Ecology of Education and Service-Learning Perspectives on teaching and learning Jen Gilbride-Brown,...

Ecology of Education and

Service-Learning

Annie Mae Young, Quilts of Gee’s Bend, ca. 1975

Setting the Context

• Service-learning in the larger context• So what is “it” anyway ?• How might it work?

Civic Engagement has grown as part of a larger story about higher education’s response to calls for relevance and questions about civic purposes.

Four milestones in last 20 years~ Hollander, E & Meeropol, J.

(2006)

• Mid to late 1980’s: “Era of Student Volunteerism”• Early 1990’s: “Rise of Service-Learning• Late 1990’s: “Birth of ‘the Engaged Campus’”• Early 2000’s: “Rapid Expansion of the Idea of ‘Engaged Campus'

1988: 225 Compact Members & 3 State

Offices1992: 52% Compact

campuses offer credit for service related to course

1997: 80% Compact campuses offering service-learning

2002: 28 State Compact Offices

2006: 91% Compact campuses offering service-learning

2008: 34 State

Compact Offices

Are we there yet?

Not quite!

• Exclusive focus in “schooling and the classroom” to engage young people in democracy and public life.

• Conflates two distinct things: “education” and “schooling”

“ Yet schools cannot educate in isolation. Equating education with schooling relieves the rest of society from the responsibility of taking part in the education of young people. It also misses the central issue because what happens in schools reflects what happens outside the classroom…Limiting education to schooling overlooks important assets for improving our educational systems and preparing young people to contribute to our democracy---our community and community institutions.”

~ N. Longo, 2007

An Ecology of Education

Ecology- “Each living organism has an ongoing and continual relationship with every other element that makes up its environment. Thus, in our ecosystem, there is interdependence and interconnection between the many parts of the whole environment.”


Power in an ecological perspective on education:

Harry Boyte argues:“Shifts the focus from a scarcity model of limited resources to the creation of a civic culture with an abundance of civic resources…an ecological model of learning connects education with civic life.


“A strategy needs to be developed that connects school and school system change to a process of democratic community change and development. The strategy should be directed toward tapping, integrating, mobilizing, and galvanizing the enormous untapped resources of communities, including colleges and universities, for the purpose of improving schooling and community life.”

~ Ira Harkavy

A Learning Web

Who else educates?

A Learning WebWhat if U of Akron is

NOT at the center?

Subject or issue

Your Learning WebWhere is your course or

project?

Subject or issue

How to connect education with civic life Commit to making change over longer periods of time

Place a deliberate emphasis on comprehensive, relational, and public education Make learning relevant to people’s everyday lives Recognize the creative powers of diversity through public work Utilize the talents and instincts of nonprofessionals Foster reciprocal relationships Embrace flexibility and trust in the messiness of democracy.

The good news…

An ecological view of education that focuses on civic engagement and

interdependence is the foundation of America’s public colleges.

The good news…

Plenty of evidence that the University of Akron both understands this model

and is committed to action.

What is service-learning?Service-learning is a form of experiential education characterized by all of the following:

student participation in an organized service activity

participation in service activities connected to specific learning outcomes

participation in service activities that meet identified community needs

structured time for student reflection and connection of the service experience to learning

(Abes, Jackson & Jones, 2002)

Where is service-learning?Recipient

Service

Provider

Learning

Beneficiary

Focus

Service-Learning

Community Service

Volunteerism Internship

Field Education

Furco, A. 1996. Service-Learning: A balanced approach to experimental education. In B. Taylor, (Ed.) Expanding Boundaries: Service and Learning. Corporation for National and Community Service.

Key Themes in Service-Learning

•Collaboration with the community (reciprocity)

•Importance of reflection

•Active learning (meaningful work)

•Development of a sense of caring

•Promotion of a sense of civic responsibility

•Ameliorate societal problems

(O’Grady, 2000)

• Models good practice through the emphasis on collaboration and reciprocity and the high value placed on caring and commitment

• Promotes reflective thinking• Increases self-knowledge, cognitive complexity,

knowledge of diverse others and communities• Deepens commitments to the “common good”

which seek a more just, equitable world

Strengths of Service-Learning

• “Transformative potential”• Ability to connect subject matter with

“real-life” experience: experiential learning• Personal development, critical thinking,

sensitivity to diversity, and development of citizenship

(Eyler and Giles, 1999; Jones, 2002)

Outcomes of Service-Learning

Information about outcomes research

Eyler and Giles (1999) process spanned six years.

Two major studies:

- Survey of 1500 college students from 20 institutions with interviews of 66 students from 7 institutions

- Interviews with 67 students active in service-learning from 6 institutions.

