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Introduction to academic service-learning

Introduction to academic service-learning. Nik Sushka Service-Learning Coordinator n ik.sushka@montgomerycollege.edu 240-567-5261. Session One. Introductions Who am I? Master’s in English Language and Literature from Central Michigan University

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Introduction to academic service-learning

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  1. Introduction to academic service-learning Nik Sushka Service-Learning Coordinator nik.sushka@montgomerycollege.edu 240-567-5261

  2. Session One Introductions • Who am I? • Master’s in English Language and Literature from Central Michigan University • 10 years experience in education and community work • 7 years experience as an Alternative Breaks facilitator • 5 years experience as service-learning coordinator • 4 years experience teaching (Composition & Rhetoric and Women’s Studies) • 4.0 helpfulness, 3.0 easiness on the Rate My Professor Scale Introductions Each other Workshops goals Service-learning Montgomery College’s resources The PARE service-learning model Kinds of service-learning models for your course and discipline

  3. Session One Introductions • Who’s in the room? • Name • Discipline • Courses Taught • Familiarity with service-learning (1-4) • 1-Not familiar at all • 4-Used service-learning several times before Introductions Each other Workshops goals Service-learning Montgomery College’s resources The PARE service-learning model Kinds of service-learning models for your course and discipline

  4. Session One Workshop Goals At the end of this 3-session workshop, participants will be familiar with academic service-learning as a teaching model and have the background and tools needed to begin developing an academic service-learning course. • Familiarity: service-learning as a movement and pedagogy • Background: basic theories and models • Tools: sample projects and assignments, campus processes, community partners Introductions Each other Workshops goals Service-learning Montgomery College’s resources The PARE service-learning model Kinds of service-learning models for your course and discipline

  5. Session One Session One By the end of Session 1, participants will be able to: • Describe Montgomery College’s resources for developing service-learning courses • Explain the PARE service-learning model and how it can be tailored to any discipline • Consider which kinds of service-learning assignments would integrate well with their course design and teaching styles Introductions Each other Workshops goals Service-learning Montgomery College’s resources The PARE service-learning model Kinds of service-learning models for your course and discipline

  6. Session One Service-Learning “Service-learning combines community service with academic instruction [or other educational method], focusing on critical reflection, and personal and civic responsibility. It involves students in activities that address community-identified needs, while developing skills and their commitment to the community.” -American Association of Community Colleges Introductions Each other Workshops goals Service-learning Montgomery College’s resources The PARE service-learning model Kinds of service-learning models for your course and discipline

  7. Session One Service-LearningWhen designed and implemented thoughtfully, service-learning: • enables students to achieve learning goals • engages students in active learning • integrates knowledge and disciplinary theory with practice • deepens understanding of the complex causes of social problems • creates new knowledge • Empowers our students to use their skills and knowledge to create positive social change • Strengthens our community by meeting critical needs Introductions Each other Workshops goals Service-learning Montgomery College’s resources The PARE service-learning model Kinds of service-learning models for your course and discipline

  8. Why Service-Learning?

  9. Civic Mission of Community Colleges “We [higher education] educate a large proportion of the citizens who bother to vote, not to mention most of the politicians, journalists, and news commentators. We also educate all the school administrators and teachers, who in turn educate everyone at the pre-college level. And we do much to shape the pre-college curriculum through what we require of our college applicants. In short, not only have we helped create the problems that plague American democracy, but we are also in a position to begin doing something about them. If higher education doesn’t start giving citizenship and democracy much greater priority, who will?” -Alexander Astin Activity: Break into groups of 3. With Astin’squotation in mind, discuss the following questions: • Do you agree that there is a civic mission for community colleges? Why or why not? • Do you think our educational institutions are preparing students for a life of engaged, democratic citizenship or careers that can positively support our communities? • Will involvement in service-learning necessarily help us to do this?

  10. Session One Montgomery College’s Service-Learning Program helps students meet new people, learn new skills, and make a difference in our community. We offer opportunities on and off campus, including: • One day programs that build community, empower students to serve again, and engage students in community issues: • Smart Sacks Packing: on campus, every Wednesday at 2pm, CC015 • Spirit of Service Days: at least once/month • Special events like our Help the Homeless Walk, campus blood drives, and Hunger Banquet Introductions Each other Workshops goals Service-learning Montgomery College’s resources The PARE service-learning model Kinds of service-learning models for your course and discipline

