+ developing successful service learning courses a framework for civic engagement

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+ Developing successful service learning courses A framework for civic engagement

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Page 1: + Developing successful service learning courses A framework for civic engagement

+

Developing successful service learning courses A framework for civic

engagement

Page 2: + Developing successful service learning courses A framework for civic engagement

+Welcome

Let’s introduce ourselves

Page 3: + Developing successful service learning courses A framework for civic engagement

+WANTED!

What are you looking for in a service-learning partnership?

Take 2-3 minutes and write a want ad for your ideal service-learning partner:

Page 4: + Developing successful service learning courses A framework for civic engagement

+WANTED!

What type of service-learning partner are you looking for?

What needs can your partner help you to fulfill? What might you be able to offer your partner?

What goals could your partner help you to achieve?

Page 5: + Developing successful service learning courses A framework for civic engagement

+Developing successful partnerships A framework for service learning

Our own experiences with Project SHINE

Opportunities for you to revisit your initial thoughts on service learning partnerships

Page 6: + Developing successful service learning courses A framework for civic engagement

+A framework for service learning

“Service” implies that someone is in need and someone else is in a position to help.

“I am doing you a favor.” Your students are gaining valuable experience. Your agency is getting the help it needs.

Page 7: + Developing successful service learning courses A framework for civic engagement

+A framework for service learning

This tends to perpetuate deficit views

Of community agenciesOf students and facultyOf community members

Page 8: + Developing successful service learning courses A framework for civic engagement

+A framework for service learning

A new framework is needed, one which emphasizes:

Reciprocal knowledge-sharingCollaborative problem-solvingSocial action

Page 9: + Developing successful service learning courses A framework for civic engagement

+Service-learning as Civic Engagement

“Collaborative knowledge construction . . . brings together academic knowledge with the local knowledge of community stakeholders in order to

Define the problem to be addressed Establish a shared understanding of the problem Design, implement, and evaluate the actions taken to

address the problem

Goals are democratically set, learning capacity is shared, and success is collaboratively evaluated.”

Saltmarsh, Harley, & Clayton (2009)

Page 10: + Developing successful service learning courses A framework for civic engagement

+ Building partnerships between higher education and immigrant communitiesfor over 25 years…

Page 11: + Developing successful service learning courses A framework for civic engagement

+Project SHINE Mission and Work

• Project SHINE is an award-winning national immigrant integration initiative that helps college students, older adult volunteers, and immigrant & refugee elders connect and contribute to their communities.

• SHINE builds meaningful campus community partnerships to promote intergenerational engagement between college students, older adult volunteers and immigrants.

• SHINE builds the capacity of Ethnic Community-Based Organizations (ECBOs) and Community/Faith-Based Organizations (CBOs) to deepen their services in immigrant and refugee communities.

Page 12: + Developing successful service learning courses A framework for civic engagement

+Strategic Footprints & Pathways for Promoting Immigrant Integration

Civic Engagement

Servic

e Learn

ingH

ealth Literacy

Wor

kfor

ce

ESL

and

Cit

izen

ship

Page 13: + Developing successful service learning courses A framework for civic engagement

+

I have problems with interpreter sometimes. Sometimes the interpreter will miss some information. I want to communicate with the doctor. So I…ask the interpreter to fully translate what I said, otherwise there will be misunderstanding. The translator or interpreter may not be qualified enough.”

- Chinese elder

Page 14: + Developing successful service learning courses A framework for civic engagement

+Project SHINE’s Impact

Robust infrastructur

e in 16 states

Engaged over 9,000 students

Served over 40,000

immigrant and refugee

elders

Resulted in more than 150,000 hours of service

Page 15: + Developing successful service learning courses A framework for civic engagement

+The SHINE Philosophy

Approach Approach Approach

OrientationCommunity Members as

“Clients”

Community Members as “Contributors and

Colleagues”Community Members as

“Community Leaders”

Role of Agency

Service Provider

•Agency identifies the needs of the community and provides culturally and linguistically appropriate services.

“Authentic” Partner and Colleague

•Agency seeks and obtains community advice in identifying the community needs. •Agency invites community members to participate in program development, implementation and evaluation.

Capacity Builder/Supporter

•Community needs and goals are identified by community leaders.

•Project design originates with community members.

•Program is run by community leaders.

From Client to Colleague to Community Leader

Page 16: + Developing successful service learning courses A framework for civic engagement

+WANTED!

What are you looking for in a service learning partnership?

Let’s revisit our ads for the ideal service-learning experience.

Page 17: + Developing successful service learning courses A framework for civic engagement

+WANTED!

What important issue/challenge/problem do you want to address through service learning?

What types of reciprocal knowledge-sharing are needed in order to address this issue?

What types of collaborative problem-solving are needed?

How can community agencies, faculty, students, and community members all work together to develop a plan of action?

Page 18: + Developing successful service learning courses A framework for civic engagement

+Project SHINEBoise State University

Our focus: Assisting elder refugees in their efforts to learn English and pass the citizenship exam

Collaborative partners: The English Language Center, Boise State English Department, Center for the Study on Aging, Idaho Office for Refugees, Service-Learning Program

Page 19: + Developing successful service learning courses A framework for civic engagement

+Project SHINEBoise State University

Our focus: Assisting elder refugees in their efforts to learn English and pass the citizenship exam

Collaborative partners: Supported by a grant from the Mountain States Group and the Office for Refugee Resettlement

Page 20: + Developing successful service learning courses A framework for civic engagement

+Project SHINEBoise State University

LING 310

Service Requirements

Course Assignments

Page 21: + Developing successful service learning courses A framework for civic engagement

+Project SHINEBoise State University

LING 310

An introduction to the processes involved in child language acquisition and the acquisition of additional languages later in life.

