10:30 AM - Creating Breath in Online Education Through Service Learning Projects, Reflection and Assessment - Barbara Zuck, EdD, Montana State University Northern (20 minutes) D2L Connection: Worldwide Edition Wednesday, January 8, 2020 Totally Online

1. D2L
Worldwide
Connection
Presentation 2 of 12:
Creating Breath in Online Education Through
Service Learning Projects, Reflection and
Assessment
20 minute presentation

2. D2L
Worldwide
Connection
Professor of Business, Montana State University – Northern, Havre, MT
Email: barbara zuck@msun.edu
Current and Past Courses
• Advanced Marketing Application, Seminar – Business Capstone
• International Business, Human Resource Management
• Microeconomics, Macroeconomics, Applied Business Leadership
Education
• Ed.D., Montana State University
• MPA, Portland State University
• B.A., Economics, Luther College
Industry Experience
• Human Resource Management & Organizational Development:
Nestle USA, SuperValu, Coca-Cola Bottling Company
Barbara Zuck

3. D2L
Worldwide
Connection
• Definition of Service Learning
• Courses with Service Learning
• Examples of Service Learning
• Assessment of Service Learning
• Questions
Agenda

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What is meant by service learning?

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A Definition of Service Learning
“Service-learning is an academically rigorous instructional method that
incorporates meaningful community service into the curriculum. Focusing on
critical, reflective thinking and civic responsibility, service-learning involves
students in organized community service that addresses local needs, while
developing their academic skills, respect for others, and commitment to the
common good” (DiPadova-Stocks, 2005, p. 345).

6. “WE CARE”
An acronym to summarize the practices of service learning
“WE CARE” Approach
E
EVIDENCE-
BASED
Prior to the service learning project, the person leading it should
examine the local community, find out about their needs, and
first understand its role in the community. “We need to present
the context of our service projects for our students (and often our
university administration) by collecting evidence to create a
compelling argument for why they should do what we ask them
[the students] to do” (Kenworthy-U’ren & Peterson, 2005, p. 274).
One of the “most important tenants of a successful service
learning project is that it is welcomed by the person or people
leading it, namely the faculty member(s) teaching the course”
(Kenworthy-U’ren & Peterson, 2005, p. 273).
W
WELCOMED

7. “WE CARE” Approach
A
ACTION-ORIENTED
Service learning projects “require students to go somewhere, do
something, experience and respond to the stimuli, challenge
themselves, test the boundaries of theory, and reflect on their
experience” (Kenworthy-U’ren & Peterson, 2005, pp. 274-275).
Those using service learning view it as a teaching tool to make
the class whole. “Without the exposure to different contexts,
people, issues, lifestyles, cultures and needs…our classes
would be less than optimal” (Kenworthy-U’ren & Peterson, 2005, p. 274).
C
COMPLIMENTARY
“WE CARE”
An acronym to summarize the practices of service learning

8. “WE CARE” Approach
E
EPISTEMIC
Faculty members and students share responsibility for learning.
“Service-learning projects are fluid; they are engineers as much
by the student as they are the faculty and partner organization”
(Kenworthy-U’ren & Peterson, 2005, p. 276).
R
RECIPROCAL
“WE CARE”
An acronym to summarize the practices of service learning
….reciprocity involves a partnership and means “creating new
and beneficial knowledge that is unique to the team of academic
and community partners working together” (Kenworthy-U’ren & Peterson, 2005,
p. 275).

9. “WE CARE”
An acronym to summarize the practices of service learning
WE CARE
W Welcomed
E Evidence-Based
C Complimentary
A Action-Oriented
R Reciprocal
E Epistemic
(Kenworthy-U’ren & Peterson, 2005)

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Worldwide
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In what courses have service learning
projects been required?

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Connection
Service Learning Projects Integrated Since 2008
BGEN 110:
Applied
Business
Leadership
(Student’s Select
Project) ECNS 201:
Introduction to
Microeconomics
(Student’s
Select Project)
ECNS 201:
Introduction to
Macroeconomics
(Student’s Select
Project)
BGEN 360:
International
Business
(Food Bank)
BMKT 341:
Advanced Marketing
Application
(Local Business:
Students Write a
Marketing Plan)
BMGT 329:
Human Resource
Management
Assisted Living
Facility – Focus on
Wellness Programs

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How have students volunteered
through service learning projects?

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Student’s Select a Community Service Project
A
Student’s
Passion
A
Student’s
Hobby
A
Community
Need
A New
Adventure
A Familiar
Environment
A
Networking
Opportunity

14. D2L
Worldwide
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Examples of Service Learning Projects in Online Courses
• Students fill a community need through volunteerism
• Help kids with homework and activities at the Boys and Girls Club
• Serve food at a Soup Kitchen
• Split firewood to meet the needs of a community

15. D2L
Worldwide
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Examples of Service Learning Projects in Online Courses
• Students fill a community need through volunteerism
• Help kids with homework and activities at the Boys and Girls Club
• Serve food at a Soup Kitchen
• Split firewood to meet the needs of a community
• Clean a local cemetery in honor of Veteran’s Day
• Prepare food baskets at a Food Bank
• Help a local club make park benches

16. D2L
Worldwide
Connection
Examples of Service Learning Projects in Online Courses
• Students fill a community need through volunteerism
• Help kids with homework and activities at the Boys and Girls Club
• Serve food at a Soup Kitchen
• Split firewood to meet the needs of a community
• Clean a local cemetery In honor of Veteran’s Day
• Prepare food baskets at a Food Bank
• Help a local club make park benches
• Play bingo with residents at an Assisted Living Facility or Nursing Home
• Rake leaves, run errands and help a neighbor with minor home repairs
• Read books to children at a local library

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What is the assessment of service
learning projects?