  11. Session One Montgomery College’s Service-Learning Program Week-long programs that build community, develop leadership skills, engage students in community issues and critical reflection, help meet community-identified needs, and empower students to serve again • Alternative Breaks, next trip will be January 9-12, 2014 Semester-long opportunities that develop leadership skills, engage students in community issues and critical reflection, meet community-identified needs, encourage career exploration, and develop new skills • Service-Learning Leaders Program • Service-Learning Courses Introductions Each other Workshops goals Service-learning Montgomery College’s resources The PARE service-learning model Kinds of service-learning models for your course and discipline

  12. Session One Resources for Academic Service-Learning For faculty or academic departments interested in incorporating service-learning into a course, the campus coordinators offer support: A semester or more in advance: • Forming community partnerships • Applying for project funding • (Re)designing curriculum • Developing assignments • Planning logistics • Managing risk and liability • Training for faculty and support staff • Publicizing the course/program in the Schedule of Classes and through advisors During and after the course semester: • Orienting students to service-learning • Supporting students and community partners • Assessing and sharing outcomes and impact Introductions Each other Workshops goals Service-learning Montgomery College’s resources The PARE service-learning model Kinds of service-learning models for your course and discipline

  13. Session One Resources for Academic Service-Learning The campus coordinators also coordinate: • Volunteer Fairs each semester, with a Faculty/Partner networking lunch • Professional development opportunities through the Center for Teaching & Learning • Workshops with the MD-DC Campus Compact • Participation in the MD Service-Learning and Civic Engagement Conference (April 5, 2014) Introductions Each other Workshops goals Service-learning Montgomery College’s resources The PARE service-learning model Kinds of service-learning models for your course and discipline

  14. Session One Resources for Academic Service-Learning Information can be found on the college wide service-learning site: www.montgomerycollege.edu/servicelearning Introductions Each other Workshops goals Service-learning Montgomery College’s resources The PARE service-learning model Kinds of service-learning models for your course and discipline

  15. Session One PARE Service-Learning Model The PARE (Preparation, Action, Reflection and Evaluation) Model is a useful tool for ensuring quality service-learning experiences. It can aid in explaining to students the unique features of service-learning courses and can show how service-learning as a pedagogy differs from other course methods to which students are more accustomed. The PARE Model encompasses KOLB’s founding theory of experiential education, to which service-learning has very close ties. KOLB’S EXPERIENTIAL LEARNING CYCLE Introductions Each other Workshops goals Service-learning Montgomery College’s resources The PARE service-learning model Kinds of service-learning models for your course and discipline

  16. Session One PREPARATION It’s crucial to prepare your students for their service experiences to increase the likelihood that there will be positive outcomes for both them and community members. Preparation should be integrated into the course explicitly and include at a minimum the following elements : • Overview of the Assignment, Expectations, and Learning Outcomes • Service-Learning Process (Optional, Required, Group, Individual) • Broader Concepts Relating to the Project • Students' Expectations and Assumptions • Training Related to the Project Introductions Each other Workshops goals Service-learning Montgomery College’s resources The PARE service-learning model Kinds of service-learning models for your course and discipline

  17. Session One ACTION Action, the second phase of the PARE model, refers to the service activity itself. Depending on your learning goals, you might ask students to employ different types of service within your service-learning course. Types of service differ in terms of setting, task, and level of contact with clients. Types of Service • Direct: Providing service directly to individuals at the agency site or in the community. Examples include tutoring youth, assisting with tax preparation, or building a house. • Indirect: Indirectly serving clients by building capacity through an agency. Examples include sorting food in a food distribution center or creating a flyer for a nonprofit’s event. • Community-based research: Service that uses research to address community issues or makes the results of that research accessible to the community • Advocacy: Action on behalf of an issue, population, or community of concern. Examples could include researching or writing position papers, advocating for or against policies to decision makers , or education to raise awareness of a larger effort to create social change. Introductions Each other Workshops goals Service-learning Montgomery College’s resources The PARE service-learning model Kinds of service-learning models for your course and discipline

  18. Session One REFLECTION If not given the opportunity to reflect on the experience, students will miss out on significant learning. The systematic examination of an experience; its comparison to other experiences, ideas, and theories; and the practice of making appropriate generalizations from it constitute productive reflection on that experience. (Recall the stages of reflective observation, abstract conceptualization, and active experimentation in the Kolb Learning Cycle) Reflection allows students in a service-learning course to do the following: • Think critically about their service experience. • Understand the complexity of the need for the service in a large context. • Examine their own attitudes, beliefs, assumptions, and stereotypes. • Relate their service experience to the course concepts. • Test theories in practical settings. • Formulate their own theories based on their service experience. • Use the classroom knowledge to provide more effective service. Introductions Each other Workshops goals Service-learning Montgomery College’s resources The PARE service-learning model Kinds of service-learning models for your course and discipline

