1. Affective Domain Cognitive Domain
Student conceptions and understanding of content.
Addressed through a variety of pedagogical interventions.
Affective Domain
The feelings, emotions, and general moods a learner brings to a task or that are generated in response to a task1.
Educational psychology research reveals that student adoption of cognitive strategies may be influenced by affective factors such as motivation, attitudes, feelings and emotions.
Students leaving STEM fields often cite affective factors such as loss of motivation or interest in topic or development of interest in another field2.
1 Ormond, J., 2006, Essentials of Educational Psychology; 2 Seymour & Hewitt, 1997, Talking about leaving: Why undergraduates leave the sciences.

2. Why should a student care about this stuff?
Watch the 10-minute You-Tube video clip at the link below. The author, Daniel Pink, is describing how different aspects of the work environment can enhance motivation.

3. Why should a student care about this stuff?
In your teams, suggest ways in which an instructor could introduce
autonomy
mastery
purpose
to enhance aspects of student learning when teaching your module.
Autonomy
Choose how to answer something (creative representation).
Mastery
Teaching a classmate something.
Purpose
Develop community projects.

4. Interest Triggered situational interest Emerging individual interest
Short term, from tasks that are surprising, novel, emotional, personal.
Opportunity for students to form a connection to content.
Questions provided by instructor.
Emerging individual interest
Students have positive feelings, value topic, generate questions unprompted, or seek out resources independent of class.
Instructors/peers model behavior, communicate well, demonstrate enthusiasm.
Maintained situational interest
Successful completion of meaningful tasks (and understanding of content).
Positive feelings developed in a supportive learning environment.
Lesson designed to motivate students to ask “curiosity” questions and may present students with choice of tasks.
Well-developed individual interest
Students internally driven to reengage with material for which they have a personal interest.
Student can sustain long-term creative tasks and generates successful self-regulated learning strategies.
(Hidi, S., and Renninger, K. A., 2006, The four-phase model of interest development. Educational Psychologist, v. 41, no. 2, )

5. Problem-Based Service-Learning:
ENVR 319
Environmental Engagement in the Community
Indirect service
addresses community needs through research, organizing, and/or community action
Problem-Based Service-Learning:
students (or teams of students) relate to the community much as "consultants" working for a "client."

6. addresses immediate needs
Direct service
addresses immediate needs
of community.
Types of
Service
Projects
Research and Advocacy
student bring about
change in social, political or environmental conditions that contribute to community needs
Indirect service
addresses community needs through research, organizing, and/or community action
(Excerpted from Heffernan, Kerrissa. Fundamentals of Service-Learning Course Construction. RI: Campus Compact, 2001, pp. 2-7, 9)

7. Service-Learning Approaches
"Pure" Service-Learning:
Students in community to serve. Intellectual core is service to communities by students, volunteers, or engaged citizens. Typically multidisciplinary
Discipline-Based Service-Learning: students are present in the community for the semester, regularly reflect on experiences, and use course content as basis for analysis and understanding.
Service-Learning Approaches
Capstone Courses:
Designed for a given discipline and offered to students in their final year.
Service Internships:
Like traditional internships, experiences more intense, students work 10 to 20 hours a week in a community setting.
Undergraduate Community-Based Action Research:
community-based action research, independent study for students highly experienced in community work.
Problem-Based Service-Learning:
students (or teams of students) relate to the community much as "consultants" working for a "client."
(Excerpted from Heffernan, Kerrissa. Fundamentals of Service-Learning Course Construction. RI: Campus Compact, 2001, pp. 2-7, 9)

8. More Examples of Service Learning

9. Resources for Service Learning