The document provides guidance for designing an effective service-learning program that includes planning and preparation, service activities, reflection, demonstration/celebration, and assessment. It discusses establishing community partnerships, identifying community needs, facilitating student choice and responsibility, and assessing student learning and progress through formative and summative evaluations such as student self-reporting questionnaires. Reflection is emphasized as an important part of all phases of service-learning.
Engaging Graduate Online Learners through Service-LearningIowa Campus Compact
Online graduate students were given the
option of choosing to write their fi nal
project or participate in a service-learning project. Students that chose the service-learning option utilized Eyejot, Google-Hangout, and Web-Ex to complete their reflective journals, talk as a group about their service experiences, and discuss their final reflective essays. Students that chose the service-learning option were more engaged than those who chose the hypothetical written final project.
Michael Coquyt
Asst. Professor, Educational Leadership
Minnesota State University-Moorhead
National Trends Affecting Community Engagement and PlanningBonner Foundation
As part of our strategic planning with Maryville College, we will discuss how some current national trends affecting higher education, nonprofits, and community engagement are affecting the local landscape and direction.
High-Impact Projects at a Glance: Displays from the 2014 InstituteBonner Foundation
During the summer High-Impact Institutes, teams spend about half of the time working collaboratively to create their strategies and plans for making civic engagement and community engaged learning deeper, more pervasive, and more integrated. This includes identifying new or existing high-impact educational practices (like First Year Experience or Internships) to connect with community engagement. It also includes finding ways to create, deepen and enhance community partnerships so that they integrate high-impact community engagement practices (like Place, Voice, Reciprocity, Sequence, Teams, and Inquiry).
Towards the end of the Institute, teams present their plans for feedback from other teams (peers) and coaches, reinforcing the learning community. In 2014, teams from Cohorts 1 and 2 presented their plans visually, on display boards, and networked with others to explain them in a charette session. Teams from Cohort 3, which began in 2014, then presented the next day verbally (not pictured).
These slides and photos capture some of the teams' plans and displays.
Engaging Graduate Online Learners through Service-LearningIowa Campus Compact
Online graduate students were given the
option of choosing to write their fi nal
project or participate in a service-learning project. Students that chose the service-learning option utilized Eyejot, Google-Hangout, and Web-Ex to complete their reflective journals, talk as a group about their service experiences, and discuss their final reflective essays. Students that chose the service-learning option were more engaged than those who chose the hypothetical written final project.
Michael Coquyt
Asst. Professor, Educational Leadership
Minnesota State University-Moorhead
National Trends Affecting Community Engagement and PlanningBonner Foundation
As part of our strategic planning with Maryville College, we will discuss how some current national trends affecting higher education, nonprofits, and community engagement are affecting the local landscape and direction.
High-Impact Projects at a Glance: Displays from the 2014 InstituteBonner Foundation
During the summer High-Impact Institutes, teams spend about half of the time working collaboratively to create their strategies and plans for making civic engagement and community engaged learning deeper, more pervasive, and more integrated. This includes identifying new or existing high-impact educational practices (like First Year Experience or Internships) to connect with community engagement. It also includes finding ways to create, deepen and enhance community partnerships so that they integrate high-impact community engagement practices (like Place, Voice, Reciprocity, Sequence, Teams, and Inquiry).
Towards the end of the Institute, teams present their plans for feedback from other teams (peers) and coaches, reinforcing the learning community. In 2014, teams from Cohorts 1 and 2 presented their plans visually, on display boards, and networked with others to explain them in a charette session. Teams from Cohort 3, which began in 2014, then presented the next day verbally (not pictured).
These slides and photos capture some of the teams' plans and displays.
Dr. Julie Plaut presented to the "Engage Your Teaching" workshop at the University of St. Thomas on May 26, 2015 on standard "best practices" when engaging in the community.
This presentation includes a set of frameworks, steps, and worksheets for developing institutional student learning outcomes tied to community/civic engagement.
Bonner High-Impact Initiative: Being Architects and Leaders of ChangeBonner Foundation
Bonner High-Impact Initiative: Being Architects and Leaders of Change: an overview of key aspects of the process, especially for team leaders and teams.