  19. Session One EVALUATION Evaluation, the fourth stage in the PARE Model, helps determine whether or not the student’s learning and our community outcomes were met. As students evaluate their service-learning experience, it also allows them to consciously enter the active experimentation stage described in the Kolb Learning Cycle. Service-learning projects should be evaluated from several perspectives: • To what extent did the students achieve the learning objectives? • To what extent were service goals met? • How successful was the project for each student? • How successful was the project for your class as a whole? • How successful was the project for the agency or agencies? • How successful was the project for the people served by the agency or agencies? Introductions Each other Workshops goals Service-learning Montgomery College’s resources The PARE service-learning model Kinds of service-learning models for your course and discipline

  20. Session One Service-Learning ExampleCourse: Business 211: Personal Finance Model: Small Group Project, On and Off Campus Options Partners: Junior Achievement(JA)’s Economics for Success Program, First-Year Experience Program Preparation: Action: Reflection: Evaluation: Introductions Each other Workshops goals Service-learning Montgomery College’s resources The PARE service-learning model Kinds of service-learning models for your course and discipline

  21. Session One Service-Learning ExampleCourse: Psychology 203: Human Growth & Development Model: Service-Learning In Lieu of Equivalent Assignment Partners: Housing Opportunities Commission, Rockville Senior Center Preparation: Action: Reflection: Evaluation: Introductions Each other Workshops goals Service-learning Montgomery College’s resources The PARE service-learning model Kinds of service-learning models for your course and discipline

  22. Session One Service-Learning ExampleCourse: Biology 207: Ecology Model: Exposure Project, Class Day of Service Partner: Chesapeake Bay Foundation Preparation: • Studying population growth and regulation, interspecific relationships (e.g., competition, predation) • Reading about the Chesapeake Bay and the importance of oysters Action: • Helping the Chesapeake Bay Foundation construct artificial reef barriers for oysters Reflection: • Conversation at the end of the service day among participants of observations • Short research and response assignment about oyster policies and the health of the Chesapeake Bay Evalution • Instructor evaluates short writing assignment and test questions related to specific course concepts observed during service • CBF monitors oyster health in the Bay Introductions Each other Workshops goals Service-learning Montgomery College’s resources The PARE service-learning model Kinds of service-learning models for your course and discipline

  23. BREAK Take a 5 minute break!

  24. Session One Service-Learning ModelsService-Learning in the Curriculum: A Three-Phase Developmental Model Service-learning courses and partnerships can be more successful for all stakeholders if they are designed to align with and build student capacity over time. By understanding student development and considering the skills and knowledge levels of the students with whom you will be working, you can design a project that: • Aligns expectations with competencies; • Offers the appropriate balance of challenge and support; • Builds student skills to progressively prepare them for the next level; and Results in more positive and reciprocal relationships with partners. Consider designing your service-learning course or program to align with the following three phases. Introductions Each other Workshops goals Service-learning Montgomery College’s resources The PARE service-learning model Kinds of service-learning models for your course and discipline

  25. Session One Service-Learning ModelsActivity: Gather in groups of three Review the Three Phases of Developmentally-Aligned Course Designs Discuss the following questions: • In the courses you teach, where do you think your students are on this developmental spectrum? • What do you think your goal for service in your courses would be? • Exposure to a theoretical concept in a practical environment? • Practicing a skill learned in a previous course? • Demonstrating mastery of a concept or skill? • Which instructor role (Primary Manager, Facilitator, Coach) do you feel matches your current one in classrooms? Introductions Each other Workshops goals Service-learning Montgomery College’s resources The PARE service-learning model Kinds of service-learning models for your course and discipline

  26. Session One Service-Learning ModelsFor next month: • Review the Course Development Worksheet on the resources page. • Select a course that you would like to consider integrating service-learning into. Preferably, this is a course you already teach that offers students options to enroll in a section with or without service-learning. • Complete the following portions of the worksheet: • Course Name: • Course Objectives: • Course Objectives Related to Service: • What do you want your students to gain from their service learning experience? Introductions Each other Workshops goals Service-learning Montgomery College’s resources The PARE service-learning model Kinds of service-learning models for your course and discipline

  27. Evaluation Please complete the evaluation form. See you Friday, November 1st! • By the end of Session 2, participants will be able to: • Create measurable learning outcomes that could be achieved with a service-learning assignment • Develop a list of at least 3 community organizations to potentially partner with • Create a service-learning assignment using the PARE model that could be used in a course

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