Case Study 2 Portfolio

8/17/2019 Case Study 2 Portfolio

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Running head: CASE STUDY #2 1

Case Study #2: Service-Learning Prgra!s in "igher Educatin

Lya University Chicag


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Case Study #2 2

Part 1: Describe

$r this assign!ent% & researched 'ive service-earning (rgra!s at three (u)ic

universities and t* (rivate ceges and universities+ & su!!ari,ed 'ive Service-Learning

Prgra!s *ith s(ecia attentin t the catin *ithin the institutin+ & chse (rgra!s that had

r)ust *e)sites and ny used the !ateria (resent n the *e)site+ & anay,ed and re'ected n

'ive Service Learning Prgra!s )e*+

1. University of Cincinnati, Center for Service Learning and Civic Engagement

htt(:***+uc+edu(r(ractice+ht!

The Center 'r Service Learning and Civic Engage!ent .CSLCE/ is hused

*ithin the Divisin ' Pr'essina Practice and E0(erientia Learning .PrPEL/ unit '

the ''ice ' the Prvst+ PrPEL as huses the Center ' C(erative Educatin%

Research and &nnvatin and the Acade!ic &nternshi( Prgra!+ CSLCE versees and

su((rts service earning (edaggies and *i 'urther he( t cntinue the deve(!ent '

its (rgra!s and resurces+ The center is res(nsi)e 'r he(ing t guide the

deve(!ent% i!(e!entatin% and assess!ent ' interdisci(inary% c!!unity-engaged%

and e0(erientia curses+ CSLCE in (artnershi( *ith the Center 'r C!!unity

Engage!ent deve(s ca)rative reatinshi(s *ith ''ices% such as the enera

Educatin Prgra!% the &ntegrated Cre Learning initiative% the $irst Year E0(erience

(rgra!% the Center 'r the Enhance!ent 'r Teaching and Learning% &nternatina

A''airs% the "nrs (rgra!% and the Actin Research Center+ The Service Learning

Ca)ratry are s(ecia curses 'r 'acuty 'r! a variety ' disci(ines+ They are a)ut

scia enter(rise and service-earning taught thrugh a variety ' cnstructivist teaching

!ethds% incuding gru( discussins% (resentatins% ca)rative earning% e0(erientia

a((icatin% and the 'i((ed-cassr!+

http://www.uc.edu/propractice.htmlhttp://www.uc.edu/propractice.html


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Case Study #2 3

Certi'icate Prgra!

There is an ((rtunity t earn a Certi'icate in Service Learning and Civic Engage!ent+

Every student (ursuing the certi'icate !ust ta3e 14 service earning credits incuding

$undatins ' Service-Learning and Civic Engage!ent .5 credits/ and the Leadership

through Service Capstone .5 credits/+ The student !ust design a c!!unity-)ased

(r6ect *herein they de!nstrate eadershi(+ U(n c!(etin ' the (r6ect% students

!ust articuate their understandings ' Leadershi( and Scia Res(nsi)iity )y

(resenting their ePrt'is t a gru( ' CSLCE sta3ehders 'r! the ca!(us and

c!!unity .*e)site/+

2. The University of Georgia, Office of ServiceLearning

htt(:serviceearning+uga+eduinde0+(h(7inde0

The University ' ergia is a (u)ic and-grant university *ith a((r0i!atey

58%999 students cated in Athens% ergia+ The University ' ergias ''ice ' Service

Learning has a r)ust service-earning (rgra!+ There is a (ri!ary 'cus n 'acuty

deve(!ent *ith *r3sh(s% (resentatins and t3its *ith resurces 'r 'acuty t

design service earning curses+ The ''ice ' Service-Learning (rvides su((rt 'r

deve(ing and i!(e!enting service-earning (r6ects and curses+ $acuty have the

((rtunity t a((y 'r grants t 'und their service earning initiatives+ &nnvative

'acuty are recgni,ed *ith a*ards and grants 'r 'uture (r6ects+ The ''ice ' Service

Learning s(nsrs a Service-Learning $e*s Prgra! *hich is a year-ng 'acuty

deve(!ent (rgra! that (rvides an ((rtunity 'r 'e*s t integrate service-

earning int their teaching% research% and (u)ic service *r3 *hie )ec!ing

recgni,ed ca!(us eaders in service-earning (edaggy and c!!unity engage!ent+

http://servicelearning.uga.edu/index.php?indexhttp://servicelearning.uga.edu/index.php?index


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Case Study #2 4

The a*ards and recgnitin are i3ey t raise the credi)iity and i!(rtance ' service

earning+ At east t* service earning thery casses 'r graduate students in a variety '

disci(ines are ''ered+ The ''ice ' Service Learning su((rts 'acuty in integrating

acade!ic service-earning in $irst Year dyssey Se!inars *hich see! c!(ara)e t

Lya University ' Chicags U;&< curses+&nternatina Service earning ((rtunities are avaia)e as *e+ The *e)site

