Ecology of Education and Service-Learning

1. Ecology of Education and Service-Learning Perspectives on teaching and learning Jen Gilbride-Brown, Ph.D. Ohio Campus Compact Annie Mae Young, Quilts of Gee’s Bend, ca. 1975

2. Setting the Context • Service-learning in the larger context • So what is “it” anyway ? • How might it work?

3. Civic Engagement has grown as part of a larger story about higher education’s response to calls for relevance and questions about civic purposes.

4. 2006: 91% Compact campuses offering service-learning 1988: 225 Compact Members & 3 State Offices 1997: 80% Compact campuses offering service-learning 2002: 28 State Compact Offices 1992: 52% Compact campuses offer credit for service related to course 2008: 34 State Compact Offices 1990: Wingspread Meetings 2003- Raise Your Voice 1985: Campus Compact 1993: CNCS and AmeriCorps 2002- Indicators of Engagement Project 1984: COOL founded Four milestones in last 20 years~ Hollander, E & Meeropol, J. (2006) • Mid to late 1980’s: “Era of Student Volunteerism” • Early 1990’s: “Rise of Service-Learning • Late 1990’s:“Birth of ‘the Engaged Campus’” • Early 2000’s:“Rapid Expansion of the Idea of ‘Engaged Campus' 1996: Boyer's Scholarship of Engagement 1997-2002- Rapid expansion of S-L 1999- CC and ACE's President's Declaration

5. Are we there yet? Not quite! • Exclusive focus in “schooling and the classroom” to engage young people in democracy and public life. • Conflates two distinct things: “education” and “schooling”

6. “ Yet schools cannot educate in isolation. Equating education with schooling relieves the rest of society from the responsibility of taking part in the education of young people. It also misses the central issue because what happens in schools reflects what happens outside the classroom…Limiting education to schooling overlooks important assets for improving our educational systems and preparing young people to contribute to our democracy---our community and community institutions.” ~ N. Longo, 2007

7. An Ecology of Education Ecology- “Each living organism has an ongoing and continual relationship with every other element that makes up its environment. Thus, in our ecosystem, there is interdependence and interconnection between the many parts of the whole environment.”

8. An Ecology of Education Power in an ecological perspective on education: Harry Boyte argues: “Shifts the focus from a scarcity model of limited resources to the creation of a civic culture with an abundance of civic resources…an ecological model of learning connects education with civic life.

9. An Ecology of Education “A strategy needs to be developed that connects school and school system change to a process of democratic community change and development. The strategy should be directed toward tapping, integrating, mobilizing, and galvanizing the enormous untapped resources of communities, including colleges and universities, for the purpose of improving schooling and community life.” ~ Ira Harkavy

10. A Learning Web Who else educates?

11. Subject or issue A Learning Web What if U of Akron is NOT at the center?

12. Your Learning Web Where is your course or project? Subject or issue

13. How to connect education with civic life • Commit to making change over longer periods of time • Place a deliberate emphasis on comprehensive, relational, and public education • Make learning relevant to people’s everyday lives • Recognize the creative powers of diversity through public work • Utilize the talents and instincts of nonprofessionals • Foster reciprocal relationships • Embrace flexibility and trust in the messiness of democracy.

14. The good news… An ecological view of education that focuses on civic engagement and interdependence is the foundation of America’s public colleges.

15. The good news… Plenty of evidence that the University of Akron both understands this model and is committed to action.

16. What is service-learning? • Service-learning is a form of experiential education characterized by all of the following: • student participation in an organized service activity • participation in service activities connected to specific learning outcomes • participation in service activities that meet identified community needs • structured time for student reflection and connection of the service experience to learning (Abes, Jackson & Jones, 2002)

17. Where is service-learning? Beneficiary Recipient Provider Focus Service Learning Service-Learning Community Service Field Education Volunteerism Internship Furco, A. 1996. Service-Learning: A balanced approach to experimental education. In B. Taylor, (Ed.) Expanding Boundaries: Service and Learning. Corporation for National and Community Service.

18. Key Themes in Service-Learning • Collaboration with the community (reciprocity) • Importance of reflection • Active learning (meaningful work) • Development of a sense of caring • Promotion of a sense of civic responsibility • Ameliorate societal problems • (O’Grady, 2000)

19. Strengths of Service-Learning • Models good practice through the emphasis on collaboration and reciprocity and the high value placed on caring and commitment • Promotes reflective thinking • Increases self-knowledge, cognitive complexity, knowledge of diverse others and communities • Deepens commitments to the “common good” which seek a more just, equitable world

20. Outcomes of Service-Learning • “Transformative potential” • Ability to connect subject matter with “real-life” experience: experiential learning • Personal development, critical thinking, sensitivity to diversity, and development of citizenship (Eyler and Giles, 1999; Jones, 2002)

21. Information about outcomes research Eyler and Giles (1999) process spanned six years. Two major studies: • Survey of 1500 college students from 20 institutions with interviews of 66 students from 7 institutions • Interviews with 67 students active in service-learning from 6 institutions. All results statistically significant of .05 level or higher

22. Major learning outcomes Stereotyping and Tolerance outcomes • More positive view of people with whom they work • Growing appreciation for difference: seeing similarities through differences • Increased capacity for tolerance Related Program Characteristics: Placement quality, reflection activity, application of service and subject matter, diversity

