Service Learning and the INSTITUTE for Leadership and Service

1. Service Learning and the INSTITUTE forLeadership and Service

2. How does our Mission Statement relate to Service-Learning? The University of Detroit Mercy, a Catholic university in the Jesuit and Mercy traditions, exists to provide excellent student-centered undergraduate and graduate education in an urban context. A UDM education seeks to integrate the intellectual, spiritual, ethical, and social development of students.

3. The Founders’ Stories

4. The Founders’ Stories as examples Catherine McAuley was a youth in Dublin 150 years ago during the Potato Famine and Plague. Her own family became poor after her father died, and she moved from house to house. Eventually she went to live with and care for a family who bequeathed her $1 million. She used it to open “The House of Mercy.” • The women who helped her became the Sisters of Mercy, now serving in hundreds of hospitals and schools worldwide, especially with women and children.

5. The Founders’ Stories as examples Ignatius, as a wealthy young man in Loyola, Spain 500 years ago, lived a life of conquest and pleasure. . . Until he was injured in battle. With time to reflect, he noticed his inner desire to offer his life to God in service. Determined to preach the Gospel and serve those in need, he was required to pursue a degree. • The men who followed him in his zeal for education, service, and preaching became the Jesuits, who teach and serve around the world.

6. How does our Mission Statement relate to Service-Learning? The University of Detroit Mercy, a Catholic university in the Jesuit and Mercy traditions, exists to provide excellent student-centered undergraduate and graduate education in an urban context. A UDM education seeks to integrate the intellectual, spiritual, ethical, and social development of students. Mission = Student Centered

7. Student Comment • “When you see an issue in someone’s life, you want to learn more.”

8. Eyler and Giles • “The learning we saw in our service-learning students was deeper than merely acquiring and spitting back a series of facts about a subject; it provided opportunities to … think critically about assumptions they had never questioned before.” • It also engaged our students hearts as well as their heads and helped them understand the complexity of what they were learning.

9. Kolb’s Learning Cycle & Service-Learning Concrete Experience Active Experimentation Reflective Observation Abstract Conceptualization

10. How does our Mission Statement relate to Service-Learning? The University of Detroit Mercy, a Catholic university in the Jesuit and Mercy traditions, exists to provide excellent student-centered undergraduate and graduate education in an urban context. A UDM education seeks to integrate the intellectual, spiritual, ethical, and social development of students. Mission – Urban Context

12. Focus:HOPEAn agency in our community

13. UDM Student Testimonials: “I was able to bond with some of the kids (at my placement).” “Most encouraging was seeing the positive impact the center has on families.” “I learned that I still have it in me to be compassionate to those in need.”

14. How does our Mission Statement relate to Service-Learning? The University of Detroit Mercy, a Catholic university in the Jesuit and Mercy traditions, exists to provide excellent student-centered undergraduate and graduate education in an urban context. A UDM education seeks to integrate the intellectual, spiritual, ethical, and social development of students. Engaging Vision The University of Detroit Mercy will be recognized as a premier private university in the Great Lakes region, distinguished by graduates who lead and serve in their communities

15. Kolb’s Learning Cycle & Service-Learning Concrete Experience Direct service to someone in need right here in Detroit Active ExperimentationAs you are go back and serve repeatedly while in the course, you return having reflected and analyzed, to apply what you have learned.How can you, now or later in your life, make a lasting change? Reflective ObservationAttentiveness – seeing, feeling, being aware of what is happening inside you while you serve; reflecting on it afterward, (writing down reflections in a journal) as well. Abstract ConceptualizationBringing back to this class your own experience in service: who is the person; what is their situation; what are the social justice issues involved; how does it relate to this course, and how does this course shed light on your humanization through education?

16. Emerging Leaders Program • EVERYONE can be a leader!!! • Chance to develop skills • Apply SOON!!! • udmercy.edu/institute

18. Introductory Course: PYC 2620 Capstone Course: PYC 4950

19. Medallion at Graduation

20. Social Change Model

21. Concrete Steps for Choosing the Service You Will Perform What kind of Service would your professor like you to provide? Are specific agencies or types of agencies required? Are team projects allowed or encouraged? How many hours of service?

22. Concrete Steps for Choosing Your Community Service 5. Finding Agencies for Service: http://www.udmercy.edu/institute and click Service-Learning

23. Web page: select SL

25. Web site: select Guide

26. Web page: select svc oppy

28. Concrete Steps for Choosing Your Community Service 5. Finding Agencies for Service: http://www.udmercy.edu/institute and click Service-Learning • Call your contact, compare their needs with your teacher’s. • If it sounds good, agree on a starting date within a week or two. • Write down agency, Volunteer Coordinator name, number, and fill in your teacher’s SL2 Roster by the 5th week or _________?

29. Web page: select svc oppy

31. Campus Kitchens

32. St. Gregory Parish Festival Mercy Education Project

33. Volunteer Fair Friday September 17 10am – 4pm

34. Web site: select Guide

35. SL3 - Service Verification form • Before Starting – Why? How will you relate it to this course? • Tally hours • When you finish your service, complete SL3 and review it with your contact, and obtain a their signature and verification of hours. • Bring it TO YOUR TEACHER by the Week 12, or your teacher’s deadline:_____

36. The urban context of DETROIT

37. Some Tips for Finding Service: • Do something you CARE about! • Start early…TODAY!!! • Remember that you are calling a staff-stressed agency! Try different times and email to make contact. • If needed, contact me at: hipskijt@udmercy.edu Briggs Bldg, room 232 993-2003

38. Service-Learning: Timeline for learning in this course • Week 1-3: find your agency, get set;Sign up on your teacher’s SL2 Service Roster. • Weeks 3-5: start doing your service, and bringing the experience to class • Weeks 6-12: complete your service, fill out your SL3 . . .

39. All forms, agency contacts, etc. are on the webpage: www.udmercy.edu/institute

40. Why engage Service-Learning? It will create awareness that shakes you and awakens creative thinking. Your experiences uncover tensions that move you to use the course to learn the material better. You will LEARN more in this course because of the SERVICE you do

41. The GREENING of Detroit

42. Educating Detroit Youth

43. Why DETROIT?

44. Kolb’s Learning Cycle & Service-Learning Concrete Experience • Trying something • Sensing, feeling • Taking in other information, looking for patterns, meaning, implications Active Experimentation Reflective Observation • Stopping, Standing back, Thinking about it Abstract Conceptualization