!a3es a cear distinctin that &nternatina Service Learning Prgra!s are nt traditina

study a)rad (rgra!s+ The *e)site states% the de'initin the ''ice uses is a de'initin

'r! =ringe and "atcher .2911/ *h de'ine internatina service-earning as: >A

structured acade!ic e0(erience in anther cuntry in *hich students .a/ (artici(ate in an

rgani,ed service activity that addresses identi'ied c!!unity needs? .)/ earn 'r!

direct interactin and crss-cutura diague *ith thers? and .c/ re'ect n the

e0(erience in such a *ay as t gain 'urther understanding ' curse cntent% a dee(er

a((reciatin ' the hst cuntry and the disci(ine% and an enhanced sense ' their *n

res(nsi)iities as citi,ens% cay and g)ay+> During 2915-1@ acade!ic year% 142

uniue service-earning enhanced curses *ere taught at UA% and 5BB curse sectins

*ith service-earning *ere ''ered .*e)site/+

!. "urdue University, E#perientia$ Learning programs

htt(:***+(urdue+educieearningserviceearninginde0+ht! and

htt(:***+(urdue+eduengage!ent Purdue University is a arge and-grant 'agshi( (u)ic university in est

La'ayette% &ndiana+ The Center 'r &nstructina Learning and the ''ice ' Engage!ent

versee the E0(erientia Learning (rgra!s at Purdue University+ The E0(erientia

Learning Prgra!s are divided int 'ur categries? g)a earning% service earning%

&PACT .&nstructin atters: Purdue Acade!ic Curse Trans'r!atin/% and enCRE

http://www.purdue.edu/cie/learning/servicelearning/index.htmlhttp://www.purdue.edu/engagement/http://www.purdue.edu/cie/learning/servicelearning/index.htmlhttp://www.purdue.edu/engagement/


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Case Study #2 7

*ee3 'aciitating c!!unity (artnershi(s and c-'aciitate re'ectin activities and

assign!ents *ith 'acuty !e!)er+

Part 2: Compare and Contrast

&n this sectin & use c!(arative anaysis% as *e as di''erentiatin% and identi'y the!es

and trends 'r! the 'ive Service-Learning Prgra!s a)ve+ The the!es & discvered acrss a '

the service-earning (rgra!s *ere ca)ratin and e0tensive su((rt 'r 'acuty+ C!!n

the!es & )served acrss (rgra!s *ere the attentin t 'acuty deve(!ent and ca)ratin+

Collaboration

The service-earning centers & researched *r3 ca)rativey *ith 'acuty acade!ic

units% students% and ther centers+ Service earning is nt i3e the traditina earning !ethds '

ectures% ui,,es and 'ina e0a!s+ &nstructrs ta3e n a !re 'uid re in service-earning

curses and !ust rethin3 their res nt as teachers )ut service-earning teachers .Cress% 299I J

"*ard% 1KK5/+ Due t this de(arture 'r! traditina (edaggy% e0(erientia earning

centers(rgra!s 'ten (artner *ith units i3e the Center 'r &nstructina Learning .Purdue/ and

the Center 'r the Enhance!ent 'r Teaching and Learning .UC/ t 'u'i a des(erate need at

universities and ceges: training instructrs n e0(erientia earning (edaggy+ UA ta3es an

even !re 'r*ard thin3ing a((rach )y having service earning thery casses 'r graduate

students+ These curses are 'r a disci(ines% nt 6ust educatin !a6rs+ & thin3 this is a

generative ste( in educating 'uture instructrs+ &' !re schs had curses i3e this% !ay)e

e0(erientia earning centers *ud nt have t s(end s !any resurces n 6ust 'a!iiari,ing

instructrs that service-earning e0ist in the 'uture+

A di''erent ty(e ' ca)ratin )et*een 'acuty and students that & did nt 'ind in any

ther (rgra! *as at ;rtheastern+ ;rtheastern has a uniue (rgra! utii,ing Service-


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Case Study #2 8

Learning Teaching Assistants .S-LTAs/+ S-LTAs are trained in service earning (edaggy and act

as (r6ect !anagers assisting 'acuty !e!)ers t i!(e!ent the )est (ractices ' S-L in their

curse+ They are (aid a sti(end and d nt get acade!ic credit+ $acuty !eet reguary *ith the

