Service Learning Isn’t an Service Learning Isn’t an Add-on: Integrating Service Add-on: Integrating Service Learning into Learning and Learning into Learning and

Assessment.Assessment.

Learning Support ServicesLearning Support Services

Fall 2005 In-serviceFall 2005 In-service

Make a 6 out of the Make a 6 out of the symbol with the use of symbol with the use of only one line.only one line.

IXIX

SIXSIX

IXIX

How many interpreted the IX to How many interpreted the IX to be the Roman numeral for “9”?be the Roman numeral for “9”?

What is the impact of our What is the impact of our assumption about the nature of a assumption about the nature of a problem?problem?

What lessons for problem-solving What lessons for problem-solving and creativity can we draw from and creativity can we draw from this exercise?this exercise?

"Tell me and I forget. "Tell me and I forget. Teach me and I may Teach me and I may remember. Involve me and remember. Involve me and I will learn."I will learn."

Benjamin FranklinBenjamin Franklin

Why Service Learning?Why Service Learning?

The Whole LearnerThe Whole Learner– Prepare the student to be an Prepare the student to be an

active member of the active member of the community.community.

– Expose the learner to the Expose the learner to the diversity found within the diversity found within the community.community.

Why Service Learning?Why Service Learning?

Dr. Rafn’s Dr. Rafn’s Facing ForwardFacing Forward Charge: Charge:

Community DevelopmentCommunity Development

““Seek ways to strengthen service Seek ways to strengthen service and leadership by the College to and leadership by the College to address social and community address social and community issues while enhancing the student issues while enhancing the student learning experience”learning experience”

Why Service Learning?Why Service Learning?

Future Accreditation:Future Accreditation:

Higher Learning Commission Higher Learning Commission AccreditationAccreditation

““Criterion Five: Engagement and Criterion Five: Engagement and Service. As called for by its mission, the Service. As called for by its mission, the organization identifies its constituencies organization identifies its constituencies and serves them in ways both value.”and serves them in ways both value.”

Service Learning Service Learning DefinedDefined Is integrated into and enhances the curriculum Is integrated into and enhances the curriculum

providing an opportunity for students to apply providing an opportunity for students to apply skills learned in their course, program, or skills learned in their course, program, or certificatecertificate

Is a method of teaching and learningIs a method of teaching and learning Requires student reflectionRequires student reflection Connects learning and assessment to the real Connects learning and assessment to the real

worldworld Fosters civic responsibilityFosters civic responsibility Addresses a community issue and/or enhances Addresses a community issue and/or enhances

community developmentcommunity development Is mutually beneficial to the learner and the Is mutually beneficial to the learner and the

communitycommunityAdopted from definitions provided by American Associations of Community Colleges, National Adopted from definitions provided by American Associations of Community Colleges, National

College Compact, and National Service Learning Clearinghouse.College Compact, and National Service Learning Clearinghouse.

Principles of Good Practice for Principles of Good Practice for

Service Learning PedagogyService Learning Pedagogy excerpted from Howard, Jeffery, ed., excerpted from Howard, Jeffery, ed., Michigan Journal of Community Service Michigan Journal of Community Service Learning: Service-Learning Course Design WorkbookLearning: Service-Learning Course Design Workbook, University of Michigan: OCSL , University of Michigan: OCSL Press, Summer 2001, pp. 16-19Press, Summer 2001, pp. 16-19

Principle 1: Academic Credit Is for Learning, Not Principle 1: Academic Credit Is for Learning, Not for Servicefor Service

Principle 2: Do Not Compromise Academic Rigor Principle 2: Do Not Compromise Academic Rigor

Principle 3: Establish Learning Objectives Principle 3: Establish Learning Objectives

Principle 4: Establish Criteria for the Selection of Principle 4: Establish Criteria for the Selection of Service Placements Service Placements

Principle 5: Provide Educationally-Sound Principle 5: Provide Educationally-Sound Learning Strategies To Harvest Community Learning Strategies To Harvest Community Learning and Realize Course Learning Learning and Realize Course Learning ObjectivesObjectives

Principle 6: Prepare Students for Learning from Principle 6: Prepare Students for Learning from the Communitythe Community

Principle 7: Minimize the Distinction Between Principle 7: Minimize the Distinction Between the Students’ Community Learning Role and the Students’ Community Learning Role and Classroom Learning RoleClassroom Learning Role

Principle 8: Rethink the Faculty Instructional Principle 8: Rethink the Faculty Instructional Role Role

