This document outlines an approach to using service learning to teach about Israel. It begins by explaining the goals and benefits of service learning, including increasing civic engagement and building connections to content. The core components of service learning are then described: investigation of a community need, planning, taking action to address the need, reflection, and demonstration. Examples are provided of how these components can be applied to an Israel education program, such as partnering with organizations in Israel and addressing real needs there. Challenges of distance are acknowledged but solutions proposed. Students can learn about Israeli culture, history and politics through a service learning project. Resources for additional information are provided.
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Introduction to Bonner High-Impact Initiative Capacity Building Outcomes, used at the High-Impact Institute Summer 2013; introduces key community-oriented outcomes, as adapted from metrics for non-profit and community capacity building, in areas like program development, research, evaluation, communications and outreach, resource development, and community impact.
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Introduction to Bonner High-Impact Initiative Learning Outcomes, used at the High-Impact Institute Summer 2013; introduces key learning outcomes, as adapted from rubrics for civic engagement, integrative learning, and creative thinking, that may provide a set of shared student learning outcomes for high-impact projects connected to community engagement.
Strategic Planning for Community Engagement with Maryville CollegeBonner Foundation
The Bonner Foundation is pleased to support Maryville College in its strategic visioning and planning for community engaged learning at Maryville College (TN). Ariane Hoy and Liz Brandt are working with the Center for Community Engagement.
On February 25, 2022, representatives from seven colleges and universities in the Bonner Network met for the launch of the Bonner Pathways Project. These institutions share an aspiration to make civic learning and democratic engagement embedded in their institutional fabrics, such that 25% of graduates will have deep, multiyear experiences culminating in community-engaged capstone level work. These experiences have a proven link with student retention, success, learning, well-being, and post-graduate outcomes. This Community of Practice will work over the next several years to reach its goal, developing models for higher education. This project is led by the Bonner Foundation team, including Bobby Hackett, Ariane Hoy, Rachayita Shah, Liz Brandt, Arthur Tartee, and Kristi Cordier.
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A presentation for the University of Pennsylvania Higher Education Leadership Conference in January 2022. This presentation explores the effects of the COVID-19 pandemic on higher education through a lens of ageism, ethnicity, race, gender, and other aspects of social identity and justice. Developed based on research and experience by Carol Kalin (University of Pennsylvania), Jamille Nagtalon-Ramos (Rutgers University) and Ariane Hoy (Bonner Foundation).
Workshop Description from Program: The COVID 19 pandemic has exacerbated longstanding disparities in many aspects of American life—from healthcare to higher education.The presenters in this session were co-authors, along with Susan Klusmeier (C15), of a paper on ageism assigned in Dr. Shaun Harper’s last class on diversity, equity, and inclusion at Penn GSE. Entitled “Consider Gina:A Case of Intersectionality of Age, Gender, and Ethnicity in Higher Education,” the paper focused on the problems younger minoritized professionals encounter as they advance in their careers. A literature review revealed that ageism differs from other aspects of identity in that it can be said to transcend culture. During the pandemic, notably, vaccines and other medical interventions were explicitly rationed based on chronological age. In higher education, statistics reflect steep declines in community college attendance, important to social mobility for lower-income students, while at the other end of the spectrum, returns on the large endowments of elite schools are breaking all previous records.After a summary of the paper and some brief comments on ageism and long-term disability in higher education, we offer an update on social justice work at colleges and universities as well as an overview of the pandemic’s impact on academic medicine.
General presentation of the Attendance Collaborative. It reviews the Guide to Achieving Excellent Attendance, whic is our roadmap for supporting our partner schools in improving their attendance strategies.
Training and Enrichment: Designing and Implementing A Four-Year Developmental...Bonner Foundation
This presentation covers how a college or university based Bonner Program or civic engagement program can design and implement a comprehensive four-year calendar of education, training, and reflection for civic engagement. It offers three approaches, including one that uses the AAC&U VALUE Rubrics for outcome-based design. This includes extensive training on diversity, team and project management, and other leadership skills.
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On Wednesday, March 14, 2012 Ohio Campus Compact led a full day pre-conference workshop on service-learning as part of the 5th Annual International Conflict-Resolution Education Conference which took place in Middleburg Heights, Ohio. This presentation introduced basic concepts of service-learning.