Page 22: + Developing successful service learning courses A framework for civic engagement

+Project SHINEBoise State University

Service Requirements

Two hours per weekAt least 15 hours totalTwo choices:

Borah High School Bridge ProgramElders class at the English Language

Center

Page 23: + Developing successful service learning courses A framework for civic engagement

+Project SHINEBoise State University

Course Assignments

Problem-solving reflection (P-SAP)

Page 24: + Developing successful service learning courses A framework for civic engagement

+Project SHINEBoise State University

Course Assignments

Problem-solving reflection (P-SAP)

Many elder refugees in Boise have difficulty passing the citizenship exam, and thus are in danger of losing their benefits.

Page 25: + Developing successful service learning courses A framework for civic engagement

+Project SHINEBoise State University

Course Assignments

Problem-solving reflection (P-SAP)

Why might this be a problem?

Page 26: + Developing successful service learning courses A framework for civic engagement

+Project SHINEBoise State University

Course Assignments

Problem-solving reflection (P-SAP)

What are some possible causes of this problem?

Page 27: + Developing successful service learning courses A framework for civic engagement

+Project SHINEBoise State University

Course Assignments

Problem-solving reflection (P-SAP)

What could be done to try and solve this problem?

Page 28: + Developing successful service learning courses A framework for civic engagement

+Project SHINEBoise State University

Course Assignments

Problem-solving reflection (P-SAP)

What are the strengths and limitations of these possible solutions?

Page 29: + Developing successful service learning courses A framework for civic engagement

+Project SHINEBoise State University

Course Assignments

Service-Learning Reflections (DEAL)

Page 30: + Developing successful service learning courses A framework for civic engagement

+Project SHINEBoise State University

Course Assignments

Service-Learning Reflections (DEAL)

Personal GrowthSocial ResponsibilityCourse Content

Page 31: + Developing successful service learning courses A framework for civic engagement

+Project SHINEBoise State University

Course Assignments

Article Critiques

Connect to service learning experience Identify key gaps in our knowledge of

language acquisition

Page 32: + Developing successful service learning courses A framework for civic engagement

+Project SHINEBoise State University

Reciprocal knowledge-sharing

SHINE orientation Collaborative effort of the ELC, BSU faculty,

BSU students who arrived as refugees, experienced SHINE volunteers, and elder refugee students

Page 33: + Developing successful service learning courses A framework for civic engagement

+Project SHINEBoise State University

Reciprocal knowledge-sharing

SHINE orientation Visit from Steve Rainey, Director of ELC

Simulated experience of learning a new language

Discussion of the refugee experience– what makes it different from other language learning experiences?

Page 34: + Developing successful service learning courses A framework for civic engagement

+Project SHINEBoise State University

Reciprocal knowledge-sharing

SHINE orientation Visit with Chalise Eyre at the ELC

Introduction to the elders class and the citizenship exam

A chance to try out classroom activities with experienced volunteers

Page 35: + Developing successful service learning courses A framework for civic engagement

+Project SHINEBoise State University

Reciprocal knowledge-sharing

SHINE orientation Social mixer with the elders

Meet the elders! Meet the volunteers! Kick-off to a new semester

Page 36: + Developing successful service learning courses A framework for civic engagement

+Project SHINEBoise State University

Reciprocal knowledge-sharing

Other examples Chalise’s mentoring of volunteers on a

daily basis Collaborative materials development with

the elder refugees Sharing what we do with local, national,

and international organizations

Page 37: + Developing successful service learning courses A framework for civic engagement

+Project SHINEBoise State University

Developing plans of action

The Project SHINE TeamBoise State SHINE mentorsThe English Language CenterThe Center for the Study on AgingThe Idaho Office for Refugees

Page 38: + Developing successful service learning courses A framework for civic engagement

+Project SHINEBoise State University

Developing plans of action

The Project SHINE TeamWorking with the Library! to create a

display on “The Languages of Boise” and to make resources more accessible to elder refugees.

Page 39: + Developing successful service learning courses A framework for civic engagement

+Project SHINEBoise State University

Developing plans of action

The Project SHINE TeamDeveloping health literacy materials

based on interviews with health care professionals and the elder refugee students

Page 40: + Developing successful service learning courses A framework for civic engagement

+Project SHINEBoise State University

Developing plans of action

The Project SHINE TeamDeveloping classroom materials and

tasks for multiple literacy levels

Page 41: + Developing successful service learning courses A framework for civic engagement

+Project SHINEBoise State University

Assessing outcomes

The numbers Recruited 34 volunteers in the first year. Increased class time by 4 hours per week.Provided differentiated instruction to over

30 elder refugees.Over 500 total hours served

Page 42: + Developing successful service learning courses A framework for civic engagement

+Project SHINEBoise State University

Assessing outcomes

Impact on student volunteersWhat aspects of the service learning

experience contribute to students’ understanding of second language acquisition?

What types of civic engagement will students engage in after the semester ends?

Page 43: + Developing successful service learning courses A framework for civic engagement

+Project SHINEBoise State University

Assessing outcomes

Impact on community membersWhat role do SHINE volunteers play in elder

refugees’ English language acquisition?How do the elders feel about Project

SHINE?Will we see an improvement in the number

of elders who pass the citizenship test?

Page 44: + Developing successful service learning courses A framework for civic engagement

+Next steps for you

How can we help?