1. Choose an image that illustrates a concept in service-learning – perhaps one that you now understand differently

2. 1. Service-Learning Overview Defined: “A form of experiential education in which students engage in activities that address human and community needs together with structured opportunities for reflection intentionally designed to achieve desired learning outcomes.” -Barbara Jacoby

3. Some Topics for Reflection  Identities, Position, Personal Experience  Assumptions, Stereotypes  Experiences with Service-Learning  Preparatory Course Material  Professional Preparation  Organizational Learning  Learning about Community(ies)  Modes of Social Change

4. More Topics for Reflection  Ethical Issues in Discipline or with Clients  Significance/Contribution of Disciplinary Knowledge  Power and Privilege in Project/Service  Personal Career Implications  Impact Assessment / Future Directions

5. Techniques  Pigza article, plus MANY others:  What, so what, now what?  Resume item  Persuasive letter  Critical Incident papers  Reflection on deliverables  Reflection on project management tools

6. Good Practices in Critical Reflection  Make sure reflection is geared towards chosen learning goals  Explain goal(s) of reflection  Explain writing/reflection as process of discovery and learning  Provide feedback on first attempts  Allow revisions  Provide rubric/grading criteria in advance  Provide examples of student work, at all levels  Run a “grade norming” exercise in class

7. Grading Reflection  Levels (Pigza article)  Bloom’s Taxonomy  Critical Thinking standards (Clayton)  Problem-Solving Analysis Protocol (P-SAP)  VALUE Rubrics

10. Problem-Solving Analysis Protocol Steinke & Fitch 2003  Questions on an Issue Statement:  In what way(s) might this be a problem?  What are some possible causes of this problem?  What could be done to try to solve this problem?  What are the strengths & limitations of these possible solutions to this problem?  Grading: Locus & Complexity Scales http://departments.central.edu/psychology/faculty/psap/

11. VALUE Rubrics AAC&U Designed for institutional use in assessing student learning outcomes, also used by faculty in courses Relevant to SL: civic engagement integrative learning problem-solving critical thinking

12. Community Partner Perspectives  What have you gained from working with service-learning classes?  What are some of the challenges you have faced/ know others have faced in working with service-learning classes?  What – in your view ­– are the most critical things faculty should do to prevent these challenges?  What would be some elements of an ideal service-learning partnership for you/your organization?

13. Working With CUPS  Designation  SL-TA’s  Implementation Grants  Consultation  Transportation  Liability  CUPS workshops: transferable skills, intro to service-learning, reflection

14. What we need  Community Partner Contact info  Information about projects  Photo opportunities!  Invitation to presentations  Syllabi, reflection ass’ts, student work

15. Taking it Further  Simon Scholarship for Undergrad CBR  Scholarship of Teaching & Learning  Engaged scholarship  Letters of support for RPT  Department-level service-learning  Networks by issue/topic area  CUPS Service-learning awards  CUPS Advisory Committee