Service-Learning For Different Learning Styles Jan Shoemaker Service-Learning Academic Coordinator

© LSU Center for Community Engagement, Learning, and Leadership Instructional Concerns 1. How can I help students acquire and retain information? 2. What can I do to enhance the ability of students to concentrate during class? 3. How can I encourage students to think critically? 4. What will help me to motivate my students? 5. How can I help them to become self-directed learners?

© LSU Center for Community Engagement, Learning, and Leadership Preview Instructional Concerns SL Charactistics Community-Based Spectrum Theory Experience and Learning Cone Kolb Learning Cycle Examples Stakeholders Question of Rigor Models Learning Measurements Learning Outcomes PARE Model Resources

© LSU Center for Community Engagement, Learning, and Leadership Service-Learning Definition A credit bearing educational experience… in which students participate in an organized service activity… that meets identified community needs… and reflect on course content… with a broader appreciation of the discipline… and an enhanced sense of civic responsibility… Bringle and Hatcher 96

© LSU Center for Community Engagement, Learning, and Leadership Theory Dole: 10% of what we read 90% of what we do Dewey: Experience, reflection Freire: Praxis, problem posing and problem solving Kolb Learning Cycle: Concrete experience, Reflective Observation, Abstract Conceptualization, Active experimentation

© LSU Center for Community Engagement, Learning, and Leadership Service-Learning Examples Information Systems and Decision Sciences ISDS student teams design, code, test, document, and implement a software development project for a non-profit agency.

© LSU Center for Community Engagement, Learning, and Leadership Architecture Architecture students work with the Mid- City Redevelopment Alliance and Sweet Olive Cemetery, Inc. to assist community members in developing a strategic vision and then prepare a preliminary development plan and a web site for community organizations to facilitate community development and communication.

© LSU Center for Community Engagement, Learning, and Leadership Educational Leadership Research and Counseling ELRC students develop computer- based instructional materials for Scotlandville Elementary School teachers.

© LSU Center for Community Engagement, Learning, and Leadership English Composition students write newsletters and grants for non- profits. Drama students write scripts based on oral history transcripts and produce them for middle schools in which the stories took place.

© LSU Center for Community Engagement, Learning, and Leadership Learning Communities Interior design, English, and landscape architecture students work for Bluebonnet Swamp Nature Center to design floor plans for exhibit layout, demonstration garden with native plants, interpretive text and graphics for trail stations, interactive nature exhibits, and scripts for audiotapes.

© LSU Center for Community Engagement, Learning, and Leadership Oceanography Oceanography students collaborate with Baton Rouge Zoo and Bluebonnet Swamp Nature Center in planning, instruction, stocking, maintenance, and focus-group testing of living educational displays and associated educational tools of living fish habitats.

© LSU Center for Community Engagement, Learning, and Leadership Engineering Civil engineering students coach area high school students for a pasta bridge competition, then run and judge the competition.

© LSU Center for Community Engagement, Learning, and Leadership Biological Engineering Biological Engineering students work with elementary school students to design and construct environmentally complementary playgrounds and butterfly gardens. They also design and construct animal environments for Mike the Tiger and the Southern mascot.

© LSU Center for Community Engagement, Learning, and Leadership Civil Engineering Civil engineering students work with civic organizations to develop solutions to traffic flow problems that have contributed to the deterioration of a community. The solutions are presented at public meetings and recommendations are made to traffic planners.

© LSU Center for Community Engagement, Learning, and Leadership Curriculum and Instruction C & I students tutor in an elementary school and work with students to design and implement a school improvement project.

© LSU Center for Community Engagement, Learning, and Leadership Biology Biology students develop and provide in-service workshops in human genetics for pre-college biology teachers.

© LSU Center for Community Engagement, Learning, and Leadership Chemistry Chemistry students present demonstrations in local high schools.

© LSU Center for Community Engagement, Learning, and Leadership Stakeholders in Service-Learning Projects: All Part of Planning Students Service Site or Agency Clients or Partners Faculty member Institution Funding entity Academic Department

© LSU Center for Community Engagement, Learning, and Leadership A Question of Rigor Definition is Important (Palmer Parker 1998) Rigor arises from a willingness to disagree, to engage in honest questioning, to challenge current thought, and in acknowledgement of what one does not know. Rigor can only occur when students feel the environment is hospitable to such dynamics.

© LSU Center for Community Engagement, Learning, and Leadership Service-Learning Models Student Participation FormatCommunity Role Everyone Participates Required # of Hours Community Assets and Needs Option With Alternative Required # of Visits Orientation of Agency and of Students Extra CreditExtended Project Teaching Opportunities Individual/ group Short Term Project Assessment

© LSU Center for Community Engagement, Learning, and Leadership Measurements of Learning Interviews Surveys (pre, mid, post) (self-generated, nationally tested) Analysis of Reflections papers, portfolios, journals, presentations, electronic forum, class discussions, action research, reading responses, notebooks Service site observations Logs Focus groups

© LSU Center for Community Engagement, Learning, and Leadership Student Learning Outcomes Academic: departmental and/or general education Career Civic Personal Ethical Social

© LSU Center for Community Engagement, Learning, and Leadership Resources Click “Service-Learning” and “Faculty Resources ” Best collection of books and syllabi. Click “Resources” and “Syllabi Project” Allen 12 Resource Library

© LSU Center for Community Engagement, Learning, and Leadership Summary: PARE Model Preparation Action Reflection Evaluation

© LSU Center for Community Engagement, Learning, and Leadership Instructional Concerns 1. How can I help students acquire and retain information? 2. What can I do to enhance the ability of students to concentrate during class? 3. How can I encourage students to think critically? 4. What will help me to motivate my students? 5. How can I help them to become self-directed learners?