Principle 9: Be Prepared for Variation in, and Principle 9: Be Prepared for Variation in, and Some Loss of Control with, Student Learning Some Loss of Control with, Student Learning OutcomesOutcomes

Principle 10: Maximize the Community Principle 10: Maximize the Community Responsibility Orientation of the CourseResponsibility Orientation of the Course

Principles of Good Practice for Principles of Good Practice for Service Learning Pedagogy Service Learning Pedagogy excerpted from Howard, Jeffery, ed., excerpted from Howard, Jeffery, ed., Michigan Journal of Community Service Michigan Journal of Community Service Learning: Service-Learning Course Design WorkbookLearning: Service-Learning Course Design Workbook, University of Michigan: OCSL , University of Michigan: OCSL Press, Summer 2001, pp. 16-19Press, Summer 2001, pp. 16-19

Service Learning CycleService Learning CycleNational Youth Leadership Council and Compass National Youth Leadership Council and Compass Institute, 2000Institute, 2000

Pre-ServicePre-Service– Student & Community Ownership, Genuine Student & Community Ownership, Genuine

Need, Establish Learning Objectives, Planning Need, Establish Learning Objectives, Planning and Preparationand Preparation

What? (During Service)What? (During Service)– Meaningful Service Experience, Observation, Meaningful Service Experience, Observation,

AnalysisAnalysis So what? (Post Service)So what? (Post Service)

– Evaluation, New Understanding, and CelebrationEvaluation, New Understanding, and Celebration Now what?Now what?

– New ApplicationsNew Applications

Let’s take a look at the Let’s take a look at the modmodelel

NWTC’s Model of Instructional NWTC’s Model of Instructional DesignDesignAdopted from the Statewide Instructional Design Model collected at the State-calledAdopted from the Statewide Instructional Design Model collected at the State-calledGeneral Education Core Review, June 2003General Education Core Review, June 2003

SERVICE LEARNING

OCCURS HERE

Performance

Standards(How good is

good enough)

Performance Standards

(How good is

good enough)

Learning Objectiv

e(Knowledge builder)

Learning Objectiv

e(Knowledge builder)

ABOVE THE LINE:

COURSE SPECIFIC

BELOW THE LINE: CLASSROOM SPECIFIC

Performance Assessment

TaskTools and Methods

Learning Activity

Learning Activity

Learning Assessment

Occupational Analysis DACUM

Exit Learning Outcomes

Core Abilities, Program Outcomes, General Education Outcomes

StandardsIndustry or

accrediting body

CompetencyA Major Skill

Service Learning goals

are tied to curriculum

through Performance

Standards

Teaching and Learning Teaching and Learning ConnectionConnection Definition Definition

Statement – Statement – Fosters civic Fosters civic responsibility.responsibility.

Connection – Gives Connection – Gives the learners the the learners the opportunity to opportunity to learn about the learn about the organization and organization and people they are people they are serving.serving.

Teaching and Learning Teaching and Learning ConnectionConnection Definition Statement - Is integrated into and Definition Statement - Is integrated into and

enhances the curriculum providing an enhances the curriculum providing an opportunity for students to apply skills learned opportunity for students to apply skills learned in their course, program, or certificatein their course, program, or certificate

Connection – Service project allows students to Connection – Service project allows students to show off what skills they have mastered.show off what skills they have mastered.

Connection to the Curriculum – Sample Connection to the Curriculum – Sample SyllabiSyllabi Practical Practical GuideGuide for Integrating Civil for Integrating Civil

Responsibility into the Curriculum from AACCResponsibility into the Curriculum from AACC

Teaching and Learning Teaching and Learning ConnectionConnection Definition StatementDefinition Statement - - Is a method Is a method

of teaching and learningof teaching and learning ConnectionConnection – – Utilizes both the Utilizes both the

constructivist and holistic learning constructivist and holistic learning theories.theories.– ““Stress[es] the importance of learning Stress[es] the importance of learning

in complex contexts and the active in complex contexts and the active construction of knowledge.” (Elyer & construction of knowledge.” (Elyer & Giles, 1999, p.8)Giles, 1999, p.8)

– ““Learning to be effective while learning Learning to be effective while learning what to be effective about.” (Stanton, what to be effective about.” (Stanton, 1990 cited by Eyler & Giles, 1999, p10)1990 cited by Eyler & Giles, 1999, p10)

Motivation

Comprehension

Application

Practice

Stage 2Stage 3

Stage 4 Stage 1

The Learning CycleThe Connection Between Learning and Assessment

Adopted from Worldwide Instructional Design System (WIDS)

Finally a summative assessment, such as the performance of a skill will be given, to determine the student’s ability to apply what they have learned.

