Tennessee State University

Service Learningand Civic

Engagement

Service to LeadershipFaculty Workshop

Dr. Deena Sue Fuller

Director of Service-Learning and Civic

Engagement

Tennessee State University

This country cannot afford to educate a generation that acquires knowledge

without ever understanding how that knowledge can benefit

society or how to influence democratic

decision-making. (From The Campus Compact

Presidents’ Declaration on the Civic Responsibility of

Higher Education.)

Preliminary Understandings

• Learning is a process---that has measurable outcomes

• It starts with where you are now• And what you want to learn from this

workshop • You all are the experts in your course and

your discipline• A multitude of RESOURCES will be on the

Course Website

Your Goals

• At your table, list 3 learning goals you have for this workshop.

• Share them with 1 or 2 people sitting near you

Rank your service-learning knowledge, skills, and

experience• On a scale from 1 to 10

• 1 = You have heard the term “service-learning”

• 5 = You have taught SL classes

• 10 = You could be teaching this workshop

What distinguishes service-learning from other forms of

experiential education?

Service-Learning involves a balance between learning

goals and service outcomes.

What is Service-Learning???

Service-Learning is a method of teaching that enriches learning

by engaging students in meaningful service to their universities or communities

through careful integration with established curricula.

EQUAL IMPORTANCE

Student Learning Meaningful Service

National Commission on Service-Learning

“…a teaching and learning approach that integrates community service with academic study to enrich learning, teach civic responsibility, and strengthen communities.”

WHY SERVICE-LEARNING??

If effectively implemented….

Service-learning has many benefits for students, faculty, community members, and universities, alike.

FACULTY BENEFITS• New areas for research and publication• Increased opportunities for recognition and

rewards• Improved student discussion and participation• Enriched approach for fostering learning• Increased opportunity to engage students of all

learning styles• New relationships with students and community

members• Improved understanding of how learning occurs

STUDENT BENEFITS• Reported increased learning and motivation• Deeper understanding of subject matter and

complex social issues• Ability to apply course material in “real life”

situations• Opportunity to learn from classmates’ experiences• Opportunities for collaboration and leadership

experiences• Teaches job skills and prepares students for

careers after college• Promotes deeper learning; there are no "right

answers" in the back of the book

COMMUNITY BENEFITS

• Additional energy, enthusiasm, and resources for problem-solving

• Improved relationship with university and access to university resources

• Opportunity to recruit students as long term volunteers

• Future staff potential

UNIVERSITY BENEFITS

• Opportunity to be a model service-learning program for other universities

• Improved student retention and school to work transition

• Improved standing in the community• Demonstrate action for the public

good

Service-Learning• contributes to civic learning• develops leadership skills• encourages a sense of civic

responsibility• reduces stereotypes• strengthens the ability to

empathize with others• promotes a more democratic

citizenry

The Seven Elements of High-Quality Service-learning

1.Integrated Learning- clearly articulated learning outcomes

2. High Quality Service- meet actual community need

3. Collaboration- all partners benefit and contribute4. Student Voice- students actively plan &

participate5. Civic Responsibility- contribute to and impacts

the community6. Reflection- connect service & academic learning7. Evaluation- measure learning & service goals

Learn more about service-learning

• www.servicelearning.org

• Campus Compact (compact.org)

• www.tnstate.edu/servicelearning

• TN Campus Compact

• Corporation for National and Community Service (cns.gov)

• Campus-Community Partnerships for Health

• D2L course website (TSU)

Service Learning ClassesEnglish ChemistryHistory GeographyMusic HonorsNursing DesignEducation Early

ChildhoodPsychology EngineeringHealth Phys. Edu.Communications SociologyDental HygieneOccupational & Physical TherapySpeech PathologyPublic Service & Urban AffairsConsumer SciencesCriminal Justice

Reflection in Service-Learning:

Brief Overview

What is this thing called “reflection”?

On paper or your computer write down your definition of “reflection” in 60 seconds.

Then respond to the following reflection prompt: Describe one thing you are excited about in this course and one thing you are anxious about.

(BRIEFLY in 60 seconds.)

How diverse are our responses?

Guess what….You’ve just completed a “pre-flection” activity.

[More on this later…stay tuned!]

Reflection is….Reflection is….

The intentional The intentional consideration of an consideration of an experience in light experience in light of particular of particular learning objectives.learning objectives.

(Hatcher & Bringle, 1997).(Hatcher & Bringle, 1997).

Compare Your Definition of Compare Your Definition of Reflection With…Reflection With…

The intentional consideration of The intentional consideration of an experience in light of an experience in light of particular learning objectivesparticular learning objectives..

What does your definition say, What does your definition say, include, or not include?include, or not include?

Why Why dodo instructors use reflection? instructors use reflection?

What are the objectives?What are the objectives?

What are some formats for What are some formats for reflection?reflection?

