Introduction to academic service-learning

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

9. Why Service-Learning?

10. 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?

11. 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

12. 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

13. 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

14. 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

15. 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

16. 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

17. 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

18. 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

19. 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

20. 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

21. 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

22. 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

23. 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

24. BREAK Take a 5 minute break!

25. 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

26. Session Two Nik Sushka Service-Learning Coordinator nik.sushka@montgomerycollege.edu 240-567-5261

27. Session Two Session Two Outcomes • 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 Session Two Outcomes Session One Review Introductions MC Resources PARE Model DevelopmentalModels Partnerships Learning outcomes Applying the PARE Model

28. Session Two Review of Session One • Introductions • Montgomery College’s resources • The PARE service-learning model • Kinds of service-learning models for your course and discipline Session Two Outcomes Session One Review Introductions MC Resources PARE Model DevelopmentalModels Partnerships Learning outcomes Applying the PARE Model

29. Session Two MC Resources • Service-Learning Coordinators • Kris Borcherding, Germantown • Lucy Vitaliti, Takoma Park/Silver Spring • Connections to Existing Partnerships • Example Projects & Assignments • Process to Support Faculty, Students, and Partners • Contact coordinator at least one semester before • Collaborate to create partners and projects • Clarify and integrate the process into course documents • Communicate before the course to potential students in the schedule of classes and throughout the course with the coordinator, students, and possibly partners Session Two Outcomes Session One Review Introductions MC Resources PARE Model DevelopmentalModels Partnerships Learning outcomes Applying the PARE Model

30. Session Two MC Resources, cont’d • Limited Project Funding • Program fees • Supplies • Transportation • Assistance Reserving College Vans • Metro Cards (Ride-on accessible locations preferred) • Documentation • Forms • Photo/video • Campus Photographer • Media Relations • Recognition • Students serving 100 or more hours may be recognized at Annual Awards Banquet with a President’s Volunteer Service Award Session Two Outcomes Session One Review Introductions MC Resources PARE Model DevelopmentalModels Partnerships Learning outcomes Applying the PARE Model

31. Session Two PARE Model: Where does it fit into the larger model of student and community development? Service-learning coordinators/College determine community assets, resources, needs, and potential partnerships and projects.Coordinators establish partnerships and processes. Faculty/coordinator help students Prepare, Act, and Reflect. FacultyEvaluate student outcomes. Partners and coordinators evaluate community outcomes. Coordinator/Partners/College demonstrate and celebrate student and community outcomes Coordinators sustain projects and partnerships. Session Two Outcomes Session One Review Introductions MC Resources PARE Model DevelopmentalModels Partnerships Learning Outcomes Applying the PARE Model

32. Session One Service-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. Consider designing your service-learning course or program to align with the following three phases: • Exposure • Capacity • Responsibility Session Two Outcomes Session One Review Introductions MC Resources PARE Model DevelopmentalModels Partnerships Learning Outcomes Applying the PARE Model

33. Session One Service-Learning in the Curriculum: A Three-Phase Developmental Model Three factors to consider when choosing a model: What skills and experience will your service-learning students be bringing to the course? Introductory courses Advanced courses Cohorts or sequenced experiences How much in-class time will be spent on preparation and reflection? Don’t overcommit underprepared students How much of the service will be assessed throughout the course? Don’t over-assign what you’ll under-assess! Session Two Outcomes Session One Review Introductions MC Resources PARE Model DevelopmentalModels Partnerships Learning Outcomes Applying the PARE Model

34. Session One Service-Learning in the Curriculum: A Three-Phase Developmental Model Determining where you want to start on the spectrum—and how much your course will directly attempt to move a student along the spectrum—should be a big factor in deciding what model you will choose. http://niksushka.files.wordpress.com/2013/10/sl_and_student_development_handout_uvm_2009.pdf Session Two Outcomes Session One Review Introductions MC Resources PARE Model DevelopmentalModels Partnerships Learning Outcomes Applying the PARE Model

35. Session Two PartnershipsThe Service-Learning Program strives to support and sustain partnerships that: -Engage students in meaningful learning connected to curricular or student development outcomes -Enhance community strengths through collaboration -Strengthen our community through issue- and group-based civic and community programs and service projects To be “of service” we establish mutually beneficial commitments designed to attain identified community and student outcomes. Session Two Outcomes Session One Review Introductions MC Resources PARE Model DevelopmentalModels Partnerships Learning Outcomes Applying the PARE Model

36. Session Two PartnershipsMutually beneficial commitments:-”Do No Harm” -Identify areas where students can make a measurable contribution that will benefit the “public good” -Collaborate with organizations and community members that can support and apply student service -Ensure partnerships serve student and community needs Session Two Outcomes Session One Review Introductions MC Resources PARE Model DevelopmentalModels Partnerships Learning Outcomes Applying the PARE Model

37. Session Two Partnerships vs. Approved Sites In addition to partnerships, the service-learning program vets organizations with requests for volunteers and compiles a list of pre-approved sites for students in service-learning courses. Examples of Approved Sites Session Two Outcomes Session One Review Introductions MC Resources PARE Model DevelopmentalModels Partnerships Learning Outcomes Applying the PARE Model

