This document discusses the design of a language-based service learning course called Languages Without Borders (Lang 300) at the University of Indianapolis. The course partners UIndy students with an after-school program at Laurelwood, a public housing community. UIndy students teach French, German, and Spanish to children while also assisting with homework and reading. The document discusses the benefits of the partnership, models and assessments used in the course, and potential expansions like adding nursing students to also teach health topics.

1. Nuts & Bolts of Designing A
Language-Based Service
Learning Course
Peter Vakunta, Ph.D.

2. Abstract
o This presentation comprises four segments. The
first segment sheds ample light on the nexus
between foreign languages and service learning
course design at the University of Indianapolis.
o Emphasis is placed on the interdisciplinary scope
of this partnership; outcomes of learning are also
discussed in this section.

3. Abstract (cont’d)
o In the second segment of this presentation, the presenter
dwells on a specific language-based service learning course
code-named "Languages Without Borders(Lang 300)" that he
designed and is teaching at the University of Indianapolis to
underscore the importance of interdisciplinary collaboration
necessary for success in service learning course design across
disciplines.
o In the third segment, the presenter discusses models and
pedagogical paradigms that have proven effective in teaching
this language-based service learning course.

4. Abstract (cont’d)
o In the final segment of the presentation, the
presenter discusses some lessons learned as a result
of teaching Lang 300.
o He sheds light on a few challenges that he
encountered teaching LANG 300 for the first time; he
will share with attendees some solutions that he
considers salutary.

5. The Definitional Conundrum
What is Service Learning?
“Service learning is a form of
experiential education in which students
engage in activities that address human
and community needs together with
structured opportunities for reflection
designed to achieve desired learning
outcomes.”-- Barbara Jacoby ( 2010)

6. Motivations for Designing a Language-
Based Service Learning Course
o Respond to the Interdisciplinary Studies initiative at UIndy;
o Respond to the Mission of UIndy: “Education for Service”;
o Expose students to interdisciplinary studies within the
framework of SLL (Lang 300, Lang 400 & Lang 398);
o Bridge the gap between the university and the
community(Vision 2030);
o Contribute to the quest for solutions to substantive
community problems(Laurelwood);
o Groom UIndy graduates for alternative (Plan B) career options
in a highly competitive global market place.

7. Conceptualizing a Language-Based
SL Course
Four (4) fundamental questions must be addressed at the
conceptual stage of a language-Based SL course design:
• First: How will the service learning course enable learners to
achieve desired linguistic skills– reading, listening, speaking,
writing and cultural literacy?
• Second: What pedagogical paradigms/models are suitable for
achieving desired learning outcomes?
• Third: How will the SL course impact community
engagement?
• Four: What instrumentalities will be used to quantify
outcomes of learning?

8. Rationalizing Service Learning
According to the data collected from Learn
and Serve America (LSA) website:
o Service-learning offers a unique
opportunity for America’s young people—
from kindergarten to college students—to
get involved with their communities in a
tangible way by integrating service
projects in classroom learning.
o Service-learning engages students in the
educational process, using what they
learn in the classroom to solve real-life
problems.

9. Rationalizing Service Learning
o Students not only learn about democracy and
citizenship, they become actively contributing
citizens and community members through the
service they perform.
o Service-learning can be applied across all subjects
and grade levels; it can involve a single student or
group of students, a classroom or an entire school.
Students build character and become active
participants as they work with others in their school
and community to create service projects in areas
like education, public safety, and the environment.
Retrieved from http://www.learnandserve.gov/about/service_learning/index.asp

10. Nuts and Bolts of Service Learning
o This paper presents a service
learning instructor’s guide to
designing, implementing and
assessing a language-based
service learning course.
o Before getting into the crux of the
discourse we will discuss the five
stages of Service Learning as
adumbrated by Cathryn Berger
Kay (2010).

11. The Five Stages of Service Learning
o The five stages discussed by Kay shed light on
the issues that service learning providers do in
a bid to transform ideas into action.
o These stages include: Investigation,
Preparation & planning, Action, Reflection
and Implementation (demonstration).

