Service Learning in Your Course! Arizona Summit on Volunteerism and Service-Learning Dec. 3 & 4, 2010 From Start to Finish...
Syllabus <ul><li>Why is service learning a part of your course? Or Why do you want it to be? </li></ul><ul><li>Clear expec...
Placements <ul><li>Where will students be placed? What agencies are in my community? </li></ul><ul><li>Individual placemen...
College Support <ul><li>Who can support my project? </li></ul><ul><li>Absolutely necessary! </li></ul><ul><li>For example-...
Grading/Evaluation <ul><li>What content in my class could I teach through service learning? </li></ul><ul><li>What will th...
Reflection <ul><li>Reflecting on the experiences is necessary </li></ul><ul><ul><li>Making connections </li></ul></ul><ul>...
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Further Service Learning in your Course: From Start to Finish—Syllabus to Evaluation & Reflection

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Presentation by Jennifer Spring

“Service Learning in your Course: From Start to Finish—Syllabus to Evaluation & Reflection” will walk the audience step-by-step through the process of integrating service learning to a course of any discipline at a college level or high school level. Presentation goals are to provide attendees with the information, ideas, and energy/support they need to leave the session believing they are ready to build service learning as a teaching tool in the courses they teach. Key points include syllabus design, placement models, building and maintaining community partnerships, assignment, grading, and evaluation tools, and finally reflection---which is necessary at all stages.
http://www.azsummit.org/?p=385

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Further Service Learning in your Course: From Start to Finish—Syllabus to Evaluation & Reflection

  1. 1. Service Learning in Your Course! Arizona Summit on Volunteerism and Service-Learning Dec. 3 & 4, 2010 From Start to Finish—Syllabus to Evaluation & Reflection Jennifer L. Spring, M.A.Ed, facilitator [email_address]
  2. 2. Syllabus <ul><li>Why is service learning a part of your course? Or Why do you want it to be? </li></ul><ul><li>Clear expectations of service learning requirement </li></ul><ul><li>Connect it clearly to your course content </li></ul><ul><li>Define the project…how many hours? On what schedule? Outside of class time? How is it weighted in the course grade? Substitutions/Alternative assignments? Due dates? Placement process? </li></ul>
  3. 3. Placements <ul><li>Where will students be placed? What agencies are in my community? </li></ul><ul><li>Individual placement model, other models </li></ul><ul><li>Finding, developing, nurturing relationships to find good placement sites </li></ul><ul><li>Utilizing community partners </li></ul><ul><li>Placements connected to course content </li></ul><ul><li>Orientations </li></ul><ul><li>Faculty expectations for </li></ul><ul><li>placements </li></ul><ul><li>Self placement options and </li></ul><ul><li>regulations </li></ul><ul><li>Website </li></ul>
  4. 4. College Support <ul><li>Who can support my project? </li></ul><ul><li>Absolutely necessary! </li></ul><ul><li>For example--Student Life office, VP Academic Affairs, VP Student Affairs, Division Chairs, Faculty coordinators, faculty/colleagues </li></ul><ul><li>SLA’s (Service Learning Assistants) </li></ul>
  5. 5. Grading/Evaluation <ul><li>What content in my class could I teach through service learning? </li></ul><ul><li>What will the overall weight of SL be in your class? </li></ul><ul><li>What assignments will be given? How many? Of what nature? </li></ul><ul><li>What in class activities/learning experiences will be facilitated for a grade? What content will be taught through service learning ? </li></ul><ul><li>Effective model/best practice---integrate service learning…do not leave it “standing alone” </li></ul>
  6. 6. Reflection <ul><li>Reflecting on the experiences is necessary </li></ul><ul><ul><li>Making connections </li></ul></ul><ul><ul><li>Growth as learners, growth as citizens, personal growth </li></ul></ul><ul><ul><li>Solidifies learning </li></ul></ul><ul><ul><li>Learners take ownership of the experience and its meaning </li></ul></ul><ul><ul><li>Facilitates moving from lower level to higher level thinking </li></ul></ul><ul><li>Ongoing, facilitated by instructor; interpersonal and intrapersonal </li></ul>

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