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Learn how to incorporate service learning into your course using the 8-Step Model developed by the Campus Compact of New Hampshire. From project design to reflection and assessment, discover the key concepts and strategies for successful implementation. Understand the importance of building community partnerships, managing projects effectively, and assessing student learning outcomes. Get practical advice on integrating service learning into your curriculum and empowering students to make a difference in their communities.
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8 Steps to Incorporating Service Learning Into Your Course Ed Laine Bowdoin College
What is service-learning? • Students address a problem for a community partner • The process delivers part of the traditional content of a course • Two way street between school and community
Key Concepts • Community partner • Student learning and logistics • faculty responsibility • Problem statement jointly written • Course intent • Team work required(?) • Group work(?)
More • Outcomes are identified • Problems • Course centered • Promotes desired learning • Students prepare to solve problem • Reflection&Assessment provide feedback and support to all
Now that that’s off my chest • There are many styles of service learning and community based learning • They all enable students to become engaged in their communities • The needs of your students, your institution, and community will dictate exactly how you translate what you learn today into practice
Now that that’s off my chest • There are many styles of service learning and community based learning • They all enable students to become engaged in their communities • The needs of your students, your institution, and community will dictate exactly how you translate what you learn today into practice • Suzanne said exactly the same during her Plenary talk
The 8 Step/Block Model • Developed through the sponsorship of the Campus Compact of New Hampshire • Gordon, R. (1999). Problem Based Service Learning: A Fieldguide for Making a Difference in Higher Education. Bedford, NH: Campus Compact for New Hampshire
The 8 Step/Block Model • Project design • Community partners • Building community • Building capacity • Problem statement • Project management • Assessment • Reflection
Vote now, have you heard of or used the 8 Block Model Before?
You will be filling this out several times during the workshop
Project Design • What are your learning goals? • Which learning goals could be achieved through service learning? • Students’ levels of readiness? • What teaching needs to be done? • Logistics and management? • Assessment? • Resources?
Building Capacity • Building Capacity is “Teaching” • What skills are already there? • Realistic learning goals • Guarantee success at the start • Develop confidence and trust • Small groups • Chunking learning • Just in time teaching • Check ins • Evidence of learning
Community Partner • Partner’s needs must match your goals • Partner knows your goals • Partner understands student competencies • Roles and responsibilities • Outcomes/Deliverables • Student supervision • Evaluation • Time frame • Letters/contracts • Problem statement
Problem Statement • Letterhead • One page • Problem stated • Outcomes clear • Roles stated • Time line • Solves a problem • Followed by meetings
Vote - Needs more discussion • A-Project design • B-Community partner • C-Building capacity • D-Problem statement
Project Management • Manage logistics • Manage anxiety • Provide appropriate support • Keep students on track • To assure students own their work • Motivate students through ups and downs
Assessment of Learning • Appropriate to your discipline/department • Exams, quizzes, papers, reflections, portfolios, performances, exhibitions, etc • Prepared for the project? • Met your learning goals? • Clarifies objectives • Set quality criteria • Motivation to persevere
Building Community in the Classroom • Safe place where students can take risks • Model new behaviors • Engage students • Explain why the class will be different • Monitor and sustain community • Completion and celebration
Reflection and Connections • Gallery Walk/Carousels • Sweeps • Debrief • Guided with questions • Journals • Write in the Rain • Reflection is good science • Interviews • Free writing
Vote - Needs more discussion • A-Project Management • B-Assessment • C-Building community • D-Reflection
The 8 Step/Block Model • Project design • Community partners • Building community • Building capacity • Problem statement • Project management • Assessment • Reflection
How Much SL? • Course goals • Resources and support • Experience • Community partners
Styles of Integration • Mandatory • Optional • Traditional paper • Paired optional project • Extra credit • 4th credit
SL in Place of? • Traditional assessment tools • Papers • Presentations • Lectures • Discussions • Problem sets
For Starters • 5-10% of grade • One paper or presentation • Optional or 4th credit (more work) • One course the first year
Going Slow Isn’t Bad • New faculty need to get to know community • Institutional/divisional/departmental understanding and acceptance • Develop resources
Be Sure to Document…. • Course planning and preparation • Integration into learning goals • Evaluation of student learning • Integration and contribution to teaching in your discipline All good practices in any case
Proceeding to the Activity • Analyze one of the three earlier presentations in terms of the 8 Block model for activity design • Jennifer Houghton, Pam Gore, Stephanie Maes • Fill out an 8 Block • Share any ideas, issues, problems, or thoughts at “Using the 8 Block Model” on the Discussion Pages • http://serc.carleton.edu/dev/NAGTWorkshops/servicelearning/workshop10/discussions.html
Then, for your activity • Analyze your own activity as it stands now in terms of the 8 Block • Yes, it may be incomplete • Add to the threaded discussion • Complete an 8 Block for your activity • By next Tuesday