Ecology of Education and Service-Learning
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Ecology of Education and Service-Learning Annie Mae Young, Quilts of Gee’s Bend, ca. 1975
description
Ecology of Education and Service-Learning. Perspectives on teaching and learning Jen Gilbride -Brown, Ph.D. Ohio Campus Compact. 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?. - PowerPoint PPT Presentation
Transcript of Ecology of Education and Service-Learning
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.”
An Ecology of Education
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.
An Ecology of Education
“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
Major learning outcomes
Personal Development outcomes
• Greater self-knowledge, spiritual growth, reward in helping others
• Increased personal efficacy, increased relationship between service-learning and career skill development
Related Program Characteristics:
Placement quality, reflection activity, application of service and subject matter, diversity
Major learning outcomes
Interpersonal Development outcomes
• Increased ability to work well with others
• Increased leadership skills
Related Program Characteristics:
Placement quality where students are challenged and have appropriate opportunity to take responsibility over work
Major learning outcomes
Community and College Connection outcomes
• Increased connectedness to community
• Development of connectedness with peers
• Increased closeness of faculty-student relationships
Related Program Characteristics:
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
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
*CCPH, “Reflection”
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
*CCPH, “Reflection”
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
*CCPH, “Reflection”
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”
