1 tutorial 1 introduction to service-learning (community-based learning/cbl) and its connection to...
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TUTORIAL 1
Introduction to
Service-Learning
(Community-Based Learning/CBL)
and its Connection
to Jesuit Ideals Office of Academic Excellence and Assessment Creighton University
© 2007 Donna R. Pawlowski, Ph.D. Associate Professor
Department of Communication Studies
2
Tutorial Goals
At the end of this tutorial, you will have an understanding of: The definition and principles of service-
learning/CBL The benefits of service-learning for students and
faculty
Office of Academic Excellence and Assessment Creighton University
© 2007 Donna R. Pawlowski, Ph.D. Associate Professor
Department of Communication Studies
3
Tutorial Objectives At the end of this tutorial you will be able to:
Reflect on your own perceptions of service-learning based on your pre-assessment
• If you have not completed the pre-assessment, please stop now and complete it prior to continuing with the tutorial
Identify the type of potential course you have in mind for service-learning
Explain how you see service-learning benefiting your personal and professional life
Articulate how you think service-learning can benefit your students
Office of Academic Excellence and Assessment Creighton University
© 2007 Donna R. Pawlowski, Ph.D. Associate Professor
Department of Communication Studies
4
What is Service-Learning? Or CBL?
A pedagogical strategy where students apply what they are learning in the classroom (course/learning objectives) to a particular community
Communities are typically nonprofit (or underserved) and the application, in part, is done through service that fills a public good in the community; service that is meaningful & relevant for all parties (community and students)
Parties involved create a relationship and are considered the recipient and the provider of the service; both are changed by the experience
Office of Academic Excellence and Assessment Creighton University
© 2007 Donna R. Pawlowski, Ph.D. Associate Professor
Department of Communication Studies
5
What is Service-Learning? Or CBL?
Students make meaningful connections between what they are studying and its applications to the community through guided reflective writing and classroom discussion
“The community becomes an additional text for the course.”
Community also becomes empowered as they co-develop the partnership and the work from their strengths
Hopefully students will become more civically engaged, leading to future community participation (some materials adapted from Howard, 2001)
Office of Academic Excellence and Assessment Creighton University
© 2007Donna R. Pawlowski, Ph.D. Associate Professor
Department of Communication Studies
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Who is Involved in Service-Learning?
Office of Academic Excellence and Assessment Creighton University
© 2007 Donna R. Pawlowski, Ph.D. Associate Professor
Department of Communication Studies
Students
Community
Faculty
University
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4 Principles of Service-Learning
Office of Academic Excellence and Assessment Creighton University
© 2007 Donna R. Pawlowski, Ph.D. Associate Professor
Department of Communication Studies
Engagement
Reflection
Public
Dissemination
Reciprocity
(Heffernan/Campus Compact, 2001)
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4 Principles of Service-Learning
Engagement: Direct experience working with underserved communities and/or organizations that promote the public good
Does the service component meet a public good, and how do you know this? Has the community been consulted? How have campus-community boundaries been negotiated and how will they be crossed?
Office of Academic Excellence and Assessment Creighton University
© 2007 Donna R. Pawlowski, Ph.D. Associate Professor
Department of Communication Studies
9
4 Principles of Service-Learning
Reflection: Reflection on the community experience in connection to classroom materials
Is there a mechanism that encourages students to link their experience to course content and to reflect upon why the service is important? What assessment measures will be used to analyze these reflections?
Office of Academic Excellence and Assessment Creighton University
© 2007 Donna R. Pawlowski, Ph.D. Associate Professor
Department of Communication Studies
10
4 Principles of Service-Learning Reciprocity: Planned reciprocity of learning and
benefits
Is reciprocity evident in the service component? What is the community doing with and for the students? What are the students doing with and for the community? How?
Service-Learning assumes that colleges are living parts of communities, that the location of learning and service is often beyond the classroom, and that the communities have much to teach students and faculty (Sigmon and Colleagues, 1996)Office of Academic Excellence and Assessment
Creighton University © 2007 Donna R. Pawlowski, Ph.D.
Associate Professor Department of Communication Studies
11
4 Principles of Service-Learning Public Dissemination: Sharing the outcomes with
appropriate communities
Is service work presented to the public or made an opportunity for the community to enter into a public dialogue?
For example: Do oral histories that students collect return to the community in some public form? Is the data students collect on saturation of toxins in the local river made public? Does the University hear about what the students have done? How?
