1. 1 TUTORIAL 2 Identifying Goals and Objectives for Service-Learning/CBL Courses Office of Academic Excellence and Assessment Creighton University © 2007 Donna R. Pawlowski, Ph.D. Associate Professor Department of Communication Studies

2. 2 Tutorial Goals  At the end of this tutorial, you will have an understanding of: The differences between goals and objectives The criteria and objectives specific for service-learning courses The pedagogical models of service-learning courses Office of Academic Excellence and Assessment Creighton University © 2007 Donna R. Pawlowski, Ph.D. Associate Professor Department of Communication Studies

3. 3 Tutorial Objectives  At the end of this tutorial you will be able to: Determine if your course is appropriate for service-learning Identify specific goals and objectives for your service-learning course Choose the appropriate model for your potential course Office of Academic Excellence and Assessment Creighton University © 2007 Donna R. Pawlowski, Ph.D. Associate Professor Department of Communication Studies

4. 4 General Explanation of Goals  Goal – general statement that provides some direction for student and instructor of what is to be accomplished in the course Think of it as a state of being  For example: I want the students to understand concepts of family communication; I want to encourage students to think critically about current welfare policies To know… To realize… Office of Academic Excellence and Assessment Creighton University © 2007 Donna R. Pawlowski, Ph.D. Associate Professor Department of Communication Studies

5. 5 General Explanation of Objectives  Objective – something that is measurable and achievable Follows goals – ways to achieve the goals, demonstrate the goals Think of it as an action of doing  For example: Students will articulate the types of family configurations; Students will critically evaluate the strengths and weaknesses of arguments in welfare policies  Many times it is good to make the following statement: “At the end of the semester, you (or students) will be able to…  Define  Integrate Office of Academic Excellence and Assessment Creighton University © 2007Donna R. Pawlowski, Ph.D. Associate Professor Department of Communication Studies

6. 6 Categories/Criteria for Service-Learning Office of Academic Excellence and Assessment Creighton University © 2007 Donna R. Pawlowski, Ph.D. Associate Professor Department of Communication Studies Relevant and Meaningful Service With the Community Enhanced Academic Learning Purposeful Civic Learning Academic S-L Howard, 2001

7. 7 Relevant and Meaningful Service With the Community  Service is reciprocal for all parties  Service must comply with what community defines as important and what instructor defines as important Relevant Meaningful  Developed and formulated with community  NOT “service to” or “service for” BUT “service with” the community Office of Academic Excellence and Assessment Creighton University © 2007 Donna R. Pawlowski, Ph.D. Associate Professor Department of Communication Studies

8. 8 Enhanced Academic Learning Goals and Objectives  Service-learning complements the classroom experiences  Real-world experience enhances learning opportunities unavailable in more traditional pedagogies Office of Academic Excellence and Assessment Creighton University © 2007 Donna R. Pawlowski, Ph.D. Associate Professor Department of Communication Studies

9. 9 Office of Academic Excellence and Assessment Creighton University © 2007 Donna R. Pawlowski, Ph.D. Associate Professor Department of Communication Studies CategoriesGeneral Description GoalsObjectives Course-Specific Academic Learning Knowledge, skills, attitudes and behaviors particular to course Understand differences between family types Compare and contrast communication structures within family types Generic Academic Learning Knowledge and skills instrumental for all courses Learn critical thinking and problem-solving skills Demonstrate effective decision-making in family scenario situations Learning How to Learn Knowledge and skills that build learning capacity Understand theory and how to apply academic knowledge to real world Critique family policies and their effects on student’s own lives Enhanced Academic Learning

10. 10 Office of Academic Excellence and Assessment Creighton University © 2007 Donna R. Pawlowski, Ph.D. Associate Professor Department of Communication Studies CategoriesGeneral Description GoalsObjectives Community Learning Knowledge and skills that can only be learned in the community Learn about a particular population; understand social issues Evaluate how community agencies work with elders to increase the quality of life Inter- and Intra- Personal Learning Knowledge and skills critical to develop of whole; valued by liberal arts education Work collaboratively with others; learn about other groups/cultures Identify group members’ role contributions to projects; Examine and conduct personal assessment of values and ethics; reflect upon experiences Enhanced Academic Learning

11. 11 Purposeful Civic Learning Goals and Objectives  Contributes to students preparation for community or public involvement in diverse democratic society  Seeks to prepare students with knowledge-skills-values for active involvement in future communities  Allows one to realize one’s local community and beyond Office of Academic Excellence and Assessment Creighton University © 2007 Donna R. Pawlowski, Ph.D. Associate Professor Department of Communication Studies