13. The Five Stages of Service Learning
Investigation:
o Service learning provider identifies
community needs and begins
research.
o During this process, generally labeled
“social analysis”, needs assessment is
often done by means of a survey,
questionnaire or by conducting
interviews using varied media.
o Community partners are identified at
this stage.

14. The Five Stages of Service Learning
Preparation & Planning:
o Service learning provider works with
community partners to outline
various ways they will meet the needs
of the community or contribute to
improving the situation.
o Planning may involve developing a
common vision for success, deciding
what will occur and who will
accomplish each task.

15. The Five Stages of Service Learning
Action:
o At this stage all role-players
implement their plans to meet the
community needs or contribute to
the resolution of the problem.
o The action often takes the form of
direct service, indirect service,
advocacy, research or a
combination of all of these
aspects.

16. The Five Stages of Service Learning
Reflection:
o At this stage, role-players consider
how the experience, knowledge, and
skillsets they have invested can be
channeled toward the resolution of
problems.
o They ponder what may work and what
may not work. This process requires
both analytical and affective skills.

17. The Five Stages of Service Learning
Assessment /
Demonstration:
o The purpose of evaluating service-
learning is to determine whether the
service-learning program, project or
approach met its goals, that is, whether
the measured outcomes for a given set of
activities matched the intended (pre-
specified) outcomes.
o This presupposes that the service-
learning program, project, or approach
has stated its goals and objectives in the
form of intended outcomes and further,
that the outcomes are defined in terms
of a benchmark for success.

18. Taking Teaching to the Community:
The Laurelwood Project
Laurelwood is a component of the
Indianapolis Housing Agency (IHA).

19. What is Laurelwood?
o The Indianapolis Housing Agency (IHA) is a federally-funded
government housing agency that provides low-income
families, seniors and families with disabilities access to
affordable housing in IHA communities or in private market
housing subsidized through the Housing Choice Voucher
(HCV) Program (Section 8).
o It is IHA’s hope that by helping these families afford safe,
quality housing, they will also encourage individual and family
self-sufficiency, promote fair housing and fight housing
discrimination.

20. Laurelwood Afterschool Program
Enrichment Activities:
Every child enrolled in the Afterschool program is
required to participate in one or more of the
following activities:
 Arts and Crafts
 Sports and Group Games
 Ethno-music & dance
 Character Development Activities
 Culture and Language Sessions
 Mentoring
 Girl Scouts
 Science Experiments
 Cooking Projects
 Art Reach (every Friday)

21. Laurelwood Afterschool Program
A Typical Daily Schedule
4:30 p.m. 4:45 p.m. Snack Time and Stations (free time)
4:45 p.m. 5:30 p.m. Tutoring /Homework, Literacy and
Math Centers, and Language Sessions
(UIndy)
5:30 p.m. 6:00 p.m. Enrichment activities (varies based on
the day of week)
6:00 p.m. 6:30 pm Dinner and Clean Up

22. Laurelwood Afterschool Program
o Artistic enrichment
is a key component of the
Laurelwood Afterschool
program.
o Children are given ample
opportunities to nurture
their artistic talents as seen
in this photo.

23. The UIndy-Laurelwood Partnership
o The University of Indianapolis (UIndy) is
committed to its role as an active
community member in Indianapolis.
o The UIndy-Laurelwood Project is a
language-based service learning initiative
that provides children in Laurelwood
public housing neighborhood with
effective after-school academic assistance.
o Its main objective is to create a nexus
between Laurelwood and the University by
incorporating foreign language acquisition
into the program.

24. Merits of the Laurelwood Project
o Through the collaboration of UIndy
and the YMCA of Greater Indianapolis children
at Laurelwood aged 6-17 benefit from free
tutoring, literacy skills, second language
acquisition, cultural awareness and civic
responsibility mentorship.
o The most noticeable benefit of this program is
the bridge it builds to close the gap between
schoolwork and homework.
o The second positive aspect of the program is
that it boosts the overall academic achievement
of children enrolled in the program.
o The third merit of the project is that it
contributes to positive behavior modeling.