This presentation by Bryan Figura and Sylvia Gale from the University of Richmond was given at the 2015 Bonner Assessment Institute. It introduces the inquiry-based philosophy and process that U of R's Bonner Center used. For more see www.bonner.org or bonnerwiki.pbworks.com.
Part of the online orientation event for Bonner Program new staff and prospective institutional partners. This session explains the Bonner Cornerstones and Capstones, which are pivotal, high-impact learning activities in the four years. Featuring guest presentations by Vanessa Buehlman (Christopher Newport University), Dave Roncolato (Allegheny College), Katie Zyniecki and Ruth Kassel (Siena College). Facilitated by Ariane Hoy and Arthur Tartee Jr. (Bonner Foundation).
Speakers: Victoria Baldwin, Kath Lovell, Neil Gordon, Tom Mullen, Heather Wood and Rex Haigh. First National Personality Disorder Congress, Birmingham, 19-20th November 2009.
This session presents faculty, community partner, and nursing student perspectives about community engagement experiences designed to prepare nurses to contribute to reducing health disparities and develop a commitment to improving the health of diverse populations. Challenges, relationship development, and benefi ts for students and communities affected by health disparities will be discussed.
Marjorie Schaffer
Professor
Bethel University
Diane Bonniwell
Licensed School Nurse
Minneapolis Public
Schools
Julie De Haan
Assistant Professor
Bethel University
Gloria Thomas
Pastor
Camphor Memorial
United Methodist
Church
Jeannine Holqmquist
Senior Nursing Student
Bethel University
Issue 2: Effectiveness of Mentoring Program Practices.
This series was developed by MENTOR and translates the latest mentoring research into tangible strategies for mentoring practitioners. Research In Action (RIA) makes the best available research accessible and relevant to the mentoring field.
Building Organizational Capacity Preview and FeedbackBonner Foundation
This session was led by Rachayita Shah and Ariane Hoy at the Bonner Fall Directors Meeting. This session previewed and gained feedback on aspects of the series designed to help upper class students (specifically juniors) understand the sectors (especially nonprofit) and how they might engage in building the capacity of an organization. This series also focuses on student career development, helping them identify future pathways.
Service Learning Labs: Integrating experiential learning across a BSW Curricu...Laurel Hitchcock
Day 4 of #BPDTX16 for me and my last presentation will be at 9:30 AM today. I will be talking about the work I have been doing with my colleague, Dr. Scott Batey, along with many other partners at UAB and in the Birmingham community. Unfortunately, Scott was not able to attend BPD this year, but he feels confident I won’t mess up the presentation. For our session, we really wanted to highlight the development of service learning labs in our BSW curriculum as a case study, hopefully offering tips and ideas for others wanting to incorporate more service learning into their assignments, courses & curricula.
Presented at the Service to Leadership workshop - TSU AWC on Monday, August 22, 2011 by Dr. Sue Fuller, director, Center for Service Learning and Civic Engagement at TSU.
Dr. Julie Plaut presented to the "Engage Your Teaching" workshop at the University of St. Thomas on May 26, 2015 on standard "best practices" when engaging in the community.
This presentation includes a set of frameworks, steps, and worksheets for developing institutional student learning outcomes tied to community/civic engagement.
Bonner High-Impact Initiative: Being Architects and Leaders of ChangeBonner Foundation
Bonner High-Impact Initiative: Being Architects and Leaders of Change: an overview of key aspects of the process, especially for team leaders and teams.
This presentation by Bryan Figura and Sylvia Gale from the University of Richmond was given at the 2015 Bonner Assessment Institute. It introduces the inquiry-based philosophy and process that U of R's Bonner Center used. For more see www.bonner.org or bonnerwiki.pbworks.com.
Part of the online orientation event for Bonner Program new staff and prospective institutional partners. This session explains the Bonner Cornerstones and Capstones, which are pivotal, high-impact learning activities in the four years. Featuring guest presentations by Vanessa Buehlman (Christopher Newport University), Dave Roncolato (Allegheny College), Katie Zyniecki and Ruth Kassel (Siena College). Facilitated by Ariane Hoy and Arthur Tartee Jr. (Bonner Foundation).