(Heffernan/Campus Compact, 2001)Office of Academic Excellence and Assessment Creighton University
© 2007 Donna R. Pawlowski, Ph.D. Associate Professor
Department of Communication Studies
12
Teaching/Service Spectrum
Community Service Practicum
(“Pure” Service) (“Pure” Learning)
Service-Learning
(the meeting in the middle)
Charity Pre-professional
Philanthropy Training(Zlotkowski, 2000; personal communication)
Office of Academic Excellence and Assessment Creighton University
© 2007 Donna R. Pawlowski, Ph.D. Associate Professor
Department of Communication Studies
13
What makes Service Different from Service-Learning?
Both are just as important and valuable for students and make an important contribution to society
The nature in which the service component or activity is used as a pedagogy (in a course or within a co-curricular program) to accomplish learning outcomes, to enhance the learning of skills/concepts, and the inclusion of guided reflections related to course content/outcomes is what characterizes service-learning/CBL from service
Service-learning/CBL is also typically with the same site throughout a semester; not a one-shot brief experience
Office of Academic Excellence and Assessment Creighton University
© 2007 Donna R. Pawlowski, Ph.D. Associate Professor
Department of Communication Studies
14
Service Example
Office of Academic Excellence and Assessment Creighton University
© 2007 Donna R. Pawlowski, Ph.D. Associate Professor
Department of Communication Studies
Students who volunteer and
help to clean the park as
a service activity for
Ratio Studiorum to help
out after a flood
Helping with
societyImportant to
community
Learning about being
contributing members
of a community
No written reflections One-shot experience
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Co-Curricular Service-Learning Example
Office of Academic Excellence and Assessment Creighton University
© 2007 Donna R. Pawlowski, Ph.D. Associate Professor
Department of Communication Studies
Students who go to New
Orleans for a fall break
service trip sponsored by
Creighton’s Center for
Service and Justice to help
families who have
been affected by Katrina
Helping with society;
students may also
become advocates
for local issues
Raises student
consciousness of justice,
political, health,
human suffering…
Learning about being
contributing members
of a community
They have open reflections
and journal about the
experience; discussions and
events are focused around
objectives; students are
prepared for trip in advance
Immersed experience where
students are helping a
community; more than likely
students have contact with and
create relationships with
community members
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Service-Learning/CBL Course Example
Office of Academic Excellence and Assessment Creighton University
© 2007 Donna R. Pawlowski, Ph.D. Associate Professor
Department of Communication Studies
Students partner with
the local Spanish
community during a
Social Work
Policies course
Students create
proposal for new
guidelines for
the immigration
process paperwork;
given to office
for consideration
Fulfilling a need of
the community and
learning about
cultural and
community issues
Students grapple
with language,
class, and
justice issues
in reflections
Students feel
transformed
by the experience;
families are grateful
and experienced
compassion and
created relationship
They help families with the
immigration process and
study the effects of immigration
for families new to the country
The create repeated written reflections
and have class discussions about
their experiences and how it links to
what they are studying in the class
They visit the immigration
office and study the
Immigration laws in class
They visit the families
various times throughout
the semester and create a
trusting relationship with them
Families,
students and
Immigration office
are mutually
benefiting from
the relationship
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How does it Fit in the Course? Optional or Mandatory?
Service-learning is a pedagogy; a unique mode of teaching and learning
You do not have to justify reading a textbook or explain why students need to write a paper; as long as they meet your course objectives
Thus, you do not have to justify why students work in the community - it is simply a course requirement
Remember, the community is another text for meeting course objectives
It helps course material come to life and enhances learning! If you do not make it an issue; students are less likely to make
it an issue!Office of Academic Excellence and Assessment Creighton University
© 2007 Donna R. Pawlowski, Ph.D. Associate Professor
Department of Communication Studies
18
Benefits of Service-Learning:For Students
Connects Theory and Practice Helps Students Gain a Sense of Community and
Responsibility For Others Learning/High Level of Student Engagement Strengthens Promotes Active Analytical, Problem-
Solving and Critical Thinking Skills Promotes Value of Diversity/Reduces Stereotyping
and Facilitates Intercultural UnderstandingOffice of Academic Excellence and Assessment Creighton University
© 2007 Donna R. Pawlowski, Ph.D. Associate Professor
Department of Communication Studies
19
Benefits of Service-Learning:For Students
O Strengthens Interpersonal and Communication Skills
O Student Learning is Deeper; Understand Course Concepts Better
O Affirms Two Cardinal Values:● personal responsibility for civic engagement● institutional responsibility to participate with the
community to improve societyAdapted from: Conville, R. L. & Weintraub, S. C. (2002)
Office of Academic Excellence and Assessment Creighton University
© 2007 Donna R. Pawlowski, Ph.D. Associate Professor
Department of Communication Studies
20
Service-Learning and Jesuit Ideals
The Mission and Identity of Creighton
University parallel service-learning benefits:
Our Jesuit vision commits us to form women and men of competence, conscience and compassion who have learned from reflecting upon their experiences of being for and with others. We do this in service of a faith that does justice.