25. Taking Learning to the Community
o Is this obtuse?” asks 11-year-old Angel,
pointing to her math homework from IPS
School 65.
o UIndy junior Hanna Hornsby patiently explains
the various types of angles to Angel and her
classmate DeLawrence.
o It’s one of many small, unexpected lessons
she’s been teaching this year to children at
Laurelwood.
o The low-income public housing complex in
Indianapolis is a world away from Hanna’s
small-town upbringing in Franklin, and that
creates ample opportunity for learning and
personal growth—on both sides.

26. Languages Without Borders
o Languages without Borders is a
trilingual course designed with the
goal of enhancing the second
language acquisition skills of the
kids at Laurelwood.
o UIndy students who are language
majors and minors teach the kids at
Laurelwood three modern
languages, namely French, German
and Spanish.

27. Languages(Lang 300) Without
Borders Course
o LANG 300 is conceived as a community –
based service project that seeks to instill
life skills in the youths at Laurelwood.
o UIndy Students enrolled in the course go
to Laurelwood Monday-Thursday (4:30-
6:30pm) to help out with homework and
reading skills given that some of kids at
Laurelwood struggle with reading.
o UIndy students enable them to gain
reading skills at age appropriate levels and
acquire proficiency in modern languages
(French, German and Spanish).

28. Multidimensional Scope of Lang 300
o Lang 300 is a multi-dimensional SL
course.
o In addition to second language
acquisition, the course contributes
to children’s affective skills through
involvement in sports such as
tennis, soccer, music and dance.
o They acquire life-skills such as
culinary arts familiarization and
health education.

29. Lang 300 Learning Outcomes
o Lang 300 provides learners with multiple intelligences that
enable them to succeed in the global community; it instills a
sense of self-confidence in learners;
o Community networking—one of the main objectives of our
university is to transform the institution from a university-as-
island to a university-as-anchor by creating ample
opportunities for students and faculty to engage with the
community. This course fulfils this objective by providing
students with the opportunity to liaise with the community.
o Local-global experience—this course equips learners with
intercultural and inter-lingual competencies.

30. Language-Based SL Course Pedagogies
o Teaching a SL course necessitates deep
reflection on suitable pedagogical
frameworks that would enable the instructor
to reach desired learning outcomes.
o The following Models were found suitable
for teaching Lang 300:
o PARE Model
o Bloom’s Taxonomy

31. The PARE Model
The PARE Model comprises 4 phases (Preparation, Action, Reflection and Evaluation).
Phase 1: PREPARATION:.
o Preparation should include: overview, logistics, concept of service learning, broader issues
relating to the project, students’ expectations and assumptions.
Phase 2: ACTION:
o This refers to the types of service itself(direct, indirect and non-direct)
Phrase 3: REFLECTION:
o Reflection provides students with intentional opportunities to engage in experiential
learning. It is a process that requires learners to:
o Think critically about their learning experience;
o Understand the complexity of the need for the service(s);
o Examine their own attitudes, beliefs, assumptions and stereotypes;
o Formulate own theories based on their service experience;
o Use classroom experience to provide effective service.

32. The PARE Model
Phase 4: EVALUATION:
o This stage enables the instructor to determine
whether or not the course learning objectives and
service goals have been met.
o It enables learners to monitor their own learning
process and improve the effectiveness of service
learning.

33. Bloom’s Taxonomic Model

34. Bloom’s Taxonomic Model
o Evaluation: making value judgments about issues, resolving controversies,
assessing theories, composing ideas, evaluating outcomes;
o Synthesis: creating a unique original product that may be a combination of
ideas to form a new whole, using old concepts to create new ones;
o Analysis: organizing ideas and recognizing trends, finding the underlying
structure of communication, identifying motives;
o Application: using knowledge, facts and principles to facilitate problem-
solving;
o Comprehension: (interpreting and translating information from one
medium to the other, and
o Knowledge: recall of information, discovery, and observation.

35. Languages without Borders(cont’d)
o The children at the after-
school program are not the
only ones who benefit from
the course .
o One of my primary reasons
for designing the course is to
challenge my students to
become productive, loyal
citizens of their community.

36. Languages Without Borders(cont’d)
o The UIndy-Laurelwood
Project seeks to instill life skills in the
youths at Laurelwood.
o UIndy Students enrolled in the course
go to Laurelwood Monday-Thursday
(4:30-6:30pm) to help out with
homework and reading skills.
o UIndy students enable the children
at Laurelwood to gain reading skills at
age appropriate levels and acquire
proficiency in modern language
(French, German and Spanish).