Speakers: Victoria Baldwin, Kath Lovell, Neil Gordon, Tom Mullen, Heather Wood and Rex Haigh. First National Personality Disorder Congress, Birmingham, 19-20th November 2009.
This session presents faculty, community partner, and nursing student perspectives about community engagement experiences designed to prepare nurses to contribute to reducing health disparities and develop a commitment to improving the health of diverse populations. Challenges, relationship development, and benefi ts for students and communities affected by health disparities will be discussed.
Marjorie Schaffer
Professor
Bethel University
Diane Bonniwell
Licensed School Nurse
Minneapolis Public
Schools
Julie De Haan
Assistant Professor
Bethel University
Gloria Thomas
Pastor
Camphor Memorial
United Methodist
Church
Jeannine Holqmquist
Senior Nursing Student
Bethel University
Issue 2: Effectiveness of Mentoring Program Practices.
This series was developed by MENTOR and translates the latest mentoring research into tangible strategies for mentoring practitioners. Research In Action (RIA) makes the best available research accessible and relevant to the mentoring field.
Building Organizational Capacity Preview and FeedbackBonner Foundation
This session was led by Rachayita Shah and Ariane Hoy at the Bonner Fall Directors Meeting. This session previewed and gained feedback on aspects of the series designed to help upper class students (specifically juniors) understand the sectors (especially nonprofit) and how they might engage in building the capacity of an organization. This series also focuses on student career development, helping them identify future pathways.
Service Learning Labs: Integrating experiential learning across a BSW Curricu...Laurel Hitchcock
Day 4 of #BPDTX16 for me and my last presentation will be at 9:30 AM today. I will be talking about the work I have been doing with my colleague, Dr. Scott Batey, along with many other partners at UAB and in the Birmingham community. Unfortunately, Scott was not able to attend BPD this year, but he feels confident I won’t mess up the presentation. For our session, we really wanted to highlight the development of service learning labs in our BSW curriculum as a case study, hopefully offering tips and ideas for others wanting to incorporate more service learning into their assignments, courses & curricula.
Presented at the Service to Leadership workshop - TSU AWC on Monday, August 22, 2011 by Dr. Sue Fuller, director, Center for Service Learning and Civic Engagement at TSU.
Gcsv2011 developing high quality service learning-weaver and wojkovichServe Indiana
This document was created by an individual or individuals who submitted a proposal so he / she / they may present at the Office of Faith-Based and Community Initiative’s 2011 Conference on Service and Volunteerism (GCSV11). This proposal was approved by the Indiana Commission on Community Service and Volunteerism (ICCSV) and other community partners. Sharing this document is a courtesy extended by the OFBCI to conference attendees who may want to reference materials covered at the GCSV11, and the OFBCI in no way not responsible for specific content within.
Evolving the Signature Pedagogy with the Social Media Toolkit for Field Educa...Laurel Hitchcock
Field Directors are increasingly dealing with ethical and practical issues related to the use of social and digital media in field education. This workshop will provide both information and tools that field directors can use to guide curricular development and assessment strategies around interprofessional communication with digital and social technologies.
Participants will learn how to access the Social Media Toolkit for Field Educators, a free resource with educator’s guide and a PowerPoint slide deck.
Enhancing School Community through Technology Professional Development for Te...Kendra Minor
This presentation provides an overview of the roles and responsibilities of each collaborative partner; narrative about the process used to analyze, design, develop, implement and evaluate the professional development workshop; and the tools and community generated by the collaborative.
Institute H: The Road to Becoming a Center of Excellence
Thursday, October 8, 9:00 am - 12:00 p.m., Executive C D
Lisa D'Adamo-Weinstein, Director, Academic Support
Northeast Center of SUNY Empire State College
Elaine Richardson, Retired Director, Academic Success Center
Clemson University
Laura Sanders, Assistant Dean, Student Success, College of Engineering
Valparaiso University
The purpose of the Centers of Excellence Designation Program is to:
promote professional standards of excellence for learning centers;
encourage centers to develop, maintain and assess quality programs and services to enhance student learning;
honor the history of established and unique learning centers; and
celebrate the outstanding achievements of centers that meet and exceed these standards.
