Biidabaan Toronto, May 2007

1. Biidabaan Toronto, May 2007 Community Service Learning Dr. Darlene Brackenreed Dr. Julie Corkett

2. Traditional Irish Proverb: • “To the world you may be but one person, but to one person you may be the world.”

3. McConnell Family Foundation Grant • Application submitted to McConnell Foundation • Generous grant to fund the project, over $1M • Special Education / Educational Psychology faculty incorporated CSL into an optional assignment • Approximately 15% uptake by students

4. At Risk Students in Northern Ontario • Northern Ontario Child and Youth Health Report (June, 2003) • 7-19 years old • Higher rates of poverty, suicide, hospitalization, mental illness, teen pregnancy, and overall less educated in reading, writing, and math

5. Risk and Resiliency • The research tells us that children and youth have a profound ability to bounce back from many of life’s misfortunes particularly if there is a significant, caring adult to help them somewhere along the way • “Schools can provide the environment and the conditions that foster resiliency in today’s youth and tomorrow’s adults” Henderson & Milstein, 2003, p.2).

6. CSL at Nipissing University • Partnerships with local organizations, e.g. CFS, North Bay Literacy Council • Common goal of literacy and numeracy • Focus on aboriginal students • Orientation to volunteering • Meetings to monitor students and answer questions about strategies, etc.

7. Service learning Assignment In SEP • Preparing future teachers for inclusive classrooms • Case study assignment: 50 % of grade • Teacher candidate meets a minimum of 10 hours with student identified by school as being “at risk” • Journal of meetings • Academic and social interventions

8. Service Learning Assignment • Description of student’s learning profile • Identification of “at risk” or other • Discussion of characteristics and best practices from literature • Description of participating student and issues • Discussion of what student is like and teaching strategies and interventions that worked • Personal experiences

9. Service Learning Outcomes • Overall very positive experiences • Large commitment in time • Developed insights into the life of a struggling student • NU students more engaged in class discussions • Many “aha” moments and frustrations, e.g. absenteeism • Pre-service teachers motivated to undertake more educational opportunities such as workshops, graduate studies

10. Testimonials • Service learning offers hands-on experience with working with students at risk. I learned the importance of patience, understanding, and the use of explicit instructions when explaining concepts, ideas, and answering questions.

11. Testimonials • One day she chose to stay and work with me on math when the class has earned extra time for gym. That was very rewarding because it told me that I was making her feel comfortable enough to want to stay and get help.

12. Testimonials • Service learning was the most rewarding and exciting thing that I was involved with this year at Nipissing University • After being involved with service learning I now want to continue my studies and further investigate service learning and at risk students

13. Testimonials • Working with Alex has been so encouraging and I have felt more and more like this is what I am meant to do for a living. She was able to embrace the support of assistive technology and even offered her friends insight and technological tours that I think really boosted her self-confidence.

14. Testimonials • This service learning placement was invaluable to my Bachelor of Education experience and professional development. It was a pleasure to meet and interact with Rebecca. She is testimony to the fact that no person should be defined by their disabilities; rather our abilities are what should define us.

15. Testimonials • The strategy that Allen enjoyed the most out of the visits was the laptop computer. Assistive technology was used and the improvements in his reading were noted after the first lesson • From our service learning sessions together Sarah became proficient enough in the assistive technology that she began teaching programs like Kurzweil to her teacher and classmates

16. Testimonials • Working with an autistic student was an eye-opening experience and I realized that I am interested in working with troubled youth who have social behaviour problems • The biggest reward was seeing the smile on Dylan’s face when he had succeeded and I knew that I had made a difference in his life

17. Testimonials • I really enjoyed this learning experience; it allowed me to experience real life situations, in working with students, helping me better prepare myself before I become a classroom teacher. The experience has given me great insight into what I will need to consider when developing IEP’s for my future students. I strongly defend the position of inclusion for students with special needs, for I have seen how happy Jim (who has MID) is in his classroom, among his peers, on a daily basis

18. Testimonials I have seen the difference of making a difference- That I too, Shall see and make anew. Stephanie Valentini