37. Languages without Borders(cont’d)
o Outside of the work at
Laurelwood, students
completea journaling
assignment to reflect on their
experiences.
o Students also complete a
cumulative portfolio that
reflected the efforts of their
semester-long commitment at
the after-school program.

38. Partnerships in Service Learning:
Languages & Nursing Students
o This year two departments at UIndy have
partnered to provide the kids at
Laurelwood not just language
competencies but also health literacy
skills.
o Twenty students from the School of
Nursing at UIndy will each invest six hours
at Laurelwood starting November 9 and
ending December 19, 2015.
o This is a viable partnership that creates a
nexus between the College of Arts and
Sciences and the School of Nursing.

39. Partnership with School of Nursing
o Groups of five (5) BSN students will
choose a topic to teach the school age
children and adolescents.
o Each group will construct a tri-fold
handout to be given on the last day of
Laurelwood Practicum.
o Each group member will visit the
Laurelwood Community 3 times for 2
hours each or 2 times for 3 hours each or
however totaling 6 hours.
o Each activity day consists of assessing (A),
diagnosis/planning (DP)or
implementing/teaching (IT).

40. Partnership with Nursing: Promoting
Healthy Communities
UIndy Nursing
Students discussing
dental hygiene with
Laurelwood children.
The goals is to equip the
children with dental
hygiene knowledge that
would improve their well-
being.

41. Partnership with Nursing: Promoting
Healthy Communities
UIndy Nursing student
discussing physical
activities and impact on
obesity with children at
Laurelwood

42. Evaluating Student Learning
o The Lang 300 course
enhances students’
functional ability at
school.
o Student performance in
target languages (French,
Spanish & German) as
well reading and math is
assessed and reported as
indicated in this diagram.

43. Evaluating the Student Learning
Course: EZ Report System
o Students will take pre-and post-surveys to measure
changes in participant attendance and overall
awareness of those activities presented throughout
the year.
o Laurelwood staff will collect data during each grading
period, track it in their EZ reports system and share
the data with UIndy faculty.
o EZ Reports is a web-based after-school management
and reporting software used statewide in Indiana. The
data to be collected includes: grades, attendance,
group records, performance records and fields.

44. Evaluating Student Learning: The
Reflective Journal
o Formative assessment in this course is performed by
means of academic journaling.
o An academic journal is a reflective document that
serves as a formative tool for students enrolled in this
course.
o By chronicling their daily interactions with children at
Laurelwood, UIndy students are able to cultivate
thoughtfulness and critical inquiry.
o Their journals provide them with raw material for
developing working portfolios and ongoing record of
learning experiences that may be useful after
graduation from college in the job search process.

45. Evaluating the Service Learning
Course: The Student Portfolio
o The Student Portfolio
is another assessment
instrument used to measure
student performance and
progress in Lang 300.
o Each portfolio comprises: a
synopsis of daily journaling,
service learning student self-
evaluation, agency profile
evaluation, and reflections on
the skillset acquired during the
practicum.

46. Evaluating Student Learning: The
Service Learning Expo
o Students enrolled in this course are
required to participate in the UIndy
Service Learning Expo that occurs at
the end of the semester.
o This event provides an opportunity
for students to showcase their
achievements.
o The Service Learning Expo is also an
evaluation tool for the instructor.

47. Concluding Remarks
o Designing a language-based
course requires a three-pronged
multidimensional approach:
o First, the instructor must
conceptualize the impact the SL
course will have on the
community and students.
o Second, instructor must identify
reliable community partners and
establish a Memorandum of
Understanding.
o Finally, instructor must then
choose a project and begin.

48. Lessons Learned from Teaching Lang 300
o Set realistic learning goals for
students;
o Be mindful of the fact that
academic credit is for learning,
not for service;
o Design reflection activities that
enhance student learning;
o Consider reflection
methodologies you might use:
journal writing, directed writing,
in-class discussions forum
discussion, case studies, essay
questions, simulated dialogue,
scenarios and more.