This post-conference institute will walk participants through the rationale for the creation of the designation program;
review the criteria for evaluation and discuss the steps for completing an application. We will also share insights
gathered during the first two rounds of applications reviews to assist participants in developing a clear plan for how
they can best put together their own application
Salesforce Foundation HESUMMIT 2014 7Summits Social Strategies for Successf...7Summits
Engage in a discussion about how leading institutions are applying social technologies to attract new students, engage and retain their existing student population, and inspire and re-connect with alumni.
Alan Roberts: Student engagement in shaping Higher Education. Slides from the University of Liverpool Learning and Teaching Conference 2009.
In February 2009 the Centre for Higher Education Research and Information produced a report to HEFCE on student engagement in England. The study aimed to:
* Determine the current extent and nature of student engagement in higher education in England;
* Explore current models of formal and informal student engagement;
* Explore institutions’ rationales for student engagement policies and practices, their measures of effectiveness, and perceptions of barriers to effectiveness;
* Explore what institutions and sector bodies might learn from student engagement models operating in other countries
Liverpool Guild of Students, on behalf of the University of Liverpool, was one of the case study organisations. This session will be used to create discussion about student engagement in learning and teaching issues at the University.
NO1 Uk Black Magic Specialist Expert In Sahiwal, Okara, Hafizabad, Mandi Bah...Amil Baba Dawood bangali
Contact with Dawood Bhai Just call on +92322-6382012 and we'll help you. We'll solve all your problems within 12 to 24 hours and with 101% guarantee and with astrology systematic. If you want to take any personal or professional advice then also you can call us on +92322-6382012 , ONLINE LOVE PROBLEM & Other all types of Daily Life Problem's.Then CALL or WHATSAPP us on +92322-6382012 and Get all these problems solutions here by Amil Baba DAWOOD BANGALI
#vashikaranspecialist #astrologer #palmistry #amliyaat #taweez #manpasandshadi #horoscope #spiritual #lovelife #lovespell #marriagespell#aamilbabainpakistan #amilbabainkarachi #powerfullblackmagicspell #kalajadumantarspecialist #realamilbaba #AmilbabainPakistan #astrologerincanada #astrologerindubai #lovespellsmaster #kalajaduspecialist #lovespellsthatwork #aamilbabainlahore#blackmagicformarriage #aamilbaba #kalajadu #kalailam #taweez #wazifaexpert #jadumantar #vashikaranspecialist #astrologer #palmistry #amliyaat #taweez #manpasandshadi #horoscope #spiritual #lovelife #lovespell #marriagespell#aamilbabainpakistan #amilbabainkarachi #powerfullblackmagicspell #kalajadumantarspecialist #realamilbaba #AmilbabainPakistan #astrologerincanada #astrologerindubai #lovespellsmaster #kalajaduspecialist #lovespellsthatwork #aamilbabainlahore #blackmagicforlove #blackmagicformarriage #aamilbaba #kalajadu #kalailam #taweez #wazifaexpert #jadumantar #vashikaranspecialist #astrologer #palmistry #amliyaat #taweez #manpasandshadi #horoscope #spiritual #lovelife #lovespell #marriagespell#aamilbabainpakistan #amilbabainkarachi #powerfullblackmagicspell #kalajadumantarspecialist #realamilbaba #AmilbabainPakistan #astrologerincanada #astrologerindubai #lovespellsmaster #kalajaduspecialist #lovespellsthatwork #aamilbabainlahore #Amilbabainuk #amilbabainspain #amilbabaindubai #Amilbabainnorway #amilbabainkrachi #amilbabainlahore #amilbabaingujranwalan #amilbabainislamabad
how to swap pi coins to foreign currency withdrawable.DOT TECH
As of my last update, Pi is still in the testing phase and is not tradable on any exchanges.
However, Pi Network has announced plans to launch its Testnet and Mainnet in the future, which may include listing Pi on exchanges.
The current method for selling pi coins involves exchanging them with a pi vendor who purchases pi coins for investment reasons.