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Course Assessment – A Typical Profile
Service
Learning
10%
Discussions
10%
Assignments
40%
Quizzes &
Exams
40%

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Worldwide
Connection
Course Assessment – A Typical Profile
Service
Learning
10%
Discussions
10%
Assignments
40%
Quizzes &
Exams
40%
The ARC Process
• Action: 5%
• Reflection: 35%
• Confirmation: 60%

20. D2L
Worldwide
Connection
A = ACTION PLAN
A Proposal for a
Service Learning
Project
Service Learning Assessment: The ARC

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A = ACTION PLAN
A Proposal for a
Service Learning
Project
• Name of Organization
• Address of Organization
• Community Leader Overseeing the Service Learning Project
• Type of Volunteer Services that will be Performed by Student
• Student’s Motivation for Selecting this Project
• Estimated Time Frame
• Student must get instructor approval before beginning
the Service Learning project.
• Due by third week of semester
Service Learning Assessment: The ARC

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R = REFLECTION
Online Discussions
Reflection Paper at the
End of the Project
Service Learning Assessment: The ARC

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Connection
Service Learning Assessment: The ARC
Reflection Through Ongoing Discussions About the Service Learning Project
• Promote the sharing of personal experiences
• Encourage connectedness
• Extend discussions outside class
• Enrich student interaction
• Increase student motivation toward the community service project
• Encourage quiet students to share their experiences
• A method for the instructor to stay abreast of community service projects

24. Reflection Paper: Dr. Edward de Bono’s Six Thinking Hats
A Student’s Perspective
• An description of the community service project
• A description of why you selected the project
• Contact information of person who made the partnership possible
• A description of what was achieved
data
(deBono, 1999)

25. Reflection Paper: Dr. Edward de Bono’s Six Thinking Hats
A Student’s Perspective
• An description of the community service project
• A description of why you selected the project
• Contact information of person who made the partnership possible
• A description of what was achieved
data
• A description of how you felt about the project, including what biases you had
before and after the project
• A description of the two most important things you learned by volunteering
feelings
(deBono, 1999)

26. Reflection Paper: Dr. Edward de Bono’s Six Thinking Hats
A Student’s Perspective
• An description of the community service project
• A description of why you selected the project
• Contact information of person who made the partnership possible
• A description of what was achieved
data
• A description of how you felt about the project, including what biases you had
before and after the project
• A description of the two most important things you learned by volunteering
feelings
• A description of three things that what went well and successful events
benefits
(deBono, 1999)

27. Reflection Paper: Dr. Edward de Bono’s Six Thinking Hats
A Student’s Perspective
• An description of the community service project
• A description of why you selected the project
• Contact information of person who made the partnership possible
• A description of what was achieved
data
• A description of how you felt about the project, including what biases you had
before and after the project
• A description of the two most important things you learned by volunteering
feelings
• A description of three things that what went well and successful events
benefits
• A description of three things that what went wrong or unanticipated events or
difficultiesdifficulties
(deBono, 1999)

28. Reflection Paper: Dr. Edward de Bono’s Six Thinking Hats
A Student’s Perspective
• An description of the community service project
• A description of why you selected the project
• Contact information of person who made the partnership possible
• A description of what was achieved
data
• A description of how you felt about the project, including what biases you had
before and after the project
• A description of the two most important things you learned by volunteering
feelings
• A description of three things that what went well and successful events
benefits
• A description of three things that what went wrong or unanticipated events or
difficultiesdifficulties
• A description of what you will do differently next time
creativity(deBono, 1999)

29. The Reflection Papers are in essence “Heart-warming Stories”
WE CARE
(Kenworthy-U’ren & Peterson, 2005)

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Reflection Paper
Why use Dr. Edward de Bono’s Six Thinking Hats method?
Action Learning
• Allows students to learn about and apply a technique
used in the business environment.

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Reflection Paper
Why use Dr. Edward de Bono’s Six Thinking Hats method?
Provides a Framework for Reflection and Writing
• Enhances critical thinking
• Keeps the thinking focused and effective
• Encourages full spectrum thinking

32. D2L
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Service Learning Assessment: The ARC
C = CONFIRMATION
The Community Leader
confirms that the student
volunteered his/her time.
• Email message or
letter mailed through
the postal service is
sent to the instructor

33. D2L
Worldwide
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C = CONFIRMATION
The Community Leader
confirms that the student
volunteered his/her time.
• Email message or
letter mailed through
the postal service is
sent to the instructor
Each student must ask the Community Leader to
send a Confirmation through email or the postal
service.
The task teaches students important skills:
• Delegation
• Follow-through
• Time Management
Service Learning Assessment: The ARC

34. D2L
Worldwide
Connection
Course Assessment – A Typical Profile
Service
Learning
10%
Discussions
10%
Assignments
40%
Quizzes &
Exams
40%
The ARC Process
• Action: 5%
• Reflection: 35%
• Confirmation: 60%
(Kenworthy-U’ren & Peterson, 2005)

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Worldwide
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Questions and Comments

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Thank You
Barbara Zuck, Ed.D.
Montana State University-Northern
Email: barbara.zuck@msun.edu
Phone: (406) 265-4175

37. D2L
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Works Cited
de Bono, Edward. (1999). Six Thinking Hats. New York: New York: Bay Back Books / Little,
Brown and Company.
DiPadova-Stocks, L. N. (2005). Two Major Concerns About Service-Learning: What if We Don't
Do It? And What if We Do?. Academy Of Management Learning & Education, 4(3), 345-353.
Kenworthy-U'Ren, A. L., & Peterson, T. O. (2005). Service-Learning and Management
Education: Introducing the "WE CARE" Approach. Academy Of Management Learning & Education,
4(3), 272-277.