38. Session Two Developing Assignments to Serve Community and Student Needs Activity: Take 20 minutes to practice making connections between:-community-identified needs -course and student development outcomes Reflection Questions: -What did you find most hard to do for this activity? -What did you find easiest? -Why? Session Two Outcomes Session One Review Introductions MC Resources PARE Model DevelopmentalModels Partnerships Learning Outcomes Applying the PARE Model

39. Session One Course Objectives & Learning Outcomes Principles of Integrating Service-Learning into the Curriculum: http://niksushka.files.wordpress.com/2013/10/service-learning-curriculum-integration-principles.pdf Session Two Outcomes Session One Review Introductions MC Resources PARE Model DevelopmentalModels Partnerships Learning Outcomes Applying the PARE Model

40. Session One Incorporating Service-Learning as an Option Discussion: What are some of the potential pros and cons to incorporating service-learning as an option in your course? Where are you leaning, right now? Session Two Outcomes Session One Review Introductions MC Resources PARE Model DevelopmentalModels Partnerships Learning Outcomes Applying the PARE Model

41. Take a 5 Minute Break!

42. Session Two Course Objectives & Learning Outcomes Reviewing Course Development Worksheets: Working with a partner, complete the following additional questions on the worksheet: -What type of service would be appropriate for the course? -How many hours of service will you require your students to complete? -How will you incorporate service into your course? (Required or Optional with an alternative assignment) Session Two Outcomes Session One Review Introductions MC Resources PARE Model DevelopmentalModels Partnerships Learning Outcomes Applying the PARE Model

43. Session Two Applying the PARE Model Choices to make or begin making: • What course? • What course objectives? • What developmental model? • What potential projects or partners? Pick at least 3! • Optional or required? • Instructional methods? Start by viewing example syllabi, reviewing the models offered, approved sites, and potential projects. By the end of the rest of today’s session, you should either have answered these questions for yourself or identified which questions you need to reflect on more. Session Two Outcomes Session One Review Introductions MC Resources PARE Model DevelopmentalModels Partnerships Learning Outcomes Applying the PARE Model

44. Evaluation Please complete the evaluation form. See you Friday, December 6th! • By the end of Session 3, participants will be able to: • By the end of Session 3, participants will be able to: • Create or modify an existing syllabus that fully integrates the PARE service-learning model • Describe ways to deal with common issues encountered when using academic service-learning •  Create a timeline for developing their own service-learning course

45. Session Three Session Three Outcomes • Discuss the 4 critical components of reflection assignments • Review strategies for optional vs. required assignments in courses • Identify likely challenges with assignment design and resources to address • Create a timeline for developing a service-learning course for the following Spring, Summer, or Fall Session Three Outcomes Sessions Ones & Two Review MC Resources PARE Model DevelopmentalModels Partnerships Learning Outcomes Session Three Reflection & Evaluation Next Steps Lessons Learned

46. Session Three Session One & Two Review • MC Resources • PARE Model • DevelopmentalModels • Partnerships • Learning Outcomes Session Three Outcomes Sessions Ones & Two Review MC Resources PARE Model DevelopmentalModels Partnerships Learning Outcomes Session Three Reflection & Evaluation Next Steps Lessons Learned

47. Session Three Reflection & Evaluation Guided reflection ensures that a student can critically connect and understand their service in the context of academic, personal, and civic outcomes. 4 Cs of Reflection: -Continuous -Connected -Challenging -Contextualized Session Three Outcomes Sessions Ones & Two Review MC Resources PARE Model DevelopmentalModels Partnerships Learning Outcomes Session Three Reflection & Evaluation Next Steps Lessons Learned

48. Session Three Reflection & Evaluation • Continuous Reflection: It occurs before the service-learning experience, during it, and afterward. • Examples: • Pre-service discussion in class about the skills and issues related to their project. • Pre-service research assignment about the organization’s mission or the students personal learning goals for their project • Mid-term reflection journal with prompts connecting theory to observations at the site • Post-service presentation about project outcomes or research questions identified through the project Session Three Outcomes Sessions Ones & Two Review MC Resources PARE Model DevelopmentalModels Partnerships Learning Outcomes Session Three Reflection & Evaluation Next Steps Lessons Learned

49. Session Three Reflection & Evaluation • Connected Reflection: This type of critical reflection builds bridges between learning content, personal reflections, and firsthand experiences. It makes theories real, turns statistics into people and situations, and raises questions that, were it not for the service experience, might not be raised. • Example: • Short writing assignments with prompts: For SOC101: “How would a conflict theorist analyze the underlying issue or problem that necessitates your organization’s existence? Does social inequality play a part in this phenomenon?” Session Three Outcomes Sessions Ones & Two Review MC Resources PARE Model DevelopmentalModels Partnerships Learning Outcomes Session Three Reflection & Evaluation Next Steps Lessons Learned

50. Session Three Reflection & Evaluation • Challenging Reflection: Challenging reflection means reflecting so old questions are seen in new ways, new perspectives are revealed, and new questions are raised. It avoids simplistic, one-dimensional conclusions. It examines causality. And as the service-learning course goes on, it raises deeper and deeper questions. • Example: • Research paper with student-identified topic related to the site/project: “Should organizations use concentrated herbicide applications or only non-chemical methods to halt the spread of invasive species?” Session Three Outcomes Sessions Ones & Two Review MC Resources PARE Model DevelopmentalModels Partnerships Learning Outcomes Session Three Reflection & Evaluation Next Steps Lessons Learned