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Tesol 2010 Service LearningPresentation Transcript
Strengthening the Global Community: Service Learning in an IEP Jan Fluitt-Dupuy Director of ESL Savannah College of Art and Design
About SCAD Mission: TheSavannah College of Art and Design exists to prepare talented students for professional careers, emphasizing learning through individual attention in a positively oriented university environment.
Unique locations Savannah Atlanta eLearning Lacoste Hong Kong
SCAD ESL Five levels Levels 2, 3, 4 = Low-, Mid- and High- Intermediate: full-time ESL at 20 hours of instruction per week. Levels 5 and 6 = bridge courses taken with courses in degree programs
Unique Content-based Curriculum Fall 2009 Newly revised curriculum features a content-based, integrated skills course designed to: Prepare students for specific art and design coursework
Integrate ESL students more fully into campus life
Encourage more “authentic” encounters with language
Art and Design Language Courses New 4-skills courses at Mid- and High-Intermediate levels with following content focuses: Advertising, Architecture, Design, Creativity, Fashion and Sustainability Service is just one of these content focuses.
ESL 333 Topics for Global Community: Service Relationship Opportunities
Service Learning Defined • Service learning = experiential education • Activities address community needs •Designed to promote student learning and development • Reflection and reciprocity are KEY concepts Source: Barbara Jacoby, Building Partnerships for Service Learning, 2003.
Reflection “Learning and development do not necessarily occur as a result of experience itself but as a result of reflection explicitly designed to foster learning and development.” (Jacoby, 1996)
Reciprocity The other essential concept of service learning is reciprocity: “All parties in service learning are learners and help determine what is to be learned. Both the server and those served teach, and both learn.” (Kendall, 1990, p. 22)
Three Necessary Criteria for Academic Service Learning Source: Service Learning Curriculum Development Resource Guide for Faculty, CSU LONG BEACH CENTER FOR COMMUNITY ENGAGEMENT, p. 15 http://www.csulb.edu/divisions/aa/personnel/cce/faculty/documents/ResourceGuideforFaculty0706_000.pdf
Relevant and MeaningfulService with the Community Sources for Partner Agencies: Student involvement office on campus United Way Agencies in the neighborhood Contacts from individuals
Fostering Self-awareness “Conscripted Volunteerism” Adding the proverbial line on the résumé Defining skill sets and preferences Probing memories of previous service Engaging a deeper level of commitment
Enhanced Academic Learning • Clear goals • Measurable learning outcomes • Time for reflection in writing and speaking • Assessment
Course Goals Individual and team projects explore important key concept of global issues within the context of the North American society. Reading, writing, listening, speaking and grammatical skills at the high-intermediate level of proficiency in English.
Learning Outcomes Narrate and describe key concepts and processes facing local and global communities. Learn to listen to and understand native and non-native speech in a variety of settings. Take notes in various listening situations.
Topics for Global Community
Pay it forward
Pay it forward
Class Schedule Unit 1Student Skills/Work Goals and the Partnering Agencies
Class Schedule Unit 2Understanding Homelessness
Class Schedule Unit 3The Pay It Forward Movement
Class Schedule Unit 4Course Wrap-up
Students’ Reflections “For me, ‘giving’ is equal to a smile, to the inner satisfaction in which my hands were able to guide other people’s dreams and goals.” –Evelin
Students’ Reflections “I have been a volunteer for several years in Venezuela, and in this opportunity I was a volunteer as a SCAD international student in the United States. This experience had been different because not only had I helped people in another country, but also I could communicate through the English language.” –Evelin
Students’ Reflections “For me, I do not think I do any special things. But maybe there are some special things for old couples. I do not know, but I can feel that there are some special powers in volunteer work. Love, kindness and helping are precious things in the world.” –Chiangxin (Sarah)
Student Reflections “Volunteer work in Loop it Up wasn’t spontaneous. I went to YMCA for the purpose of assignment, but I realized the significance of the volunteer experience.” –Ji Hu
“All volunteer experience is valid in the sense of helping people, animals or nature.” “Nevertheless, the big difference happens in myself. The concern for each other grows, and I become aware of the problems around me. It’s impossible to get away from such an experience. Only just a start and I already became addicted to volunteerism.” –Katia
“I cannot forget the exciting feeling after having fun with the kids, and I am getting energized after being with them.” –Pedro
“Although I have a bachelor’s degree, English is still a barrier tangling me in learning new techniques in the U.S.A. Fortunately, I can use my mathematics to support the students in Royce Learning Center. So we can both benefit from this activity without sacrificing extra things.” –Mathew
Purposeful Civic EngagementA Framework for Developmentof Campus/Community Partnerships Depth and Complexity Time One-time events and projects Short-term placements Ongoing placements, mutual dependence Core partnerships, interdependence Transformation joint creation of work and knowledge Source: Enos and Morton, “Developing a Theory and Practice of Campus/Community Partnerships” inB. Jacoby (ed.) Building Partnerships for Service Learning.
Assessment and Evaluation Best practice: “Students should be in the community setting not less than 15 hours (one hour per week)—this is a minimum and not necessarily optimal for meeting course goals.” Solutions:
Start service sooner
Model service as a class
Continue over two or more quarters
Source: Service Learning Curriculum Development Resource Guide for Faculty, CSU LONG BEACH CENTER FOR COMMUNITY ENGAGEMENT, pg. 4
Assessment and Evaluation Best practice: “Professors are willing to form partnerships with one or more community agencies to promote quality and longevity in student placements.” Challenges Time commitment Course rotation within academic year Source: Service Learning Curriculum Development Resource Guide for Faculty, CSU LONG BEACH CENTER FOR COMMUNITY ENGAGEMENT, pg. 4
Assessment and Evaluation Best practice: “Community service is continuous throughout the semester rather than a “one-shot” experience and is directly related to the course content.” Solutions: Stronger partnerships with agencies Focus on homelessness over entire course Source: Service Learning Curriculum Development Resource Guide for Faculty, CSU LONG BEACH CENTER FOR COMMUNITY ENGAGEMENT, pg. 4
Assessment and Evaluation Best practice: “Reflection (critical thinking) about the connections between course content and the community experience is performed and evaluated continuously throughout the semester.” Solutions: Start with reflection Continuous reflection Ongoing discussions with partnering agencies Source: Service Learning Curriculum Development Resource Guide for Faculty, CSU LONG BEACH CENTER FOR COMMUNITY ENGAGEMENT, pg. 4
For more info… Jan Fluitt-Dupuy Director of ESL Savannah College of Art and Design email@example.com