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ACADEMIC SERVICE-LEARNING AT
CATHOLIC SCHOOLS
M A R I S O L M O R A L E S
A S S O C I A T E D I R E C T O R
H O W A R D R O S I N G , P H . D .
E X E C U T I V E D I R E C T O R
S T E A N S C E N T E R F O R C O M M U N I T Y - B A S E D
S E R V I C E L E A R N I N G
D E P A U L U N I V E R S I T Y
C H I C A G O , I L U S A
DePaul University-Chicago
Vincentian, Urban, Catholic,
Mission (founded 1898)
25,000+ students, largest
Catholic University in USA
33% first generation college
students
“Let us do the good that presents itself”
St. Vincent de Paul
The Steans Center provides educational opportunities grounded in Vincentian community
values to DePaul students. The Center seeks to develop mutually beneficial, reciprocal
relationships with community organizations in order to develop a sense of social agency
in our students through enrollment in CbSL courses, community internships and
placements, and community-based student employment.
PRE-FLECTION
W H AT I S A C A D E M I C S E R V I C E - L E A R N I N G ?
W H Y I S A C A D E M I C S E R V I C E - L E A R N I N G
I M P O R TA N T F O R C AT H O L I C S C H O O L S ?
WHAT IS ACADEMIC SERVICE-LEARNING (ASL)?
ASL AS A PEDAGOGY
Not adding service to a course
Changes teaching/learning practice
Learning skills change
Teaching skills change
“GOOD” ACADEMIC SERVICE-LEARNING
Direct experience working with community that integrates with
curriculum, promotes the school’s mission and values and
supports the public good
Good ASL includes:
Relevant service
Reflection
Planned reciprocity with community
Service defined/valued by community partner
Service integrated into learning goals
Planned ahead of time
Service is relevant to discipline/subject area
Students are well-oriented/trained
“GOOD” ACADEMIC SERVICE-LEARNING
Credit for learning
Academically rigorous
Accomplishes learning objectives
Uses critical thinking thru reflection
Views the community as co-educator
Changes faculty role in the classroom
“GOOD” ACADEMIC SERVICE-LEARNING
ASL CURRICULUM INTEGRATION
ASL
Reflection
Meaningful Service
Academic Content
A pedagogical model that intentionally integrates community
service, academic learning, and civic learning (Howard, J.)
MEANINGFUL SERVICE-LEARNING IN THE CATHOLIC TRADITION
“Let each of you look not only to his own interests, but also to the
interests of others”. Philippians 2:4
TYPES OF ASL
Direct service
Project-based
Research
Advocacy
ACADEMIC CONTENT IN CATHOLIC SCHOOLS
Provided by Noel San Antonio
"Education is one of the most important ways by which the
Church fulfills its commitment to the dignity of the person and
the building of community." (To Teach as Jesus Did, 1972, #13)
REFLECTION
“There is no act of charity that is not accompanied by justice
or that permits us to do more than we reasonably can”.
St. Vincent de Paul
WHY ASL IN CATHOLIC SCHOOLS?
A Few Ideas:
• ASL creates future socially/civically engaged & responsible
leaders
• ASL increases empathy levels among students (Emerson 2007)
• ASL complements traditional curriculum connecting it to life and
challenges in the community, leading to improved comprehension.
• ASL supports spiritual development through encouraging
introspection, connecting everyday life in community with faith and
values.
• Infuses Catholic faith and social teaching into academic content
BUILDING COMMUNITY-SCHOOL PARTNERSHIPS,
STRENGTHENING CATHOLIC SCHOOL CURRICULUM
STARTING ASL
ASSET-BASED MODEL OF COMMUNITY ENGAGEMENT SOCIALLY ENGAGED LEARNING IS INHERENTLY POLITICAL SELF-REFLEXIVE, CRITICAL PEDAGOGY RESPECTING COMMUNITIES AS INTELLECTUAL SPACES COMMUNITY-DRIVEN, CAPACITY-BUILDING PROJECTS
Catholic School-Community Engagement Strategies
ASSET BASED COMMUNITY DEVELOPMENT
Communities have deficiencies & needs
Communities & citizens have capacities &
assets
ASSET BASED COMMUNITY DEVELOPMENT
A S S E T M A P
PARTNERSHIP DEVELOPMENT
EVALUATE YOUR TEACHING STYLE
1. Can I share control of teaching with community?
2. Can I handle uncertainty/not always having the answers? 1. Can I adapt to situations/experiences the students will
have as part of service-learning experiences?
2. Can I foster discussion with students sharing their experiences in relation to the curriculum?
3. Can I explain to students why ASL is important for our school?
THINK ABOUT……..
What do I teach?
What are my learning objectives?
ASL and Assignments/Readings
ASL and Lectures/ Discussions
ASL and grading
ASL CURRICULUM DEVELOPMENT
LEARNING OBJECTIVES
• What are your learning objectives?
When students finish your course/class what should they have learned?
• How will service learning contribute to meeting learning
objectives?
In what ways can the experience enhance students’ learning and
retention of the material?
• How can you build community partnerships that support
the learning objectives and the community?
BEGINNING…….
• Will the service/project component be required?
• How many hours outside the classroom?
• If project based, what is the deliverable?
• How to connect the service to course content?
• How much class time devoted to service and reflection?
• How will you evaluate ASL?
ORIENTING STUDENTS TO ASL
History, mission, structure and location of the service sites.
Background and description of the individuals to be served.
Social, political, and economic issues related to the service site.
Responsibilities: tasks, expectations, role definition.
Discuss why ASL at your school
REFLECTION IN ASL
• Guided integration with academic course content (theories, concepts, methods, belief systems, values, etc.)
• Highlights relationship between service and broader social, economic and political issues
• Highlights relationship between service & faith traditions
• Illuminating links between knowledge and forms of marginalization and oppression
• Unraveling the complexities of privilege (race, class, gender, etc…)
THE 4 C’s OF ASL
EYLER & GILES, 1999
Continuous - before, during, and after
Connected - directly linked to learning objectives
Challenging - moving from surface learning to deeper, critical thinking
Contextualized “corresponding” to course content in a meaningful way
CURRICULUM REVIEW
E L E M E N T A R Y / M I D D L E S E C O N D A R Y
• http://www.learningtogive.org/lessons/unit523/
• http://www.learningtogive.org/lessons/unit222/lesson1.html
• http://www.learningtogive.org/lessons/un
it318/lesson1.html
RESOURCES National Service Learning Clearinghouse
• http://www.servicelearning.org/slice
• http://www.servicelearning.org/instan
t_info/fact_sheets/he_facts/discipline
Learning to Give
• http://www.learningtogive.org/teacher
s/
Massachusetts Department of
Elementary & Secondary Education
• http://www.doe.mass.edu/csl/info.ht
ml?section=IV
VISIONING
EXERCISE
How can academic
service-learning work in
your school?
How can academic
service-learning work for
your grade level?
How can service learning
work in your community?
THANK YOU CEAP!!
A Special Thanks to Fr. Gregorio L. Bañaga, Jr. CM and
Adamson University for their unyielding hospitality.