Oregon State University’s  First Service Learning Alternative Spring Break by Wendy Alemán, Mark Belson, & Kristin Price a...
Introduction <ul><li>Talk about the specifics of OSU’s first service learning alternative spring break. </li></ul><ul><li>...
Blueprint of Logistics <ul><li>Where did we go and what did we do? </li></ul><ul><ul><li>Volunteered at  Sacramento, Calif...
What Were The Service Learning Aspects Of This Experience? <ul><li>Different commitments of service </li></ul><ul><li>Comp...
Building Bridges: Community Assets <ul><li>What are community assets?  </li></ul><ul><li>Assets may be persons, physical s...
Shared Experience  <ul><li>Students </li></ul><ul><ul><li>Goals Pyramid </li></ul></ul><ul><ul><ul><li>Sharon </li></ul></...
Video <ul><li>Overview of video by 2005 student participants. </li></ul><ul><ul><li>Annette </li></ul></ul>
Future Participation <ul><li>2005 student participants discuss their desire to become actively involved in the planning fo...
Recommendations <ul><li>Student Empowerment </li></ul><ul><ul><li>Students should be involved in more of the planning/coor...
Student Empowerment Recommendations <ul><ul><ul><li>Fundraising  </li></ul></ul></ul><ul><ul><ul><ul><li>Students can orga...
Recommendations <ul><li>Sustaining Service-Learning </li></ul><ul><ul><li>Creating a centralized hub to provide educationa...
Recommendations <ul><li>Marketing </li></ul><ul><ul><li>Ideally we would like to have students committed to a trip by the ...
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  • Students
  • Wendy
  • Mark
  • all
  • 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
  • Kristin
  • Wendy
  • sar

    1. 1. Oregon State University’s First Service Learning Alternative Spring Break by Wendy Alemán, Mark Belson, & Kristin Price and 2005 Student Participants
    2. 2. Introduction <ul><li>Talk about the specifics of OSU’s first service learning alternative spring break. </li></ul><ul><li>2005 student participants will share their experiences. </li></ul><ul><li>Recommendations for sustaining future service learning alternative spring break projects. </li></ul>
    3. 3. Blueprint of Logistics <ul><li>Where did we go and what did we do? </li></ul><ul><ul><li>Volunteered at Sacramento, California Habitat for Humanity </li></ul></ul><ul><li>Where did we stay? </li></ul><ul><ul><li>First Baptist Church of Sacramento (floor of a classroom) </li></ul></ul><ul><ul><li>Showered at the Sacramento YMCA </li></ul></ul><ul><li>How did we get there? </li></ul><ul><ul><li>Rented an OSU van (and had a car to carried the luggage) and traveled 1144 miles round trip to Sacramento. </li></ul></ul>
    4. 4. What Were The Service Learning Aspects Of This Experience? <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><ul><li>“ 11 points of service.” see handout – Guide book. </li></ul></ul>
    5. 5. 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><ul><li>How did this experience utilize OSU’s community assets </li></ul><ul><ul><li>University Honors College </li></ul></ul><ul><ul><li>University Housing and Dinning </li></ul></ul><ul><ul><li>Recreational Sports </li></ul></ul><ul><ul><li>Community Service Center </li></ul></ul><ul><ul><li>College Assistant Migrant Program </li></ul></ul><ul><ul><li>Student Affairs </li></ul></ul><ul><ul><li>Mike Roman, Graduate Student in Anthropology </li></ul></ul><ul><ul><li>Sacramento Habitat for Humanity </li></ul></ul>
    6. 6. Shared Experience <ul><li>Students </li></ul><ul><ul><li>Goals Pyramid </li></ul></ul><ul><ul><ul><li>Sharon </li></ul></ul></ul><ul><ul><ul><li>Maribel </li></ul></ul></ul><ul><ul><li>Pre/post reflection </li></ul></ul><ul><ul><ul><li>Annette </li></ul></ul></ul><ul><ul><ul><li>Zach </li></ul></ul></ul>
    7. 7. Video <ul><li>Overview of video by 2005 student participants. </li></ul><ul><ul><li>Annette </li></ul></ul>
    8. 8. Future Participation <ul><li>2005 student participants discuss their desire to become actively involved in the planning for future service learning alternative spring break projects. </li></ul><ul><ul><li>Jacob </li></ul></ul><ul><ul><li>Jessica </li></ul></ul>
    9. 9. Recommendations <ul><li>Student Empowerment </li></ul><ul><ul><li>Students should be involved in more of the planning/coordinating aspect. </li></ul></ul><ul><ul><ul><li>According to a study [conducted by using the Student Development Task and Lifestyles Assessment (SDTLA)] at a small school in the Midwest, students who participated in a service learning alternative spring break scored highest in developing autonomy task compared to other students who participated in other distinct types of service-learning pedagogies. (Armstrong, 2004). </li></ul></ul></ul>
    10. 10. Student Empowerment Recommendations <ul><ul><ul><li>Fundraising </li></ul></ul></ul><ul><ul><ul><ul><li>Students can organize letter-writing sessions to food chains, grocery stores, and other food companies to ask for donations or gift certificates for the service learning alternative spring break participants. </li></ul></ul></ul></ul><ul><ul><ul><li>Logistical planning </li></ul></ul></ul><ul><ul><ul><ul><li>Students could also map out the route and self select to be the navigators of the trip. </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Students could research the area where the group is going to serve and see if there are any events or interesting places the team should see while they are there. </li></ul></ul></ul></ul><ul><ul><ul><li>Reflection activities </li></ul></ul></ul><ul><ul><ul><ul><li>Students can plan and facilitate the reflection activities. </li></ul></ul></ul></ul>
    11. 11. Recommendations <ul><li>Sustaining Service-Learning </li></ul><ul><ul><li>Creating a centralized hub to provide educational resources about service-learning. </li></ul></ul><ul><ul><li>To ensure sustainability at least one service learning alternative spring break trip. </li></ul></ul><ul><ul><li>$4000 allocated to service learning alternative spring break projects to be administered next year by the community service center. </li></ul></ul><ul><ul><li>Integrate a greater faculty in the service-learning alternative spring beak experience. </li></ul></ul>
    12. 12. Recommendations <ul><li>Marketing </li></ul><ul><ul><li>Ideally we would like to have students committed to a trip by the end of October. </li></ul></ul><ul><ul><ul><li>This would allow trip coordinators (students as well as staff) plenty of time to line up community members, faculty, and financial contributors to participate in the experience. </li></ul></ul></ul><ul><li>Course </li></ul><ul><ul><ul><li>A course would provide an environment where academia and civic engagement could fuse together, giving students academic credit for their reflection, involvement and subsequent learning of their community service experience. </li></ul></ul></ul><ul><ul><ul><li>This course would promote OSU’s strategic plan and mission statement of encouraging students to become more socially responsible via community service; creating globally responsible graduates of Oregon State University. </li></ul></ul></ul><ul><ul><ul><li>Any of the above examples listed in the ‘Student Empowerment’ recommendation section could be implemented as assignments for the course. </li></ul></ul></ul>
    13. 13. Questions?

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