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

1. Service Learning Isn’t an Add-on: Integrating Service Learning into Learning and Assessment. Learning Support Services Fall 2005 In-service

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

3. IX • How many interpreted the IX to be the Roman numeral for “9”? • What is the impact of our assumption about the nature of a problem? • What lessons for problem-solving and creativity can we draw from this exercise?

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

5. Why Service Learning? • The Whole Learner • Prepare the student to be an active member of the community. • Expose the learner to the diversity found within the community.

6. Why Service Learning? • Dr. Rafn’s Facing Forward Charge: Community Development “Seek ways to strengthen service and leadership by the College to address social and community issues while enhancing the student learning experience”

7. Why Service Learning? • Future Accreditation: Higher Learning Commission Accreditation “Criterion Five: Engagement and Service. As called for by its mission, the organization identifies its constituencies and serves them in ways both value.”

8. Service Learning Defined • Is integrated into and enhances the curriculum providing an opportunity for students to apply skills learned in their course, program, or certificate • Is a method of teaching and learning • Requires student reflection • Connects learning and assessment to the real world • Fosters civic responsibility • Addresses a community issue and/or enhances community development • Is mutually beneficial to the learner and the community Adopted from definitions provided by American Associations of Community Colleges, National College Compact, and National Service Learning Clearinghouse.

9. Principles of Good Practice for Service Learning Pedagogyexcerpted from Howard, Jeffery, ed., Michigan Journal of Community Service Learning: Service-Learning Course Design Workbook, University of Michigan: OCSL Press, Summer 2001, pp. 16-19 • Principle 1: Academic Credit Is for Learning, Not for Service • Principle 2: Do Not Compromise Academic Rigor • Principle 3: Establish Learning Objectives • Principle 4: Establish Criteria for the Selection of Service Placements • Principle 5: Provide Educationally-Sound Learning Strategies To Harvest Community Learning and Realize Course Learning Objectives

10. Principles of Good Practice for Service Learning Pedagogy excerpted from Howard, Jeffery, ed., Michigan Journal of Community Service Learning: Service-Learning Course Design Workbook, University of Michigan: OCSL Press, Summer 2001, pp. 16-19 • Principle 6: Prepare Students for Learning from the Community • Principle 7: Minimize the Distinction Between the Students’ Community Learning Role and Classroom Learning Role • Principle 8: Rethink the Faculty Instructional Role • Principle 9: Be Prepared for Variation in, and Some Loss of Control with, Student Learning Outcomes • Principle 10: Maximize the Community Responsibility Orientation of the Course

11. Service Learning CycleNational Youth Leadership Council and Compass Institute, 2000 • Pre-Service • Student & Community Ownership, Genuine Need, Establish Learning Objectives, Planning and Preparation • What? (During Service) • Meaningful Service Experience, Observation, Analysis • So what? (Post Service) • Evaluation, New Understanding, and Celebration • Now what? • New Applications • Let’s take a look at the model

12. Exit Learning OutcomesCore Abilities, Program Outcomes, General Education Outcomes StandardsIndustry or accrediting body Occupational Analysis DACUM Performance Standards(How good is good enough) Performance Standards (How good is good enough) Learning Objective (Knowledge builder) Learning Objective (Knowledge builder) Learning Activity Learning Activity Service Learning goals are tied to curriculum through Performance Standards CompetencyA Major Skill Learning Assessment ABOVE THE LINE: COURSE SPECIFIC BELOW THE LINE:CLASSROOM SPECIFIC Performance Assessment Task Tools and Methods SERVICE LEARNING OCCURS HERE NWTC’s Model of Instructional DesignAdopted from the Statewide Instructional Design Model collected at the State-calledGeneral Education Core Review, June 2003

13. Teaching and Learning Connection • Definition Statement – Fosters civic responsibility. • Connection – Gives the learners the opportunity to learn about the organization and people they are serving.

14. Teaching and Learning Connection • Definition Statement - Is integrated into and enhances the curriculum providing an opportunity for students to apply skills learned in their course, program, or certificate • Connection – Service project allows students to show off what skills they have mastered. • Connection to the Curriculum – Sample Syllabi • Practical Guide for Integrating Civil Responsibility into the Curriculum from AACC

15. Teaching and Learning Connection • Definition Statement - Is a method of teaching and learning • Connection – Utilizes both the constructivist and holistic learning theories. • “Stress[es] the importance of learning in complex contexts and the active construction of knowledge.” (Elyer & Giles, 1999, p.8) • “Learning to be effective while learning what to be effective about.” (Stanton, 1990 cited by Eyler & Giles, 1999, p10)

16. The Learning Cycle The 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. Stage 1 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.

17. Assessment Connection • Definition Statement - Requires student reflection • Connection – Students reflect upon service experience formally. Allows students to equate service experiences to learning experiences."Experience is not what happens to a man; it is what a man does with what happened to him." ~ Aldous Huxley • Service Learning Reflection – Tip Sheet

18. Assessment Connection • Definition Statement - Connects learning and assessment to the real world • Connection – Moves learning outside the classroom and fosters critical thinking in real-life situations, demonstrated through student reflection

19. Exit Learning OutcomesCore Abilities, Program Outcomes, General Education Outcomes StandardsIndustry or accrediting body Occupational Analysis DACUM Performance Standards(How good is good enough) Performance Standards (How good is good enough) Learning Objective (Knowledge builder) Learning Objective (Knowledge builder) Learning Activity Learning Activity Service Learning goals are tied to curriculum through Performance Standards CompetencyA Major Skill Learning Assessment ABOVE THE LINE: COURSE SPECIFIC BELOW THE LINE:CLASSROOM SPECIFIC Performance Assessment Task Tools and Methods SERVICE LEARNING OCCURS HERE NWTC’s Model of Instructional DesignAdopted from the Statewide Instructional Design Model collected at the State-calledGeneral Education Core Review, June 2003

20. What does all of this mean to you?AdoptedService Learning Cycle from National Youth Leadership Council and Compass Institute, 2000 • Pre-Service • Identify courses (competencies) where service makes sense • Identify community needs • Ask for assistance from Service Learning Team • What? (During Service) • Provide a meaningful service experience • Observe and assess your learners • So what? (Post Service) • Analyze the project’s success • Share your best practice • Celebrate the accomplishments of the project • Now what? • Continue the growth of service learning.

21. Service Learning Support • Service Learning Team • Pat O’hara, Sally Martin, Lori Suddick, Myke Maney, Dick Hopfensperger, Rick Northrop, Liz Paape, Amy Mangin • Are you interested in contributing to the service learning team? • Contact Amy Mangin at amy.mangin@nwtc.edu or ext. 6253

22. Do you have any questions? Do you have any examples of Service Learning?

23. Would you like to learn more? Service Learning: Bright Ideas! • When: August 17, 2005 • Time: 12:30-1:30 • Where: BI317 Essential Resources to Help You Learn More about Service Learning. • When: August 17, 2005 • Time: 2:00-3:00 • Where: SC207