Service-Learning: A pedagogy and scholarship of civic engagement Marie Watkins, Ph. D. Faculty Assembly August 24, 2011

….As the name implies, professors teaching the liberal arts are not merely attempting to transfer knowledge to students. Instead, they are trying to liberate them from the tyranny of the merely conventional…. (Pontuso & Thornston, 2008)

“Learning, discovery, and engagement may be more appropriate descriptors of faculty work, than the current triad of teaching, research, and service.” CIC/Committee on Engagement, 2005, p. 4

Scholarship of Engagement The scholarship of engagement means “connecting the rich resources of the university to our most pressing social, civic, and ethical problems.” Higher education “must become a more vigorous partner in the search for answers to our most pressing social, civic, economic, and moral problems, and must reaffirm its historic commitment to what I call the scholarship of engagement.” Boyer, 1996

Faculty Passion and Interests Principles of Core Curriculum Course-based Student-Learning Outcomes Principles of Best Practice Service-Learning Mission and Delivery System of Community Partners Mission of University/College Academic unit Academic department Scholarship of Engagement: Interdependent Frameworks for Service-Learning

Critical Characteristics of Service- Learning It is intentional, carefully planned by faculty and community partners to ensure that learning takes place. It is active, requiring students to engage “within”– within themselves-- and with others-- beyond simple observation in a new environment. It is connected to an academic curriculum, both supporting and challenging each student’s academic learning and provides academic credit.

The 5 R’s of Service-Learning: (Watkins, 2009) 7 Rigorous and Relevant Learning, Responsible and Value-added Service, Reciprocity and Relationships, Reflection that is Embedded,Organized and Intentional, Recognition and Celebration.

Rigorous and Relevant Learning with Curriculum Integration 8 Enhanced academic success when service-learning project has explicit outcomes that are connected with classroom content, instructional methodology and student learning outcomes.

Responsible and Value-Added Service 9 Connects a variety of premises, principles and practices, Sharing resources to build on each others’ interests and strengths—rather than focus on needs and problems, Service are relevant and valuable, Service project will have demonstrable impact of importance, Efforts make a difference for all partners.

Reciprocity and Relationships 10 Sustain service-learning experience through authentic partnerships between students, Educators, and members of the community-based organizations by developing and sustaining a shared vision and mutually determined outcomes, respectful relationships, clarity around roles, responsibilities, timelines and budgets, ongoing communication.

Reflection that is Intentional and Organized 11 The most effective reflection is EMBEDDED reflection! Opportunities are varied, on-going, and elicit deeper thinking, Connects personal with educational learning, Serves as the bridge between experiences and learning.

Recognition and Celebration In-class and off campus recognition and celebration of partnerships, accomplishments and lessons learned Determination of outcomes achieved through intentional evaluation and assessment

Theory of Learning Course Content Student Learning Outcomes Application for Action Resources and Interests of Community Organizational Outcomes Service- Learning MUTUALITY RECIPROCITY Reflection Dr. Marie Watkins, 2008

Nazareth College Sr. Kathy Weider Center for Service-Learning Resources available: One-to-one technical assistance Faculty development opportunities Funding for course development Funding for program supplies Contact: Dr. Marie Watkins, Director GAC 120, ,

Selected Works: Brukardt, MJ, Holland, B., Percy, SL., Zimpher, N. (2004) Calling the question: Is higher education ready to commit to community engagement? Wingspread. Bringle, RG., Hatcher, JA. (2000) Institutionalization of service learning in higher education. The Journal of Higher Education. 71;3: Building the service learning pyramid. learning/html/specialreport.html. learning/html/specialreport.html Campus Compact (March 1995) Project on integrating service with academic study Campus Compact. (2002) A conceptual framework for building the pyramid of service-learning and civic engagement: creating an engaged campus. Network meeting Furco, A. (2009) Institutionalizing Service-Learning in Higher Education. National Service-Learning Conference, Nashville, Tenn. New initiative takes on the challenge of preparing college students for global citizenship and educating them in the arts of democracy. 9/21/ Pontuso, J. & Thornton, S. (2008). Is Outcome Assessment Hurting Higher Education? Thought & Action, Volume 24, p