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Presentation includes an introduction to Service-Learning; Strengths of Service-Learning, Outcomes & Strengths of Service-Learning and basics of creating a Service-Learning course syllabus
-learning is known by many, widely varying definitions which take into consideration the reciprocal needs of the student and community, bridging academic theory with community service and instilling civic responsibility. Service combined with learning adds value to each and transforms both. Service-learning must be an academic activity: it can be course-based, competency-based, or a structured volunteer experience. In dental education the most obvious community locations are community health center dental clinics, hospital dental clinics, and private offices in areas designated as dental health professions shortage areas (DHPSA). Most importantly, service-learning occurs only when both the providers and the recipients of the service benefit from the activities.
Although service-learning is now a major national movement, it is still catching on as a new approach in education. Kim Isringhausen will provide a framework for service-learning in dental and dental hygiene education in which planning, implementation and evaluation can be built.
Week 5 Journal Specific Needs and CultureUsing the Journal tab, .docxhelzerpatrina
Week 5 Journal Specific Needs and Culture
Using the Journal tab, respond to the following prompt:
Explain how a service learning project can fit into the specific needs and culture of your school or future a school in which you will be working.
Carefully review the Grading Rubric (Links to an external site.) for the criteria that will be used to evaluate your journal entries.
INSTRUCTOR GUIDANCEWEEK FIVE
*Special thanks to Dr. Patrice Jones for sharing her original guidance in this document.
According to the National Education Association (NEA) President Dennis Roekel, "research and field-work show that parent-school partnerships improve schools, strengthen families, build community support, and increase student achievement and success" (Roekel, 2008, para. 5). Schools cannot work alone in getting students to improve learning.
There has to be a structured, strategic plan that includes other stakeholders. A variety of potential community groups such as police officers, firefighters, civil rights, and youth services organizations are great examples of resources that can be involved in the teaching and learning process. Consider the benefits of seeking out this type of community support? What are some of the first steps in garnering the support of these leaders within the community? Additionally, when students get involved with this strategic planning in developing community relationships through service learning projects, the outcomes prove positive for social growth and academic development. The benefits of service learning project can be seen in the Service Learning: You Can Make a Difference (Links to an external site.) one and half minute video.
The first step in establishing a successful partnership between schools and community is the initial planning phase. This sets the foundation by assessing the school’s needs, establishing goals and objectives, and developing a vision for the future. One of the key factors is getting those individuals involved who have a genuine interest and care about what happens to the schools within the community. Price (2008) explains that through the “community mobilization” process, schools engage the community to create a list of community priorities, resources, needs, and solutions that promote stakeholder accountability and positive student support. He believes that by "mobilizing the village" and having community meetings related to education, support for education can be garnered (Price, 2008, p. 90). The concern, however, is recruiting school and community volunteers who will spearhead these partnerships. Educators may not feel qualified to assume this role, or may not have enough time to add another responsibility to their already-full plate. Price suggest that the key to getting teachers involved in creating partnerships is by tapping into their professional interest in community-based efforts in improving student success.
A fully supportive community must include parental involvement ...
2. Goals
To introduce service learning as an approach
for teaching about Israel.
To explore the process of service learning.
To provide examples and resources that will
aid in the implementation of service learning
as a tool for teaching about Israel.
3. Session Outline
I Introductions
II Answering the “Whys”
III What is Service Learning?
IV Using Service Learning to Enhance Israel
Education
V Examples and Resources
V I What is Areyvut?
4. Why Chesed?: A Torah Value
Deuteronomy 16:20
Righteousness, righteousness you shall pursue.
Micah 6:8
He told you what is good and what Hashem demands of you - nothing
more than to act justly, love kindness and walk modestly with your
God.
Talmud Yoma 38:B
The righteous are the foundations of the world.
Rambam, Hilchot Shabbat 2:3
We have learned that the purpose of the Torah is not for revenge, but,
rather to bring mercy, kindness and peace to the world.
5. Why Chesed?: Positive Effects
of Community Service
Increases civic-mindedness
Increases sense of social responsibility
volunteerism
Decreased stress
Increased interpersonal skills
Exposure to others empathy, open-
mindedness
Source: University of Michigan, Benefits of Student Participation in Community Service
http://sitemaker.umich.edu/356.black/benefits_of_participation_in_service
6. Why Teach About Israel?
Israel education is central to the missions of
many day schools.
Building a relationship to Israel can start from
the day children enter school.
Teaching about Israel is becoming more and
more important as more and more American
Jews become detached from Israel.
7. Why Use Chesed to Teach About
Israel?
Israel education should “focus on Israel as a
presence rather than a problem” (Chazan,
2000).
Israel education should focus on real issues
regarding life in Israel rather than just
advocacy or politics.
Israel education needs to be age-appropriate;
harnessing young children’s desire to help
others can help them connect in a
developmentally appropriate way.
8. How Do You Teach About Chesed and
About Israel?
