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Developing successful service learning courses

Developing successful service learning courses. A framework for civic engagement. Welcome. Let’s introduce ourselves. WANTED!. What are you looking for in a service-learning partnership? Take 2-3 minutes and write a want ad for your ideal service-learning partner:. WANTED!.

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Developing successful service learning courses

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  1. Developing successful service learning courses A framework for civic engagement

  2. Welcome • Let’s introduce ourselves

  3. WANTED! What are you looking for in a service-learning partnership? Take 2-3 minutes and write a want ad for your ideal service-learning partner:

  4. WANTED! • What type of service-learning partner are you looking for? • What needs can your partner help you to fulfill? What might you be able to offer your partner? • What goals could your partner help you to achieve?

  5. Developing successful partnerships • A framework for service learning • Our own experiences with Project SHINE • Opportunities for you to revisit your initial thoughts on service learning partnerships

  6. A framework for service learning • “Service”implies that someone is in need and someone else is in a position to help. “I am doing you a favor.” • Your students are gaining valuable experience. • Your agency is getting the help it needs.

  7. A framework for service learning • This tends to perpetuate deficit views • Of community agencies • Of students and faculty • Of community members

  8. A framework for service learning • A new framework is needed, one which emphasizes: • Reciprocal knowledge-sharing • Collaborative problem-solving • Social action

  9. Service-learning as Civic Engagement • “Collaborative knowledge construction . . . brings together academic knowledge with the local knowledge of community stakeholders in order to • Define the problem to be addressed • Establish a shared understanding of the problem • Design, implement, and evaluate the actions taken to address the problem • Goals are democratically set, learning capacity is shared, and success is collaboratively evaluated.” Saltmarsh, Harley, & Clayton (2009)

  10. Building partnerships between higher education and immigrant communitiesfor over 25 years…

  11. Project SHINE Mission and Work • Project SHINE is an award-winning national immigrant integration initiative that helps college students, older adult volunteers, and immigrant & refugee elders connect and contribute to their communities. • SHINE builds meaningful campus community partnerships to promote intergenerational engagement between college students, older adult volunteers and immigrants. • SHINE builds the capacity of Ethnic Community-Based Organizations (ECBOs) and Community/Faith-Based Organizations (CBOs) to deepen their services in immigrant and refugee communities.

  12. Strategic Footprints & Pathways for Promoting Immigrant Integration ESL and Citizenship Civic Engagement Workforce Service Learning Health Literacy

  13. I have problems with interpreter sometimes. Sometimes the interpreter will miss some information. I want to communicate with the doctor. So I…ask the interpreter to fully translate what I said, otherwise there will be misunderstanding. The translator or interpreter may not be qualified enough.” - Chinese elder

  14. Project SHINE’s Impact

  15. The SHINE Philosophy • From Client to Colleague to Community Leader

  16. WANTED! What are you looking for in a service learning partnership? Let’s revisit our ads for the ideal service-learning experience.

  17. WANTED! • What important issue/challenge/problem do you want to address through service learning? • What types of reciprocal knowledge-sharing are needed in order to address this issue? • What types of collaborative problem-solving are needed? • How can community agencies, faculty, students, and community members all work together to develop a plan of action?

  18. Project SHINEBoise State University • Our focus: Assisting elder refugees in their efforts to learn English and pass the citizenship exam • Collaborative partners: The English Language Center, Boise State English Department, Center for the Study on Aging, Idaho Office for Refugees, Service-Learning Program

  19. Project SHINEBoise State University • Our focus: Assisting elder refugees in their efforts to learn English and pass the citizenship exam • Collaborative partners: Supported by a grant from the Mountain States Group and the Office for Refugee Resettlement

  20. Project SHINEBoise State University • LING 310 • Service Requirements • Course Assignments

  21. Project SHINEBoise State University • LING 310 • An introduction to the processes involved in child language acquisition and the acquisition of additional languages later in life.