All results statistically significant of .05 level or higher

Major learning outcomes

Stereotyping and Tolerance outcomes

• More positive view of people with whom they work

• Growing appreciation for difference: seeing similarities through differences

• Increased capacity for tolerance

Related Program Characteristics:

Placement quality, reflection activity, application of service and subject matter, diversity


Personal Development outcomes

• Greater self-knowledge, spiritual growth, reward in helping others

• Increased personal efficacy, increased relationship between service-learning and career skill development


Placement quality, reflection activity, application of service and subject matter, diversity


Interpersonal Development outcomes

• Increased ability to work well with others

• Increased leadership skills


Placement quality where students are challenged and have appropriate opportunity to take responsibility over work


Community and College Connection outcomes

• Increased connectedness to community

• Development of connectedness with peers

• Increased closeness of faculty-student relationships


Strong community voice, placement quality, reflection, and application

Service-learning design matters!• High quality placements matching students’ interests and developmental readiness with

opportunity for direct service

• Application/Connection between course subject matter and issues raised by service experience

• Structured reflection in the form of writing and discussion

• Diverse life experiences, view points, and ways of knowing are integral to design

• Presence and validation of the wisdom of community voice

Feeling like this?

Developing Service-Learning Courses* Develop statement of goals, expectations, and responsibilities.

Collaborate with community partner to determine the service activities students will perform.

Develop plan for how students will connect course content and service.

Consider how you will prepare students for service (course goals, objectives, activities, pre-service training, assessment, etc.).

Develop evaluation strategies to assess student learning and community impact.

Collaborate with community partner to make plan for sustaining partnership.

The Service-Learning Initiative at The Ohio State University

Types of courses and activities in service-learning

The Service-Learning Initiative at The Ohio State University

Course Type Description

Discipline-Based

Students have presence in community throughout term and participate in ongoing reflection to connect course objectives to service

Project-Based Students use knowledge gained from course to work on a community problem or need. Project not likely to be repeated in future.

Service Type Description

Direct Work with others, person-to-person and face-to-face

Indirect Work on project impacting community as a whole, rather than individually.

Service-Learning Syllabi Construction*

Course Heading: Includes all course and faculty info

Course Description: Include non-traditional nature of course as well as connection between service and course content.

Introduction: Overview, purpose, rationale. Goes more in-depth with service description

Course goals and objectives: Goals are broad statements of learning outcomes. Objectives are measurable actions to realize goal.

*Kerrissa Heffernan (2001). Fundamentals of Service-Learning Course Construction. Campus Compact

Service-Learning Syllabi Construction*

Course Content: Readings and texts AS WELL AS service placement goals. Consider service as text.

Overview of course assignments: Consider range of assignments that also integrate reflective learning

Overview of grading policy: Has student demonstrated outcomes that “flow from service.” Not to be graded for doing service in and of itself. Be clear about who is evaluating students’ community work.

Supplemental reading list: Promotes further exploration of issues explored through service

A word about reflection in syllabi….

Syllabus should list requirement for reflection component.

• Expectations about reflection should be woven throughout.

• Questions to prompt reflection and included in syllabus can enhance clarity about reflection expectations and prompt more critical reading practice.

• Structure for reflection and evaluation strategies for reflection are helpful to include.

For more information:

Jen Gilbride-BrownSenior Program Director: Faculty & Campus

DevelopmentOhio Campus [email protected]

Reflection as Key to Learning

Reflection is the hyphen in

service - learning

Developmental Perspective on Learning

o Prior knowledge is the key to learningo Prior knowledge must be activatedo Learners must be actively involved in

constructing personal meaningo Deep understanding takes timeo Context reinforces learning

Kolb’s Experiential Learning Styles

Concrete Experience

Feeling/Sensing

Active Experimentation

Doing/Planning

Reflective Observation

Watching/Reviewing

Abstract Conceptualization

Thinking/Concluding

Process Continuum

Per

cept

ion

Con

tinu

um

Reflector

o Ponders experiences and observeso Seeks data and considers thoroughlyo Postpones decision making until all

information is ino Watches and listens before offering

opinion

*CCPH, “Reflection”

Theorist

o Approaches problem using linear approach

o Pulls together data into theorieso Seeks perfectiono Dislikes uninformed decision-making


Pragmatist

o Displays practical problem-solving and decision-making skills

o Sees problems as opportunitieso Acts quickly and with confidence to

implemento Dislikes open-ended discussions


Activist

o Acts first, considers consequences latero Focuses on the NOWo “I’ll try anything once”o Takes problems by brainstormingo Thrives on challenges, bored by

implementation


Effective reflection…

o Facilitates learners goals and objectiveso Activates prior knowledgeo Reinforces new knowledgeo Identifies problems o Reinforces critical questionso Provides supporto Enhances trust and dialogue

Keys to Reflection

o Continuouso Contextualo Challengingo Connected

Modes of Reflection

o Reading-Case studies, books on social issues, first person accounts– Appeals to Theorists

o Writing- Written exercises, blogs, papers, portfolios, letters, grant writing– Appeals to Theorists and Reflectors

Modes of Reflection

o Doing- Simulations, role playing, presentations, program planning/development, watching movies/videos– Appeals to pragmatists and activists

o Telling- Teaching, presenting, story telling, one-on-one meetings with faculty or community partner– Appeals to activists

Let’s do some planning…

Janet Eyler, “Creating Your Reflection Map”

Ecology of Education and Service-Learning Perspectives on teaching and learning Jen Gilbride-Brown,...

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