12. 12 Office of Academic Excellence and Assessment Creighton University © 2007 Donna R. Pawlowski, Ph.D. Associate Professor Department of Communication Studies CategoriesGeneral Description KnowledgeSkills/ObjectivesValues/realized internally Academic Learning (as related to community) Helps student understand and be prepared for community involvement Understand root causes of social problems Develop active learning skills That important knowledge is only found in community Democratic Citizenship Prepare citizenship involvement in community Know different conceptualizations of citizenship Develop competency in identifying community assets Communities depend on active citizenry Diversity Learning Prepare students for involvement in cultural and diverse communities Understand individual vs. institutional “isms” Develop and use cross-cultural communication skills Variety of minority voices needed to make sound community decisions Purposeful Civic Learning

13. 13 Office of Academic Excellence and Assessment Creighton University © 2007 Donna R. Pawlowski, Ph.D. Associate Professor Department of Communication Studies CategoriesGeneral Description KnowledgeSkills/ObjectivesValues/realized internally Political Learning Related to political arena Learn about how citizen groups affect change in communities Develop and utilize advocacy skills Citizenship more than voting and paying taxes Leadership Learning Prepare students for community accomplishments Understand social change model of leadership Develop skills that facilitate sharing leadership roles Leadership is process; and not just a role Inter & Intra- Personal Learning Learn about self & others to prepare students to work better with other citizens Understand one’s social identities Enhance problem- solving and listening skills Ethic of care Social Responsibility Learning Teach people their personal and professional responsibility to others Learn how individuals in particular professions act in socially responsibly ways Determine how to apply one’s professional skills to better society Responsibility to others applies to all kinds of careers Purposeful Civic Learning

14. 14 Choosing Appropriate Objectives  Not all the aforementioned objectives will be appropriate for your course  Look through the objectives and decide which are best suited for your course  However if you cannot see how your course fits somewhere within all three areas, your course may not be appropriate for service-learning as it does not fulfill the criteria for service-learning (community-based learning). Office of Academic Excellence and Assessment Creighton University © 2007 Donna R. Pawlowski, Ph.D. Associate Professor Department of Communication Studies

15. 15 6 Models of Service-Learning/CBL Office of Academic Excellence and Assessment Creighton University © 2007 Donna R. Pawlowski, Ph.D. Associate Professor Department of Communication Studies “Pure” S-L Discipline- Based Problem- Based Capstone Courses Service Internships Action Research Heffernan, 2001

16. 16 1 - “Pure” Service-Learning Model 1 - “Pure” Service-Learning: Courses specifically set up to send students out into the community to serve The core of the course is to provide service to a community and not based within a particular discipline Prepares students for active and responsible community participation There may be some interdisciplinary aspects to the course; but primary goal is to provide service Students have readings…related to population they serve Example: “Introduction to VISTA Preparation;” training students to be service-learning, or nonprofit coordinators; OR “Introduction to Service in Sudanese Communities” Office of Academic Excellence and Assessment Creighton University © 2007 Donna R. Pawlowski, Ph.D. Associate Professor Department of Communication Studies

17. 17 “Pure” Service-Learning Benefits and Cautions with “Pure” service-learning:  Students learn direct skills, knowledge and competencies for this type of participation and service  Content IS service-learning, volunteerism, or civic engagement; thus intellectual elements are challenged by others  Others may view these courses as “lightweight” because they may not see the multi-disciplinary approach to the course (i.e., philosophical, social, historical… underpinnings related to the population or course) Office of Academic Excellence and Assessment Creighton University © 2007 Donna R. Pawlowski, Ph.D. Associate Professor Department of Communication Studies

18. 18 2 - Discipline-Based Service-Learning Model 2 - Discipline-Based service-learning:  Course is directly related to a discipline; academic study  Students work regularly in a community with a particular project that meets needs of community while meeting course objectives  Reflect on experiences throughout the semester; journals, papers, projects…  How most service-learning courses are created (via discipline) Example: Creative Writing; Evidence-Based Nursing Care Management Office of Academic Excellence and Assessment Creighton University © 2007 Donna R. Pawlowski, Ph.D. Associate Professor Department of Communication Studies

19. 19 Discipline-Based Service-Learning Benefits and Cautions with Discipline-Specific service- learning:  Easier to defend intellectually  Link between community experience and course content must be made explicit  Placement monitoring is critical  The argument that the service is part of the class; but remember the site is another text for the course and an assignment like all others in the course Office of Academic Excellence and Assessment Creighton University © 2007 Donna R. Pawlowski, Ph.D. Associate Professor Department of Communication Studies

20. 20 3 - Problem-Based Service-Learning Model 3 - Problem-Based service-learning:  Students work with community as “consultants” to help the community with a particular problem or need  Assumes the students have appropriate knowledge for project  They can draw upon what they learn from community and classroom to make recommendations to community or to help develop a solution Example: Business web-design course; Science course that identifies appropriate plants for neighborhood; Dentistry class determines best dental care needed in neighborhood Office of Academic Excellence and Assessment Creighton University © 2007 Donna R. Pawlowski, Ph.D. Associate Professor Department of Communication Studies