  22. Project SHINEBoise State University • Service Requirements • Two hours per week • At least 15 hours total • Two choices: • Borah High School Bridge Program • Elders class at the English Language Center

  23. Project SHINEBoise State University • Course Assignments • Problem-solving reflection (P-SAP)

  24. Project SHINEBoise State University • Course Assignments • Problem-solving reflection (P-SAP) Many elder refugees in Boise have difficulty passing the citizenship exam, and thus are in danger of losing their benefits.

  25. Project SHINEBoise State University • Course Assignments • Problem-solving reflection (P-SAP) Why might this be a problem?

  26. Project SHINEBoise State University • Course Assignments • Problem-solving reflection (P-SAP) What are some possible causes of this problem?

  27. Project SHINEBoise State University • Course Assignments • Problem-solving reflection (P-SAP) What could be done to try and solve this problem?

  28. Project SHINEBoise State University • Course Assignments • Problem-solving reflection (P-SAP) What are the strengths and limitations of these possible solutions?

  29. Project SHINEBoise State University • Course Assignments • Service-Learning Reflections (DEAL)

  30. Project SHINEBoise State University • Course Assignments • Service-Learning Reflections (DEAL) • Personal Growth • Social Responsibility • Course Content

  31. Project SHINEBoise State University • Course Assignments • Article Critiques • Connect to service learning experience • Identify key gaps in our knowledge of language acquisition

  32. Project SHINEBoise State University • Reciprocal knowledge-sharing SHINE orientation • Collaborative effort of the ELC, BSU faculty, BSU students who arrived as refugees, experienced SHINE volunteers, and elder refugee students

  33. Project SHINEBoise State University • Reciprocal knowledge-sharing SHINE orientation • Visit from Steve Rainey, Director of ELC • Simulated experience of learning a new language • Discussion of the refugee experience– what makes it different from other language learning experiences?

  34. Project SHINEBoise State University • Reciprocal knowledge-sharing SHINE orientation • Visit with Chalise Eyre at the ELC • Introduction to the elders class and the citizenship exam • A chance to try out classroom activities with experienced volunteers

  35. Project SHINEBoise State University • Reciprocal knowledge-sharing SHINE orientation • Social mixer with the elders • Meet the elders! • Meet the volunteers! • Kick-off to a new semester

  36. Project SHINEBoise State University • Reciprocal knowledge-sharing Other examples • Chalise’s mentoring of volunteers on a daily basis • Collaborative materials development with the elder refugees • Sharing what we do with local, national, and international organizations

  37. Project SHINEBoise State University • Developing plans of action • The Project SHINE Team • Boise State SHINE mentors • The English Language Center • The Center for the Study on Aging • The Idaho Office for Refugees

  38. Project SHINEBoise State University • Developing plans of action The Project SHINE Team • Working with the Library! to create a display on “The Languages of Boise” and to make resources more accessible to elder refugees.

  39. Project SHINEBoise State University • Developing plans of action The Project SHINE Team • Developing health literacy materials based on interviews with health care professionals and the elder refugee students

  40. Project SHINEBoise State University • Developing plans of action The Project SHINE Team • Developing classroom materials and tasks for multiple literacy levels

  41. Project SHINEBoise State University • Assessing outcomes The numbers • Recruited 34 volunteers in the first year. • Increased class time by 4 hours per week. • Provided differentiated instruction to over 30 elder refugees. • Over 500 total hours served

  42. Project SHINEBoise State University • Assessing outcomes Impact on student volunteers • What aspects of the service learning experience contribute to students’ understanding of second language acquisition? • What types of civic engagement will students engage in after the semester ends?

  43. Project SHINEBoise State University • Assessing outcomes Impact on community members • What role do SHINE volunteers play in elder refugees’ English language acquisition? • How do the elders feel about Project SHINE? • Will we see an improvement in the number of elders who pass the citizenship test?

  44. Next steps for you • How can we help?

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