Community Service-Learning and the Humanities Dr. Tania Smith University of Calgary A Lecture...
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Transcript of Community Service-Learning and the Humanities Dr. Tania Smith University of Calgary A Lecture...
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Community Service-Learning and the Humanities
Dr. Tania SmithUniversity of Calgary
A Lecture sponsored by St. Thomas More College’s Engaged Learning and
English Departments, University of Saskatchewan
Thursday, January 15, 2009 4:00 p.m.
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Background narrative
• English Studies, University of Alberta (BA hons, MA) and Ohio State University (PhD)
• Literature and history• Narratives, culture• Education, persuasion • Community-building questions• Tutoring and mentoring foreign students of
the Humanities
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Elements of CSL: Experiential Learning
• Jane Austen Society, Juvenilia Press: J& R. McMaster and Bruce Stovel
• Co-editing, theatrical production, conference planning and participation
• Still on “Academic” terms
• Involving academic & nonacademic participants
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Community Service Learning
• A step beyond common forms of academic experiential learning
• 3 way partnership model: teacher, students, community
• Equal value of academic learning and social engagement
• Students learn to bridge 2 audiences and teachers, 2 interpretive communities
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Humanistic Learning Traditions
• Isocrates
• Plato
• Cicero
• Renaissance “republic of letters” & “advice to princes” genre
• 18c British dissenting academies
• 18c British Women Writers
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CSL in Humanities education
• additional resources for critical thought. • avenues for "creativity" in learning • active, interpersonal engagement in learning
involving participants outside the classroom• increased elements of collaborative learning and
community• demonstrates to the public, parents and graduates
the relevance and value of humanities studies
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NSSE
National Survey of Student Engagement – Question Areas:
– Active and Collaborative Learning
– Student - Faculty Interaction
– Enriching Educational Experiences (including CSL question)
– Level of Academic Challenge
– Supportive Campus Environment
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CSL-related NSSE questions
• Tutored or taught students (paid or voluntary)• Participated in a community-based project• "Synthesized" new ideas and information, as
well as "made judgments" and "applied theories" regarding them
• Participated in a practicum, internship, or field experience
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U of C – NSSE data by faculty
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U of C – NSSE data by faculty
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Forms of Humanities CSL
• Mentors: high school, community. i.e. Humanities 101
• Small group discussion facilitators in events/forums
• Nonacademic co-editors, • Researchers, historians, analysts• Communicators
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Challenges & Answers
C: CSL as Trend / Fad A: CSL as Historic, intrinsic
C: CSL Bandwagon, Coersion
A: CSL as one mode among many. Quality.
C: CSL overemphasis on production
A: CSL critiques production through action/reflection cycle
C: CSL politically biased and not rigorous
A: CSL can involve community partners with humanities values & degrees
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Challenges & Answers
C: CSL focus on method vs. content
A: CSL for method balance & experience/content depth
C: CSL demands on time, skills, partnerships
A: CSL as beneficial to instructor research & service
C: CSL Student resistance to pedagogy or specific partner
A: CSL teaches through risk, uncertainty, responsibility
Challenges & Answers
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Further CSL inquiry / steps
• local resources, expertise, mentorship • bibliographies, websites, associations• piloting small scale, optional projects• involving students in research and development • tenure/promotion/evaluation policies• flexibility, credit / noncredit• consulting & involving stakeholders
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Hybrid Model: On-Campus CSL
• Serving other university communities/units (library, writing center, task forces, SU, clubs)– Academia lacks resources, needs to develop community
• Undergraduate course-based peer mentoring– Mentoring course / “Host” courses : CSL structure
– Peer Mentors as aids for many forms of interactive learning including CSL
– unlike TA/Instructor relationship
– Instructors learn some principles of CSL