If you want to sell your pi coins, reach out to a pi vendor and sell them to anyone looking to sell pi coins from any country around the globe.
Below is the contact information for my personal pi vendor.
Telegram: @Pi_vendor_247
what is the future of Pi Network currency.DOT TECH
The future of the Pi cryptocurrency is uncertain, and its success will depend on several factors. Pi is a relatively new cryptocurrency that aims to be user-friendly and accessible to a wide audience. Here are a few key considerations for its future:
Message: @Pi_vendor_247 on telegram if u want to sell PI COINS.
1. Mainnet Launch: As of my last knowledge update in January 2022, Pi was still in the testnet phase. Its success will depend on a successful transition to a mainnet, where actual transactions can take place.
2. User Adoption: Pi's success will be closely tied to user adoption. The more users who join the network and actively participate, the stronger the ecosystem can become.
3. Utility and Use Cases: For a cryptocurrency to thrive, it must offer utility and practical use cases. The Pi team has talked about various applications, including peer-to-peer transactions, smart contracts, and more. The development and implementation of these features will be essential.
4. Regulatory Environment: The regulatory environment for cryptocurrencies is evolving globally. How Pi navigates and complies with regulations in various jurisdictions will significantly impact its future.
5. Technology Development: The Pi network must continue to develop and improve its technology, security, and scalability to compete with established cryptocurrencies.
6. Community Engagement: The Pi community plays a critical role in its future. Engaged users can help build trust and grow the network.
7. Monetization and Sustainability: The Pi team's monetization strategy, such as fees, partnerships, or other revenue sources, will affect its long-term sustainability.
It's essential to approach Pi or any new cryptocurrency with caution and conduct due diligence. Cryptocurrency investments involve risks, and potential rewards can be uncertain. The success and future of Pi will depend on the collective efforts of its team, community, and the broader cryptocurrency market dynamics. It's advisable to stay updated on Pi's development and follow any updates from the official Pi Network website or announcements from the team.
Falcon stands out as a top-tier P2P Invoice Discounting platform in India, bridging esteemed blue-chip companies and eager investors. Our goal is to transform the investment landscape in India by establishing a comprehensive destination for borrowers and investors with diverse profiles and needs, all while minimizing risk. What sets Falcon apart is the elimination of intermediaries such as commercial banks and depository institutions, allowing investors to enjoy higher yields.
Currently pi network is not tradable on binance or any other exchange because we are still in the enclosed mainnet.
Right now the only way to sell pi coins is by trading with a verified merchant.
What is a pi merchant?
A pi merchant is someone verified by pi network team and allowed to barter pi coins for goods and services.
Since pi network is not doing any pre-sale The only way exchanges like binance/huobi or crypto whales can get pi is by buying from miners. And a merchant stands in between the exchanges and the miners.
I will leave the telegram contact of my personal pi merchant. I and my friends has traded more than 6000pi coins successfully
Tele-gram
@Pi_vendor_247
USDA Loans in California: A Comprehensive Overview.pptxmarketing367770
USDA Loans in California: A Comprehensive Overview
If you're dreaming of owning a home in California's rural or suburban areas, a USDA loan might be the perfect solution. The U.S. Department of Agriculture (USDA) offers these loans to help low-to-moderate-income individuals and families achieve homeownership.
Key Features of USDA Loans:
Zero Down Payment: USDA loans require no down payment, making homeownership more accessible.
Competitive Interest Rates: These loans often come with lower interest rates compared to conventional loans.
Flexible Credit Requirements: USDA loans have more lenient credit score requirements, helping those with less-than-perfect credit.
Guaranteed Loan Program: The USDA guarantees a portion of the loan, reducing risk for lenders and expanding borrowing options.
Eligibility Criteria:
Location: The property must be located in a USDA-designated rural or suburban area. Many areas in California qualify.
Income Limits: Applicants must meet income guidelines, which vary by region and household size.
Primary Residence: The home must be used as the borrower's primary residence.
Application Process:
Find a USDA-Approved Lender: Not all lenders offer USDA loans, so it's essential to choose one approved by the USDA.