23. Major learning outcomes Personal Development outcomes • Greater self-knowledge, spiritual growth, reward in helping others • Increased personal efficacy, increased relationship between service-learning and career skill development Related Program Characteristics: Placement quality, reflection activity, application of service and subject matter, diversity

24. Major learning outcomes Interpersonal Development outcomes • Increased ability to work well with others • Increased leadership skills Related Program Characteristics: Placement quality where students are challenged and have appropriate opportunity to take responsibility over work

25. Major learning outcomes Community and College Connection outcomes • Increased connectedness to community • Development of connectedness with peers • Increased closeness of faculty-student relationships Related Program Characteristics: Strong community voice, placement quality, reflection, and application

26. Service-learning design matters! • High quality placements matching students’ interests and developmental readiness with opportunity for direct service • Application/Connection between course subject matter and issues raised by service experience • Structured reflection in the form of writing and discussion • Diverse life experiences, view points, and ways of knowing are integral to design • Presence and validation of the wisdom of community voice

27. Feeling like this?

28. Developing Service-Learning Courses* • Develop statement of goals, expectations, and responsibilities. • Collaborate with community partner to determine the service activities students will perform. • Develop plan for how students will connect course content and service. • Consider how you will prepare students for service (course goals, objectives, activities, pre-service training, assessment, etc.). • Develop evaluation strategies to assess student learning and community impact. • Collaborate with community partner to make plan for sustaining partnership. The Service-Learning Initiative at The Ohio State University

29. Types of courses and activities in service-learning The Service-Learning Initiative at The Ohio State University

30. Service-Learning Syllabi Construction* • Course Heading: Includes all course and faculty info • Course Description: Include non-traditional nature of course as well as connection between service and course content. • Introduction: Overview, purpose, rationale. Goes more in-depth with service description • Course goals and objectives: Goals are broad statements of learning outcomes. Objectives are measurable actions to realize goal. *Kerrissa Heffernan (2001). Fundamentals of Service-Learning Course Construction. Campus Compact

31. Service-Learning Syllabi Construction* • Course Content: Readings and texts AS WELL AS service placement goals. Consider service as text. • Overview of course assignments: Consider range of assignments that also integrate reflective learning • Overview of grading policy: Has student demonstrated outcomes that “flow from service.” Not to be graded for doing service in and of itself. Be clear about who is evaluating students’ community work. • Supplemental reading list: Promotes further exploration of issues explored through service

32. A word about reflection in syllabi…. Syllabus should list requirement for reflection component. • Expectations about reflection should be woven throughout. • Questions to prompt reflection and included in syllabus can enhance clarity about reflection expectations and prompt more critical reading practice. • Structure for reflection and evaluation strategies for reflection are helpful to include.

33. For more information: Jen Gilbride-Brown Senior Program Director: Faculty & Campus Development Ohio Campus Compact 740-587-8572 occjen@alink.com

35. Reflection as Key to Learning

36. Reflection is the hyphen in service -learning

37. Developmental Perspective on Learning • Prior knowledge is the key to learning • Prior knowledge must be activated • Learners must be actively involved in constructing personal meaning • Deep understanding takes time • Context reinforces learning

38. Concrete Experience Feeling/Sensing Active Experimentation Doing/Planning Reflective Observation Watching/Reviewing Perception Continuum Process Continuum Abstract Conceptualization Thinking/Concluding Kolb’s Experiential Learning Styles

39. Kolb’s Experiential Learning Styles Concrete Experience Feeling/Sensing Activists Feel and Do Reflectors Feel and Watch Active Experimentation Doing/Planning Reflective Observation Watching/Reviewing Perception Continuum Process Continuum Theorists Think and Watch Pragmatists Think and Do Abstract Conceptualization Thinking/Concluding

40. Reflector • Ponders experiences and observes • Seeks data and considers thoroughly • Postpones decision making until all information is in • Watches and listens before offering opinion *CCPH, “Reflection”

41. Theorist • Approaches problem using linear approach • Pulls together data into theories • Seeks perfection • Dislikes uninformed decision-making *CCPH, “Reflection”

42. Pragmatist • Displays practical problem-solving and decision-making skills • Sees problems as opportunities • Acts quickly and with confidence to implement • Dislikes open-ended discussions *CCPH, “Reflection”

43. Activist • Acts first, considers consequences later • Focuses on the NOW • “I’ll try anything once” • Takes problems by brainstorming • Thrives on challenges, bored by implementation *CCPH, “Reflection”

44. Effective reflection… • Facilitates learners goals and objectives • Activates prior knowledge • Reinforces new knowledge • Identifies problems • Reinforces critical questions • Provides support • Enhances trust and dialogue

45. Keys to Reflection • Continuous • Contextual • Challenging • Connected

46. Modes of Reflection • Reading-Case studies, books on social issues, first person accounts • Appeals to Theorists • Writing- Written exercises, blogs, papers, portfolios, letters, grant writing • Appeals to Theorists and Reflectors

47. Modes of Reflection • Doing- Simulations, role playing, presentations, program planning/development, watching movies/videos • Appeals to pragmatists and activists • Telling- Teaching, presenting, story telling, one-on-one meetings with faculty or community partner • Appeals to activists

48. Let’s do some planning… Janet Eyler, “Creating Your Reflection Map”