9. Why Use Service Learning to
Teach About Israel?
We are looking to build connections to Israel
AND increase knowledge about Israel.
We are in need of a systematic approach to
Israel education that incorporates
enculturation as well as instruction.
Service learning is an approach that adds
meaning and knowledge.
10. Service Learning:
A Useful Teaching Tool
“Service-learning is a teaching and learning strategy that integrates
meaningful community service with instruction and reflection to enrich
the learning experience, teach civic responsibility, and strengthen
communities. An exciting, hands-on approach to education, service-
learning is taking place in a wide variety of settings: schools,
universities, and community-based and faith-based organizations
throughout the country. The core concept driving this educational
strategy is that by combining service objectives and learning objectives,
along with the intent to show measurable change in both the recipient
and the provider of the service, the result is a radically-effective
transformative method of teaching students.”
Source: (2010), ‘What is Service-Learning?' In Learn and Serve Americas ’s National Service-Learning Clearinghouse.
http://www.servicelearning.org/what-service-learning
12. Components of Service-Learning
Investigation
Preparation and Planning
Action
Reflection
Demonstration/Celebration
Source: Kaye, Cathryn Berger. The Complete Guide to Service Learning: Proven Practical Ways to
Engage Students in Civic Responsibility, Academic Curriculum, & Social Action. Minneapolis, Free Spirit Publishing,
Inc., 2010.
13. Investigation
• Teachers help students
identify need
• Investigate/analyze through
research
• Contact community
partners
14. Preparation and Planning
• Make authentic plan of
action to respond to
community need
• Create timeline
• Delegate assignments
15. Action
• Put plan into action
• Continue to raise questions
to enhance project
• Experience results of actions
in relation to other
community members
16. Reflection
• Students assess project to
understand their impact on others
• Students relate experience to
personal lives by considering its
effects on their thoughts and
future actions
• Class holds follow-up discussions
and investigations
17. Demonstration/Celebration
• Students exhibit what they
learned in a public presentation
• Students teach others the
knowledge they have gained
• Allows them to celebrate their
achievement with others
18. What Makes a Service Learning Project
Meaningful and Effective?
1. Meets a recognized community need
2. Accomplishes curricular goals
3. Carefully planned by teachers, students and community
organizations
4. Encourages greater student responsibility
5. Students form community partnerships
6. Includes reflection to enhance the learning experience
7. Teaches students the skills needed for service
(Maryland Student Service Alliance www.mssa.sailorsite.net/define.html)
19. Standards for Service Learning
Service-learning actively engages participants in
meaningful and personally relevant service activities.
Service-learning is intentionally used as an instructional
strategy to meet learning /content goals.
Service-learning incorporates multiple ongoing reflection
activities that prompt deep thinking and analysis about
oneself and one’s relationship to society.
Service-learning promotes mutual respect among all
participants.
Service-learning provides youth with a strong voice in
planning, implementing, and evaluating service-learning
experiences with guidance from adults.
20. Standards for Service Learning
Service-learning partnerships are collaborative,
mutually beneficial, and address community
needs.
Service-learning engages participants in an
ongoing process to assess the quality of
implementation and progress toward meeting
specified goals, and uses results for
improvement and sustainability.
Service-learning has sufficient duration and
intensity to address community needs and meet
specified outcomes.
RMC Research Corporation. (2008). Standards and Indicators for Effective Service-Learning Practice. Scotts
Valley, CA: National Service-Learning Clearinghouse. Retrieved from
http://www.servicelearning.org/instant_info/fact_sheets/k-12_facts/standards
21. Service Learning Plan
Nutrition
Possible Themes: Related Curricular Goals:
Respecting your body Scientific method
Healthy living Chemistry
Appreciating nature Biology
Balance Home economics
Making good choices Problem solving
Appreciating healthy food Kashrut
Acting as if you are created in G-d’s image Brachot
Community Needs:
People may not have sufficient food
Nutritious food is more expensive than junk food
People may not know which foods are nutritious
People who are sick and elderly may need help obtaining food
Texts:
Food labels, FDA food pyramid, Chumash , newspapers
Partnering Agencies: (Name/Contact/Phone/Email)
Shelters, food pantry/soup kitchen, restaurants, super markets, synagogues, schools
Resources for Further Research:
Books, internet, videos, organizations
Projects Ideas:
Food drives, organize a soup kitchen, teach younger students about healthy eating, take people who are
elderly to the supermarket, deliver food to those who are sick, create and distribute a nutritious cookbook
Timeframe:
Begin the first week of school by choosing a theme and allow 2 weeks to research potential ideas and 2 weeks
to contact potential partnering agencies before beginning project.