Pre-Qualification: Determine your eligibility and the amount you can borrow.
Property Search: Look for properties in eligible rural or suburban areas.
Loan Application: Submit your application, including financial and personal information.
Processing and Approval: The lender and USDA will review your application. If approved, you can proceed to closing.
USDA loans are an excellent option for those looking to buy a home in California's rural and suburban areas. With no down payment and flexible requirements, these loans make homeownership more attainable for many families. Explore your eligibility today and take the first step toward owning your dream home.
when will pi network coin be available on crypto exchange.DOT TECH
There is no set date for when Pi coins will enter the market.
However, the developers are working hard to get them released as soon as possible.
Once they are available, users will be able to exchange other cryptocurrencies for Pi coins on designated exchanges.
But for now the only way to sell your pi coins is through verified pi vendor.
Here is the telegram contact of my personal pi vendor
@Pi_vendor_247
Resume
• Real GDP growth slowed down due to problems with access to electricity caused by the destruction of manoeuvrable electricity generation by Russian drones and missiles.
• Exports and imports continued growing due to better logistics through the Ukrainian sea corridor and road. Polish farmers and drivers stopped blocking borders at the end of April.
• In April, both the Tax and Customs Services over-executed the revenue plan. Moreover, the NBU transferred twice the planned profit to the budget.
• The European side approved the Ukraine Plan, which the government adopted to determine indicators for the Ukraine Facility. That approval will allow Ukraine to receive a EUR 1.9 bn loan from the EU in May. At the same time, the EU provided Ukraine with a EUR 1.5 bn loan in April, as the government fulfilled five indicators under the Ukraine Plan.
• The USA has finally approved an aid package for Ukraine, which includes USD 7.8 bn of budget support; however, the conditions and timing of the assistance are still unknown.
• As in March, annual consumer inflation amounted to 3.2% yoy in April.
• At the April monetary policy meeting, the NBU again reduced the key policy rate from 14.5% to 13.5% per annum.
• Over the past four weeks, the hryvnia exchange rate has stabilized in the UAH 39-40 per USD range.
The secret way to sell pi coins effortlessly.DOT TECH
Well as we all know pi isn't launched yet. But you can still sell your pi coins effortlessly because some whales in China are interested in holding massive pi coins. And they are willing to pay good money for it. If you are interested in selling I will leave a contact for you. Just telegram this number below. I sold about 3000 pi coins to him and he paid me immediately.
Telegram: @Pi_vendor_247
how to sell pi coins in all Africa Countries.DOT TECH
Yes. You can sell your pi network for other cryptocurrencies like Bitcoin, usdt , Ethereum and other currencies And this is done easily with the help from a pi merchant.
What is a pi merchant ?
Since pi is not launched yet in any exchange. The only way you can sell right now is through merchants.
A verified Pi merchant is someone who buys pi network coins from miners and resell them to investors looking forward to hold massive quantities of pi coins before mainnet launch in 2026.
I will leave the telegram contact of my personal pi merchant to trade with.
@Pi_vendor_247
If you are looking for a pi coin investor. Then look no further because I have the right one he is a pi vendor (he buy and resell to whales in China). I met him on a crypto conference and ever since I and my friends have sold more than 10k pi coins to him And he bought all and still want more. I will drop his telegram handle below just send him a message.
@Pi_vendor_247
Introduction to Indian Financial System ()Avanish Goel
The financial system of a country is an important tool for economic development of the country, as it helps in creation of wealth by linking savings with investments.
It facilitates the flow of funds form the households (savers) to business firms (investors) to aid in wealth creation and development of both the parties
Which Crypto to Buy Today for Short-Term in May-June 2024.pdf
West Bank Service Learning Program Design July 16, 2009
1. DESIGNING A SERVICE-LEARNING PROGRAM Planning and Preparation Service Activities Reflection Demonstration/Celebration Assessment
2. Seven Best Practices for Service-Learning Meet a recognized need in the community Achieve curricular objectives through service-learning Reflect through the service-learning experience Develop student responsibility Establish community partnerships Plan ahead for service-learning Equip students with knowledge and skills needed for service (from State of Maryland’s “Seven Best Practices for Service-Learning.”)