Objectives of the Reflection Process Objectives of the Reflection Process

Academic/cognitive growthAcademic/cognitive growth

Application of skillsApplication of skills

Critical thinking & articulating a positionCritical thinking & articulating a position

Personal developmentPersonal development

Promoting citizenship & civic Promoting citizenship & civic understanding/responsibilityunderstanding/responsibility

Integration of theory & practiceIntegration of theory & practice

Others from YOUR listOthers from YOUR list

Reflection FormatsReflection Formats

Oral ReflectionOral Reflection

Written Reflection (electronic or paper)Written Reflection (electronic or paper)

Arts and/or multi-mediaArts and/or multi-media

Large Group & Small GroupLarge Group & Small Group

Simulations/activitiesSimulations/activities

In-class and out-of-class reflectionIn-class and out-of-class reflection

Pros & Cons of Reflection Pros & Cons of Reflection FormatsFormats

There are Advantages and There are Advantages and Disadvantages of all of the Disadvantages of all of the above.above.

What are some?What are some?

Other ChallengesOther Challenges

Lack of depth & richnessLack of depth & richnessVenting, “shooting the bull”, shallow Venting, “shooting the bull”, shallow observations, diaries (lack of critical observations, diaries (lack of critical thinking)thinking)Close connections to course contentClose connections to course contentDifficulty in assessing reflection and/or Difficulty in assessing reflection and/or growthgrowthFinding methods that match students’ Finding methods that match students’ learning styleslearning styles

Reflection Prompt ExamplesBased on what you learned in yesterday’s lecture and reading and your first week with your mentee, what teaching/ learning strategies will probably work best?

Which learning strategies have worked? Why? Which haven’t worked well? Why?

How will you change what you’re doing based on the past 2 weeks experiences and last week’s lectures/readings?

ExamplesWhat did you learn in the community site that supported and/or challenged what you learned from your textbook ?

Develop a graphic that shows how many people are served by your community organization each month.

Create a poster, drawing, pamphlet, essay, skit , etc. highlighting what you learned in the community that deepens your understanding of the course content.

Examples

• List 3 needs that you have observed in the community. Describe one way you can make a difference in one of them.

• What have you learned about food insecurity from your first 2 weeks in the community?

• Describe the health hazards you have observed in the community and write about how you think they affect the quality of life for the residents.

- Write one reflection question that you could use before your students start their service activities.

- Write one reflection prompt that will connect the course content (lecture, reading, theories, etc.) with the service activity.

- Write one that you could use near the end of the service that requires synthesis and analysis.

What? So what? Now what?What? So what? Now what?

WHAT? = A topic, issue, or experience is WHAT? = A topic, issue, or experience is identified, defined, described, discussed, identified, defined, described, discussed, and analyzedand analyzed

SO WHAT? = Rationale or importance of SO WHAT? = Rationale or importance of the topic or issue – critical thinking – relate the topic or issue – critical thinking – relate the experience to your course contentthe experience to your course content

NOW WHAT? = Consider the next steps; NOW WHAT? = Consider the next steps; what should you do; how can you make a what should you do; how can you make a difference; what actions are neededdifference; what actions are needed

Sample Reflection Prompts and Scoring Rubrics

Samples will be on the Course Website

Purpose of Grading/Assessment

• To provide faculty with a measure of what was learned.

• To provide feedback to students on what is expected of them, what they have done well, what they need to improve on and how.

• Formative feedback on service-learning reflections can greatly enhance learning

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Connecting to Course Objectives

• Reflection is one way to connect the service activities with the student learning outcomes.

• Structured critical reflections can lead to deeper learning --- personal, academic, and civic.

• Reflection prompts let students know what you expect them to learn.

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Potential student learning outcomes Communication Skills (written and oral)

Interpersonal Skills

Cultural awareness/Appreciation of diversity

Improved use of technology

Logical reasoning

Application of theory

Self-understanding

Critical thinking and Problem Solving

Investigation ofPower relationships

Analysis of social institutions and issues

Responsibility Identify and frame problems

Active listening Negotiation skills

Leadership

Creative conflict to produce growth

Political imagination: reimaging futures

Mentoring Commitment to service/service ethic

Career Exploration/ Development

Values clarification

Character Education

Civic Engagement

Perspective Transformation

Others?

What is Actually Being Graded?

• NOT the service. The learning is what you are assessing.

• How do you know students are learning?

• What activities in the classroom will enable students to meet academic learning objectives?

• What assignments outside of the class will enable students to meet academic learning objectives?

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Activities in the Classroom

• Large and small group discussions• One-minute reflection papers• Posters• Presentations• Collage, photo journal, drawing• Skit, music• Concept Mapping• Others?

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Assignments Outside the ClassWeekly reflection papersStructured journalsReflective interviewsScrapbook or collageVideo or PhotographyPortfoliosCase StudiesParticipation and performance at the service siteProgress toward project completionTangible outcomes for the communityOthers?

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Other questions about grading• Do all reflections have to be graded?

– Not necessarily.• You could just give points for participation in the in-class

reflection exercises or for turning in the weekly reflection papers.

• Do we grade the level of participation in the assignments?– Sometimes --- evaluated on a scale or again, using a rubric.

• Participation in class or small group discussion

• Do we grade the level of participation in the service project?– What if a student does not complete the required number of

hours?• Could reject all service-learning assignments because hours

were not fulfilled.• Could adjust the scores on completed SL assignments to reflect

the percentage of hours completed.42