21. 21 Problem-Based Service-Learning Benefits and Cautions with Problem-Based service- learning:  Students take on responsibility and really own the project and work together to identify the community’s needs  Due to the limited time in the community (i.e., one semester), students may not be able to resolve the whole problem; however, part is still better than nothing  Be careful not to promote that students are “experts” and the community becomes a “client” with the project; remember the reciprocal relationship of service-learning and community-based service Office of Academic Excellence and Assessment Creighton University © 2007 Donna R. Pawlowski, Ph.D. Associate Professor Department of Communication Studies

22. 22 4 - Capstone Courses Model 4 - Capstone Courses:  Typically designed for majors or minors in a discipline and for students in final year  For students to draw upon knowledge obtained throughout academic career and combine it with community experience  Students may produce portfolio or particular senior project as a result of community experiences Example: Communication students working with Girls, Inc. to produce publications and promotional materials via focus groups and interviews with teens – students learn about young women in the community and produce materials for the community through the eyes of the young women Office of Academic Excellence and Assessment Creighton University © 2007 Donna R. Pawlowski, Ph.D. Associate Professor Department of Communication Studies

23. 23 Capstone Courses Benefits and Cautions with Capstone Courses:  Helps students transition from world of theory to practice via professional and personal experiences  Students are sometimes responsible for placement as part of the experience is to highlight their skills  Communities are offered specific skill sets via students who can invest significant time in research and practice  Danger is that when students graduate and leave the community they take with them valuable knowledge not easily replaced Office of Academic Excellence and Assessment Creighton University © 2007 Donna R. Pawlowski, Ph.D. Associate Professor Department of Communication Studies

24. 24 5 - Service Internships Model 5 - Service Internships:  Different than other internships in that they have regular and on-going reflections linking community experiences with discipline-based theories  Set in site that is typical for service-learning; more nonprofit in nature  Reciprocal in nature; community members and student benefit equally  Many times non-paid in nature Example: student serving at Red Cross; student serving at Guadalupe Center; student working with after school children at Kiewit Middle School; pharmacy student working at a Native American reservation Office of Academic Excellence and Assessment Creighton University © 2007 Donna R. Pawlowski, Ph.D. Associate Professor Department of Communication Studies

25. 25 Service Internships Benefits and Cautions with Service Internships:  Can have more connection with faculty member and students as reflections are discussed in groups or with continued feedback and communication  Students typically create a body of work of value to the community or community site  Oversight/supervision by community partner may be taxing if not coordinated appropriately in advance  Like capstone courses, students knowledge and insight is difficult to replace Office of Academic Excellence and Assessment Creighton University © 2007 Donna R. Pawlowski, Ph.D. Associate Professor Department of Communication Studies

26. 26 6 - Community-Based Action Research Model 6 - Community-Based Action Research:  Reserved for students who are highly involved in community work  Students work closely with faculty to learn research methodologies while service as advocates for a community; may be similar to independent studies  May be done with small group of students  Project needs to be in coordination with community; results given to community Example: Medical student and science student working together to advocate for community that has high levels of lead; political science student working with a community to determine if they are unfairly harmed by a particular law Office of Academic Excellence and Assessment Creighton University © 2007 Donna R. Pawlowski, Ph.D. Associate Professor Department of Communication Studies

27. 27 Community-Based Action Research Benefits and Cautions with Action Research:  Many faculty act favorably as it reflects disciplinary work in the field  Values the analysis and synthesis of information in a tangible project  Assumes students have time management skills and are self-directed, which may or may not always be the case  Complications with the research itself can impact the community overall Office of Academic Excellence and Assessment Creighton University © 2007 Donna R. Pawlowski, Ph.D. Associate Professor Department of Communication Studies

28. 28 Choosing the Appropriate Model As you can see, various decisions to be made prior to creating a service-learning course and the most appropriate model:  What are your course objectives? Important to let the objectives guide the course  What are the needs of the community (if you know that yet)?  What model works best for your course? Office of Academic Excellence and Assessment Creighton University © 2007 Donna R. Pawlowski, Ph.D. Associate Professor Department of Communication Studies

29. 29 Final Thoughts  Hope you now have a better understanding of creating goals and objectives for your course  Based upon your particular objectives, you will now be able to determine the type of service-learning course you want you students to experience  Proceed to completing the post-tutorial exercises Office of Academic Excellence and Assessment Creighton University © 2007 Donna R. Pawlowski, Ph.D. Associate Professor Department of Communication Studies

30. 30 References Gelmon, S. B., Holland, B. A., Driscoll, A. Spring, A., & Kerrigan, S. (2001). Assessing service-learning and civic engagement: Principles and techniques. Providence, RI: Campus Compact. Heffernan, K. (Ed.), (2001). Fundamentals of service-learning course construction. Providence, RI: Campus Compact. Howard, J. (Ed.). (2001). Michigan Journal of Community Service Learning: Service- learning course design workbook. Ann Arbor, MI: Regents of the University of Michigan, OCSL Press. Office of Academic Excellence and Assessment Creighton University © 2007 Donna R. Pawlowski, Ph.D. Associate Professor Department of Communication Studies