3. Planning and Preparation Identify the community to serve Assess community needs Teachers and students collaborate with community partners in planning and preparation Select a community need for service-learning project (based on urgency, importance, student interest, etc.)
4. Planning and Preparation (2) Identify academic, civic, and other learning goals Develop a plan to assess student learning
5. Questions Related to Planning Process What is the overall purpose of the project? What impact do you hope it will have on students and the communities they serve? How will you facilitate student choice of the community they want to serve? What activities and resources will you provide to assist students in assessing community needs?
6. Questions Related to Planning Process (2) How will you use the criteria of relevance to academic learning, urgency, importance, and interest value to help students select the problem for their project? What content standards and benchmarks will working on this problem allow students to meet? What civic goals will the project address?
7. Questions Related to Planning Process (3) What other learning do you hope students will gain from the project? How do you plan to diagnose students’ readiness for the project? How do you plan to assess student progress during the course of the project (formative evaluation)? How will the final (summative) evaluation be conducted?
8. Getting Started How will you help the student identify a community problem? How will you help students develop investigation or research skills? How will you come to consensus on one or two community problems to address? How will you ensure that the project has a link to curricular objectives, urgency and importance, student interest and engagement?
9. Establishing a Baseline Baseline information documents the problem It should be quantifiable to assess impact of project (as it proceeds and as it ends) Baseline statement should include sources of evidence Pre-testing students establishes a baseline for their progress in doing the project
10. Administrative Tasks Scheduling the Service-Learning Experiences Obtaining parent permission and involvement Gaining administrator permission and support Arranging for transportation Determining material and equipment needs Managing potential risks (For each task, make a list of challenges, resources, and strategies.)
11. Guiding Questions What questions related to the project should students try to answer through library and Internet research? What service-learning activity will be undertaken. How does this activity address the areas of impact you hope it will have on the student and the community?
12. Guiding Questions (2) How will you and the student decide on the type of service to be provided and the division of labor needed to implement the project? What content standards and benchmarks will be met as students plan and provide the service activities? What civic goals will the project address? What civic knowledge and skills will be acquired?
13. Guiding Questions (3) What other learning do you hope students will gain from the project? How can you ensure that the community partners are part of the vision, planning, and preparation phases? How will you assess the students’ readiness for the project? How will you weave reflection activities into the service-learning project? What type of assessment will you use to determine progress toward meeting specific goals?
14. Conducting the Service Activity Students should be engaged, actively exploring, using inquiry and hands-on approaches. Students should be given opportunities to work with an adult other than a family member or a teacher. Students should be given the opportunity to see that the service is genuinely meeting community needs.
15. Possible Service-Learning Activities Tutoring/mentoring younger children Teaching elderly and other non-student population to use the computer and Internet Gardening (planting crops and flowers) Cleaning up the environment (roads, parks, community facilities, etc.) Painting and decorating in public facilities. Recycling projects
16. Service-Learning Activities (2) Visits to the elderly and disabled to read to them, help them write letters or use email, etc. Oral history projects Research projects on Palestinian history, heritage, and culture—including participation in neighborhood discussion groups Food and clothing collections for the needy Healthy living activities (proper diet; anti-drugs)
17. Service-Learning Activities (3) Students should be trained so they know how to conduct the service they plan to perform, and know what is expected of them. All students involved in the project should have meaningful roles to play. Students should be given guidance on how to work well together in performing group tasks. The community partner should understand and support all activities.
18. Service-Learning Activities (4) Students should engage in trouble-shooting conversations ahead of time, so they know how to respond to specific types of problems. Transportation should be arranged as needed. Needed material and supplies should be secured. There should be sufficient adult supervisors All safety and other risk protections should be in place.
19. Service-Learning Activities (5) Parental permission forms should be obtained. Permission for photos and publications should be obtained. The media should be invited if appropriate. Reflection activities to take place during the service project should be planned. Explicit links to the curriculum should be made. Administrators should be aware of and supportive of the activity.