Budget:
$100 for classroom supplies, transportation costs, food, publishing, etc.
Additional Considerations:
Are volunteers needed to help?
Do parents have related skills that will be helpful?
Does school have permission to take students on trips?
Can other classes be involved?
22. Service Learning and Israel
Education: How?
Investigation
Preparation and Planning
Action
Reflection
Demonstration/Celebration
Source: Kaye, Cathryn Berger. The Complete Guide to Service Learning: Proven Practical Ways to
Engage Students in Civic Responsibility, Academic Curriculum, & Social Action. Minneapolis, Free Spirit Publishing,
Inc., 2010.
23. Investigation
• Select a community need in
Israel
• If needed, begin with
investigation of needs in
local community and link to
needs in Israel
• Incorporate Israeli/Hebrew
sources as part of research
• Contact community
partners in Israel and in
America
24. Preparation and Planning
• Incorporate as much
authentic service as possible
• If need be, parallel project in
Israel with local project.
25. Action
• If at all possible, go to Israel
for at least part of service
project.
• Encourage any students who
will be in Israel to engage in a
related service project during
their trip.
26. Reflection
In addition to reflection ideas
mentioned before, reflections can
focus on students’ relationships to
Israel, preconceived notions about
Israel, how community needs in
Israel are similar/different from
our own, and alternative
responses to these community
needs.
27. Demonstration/Celebration
• A perfect Yom Ha’atzmaut
program, especially if service
learning projects have been
implemented throughout the
school.
28. Service Learning & Israel:
What Are They Learning?
Israeli needs
Israeli culture
Israeli community
Israeli history
Arab-Israeli conflict
Israeli organizations
How different is life in Israel?
Hebrew
29. Service Learning & Israel:
Challenges
More difficult to do authentic service from a
distance
More difficult for students to take the lead
when they do not know the context
More difficult to connect with community
partners at a distance
More difficult to sustain over distance
Potential for language barrier in research
30. Service Learning & Israel:
Possible Solutions
Start with local: Combine study of local needs
with study of needs in Israel.
Provide more directed lessons; take the lead
Make use of technology whenever possible:
e-mail, video-conferencing, internet,
conference call.
Make use of Israeli faculty members and
community members as sources of
information.
31. Service Learning & Israel: And
Politics
Intentional connections to the “matzav”:
Opportunity to touch on the politics without
devoting entire unit to the situation
Be prepared for unintentional connections:
Who is served by the organizations you work
with? Do they serve populations across the
green line? Do they serve non-Jewish or non-
Israeli populations? Why or why not?
32. Service Learning & Israel:
Brainstorming Examples
With a partner, brainstorm:
Community Needs in Israel
Project Ideas to Meet These Needs
Curricular Connections (What will they learn
about Israel?)
Potential Community Partners (Here and in
Israel)
33. Resources:Chesed/Service Learning
Cathryn Berger Kaye’s Website: www.abcdbooks.org
Corporation for National & Community Service: www.cns.gov
Do Something: www.dosomething.org
Free Spirit Publishing: www.freespirit.com
Giraffe Heroes Project: www.giraffe.org
Good Character: www.goodcharacter.com
Kids Consortium: www.kidsconsortium.org
www.KindnessADay.com
Learn and Serve: www.learnandserve.org
Learning in Deed: www.learningindeed.org
Learning to Give: www.learningtogive.org
Live Wire Media: www.livewiremedia.com
National Service-Learning Clearinghouse: www.servicelearning.org
National Service-Learning Exchange: www.nslexchange.org
National Youth Leadership Council: www.nylc.org
New Jewish Values finder: www.ajljewishvalues.org
Service Learning Listserv: www.servicelearning.org
SOLV (Susan Abravanel): www.solv.org
34. Resources: Teaching Israel
Pomson, A. and Deitcher, H. (2010). Day
School Israel Education in the Age of
Birthright. Journal of Jewish Education. 76:1.
52 - 73
Sinclair, A. (2009). A New Heuristic Device for
the Analysis of Israel Education: Observations
from a Jewish Summer Camp. Journal of
Jewish Education. 75:1. 79 - 106
HaYidion, Spring 2009 (Available at
www.ravsak.org)
35. Resources: Databases of
Organizations in Israel
Areyvut Database: www.areyvut.org/project_ideas/
Jgooders.com: www.jgooders.com/volunteer.asp
Jchoice.org: www.jchoice.org/ViewCauses.aspx
36. Information
Shira Hammerman
(201) 244-6702
shirahammerman@hotmail.com
Check it out!
www.areyvut.org