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Helping Students Find Time for Service-Learning in Courses

Helping Students Find Time for Service-Learning in Courses. Dr. Tania S. Smith Assistant Professor University of Calgary EngageNOW Conference Calgary, October 1, 2009. Curricular CSL. 2 locations for CSL Curricular (within curriculum, credit courses)

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Helping Students Find Time for Service-Learning in Courses

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  1. Helping Students Find Time for Service-Learning in Courses Dr. Tania S. SmithAssistant ProfessorUniversity of Calgary EngageNOW Conference Calgary, October 1, 2009

  2. Curricular CSL • 2 locations for CSL • Curricular (within curriculum, credit courses) • Co-curricular (non-credit programs offered by the institution) • Both are valuable, complementary • Different from other experiential learning • Practicum, internship, co-op for credit • Volunteerism, workplace learning • Social learning (sports, clubs, family)

  3. Benefits of Curricular CSL • Accessible to more students • Integration with academic learning • Social development, not just career & academic development • Faculty & student engagement • Transformation of curriculum & teaching methods • Problem-based, Inquiry-based, collaborative • Sustainable community partnerships

  4. Time for Service-Learning 2008 NSSE* student survey data *National Survey of Student Engagement

  5. Student Time 2008 CUSC* student survey data Canada (n = 11,981) | U of C (n =248 ) *Canadian University Survey Consortium

  6. Student Time for Community 2008 CUSC student survey data

  7. Time within courses

  8. Why CSL Needs Time • Give a significant benefit to community • Make it worthy of the effort; reputation • 2 aspects of CSL time for Students • Time for the “service” activity • Estimated 10-40 hours / term • Time for preparation, related academic learning and assignments • Equal or greater in proportion to service activity • 2 aspects of CSL time for Faculty & Community -- not covered here! -- institutional time needed • Pre-term preparation, Post-term evaluation and research

  9. CSL Preparation Time • Before service, students learn… • What is CSL and Why are we doing it? • Who is the community partner? • organization, people, local histories • What are the issues and concepts the community partner needs us to understand? • How will our learning be structured? • How does CSL relate to • The rest of the course (readings, assignments) • The students’ backgrounds & personal futures

  10. CSL Implementation Time • During service, students do… • Group communication (if group project) • Partner communication or liaison • Class visits, telephone, email, real-time internet • Transportation (if class or service off-campus) • Assignments: Reporting & Reflection • Service & lectures, readings, etc. • Service & personal development • Service & organizational, social development

  11. Solution #1 = Within Course • If CSL required for all students enrolled • Downsize & simplify the service • 1-3 hrs / week of service • This includes student communication & planning time needed to conduct service • One community partnerper TA / Faculty • Easier to integrate community content into course • Try on-campusprojects • Clubs, offices, task forces, campus issues • Less student preparation, transportation • Limit (or omit) group assignments • Group work usually requires additional time within & outside of class.

  12. Solution #1 = Within Course • CSL in registrar-scheduled class time • Group meetings, Lectures • CSL presentations (I.e. progress, final) • Partner visits, field trips • CSL integrated with content & methods • Some lecture time on CSL • Some readings cover CSL issues/skills as well as course content/skills • Student assignments: CSL or integrated

  13. Solution #1= Within Course * “integrated learning” = lecture or required readings on the theme of the CSL project; “reflection” assignments that ask students to synthesize academic learning with service experience

  14. Solution # 2. CSL In & Beyond • If course requires significantly more time & effort from all students enrolled • If CSL is optional, an additional unit built on top of the course • If some students volunteer extra CSL time and effort on the project It is still credit-based learning, not volunteerism/co-curricular

  15. Solution # 2. CSL In & Beyond • Alternative assignments for CSL students • Quality & integration requires extra individualized instruction for CSL students • Can be perceived as unfair treatment • Extra credit hours (3 cr + 1 extra credit) • Administrative policies, paperwork • E.g. at Missouri State University and Georgetown University center for social justice, and  Miami University • Students do the paperwork, obtain signatures, submit proof

  16. Solution # 2. CSL In & Beyond * Students may be assigned additional readings by the community partner, I.e. reports by the organization, literature review on the issue, additional observation / training in the community

  17. Solution #3. Directed Study • Some students interested in CSL, but… NO room in “normal” course for CSL • 3-5 students in concurrent directed study course • Synergies: With the same teacher. Students may play a “leadership” role in the regular course, share lecture time in reg. course, do complementary assignments, orally present to the reg. course • Costs: additional faculty member time, faculty member expertise in CSL, student recruitment & planning • Alternative :Subsequent directed study course • Useful to conduct CSL follow-up or evaluation

  18. Solution # 3. Directed Study

  19. Solution # 4. Learning Community • Concurrent enrollment in 2-3 courses on a related theme • 1 of the courses is CSL intensive • 1 course is primarily academic • 1 optional course or non-credit workshop focuses on integration or skills (I.e. writing, research, teamwork, leadership) • Normal credit for each academic course

  20. Solution #4 Learning Community • Benefits • Collaboration and shared learning for all • More service hours & better preparation • Interdisciplinarity • Can be scheduled as • 1 coursewith 2x credit in a single term • 1 Fall Academic course + 1 Winter CSL course • Costs • Students must be recruited or required • Registrar must accommodate • Faculty & community time & help to plan together

  21. Solution #4 Learning Community

  22. Summary: Finding Time • Within course time • In and beyond course • Directed study courses • Learning communities Solutions 1-4 arranged in order: • Increasing CSL time, quality, potential • Short to Long-term implementation • #1 requires the instructor to be the CSL expert. Integration is not easy. • #4 requires institutional teamwork

  23. References • Juganue. (2009). Clock texture. [Background image] deviantART. Retrieved September 27, 2009 from http://www.deviantart.com/download/79693975/Clock_Texture_by_juganue.jpg • Canadian University Survey Consortium (CUSC). (2008, June). Undergraduate Student Survey. Retrieved September 27, 2009 from the University of Calgary website http://oia.ucalgary.ca/system/files/CUSC_2008.pdf • National Survey of Student Engagement (NSSE). (2008, August) University of Calgary: Mean Comparisons. Retrieved September 27, 2009 from the University of Calgary website http://wcmprod2.ucalgary.ca/oia/system/files/NSSE+2008.pdf (p. 23, 28)

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