Service Learning Joe Bandy Center for Teaching Vanderbilt University.
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Transcript of Service Learning Joe Bandy Center for Teaching Vanderbilt University.
![Page 1: Service Learning Joe Bandy Center for Teaching Vanderbilt University.](https://reader036.fdocuments.in/reader036/viewer/2022081506/56649c735503460f949254d2/html5/thumbnails/1.jpg)
Service Learning
Joe BandyCenter for Teaching
Vanderbilt University
![Page 2: Service Learning Joe Bandy Center for Teaching Vanderbilt University.](https://reader036.fdocuments.in/reader036/viewer/2022081506/56649c735503460f949254d2/html5/thumbnails/2.jpg)
Introductions
• Students as Producers year• In pairs, discuss– Experiences with Service Learning– Benefits– Challenges
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Starting Points• “Democracy has to be born anew every generation, and education is
its midwife.” John Dewey, School and Society, 1889.
• National Service Learning Clearinghouse: – “a teaching and learning strategy that integrates meaningful community
service with instruction and reflection to enrich the learning experience, teach civic responsibility, and strengthen communities.”
• Janet S. Eyler (winner of the 2003 Thomas Ehrlich Faculty Award for Service Learning) and Dwight E. Giles, Jr.: – “a form of experiential education where learning occurs through a cycle of
action and reflection as students. . . seek to achieve real objectives for the community and deeper understanding and skills for themselves. In the process, students link personal and social development with academic and cognitive development. . . experience enhances understanding; understanding leads to more effective action.”
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Starting Points
• Service Learning, related to…– Community-based Teaching or Learning– Civic Education– Civic Engagement– Public Scholarship
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Benefits: Students(Eyler, Giles, Stenson and Gray 2001)
• Learning Outcomes– Content learning– Application of knowledge to “the real world”– Understanding, problem-solving, critical thinking– Complexity and ambiguity
• Personal Outcomes– Personal efficacy, spiritual growth, and moral development– Interpersonal development, leadership and communication skills
• Social Outcomes– Reduced stereotypes and greater inter-cultural understanding– Social responsibility and citizenship skills– Continuing community engagement after graduation
• Career Development– Networking for learning and career opportunities
• Relationship with the Institution– Relationships with faculty– Satisfaction with college– Graduation rates
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Benefits: Faculty, College, Community
• Faculty– Satisfaction with student learning– New avenues for research– Networking with faculty in other disciplines or institutions– Stronger commitment to one’s research
• College– Institutional commitment to the curriculum– Student retention– Community relations
• Community– Satisfaction with student participation– Human resources needed to achieve community goals– New energy, enthusiasm and perspectives– Community-university relations
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Models
• Service-Based– One-time project– Optional assignment
• Problem-Based• Capstone• Internship• Independent/Honors Action Research• Multi-course Projects
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Challenges
• Time commitment• Ensuring positive community impact• Ensuring student learning
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Discussion: Solutions
• In groups of 3, each of you take 1 of these problems and discuss one potential solution:– Time commitment– Ensuring positive community impact– Ensuring student learning
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Possible Solutions
• Time commitment– Clear goals– Staff/Faculty assistance, TA– Schedule flexibility for student participation,
community too– Not reinventing the wheel– Resources, incentives for faculty engagement
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Possible Solutions
• Time commitment– Center for Teaching– Public Service Offices– Community Partnership Databases
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Possible Solutions
• Ensuring positive community impact– Use existing community relationships– Clear goals and expectations– Assessment and improvements– Rigorous needs & asset assessment
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Possible Solutions
• Ensuring positive community impact– Assessing Community Needs– Building Trust through Reciprocity– Creative and Flexible Projects– Realistic Project Goals– Managing Community Expectations– Ensuring Continuity– Adhering to IRB Guidelines– Assessing Impacts
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Possible Solutions(Saltmarsh, Hartley, & Clayton 2009)
• Democratic vs Technocratic Engagement– Power sharing• Shared governance vs. University decision making
– Stakeholder relationships• Partnership vs. Consultant-Client
– Solving problems• Asset-based collaboration vs. Problem-based solution
– Outcomes• Stakeholder change vs. Stakeholder stasis
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Possible Solutions
• Ensuring student learning– Student preparation– Student reflection– Student involvement in project planning
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Possible Solutions
• Ensuring student learning– Content rigor– Community orientation– Safety precautions– Skills training– Ethics training– Logistical support– Assignments – Reflection– Project failure
• Unforeseen obstacles• Confounding results
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Further Resources
• Service Learning and Community Engagement teaching guide