Office of Academic Excellence and Assessment Creighton University
© 2007 Donna R. Pawlowski, Ph.D. Associate Professor
Department of Communication Studies
21
Benefits for Faculty: Teaching
Enables Teaching to become More Process-Oriented
Increases Variety of Unique Pedagogical Practices Improves Student Satisfaction with College Provides Authentic Assessment Opportunities Builds Stronger Relationships with Faculty Members
(and with Students) Co-Creation of Courses with Other Faculty
Office of Academic Excellence and Assessment Creighton University
© 2007 Donna R. Pawlowski, Ph.D. Associate Professor
Department of Communication Studies
22
Benefits For Faculty: Service
Improves Relationships with Community Increases Personal Involvement with Community Provides Opportunity for Community Boards Allows for Campus Organizational/Service
Opportunities Affirms Two Cardinal Values:
personal responsibility for civic engagement institutional responsibility to participate with the
community to improve society
Office of Academic Excellence and Assessment Creighton University
© 2007 Donna R. Pawlowski, Ph.D. Associate Professor
Department of Communication Studies
23
Benefits for Faculty: Scholarship
Integrates Interdisciplinary and Collaborative Projects Allows Faculty to Reach Scholarship Level Enhances Personal Scholarship of Teaching Provides Opportunities for Regional/National
Scholarship Engagement in Organizations Broadens Outlets for Presentations and Publications of
Research Enhances Tenure/Promotion Dossier
Office of Academic Excellence and Assessment Creighton University
© 2007 Donna R. Pawlowski, Ph.D. Associate Professor
Department of Communication Studies
24
As Jesuit, Creighton participates in the tradition of the Society of Jesus which provides an integrating vision of the world that arises out of a knowledge and love of Jesus Christ.
As comprehensive, Creighton's education embraces several colleges and
professional schools and is directed to the intellectual, social, spiritual, physical and recreational aspects of student's lives and to the promotion of justice.
Creighton exists for students and learning. Members of the Creighton
community are challenged to reflect on transcendent values, including their relationship with God, in an atmosphere of freedom of inquiry, belief and religious worship.
Service to others, the importance of family life, the inalienable worth of each individual, and appreciation of ethnic and cultural diversity are core values of Creighton.
www.creighton.edu/mission
Office of Academic Excellence and Assessment Creighton University
© 2007 Donna R. Pawlowski, Ph.D. Associate Professor
Department of Communication Studies
Link to Jesuit Mission
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Link to Jesuit Mission
Creighton faculty members conduct research to enhance teaching, to contribute to the betterment of society, and to discover new knowledge. Faculty and staff stimulate critical and creative thinking and provide ethical perspectives for dealing with an increasingly complex world. www.creighton.edu/mission
Your teaching should inform
and be informed by your scholarship!!
Office of Academic Excellence and Assessment Creighton University
© 2007 Donna R. Pawlowski, Ph.D. Associate Professor
Department of Communication Studies
26
Final Thoughts Hope you now have a general understanding of
service-learning/community-based learning and how you may find it useful in your classes
Remember just as you carefully pick the texts for your courses, you also carefully choose the service sites for your courses; if your objectives are appropriate, then think about the potentials of engaging your students in the wonderful world of service-learning!
Proceed to completing the post-tutorial exercisesOffice of Academic Excellence and Assessment Creighton University
© 2007 Donna R. Pawlowski, Ph.D. Associate Professor
Department of Communication Studies
27
References
o Conville, R. L., & Weintraub, S. C. (2002). Service-learning and communication: A disciplinary toolkit. Washington, DC: National Communication Association.
o Heffernan, K. (Ed.), (2001). Fundamentals of service-learning course construction. Providence, RI: Campus Compact.
o Howard, J. (Ed.). (2001). Michigan Journal of Community Service Learning: Service-learning course design workbook. Ann Arbor, MI: Regents of the University of Michigan, OCSL Press.
o National Service-Learning and Assessment Study Group (October, 1999). Service-learning and assessment: A field guide for teachers. The Vermont Department of Education - Learn and Serve America.
o Sigmon, R. L., & Colleagues. (1996). Journey to service-learning: Experiences from independent liberal arts
colleges and universities. Washington, DC: Council of Independent Colleges.o www.creighton.edu/mission
Office of Academic Excellence and Assessment Creighton University
© 2007 Donna R. Pawlowski, Ph.D. Associate Professor
Department of Communication Studies