1. Averett University November 5, 2012 Presenter: Barbara Jacoby, Ph.D.

2. I. Key Principles of Service-Learning II. Service-Learning Models III. Developing Learning Outcomes IV. Combining Service & Academic Content V. Critical Reflection

3. VI. Developing Community Partnerships VII. Assessment & Evaluation VIII. Logistics IX. Pulling It All Together

4. I. Key Principles of Service-Learning

5. Recipient BENEFICIARYProvider Service FOCUSLearning SERVICE-LEARNING COMMUNITY SERVICEFIELD EDUCATION VOLUNTEERISMINTERNSHIP

6. “Service-learning is a form of experiential education in which students engage in activities that address human and community needs together with structured opportunities for reflection designed to achieve desired learning outcomes.” − B. Jacoby, Service-Learning in Higher Education, 1996

7.  Reflection  Reciprocity

8.  What model(s) are you considering?  What are the pros and cons?

9. Do you have a learning outcome to share as an exemplar? for critique?

10. “Before”  Students will be able to think critically about their contributions to the community. Your suggestions?

11. “After”  Students will be able to articulate how this course has changed their perceptions about the cultural & personal value of community engagement in the arts.  Describes value added for students  Easy to assess

12.  Select service experiences that enable students to achieve the learning outcomes.  Provide a detailed description of the project and its requirements.  Explicitly connect the service to other academic content.

13.  What service experiences will best help your students achieve the learning outcomes of your course?

14.  The powerful process of making meaning.  Adds depth & breadth to meaning by challenging simplistic conclusions, examining causality & raising more questions. 14

15.  Avoids oversimplified views of complex issues or clinging to a single perspective without considering others  Challenges a priori assumptions  Develops critical thinking skills  Enables courses on how the disciplines address the “big questions” facing society

16. Critical reflection is the “active, persistent and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it and the further conclusions to which it tends.” (p. 6) --Dewey, J., How we think. Boston, MA: D. C. Heath & Co.

17.  Brief description of activity  Subjective impressions  Critical analysis ◦ Step back and review impressions ◦ Integrate course materials ◦ Examine theories ◦ Question what you know or used to believe ◦ Explore your reactions (metacognition)

18.  What reflection strategies do you use?  What questions do you have?

19.  Where are you in your partnership journey?  What is working well?  What could be better?

20. VII. Assessment & Evaluation

21. 20% - Midterm exam 20% - Quizzes (2, plus lab attendance, 6.67% each) 25% - Student portfolio (web page, journal & HW) 20% - Group design project (10% individual contribution, 10% group grade, grades determined with community partner) 15% - Final exam

22. 15% - Active participation in class discussions 15% - Creatively designed, research-based presentation to single mothers 30% - Carefully researched chapter for Parenting Resource Manual for Single Mothers 40% - Reflective journal

23.  Assessment tool to communicate expectations of quality  Set of criteria typically linked to learning outcomes  Delineate consistent criteria for grading  Best shared with learners at beginning of task

24.  Weekly service analysis papers ◦ 2 pages ◦ include multiple references ◦ maximum 1 paragraph on what occurred ◦ critical reflection on how service experience relates to readings

25.  4 points = Exceptional, thoughtful critique that integrates concepts & research into an analysis of the experience  3 points = Very good, thoughtful critique that applies course concepts & research

26.  2 points = Average to below average analysis, does not thoroughly integrate course concepts & research  1 point = Completed assignment, but did not provide a thoughtful analysis -- O’Brien, K. M., PSYC 319D, University of Maryland, 2010

27.  Transportation  Tools & materials  What to wear & bring (or not)  Safety & risk management  Preparation for service  Back up sites

28. IX. Pulling It All Together

29.  Students ◦ Meet with instructor & site supervisor to discuss program & requirements ◦ Complete required hours for program by (insert date) ◦ Fulfill academic assignment requirements ◦ Abide by procedures of site ◦ Understand your work performance will affect future opportunities

30.  Instructor: ◦ Discuss goals of service option with site representative ◦ Allow site representatives to deliver presentations to class ◦ Communicate weekly with site representative ◦ Evaluate student learning progress through journal assignments & class discussions

31.  Site Administrator: ◦ Provide training in responsibilities, regulations, & procedures ◦ Monitor student work & by communicate with instructor ◦ Provide environment of sound professional ethics ◦ Provide safe facilities

32. Thank you! bjacoby@umd.edu