Motivation is necessary to help the student personalize and internalize the need for the knowledge.

From there, a majority of the student’s learning will take place in the Comprehension and Practice phases by completing learning activities and knowledge checks provided by the instructor. These learning activities provide snapshots of a student’s progress in learning, will provide feedback to the teacher about the next steps for instruction. The results of this information may require the instructor to revisit comprehension activities in order to help the student perform the practice activities better.

Assessment Assessment ConnectionConnection Definition StatementDefinition Statement - - Requires Requires

student reflectionstudent reflection Connection – Connection – Students reflect upon Students reflect upon

service experience formally. Allows service experience formally. Allows students to equate service experiences to students to equate service experiences to learning experiences.learning experiences.

"Experience is not what happens to a "Experience is not what happens to a man; man; it is what a man does with what it is what a man does with what happened to him." ~ Aldous Huxleyhappened to him." ~ Aldous Huxley

Service Learning Reflection – Service Learning Reflection – Tip SheetTip Sheet

Assessment Assessment ConnectionConnection Definition Statement - Definition Statement - Connects Connects

learning and assessment to the real learning and assessment to the real worldworld

Connection – Connection – Moves learning outside Moves learning outside the classroom and fosters critical the classroom and fosters critical thinking in real-life situations, thinking in real-life situations, demonstrated through student reflectiondemonstrated through student reflection

NWTC’s Model of Instructional NWTC’s Model of Instructional DesignDesignAdopted from the Statewide Instructional Design Model collected at the State-calledAdopted from the Statewide Instructional Design Model collected at the State-calledGeneral Education Core Review, June 2003General Education Core Review, June 2003

SERVICE LEARNING

OCCURS HERE

Performance

Standards(How good is

good enough)

Performance Standards

(How good is

good enough)

Learning Objectiv

e(Knowledge builder)

Learning Objectiv

e(Knowledge builder)

ABOVE THE LINE:

COURSE SPECIFIC

BELOW THE LINE: CLASSROOM SPECIFIC

Performance Assessment

TaskTools and Methods

Learning Activity

Learning Activity

Learning Assessment

Occupational Analysis DACUM

Exit Learning Outcomes

Core Abilities, Program Outcomes, General Education Outcomes

StandardsIndustry or

accrediting body

CompetencyA Major Skill

Service Learning goals

are tied to curriculum

through Performance

Standards

What does all of this mean to What does all of this mean to you?you?AdoptedAdopted Service Learning Cycle from National Youth Leadership Service Learning Cycle from National Youth Leadership Council and Compass Institute, 2000Council and Compass Institute, 2000

Pre-ServicePre-Service– Identify courses (competencies) where service Identify courses (competencies) where service

makes sensemakes sense– Identify community needsIdentify community needs– Ask for assistance from Service Learning TeamAsk for assistance from Service Learning Team

What? (During Service)What? (During Service)– Provide a meaningful service experience Provide a meaningful service experience – Observe and assess your learnersObserve and assess your learners

So what? (Post Service)So what? (Post Service)– Analyze the project’s success Analyze the project’s success – Share your best practiceShare your best practice– Celebrate the accomplishments of the projectCelebrate the accomplishments of the project

Now what?Now what?– Continue the growth of service learning.Continue the growth of service learning.

Service Learning Service Learning SupportSupport Service Learning TeamService Learning Team

– Pat O’hara, Sally Martin, Lori Suddick, Pat O’hara, Sally Martin, Lori Suddick, Myke Maney, Dick Hopfensperger, Myke Maney, Dick Hopfensperger, Rick Northrop, Liz Paape, Amy ManginRick Northrop, Liz Paape, Amy Mangin

Are you interested in contributing Are you interested in contributing to the service learning team?to the service learning team?– Contact Amy Mangin at Contact Amy Mangin at

amy.mangin@nwtc.eduamy.mangin@nwtc.edu or ext. 6253 or ext. 6253

Do you have any questions?Do you have any questions?

Do you have any examples of Service Do you have any examples of Service LearningLearning??

Would you like to learn Would you like to learn more?more?

Service Learning: Bright Ideas!Service Learning: Bright Ideas!– When: August 17, 2005When: August 17, 2005– Time: 12:30-1:30 Time: 12:30-1:30 – Where: BI317Where: BI317

Essential Resources to Help You Essential Resources to Help You Learn More about Service Learning.Learn More about Service Learning.– When: August 17, 2005When: August 17, 2005– Time: 2:00-3:00Time: 2:00-3:00– Where: SC207Where: SC207