Started my job in August of 2008: program is 12 years old. Prior to my arrival, only one director has remained in place longer than 2 years. I hope I’m on track to beat that mark!Most of that time has been spent turning traditional skills-based curriculum into a CBI curriculum
Introduction: background info about SCAD and our programFounded in 1978, Savannah College of Art and Design (SCAD) exists to prepare talented students for professional careers.SCAD Savannah encompasses more than 60 facilities in one of the largest and most renowned National Historic Landmark districts in the United States.
SCAD offers distinctive locations in Savannah and Atlanta, Georgia; Lacoste, France; online via SCAD eLearning; and in Fall 2010 SCAD Hong Kong.
Here in Savannah, we have a nontraditional campus in the heart of the historic district : 60+ renovated and repurposed historic buildings in one of the most unique cities in the US. Our campus is one of the big surprises for many of our students upon arrival – that and the humidity!
We have an intensive program with 3 full-time intermediate levels (no classes for beginning instruction)plus a “bridge” program where students take classes in their degree programs alongside advanced ESL courses.This is our building: it’s a jail constructed in 1873!
Perfect environment for a CBI curriculumWorked hard to build relationship with disciplines;One of the problems I found upon my arrival was that students felt isolated and sequestered in ESL;We have tried hard to get them more integrated into campus life.
Through partnering with professors in other departments and disciplines, we’ve been able to design courses that relate to popular majors among our students. It’s a natural extension in this environment to partner with members of the community.
We hoped to offer students:1. Opportunities to form meaningful relationships outside our walls2. A wider view of Savannah as a community3. A deeper understanding of American culturePlaces and people for using authentic language
Refer to Handout: “Service-learning is a form of experiential education in which students engage in activities that address human and community needs together with structured opportunities intentionally designed to promote student learning and development. Reflection and reciprocity (emphasis mine) are key concepts of service-learning” Jacoby, 1996 & 2003
“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.” I saw this principle unfold as I guided my students through a multi-draft writing project. This particular project was for the Savannah Tree foundation _refer to handout-I envisioned a lovely forest and patting loose mulch around little pine saplings. Here is what we found that day—an old FEMA site that was to become an orchard. We split into groups: to my dismay most of the students stayed in their same language clustered. I kept up the conversation in my group, then I looked around to see one of our students, Kali, sinking in the mud unable to move or pull herself out. Before I could react, A thin, wiry woman of about 60 hooked her arms around our student and plucked her out, accompanied by a huge sucking noise. The student was really scared and a little dazed. As the woman moved away, Kali came to her senses and ran after her—to thank her. Another of my students—a very shy student-- witnessed this and later wrote about it in her paper. It bacame part of a larger discussion of how caring and spontaneous Amercians can be and how much she was missing her home on this first day of the Chinese New Year.
This is a word I explicitly taught my students and it appeared in their writing. It became part of their assignment to discuss what they in fact learned.
Source: Service Learning Curriculum DevelopmentResource Guide for Faculty, CSU LONG BEACHCENTER FOR COMMUNITY ENGAGEMENT:“1. Relevant and Meaningful Service with the Community:The service provided within the community agency must be relevant and meaningful to allstakeholder parties.2. Enhance Academic Learning:The addition of relevant and meaningful service with the community must not only serve thecommunity but also enhance student academic learning in the course.3. Purposeful Civic Learning:The addition of relevant and meaningful service with the community must not only serve thecommunity and enhance student academic learning in the course, but also directly andintentionally prepare students for active civic participation in a diverse democratic society.All three criteria are necessary for a course to qualify as academic service learning. If any ofthe three is absent, then it is either another form of community-based service and/orlearning or an underachieving model of academic service learning. It is important to notethat while service learning courses may have other learning objectives and/or outcomes, asin the social or affective domains, these are not necessary conditions for academic servicelearning.”Useful as an organizing principle for a cogent discussion of my course development and implementation
I first started with the Student Involvement Office. I had sent students there before, and I had just an inkling that I didn’t just want to funnel into their programs, but it was an essential first step. The assistant director of that program put me in touch with the United Way. There I worked with Kim Fritz, Volunteer Coordinator, Hands On Savannah. Her job was to liasion with agencies in town. She gave me the low-down on the most essential information: who treats their volunteers well!Senior citizen homeTalked with friends who have worked in or for non-profits
Assuring a good fit—sort of!Students partnering with agencies for mutual benefit is the goal. How can this be achieved? Here’s how we tried it. ISSO advisor on staff has worked with groups before on the value of unpaid work.
Because our curriculum is newly revised and thought out, our goals and learning outcomes are brand spanking new. We have built course shells Global Community Topics encompasses not only Service, but Creativity and Sustainability as well.
Nuts and Bolts of the syllabus design follow: 4 major units:Unit 1: Self Discovery
Unit 2: HomelessnessHappy circumstance; introduction to David Acuff, charismatic; SCAD of Homelessness in Savannah;Pivotal issue that touches on a lot of complex social problems in the U.S.: housing, education, jobs that pay a living wage, disability social security, and addictionEnded up spending a lot more time on this topic than is indicated here.
“Fun” part of the learning; motivational value of film. Taught in snippets—wonderful listening and oral language production activities
Here’s where I was able to do some serious reflection and assessment.
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.
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:
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 firstname.lastname@example.org