S-LTA t (rvide directin% su((rt% 'eed)ac3% and !entrshi(+ The S-LTA he(s 'aciitate

re'ectin activities in the service earning cass+

Support and Recognition of Faculty

&n "*ards Princi(es ' d Practice 'r Service-Learning Pedaggy% (rinci(e 4

!aintains rethin3ing the 'acuty instructina re+ A ' the (rgra!s researched have ta3en at

east (artia res(nsi)iity ' su((rting 'acuty and educating 'acuty n e''ective SL (edaggies

and activities+ The !ain *ays the 'ive universities d this is *ith teaching 'e*shi(s% SL grants%

and recgnitin+ $r e0a!(e% the University ' Cincinnati has a Service Learning and Civic

Engage!ent $e*shi( (rgra! and 'acuty have access t the reater Cincinnati Regina

Service Learning ;et*r3 .Pr6ect "(e/ *hich cnnects SL 'acuty 'r! severa universities

and ceges in the reater Cincinnati Regin+ Purdue and ergia have a Service-Learning

$acuty $e*s Prgra! t+ Purdue ''ers a Service Learning $acuty rant Prgra! and a

C!!unity ServiceService-Learning Student rant Prgra!+

Part 3: Integrate

>Service-earning> has )een used t characteri,e a *ide array ' e0(erientia educatin

endeavrs .$urc% 1KK8/+ & 'cused n (rgra!scenters that s(eci'icay had service-earning in

the tite and each center *as n the e0(erientia educatin cntinuu! .$urc% 1KK8/+ Structuray%

a ' the service-earning (rgra!s are incu)ated *ithin arger e0(erientia earning ''ices+

ny at the University ' ergia service-earning has its *n ''ice+


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Case Study #2 9

&n this sectin & *i anay,e the structure and the i!(e!entatin ' Lase Ceges

service-earning (rgra! using 3ey (rinci(es 'r! "*ards Princi(es ' d Practice 'r

Service-Learning Pedaggy+

Lasell Colleges !Lin"ed#Credit$ Design

Lase Cege *as the ny (rgra! t have a Fin3ed-creditG design+ Athugh it *as

nt (articuary cear t !e 'r! the *e)site% it see!ed a student cud !a3e a!st any curse

have a Fin3ed-creditG c!(nent+ &n rder t uai'y as a in3ed-credit% students !ust a((y

curse !ateria in a rea *rd setting% (er'r! 1I-29 hurs ' service in an '' ca!(us nn-

(r'it agency and c!(ete a (a(er de!nstrating *hat they earned during their service+ The

Service-Learning Lin3ed-Credit curse receive a se(arate grade 'r! the curse .A thrugh $/

grade as ng as the student (asses the hst curse+ $r! this !de% the in3ed-credit (rgra! is

!re i3e a 'ied educatin (rgra! accrding t $urcs e0(erientia educatin cntinuu!+

Thrugh $urcs ens% it is (r)e!atic t ca the Fin3ed-creditG design service-earning

)ecause the design is nt integrated int the curse .its !re ' an add-n credit/ and it )rea3s

3ey (rinci(es accrding t "*ards (rinci(es+ & did nt i3e this service earning !de

)ecause it viated "*ards 3ey (rinci(es+ $irst% the design disregarded (rinci(e 1% acade!ic

credit shud )e 'r earning% nt service+ &t see!ed i3e the student 6ust needed t 'ind any d


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Case Study #2 10

site and c!(ete 1I-29 hurs ' c!!unity service+ The (a(er .' an un3n*n ength/ 'ees

i3e an a'terthught+ $urther!re% the (a(er ny needs t c!!unicate t the instructr *hat the

student did at sur'ace eve+ The (rgra! cud )e i!(rved )y a vigrus re'ectin in *ritten

'r! and ver)a re'ectin *ith the instructr+ Secndy% the design disregarded 'undatina

service earning (rinci(e 5% esta)ish earning )6ectives+ There is n dei)erate (anning '

curse acade!ic r civic earning )6ectives+ "*ever% *ith the in3 t acade!ic credit% & *ud

a)e this design a $ied Educatin (rgra!+ $ied educatin (rgra!s F(rvide students *ith c-

curricuar service ((rtunities that are reated% )ut nt 'uy integrated% *ith their 'r!a

acade!ic studies .$urc% 1KK8/+ ainy )ecause ' the ac3 ' integratin and ac3 '

intentinaity ' re'ectin% & *ud cassi'y the in3ed-credit design as 'ied educatin+


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Case Study #2 11

References

Cress% C .299I/+ Learning thrugh Serving+

$urc% A+ .1KK8/+ >Service-Learning: A =aanced A((rach t E0(erientia Educatin+>

E0(anding =undaries: Service and Learning+ ashingtn DC: Cr(ratin 'r ;atina

Service% 1KK8+ 2-8+

"*ards Princi(es ' d Practice 'r Service-Learning Pedaggy+

Case Study 2 Portfolio

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