1. Introduction to Service-Learning

2. “Service-Learning is a form of experiential education in which students engage in activities that address human and community needs together with structured opportunities intentionally designed to promote student learning and development” (Jacoby, 1996).

3. Service-Learning at UVM Home of John Dewey Four main types of service-learning projects Direct service Indirect service Consultant/Deliverable Community-Based Research 40 – 50 SL courses at UVM every semester

4. Benefits of Service-Learning for Students Applies concepts from the classroom to real-world experiences, enhancing understanding and retention. Increases meaningful connections to faculty, other students, and community. Provides platforms to analyze and discuss civic, personal, and professional development Increases sense of self-efficacy, analytical skills, problem solving, and social development A “high-impact practice” increasing retention & academic challenge

5. Reciprocity in Service-Learning Equal benefit and investment; Every individual, organization, and entity involved in service- learning functions as both a teacher and a learner.

6. Principles of Good Practice Agreed upon goals and values Mutual trust, authenticity, and commitment Identifying and addressing strengths and weaknesses Balance of power and sharing of resources Open Communication Collaborative process Feedback for improvement Sharing of responsibility Committing time and resources From Cress et al. (2005), Learning Through Serving

7. Student Development in S-L Service-learning is a “high-impact practice” and has demonstrated effects on students in six domains:  Academic and Cognitive Development  Civic Development  Career Development  Ethical and Moral Development  Personal Development  Social Development

8. PreparationAction ReflectionEvaluation What is the community need? What do you hope to learn? Time you spend doing the project Reciprocal Addresses a community need Continuous Captures your learning Adjust as necessary PARE Model

9. 3-Phase Model of S-L

10. “Follow effective action with quiet reflection. From the quiet reflection will come even more effective action.” - Peter Drucker Critical Reflection

11.  According to David Kolb’s Learning Cycle (the process that participants go through in experiential learning), reflection is one of four key stages.

12. Characteristics of Quality Reflection Clearly communicate ideas and analysis. Critically examine experiences with Relevance, Accuracy, Clarity Depth, Breadth, Logic, and Significance Explore connections between academic and service components Seek alternative explanations for incidents

13. Critical Reflection… Critical reflection is not just about telling what you did. It’s about: making connections between the service and the learning thinking critically about your experience going beyond the surface to uncover the less obvious aspects of the experience The key: SYNTHESIS of experience and academic content

14. Continuous Reflection Model