20. Reflection All phases of service-learning should have a reflection component. Students should keep a reflective journal of their service-learning activities and use it for class discussion. Students should create a storyboard to tell the story that is unfolding, reflecting on the planning and specific action steps and their results. Students should identify what they liked, what they did not like, and what they would change.
21. Reflection (2) Students should connect classroom learning with learning from service. Older students may reflect on the causes and solution of social problems. Reflection should improve student problem-solving skills. Students should develop a deeper understanding of themselves and their responsibilities as citizens.
22. Guiding Questions What reflection activities could you use to support the academic, civic, social-emotional learning goals of the service-learning project before, during, and after completion? What reflection prompts (questions) before, during, and at the end of the project would encourage your students to go beyond simply describing or reporting their experiences? How could you make reflection more collaborative among your students?
23. Demonstration/Celebration Students have a public forum to show how they impacted the community and how they themselves have changed as a result of their service-learning activities. Demonstration and celebration events recognize and reward students and enhance their motivation to serve. These events reinforce community members’ commitments to your program
24. Possible Demonstration and Celebration Events Recognition at a school-wide ceremony, including a traditional ceremony like graduation Awards Letters of recognition from community partners Service credits on student diplomas Development of products such as Power Points, oral presentations, websites, videos, booklets, testimonials by service recipients. Sharing insights through issues forums.
25. Guiding Questions Who should plan the demonstration and celebration and what roles will each participant have? What activities would be most meaningful for your students and community partners, and why? How can the demonstration relate to the academic goals of the project?
26. Guiding Questions (2) How could the demonstrations be used as summative assessment, and who would evaluate student performance and with what criteria? Which options for planning would contribute most to your students’ civic and socio-emotional learning? Which options would contribute most to the community? How will you evaluate the success of the demonstration and celebration events and engage in continuous improvement?
27. Assessment (from Service-Learning: Student’s Guide and Journal) – student self-reporting questionnaire “Charting My Progress” I am on target to successfully accomplish the service-learning project 0% 50% 100% My leadership skills are improving 0% 50% 100%
28. Assessment (2) My communication skills are improving 0% 50% 100% I feel good about the direction my life is going 0% 50% 100% I find school to be meaningful 0% 50% 100% My grades are improving 0% 50% 100%
29. Assessment (3) I get along well with my parents 0% 50% 100% I get along well with my friends 0% 50% 100%
30. Assessment (4) (from Louisiana State University Center for Academic Success) – student self-reporting questionnaire) Student Assessment of Service-Learning Form A=excellent, B=good, C=fair, D=poor 1. Overall, how would you rate your service-learning experience? ABCD Comments: The best part of my service experience was…. 2. Were goals for the service-learning activities and grading procedures for those activities clearly defined by your instructor? ABCD 3. Were sufficient opportunities to apply practical service-learning to academic concepts provided through journals, reports, discussions or other assignments ABCD Comments: What types of assignments helped you to learning from your service experience?
31. Assessment (5) 4. How helpful was the staff at your service site in helping you fulfill Course goals? ABCD Comments: What could this agency do to improve the service experience for future students? 5. Did your agency provide adequate orientation or training and Supervision? Comments: ABCD 6. How meaningful were tasks you performed for the agency? ABCD Comments: What tasks did you perform most often? 7. Did you receive sufficient assistance in performing your service and preparing your project? ABCD Comments: What types of assistance are most needed? 8. Do you think service-learning experiences should be required for all students? Comments: ABCD
32. Assessment (6) In instructor assessment of student, determine what you will assess and how you will assess it. Considering developing pre-tests as a baseline for the project, and post-tests at the end of the project. Do formative evaluations during the course of the project to determine how things are going and what adjustments need to be made. Do a summative evaluation to determine the degree of success in the project.
33. Assessment (7) Assess content of student journals for description and reflection of service work. Evaluate quality of student demonstration (oral presentation, posters, storyboard) Get evaluation of student work from community field supervisor (prepare questionnaire for evaluation) Do an interview with student to determine the depth of the student's understanding related to the work that has been undertaken Have students do peer evaluations of one another If the student has been engaged in a problem-solving activity, do an evaluation of the student's thinking process and final product.