Service-Learning Cooperative, 1998) <ul><li>Effective service learning, there are clear educational goals </li></ul><ul><li>Engages students in tasks that challenge and stretch them cognitively and developmentally </li></ul><ul><li>Assess student learning to enhance programming </li></ul><ul><li>Students are engaged in service task that have clear goals </li></ul><ul><li>Formative and summative evaluation are employed in systematic evaluation of the service effort and outcome </li></ul><ul><li>Students’ voices are maximized in selecting, designing, implementing, and evaluating the service project </li></ul><ul><li>Diversity is valued as demonstrated by its participants, its practice, and its outcomes </li></ul><ul><li>Communication and interaction with the community are promoted and partnerships and collaboration are encouraged </li></ul><ul><li>Students are prepared for all aspects of their service work (e.g. an knowledge and sensitivity to the people they will be working) </li></ul><ul><li>Student reflection takes place before, during, and after service. </li></ul><ul><li>Multiple methods are designed to acknowledge, celebrate, and further validate students’ service work. </li></ul>
    5. 5. Accommodator Adapts to circumstances if necessary, will discard theory to address problem. Learns best from “hands-on” experience. Relies on people more than analysis. Diverger Imaginative ability. Can view problem from a variety of personal perspectives. Data gatherer interested in people. Sensitive to feelings. Creator of models. Easily uses inductive reasoning. More interested in logic of ideas and theory and their application. Assimilator Searches for practical uses of ideas and theories. Deductive reasoner, single response to issue/concern. Interested in things. Converger Reflective Observation (observing) Concrete Experience (feeling) Abstract Conceptualization (Thinking) Active Experimentation (doing) PHASE 1 Exploration Comparison of the Experiential Learning Cycle* with the Service Learning Model** *Kolb(1984),**Delve et. al, (1990) Delve’s, Mintz’s, & Stewart’s (1990) Service Learning Model Phase 5 Internalization Transition to PHASE 5 PHASE 3 REALIZATION Transition to Phase 2 Transition to PHASE 4 PHASE 4 Activation PHASE 2 Clarification Transition to PHASE 3
    6. 6. Developing the Blueprint by applying the APPLE model <ul><li>Assess </li></ul><ul><li>Plan </li></ul><ul><li>Prepare </li></ul><ul><li>Lead </li></ul><ul><li>Evaluate </li></ul>
    7. 7. Blueprint of Logistics <ul><li>Where you want to go? </li></ul><ul><ul><li>Transportation </li></ul></ul><ul><ul><ul><li>How will you get to the location? </li></ul></ul></ul><ul><ul><ul><li>How will you get around the town/city? </li></ul></ul></ul><ul><ul><li>Lodging </li></ul></ul><ul><ul><ul><li>Food (preparation) </li></ul></ul></ul><ul><ul><ul><li>Showers </li></ul></ul></ul><ul><li>What type of service do you want to do? </li></ul><ul><li>What type of reflection activities do you want to do? </li></ul><ul><li>What do you want discussed at the pre/post meetings? </li></ul><ul><li>How will you create a sense of community before the trip? </li></ul><ul><li>How will you promote this among students? </li></ul><ul><li>Will you limit the number of students? </li></ul><ul><li>Do you have a risk management plan? </li></ul><ul><li>Will this be open campus wide? </li></ul><ul><li>Where will the money come from? </li></ul>
    8. 8. Building Bridges: Community Assets <ul><li>What are community assets? </li></ul><ul><li>Assets may be persons, physical structures, natural resources, institutions, businesses, or informal organizations (Berkowitz and Wadud 2003). Website: Clearinghouse on Adult, Career, and Vocational Education  (ACVE) </li></ul>
    9. 9. Breakout Session <ul><li>Audience experience. </li></ul><ul><li>15 minutes. </li></ul><ul><li>Create a blueprint for a service learning alternative spring break. </li></ul><ul><ul><li>Begin by brainstorming a list of your individual community assets (1 minute) </li></ul></ul><ul><ul><li>Get into small groups (3-4) and collaborate to incorporate these assets into an experience. </li></ul></ul><ul><li>Any group willing to share your design? </li></ul>
    10. 10. Video
    11. 11. Lessons Learned <ul><li>In planning the logistics of the trip </li></ul><ul><li>The actual experience </li></ul><ul><li>What the students learned </li></ul>
    12. 12. Planning the logistics <ul><li>Food/Lodging/Transportation </li></ul><ul><ul><li>E.g. Fred Meyer </li></ul></ul><ul><li>Weather </li></ul><ul><ul><li>Back up plan </li></ul></ul><ul><li>Funding </li></ul><ul><ul><li>E.g. Grant </li></ul></ul><ul><li>Reflection </li></ul><ul><ul><li>Timing and types </li></ul></ul>
    13. 13. Actual Experience & What Students Learned <ul><li>Kick off/challenge course </li></ul><ul><li>Reflection </li></ul><ul><ul><li>Pre-trip/during/post-trip meetings </li></ul></ul><ul><li>Week of Service </li></ul><ul><ul><li>Weather/backup plans for social justice information </li></ul></ul><ul><ul><li>Cultural experience </li></ul></ul><ul><ul><ul><li>Class issues </li></ul></ul></ul><ul><ul><li>Cultural differences </li></ul></ul><ul><ul><ul><li>International differences </li></ul></ul></ul><ul><ul><li>What students learned </li></ul></ul>
    14. 14. Conclusion <ul><li>Through hearing our lessons learned we hope you are able to glean from our experiences and aid in your planning. </li></ul><ul><li>We hoped that by sharing the student voice you were able to see and hear the impact of a service learning alternative spring break. </li></ul><ul><li>Today we hope you were able to take away a blueprint for a service learning experience. </li></ul>
    15. 15. Q & A

    ×