Lauren GlaseArtifact 2 – 4

Artifact 2 – 4Eagle Group Presentation

•This artifact was developed in the class, Learning Principles during the Spring 2010 semester with Dr. Patricia Gordin.

•This was a group presentation on Service Learning, Community Research, Internships, and Mentorship in Higher Education. I completed the Mentorship section.

 

•This Power Point project addresses Standard 2: Instructional Leadership from the Florida Educational Leadership Standards and the performance substandards that apply.

 

•I learned the many benefits of incorporating service learning , community research, internships, and mentorship opportunities into students’ curriculum. I learned a lot by seeing the foundational theories and principles that back up these activities. These activities give students positive experiences that will stay with them their entire lives. It helps them grow in more ways than just in the academic realm. It introduces the importance of giving back to the community as well as real world experiences that they can’t get in the classroom. I appreciate how FGCU incorporates some of these activities into the students’ lives and I hope more administrators follow our lead and introduce these activities as part of their students’ learning experience.

Eagle Group Presentation: Service Learning, Community Research, Internships, &

Mentorship in Higher Education

Lauren GlaseReid Lennertz

Thomas MackeyAlicia Ramsdell

SERVICE LEARNING

SERVICE LEARNING IN HIGHER EDUCATION

Defining Service LearningService learning is a method by which students learn and develop through active participation in thoughtfully organized service that:

• Is conducted in and meets the real needs of the community• Is integrated into and enhances the academic curricula of students• Provides structured time for students to reflect on their service experiences and demonstrate knowledge or skills they have gained and;• Helps foster civic responsibility

In service learning projects, students practice skills and behaviors that teachers need them to learn through the service they do. Service is an means and application of learning.

(Denton, S., 2004)

Brief History of Service Learning• 1903- Cooperative Education movement founded at the University of

Cincinnati

• circa 1905- William James, John Dewey develop intellectual foundations to service-based learning

• 1938- Franklin D Roosevelt develops the Civilian Conservation Corps

• 1961- John F Kennedy establishes the Peace Corps

• 1964- Lyndon B Johnson creates VISTA (Volunteers in Service to America), a National Teacher Corps, the Job Corps, and University Year of Action

• 1990-United States Congress passes National and Community Service Act of 1990

• 1993-William Clinton creates Americorps

• 2003-George H W Bush creates Presidents Council ob Service and Civic Participation

(Brufee, K.A., 2003, p.101)

Benefits of Service Learning

• It is positive, meaningful and real to the participants

• It involves cooperative, rather than competitive, experiences

• It offers opportunities to engage in problem-solving

• It promotes deeper learning

• It is personally meaningful and consequently supports cognitive learning and development

(Schoen, J.E., 2009)

Theories Related to Service Learning

American philosopher, John Dewey, in his book Experience and Education (1938), emphasized that while any experience may be educational, not every experience IS educational. (Martinez, M.E., 2001, p.3)

In order for an experience to have educational value, it has to have ‘continuity.’ Continuity relates to the potential for an experience to live on profitably in the future in the life of the learner. (Martinez, M.E., 2001, p.3)

Service learning in higher education meets the criterion of potential future profitability.

Theories Related to Service Learning (cont’d)

Albert Bandura’s Self-Efficacy Theory (1986) relates to people’s personal assessment of their ability to perform specific tasks in specific circumstances. (Martinez, M.E., 2001, p.174)

A key component of this theory is that of enactive attainments. Enactive attainments relates to already successful personalachievements. The theory states that what the learner believes they can achieve in the future is influenced by what they have already achieved in the past .

Service learning is a great opportunity to build upon established achievements. (Martinez, M.E., 2001, p.175)

Community Research

COMMUNITY RESEARCH IN HIGHER EDUCATION

Defining Community Based Participatory Research (CBPR)The Community-Campus Partnerships for Health defines community based participatory research as a "collaborative approach to research that equitably involves all partners in the research process and recognizes the unique strengths that each brings. CBPR begins with a research topic of importance to the community, has the aim of combining knowledge with action and achieving social change to improve health outcomes and eliminate health disparitis.“ (“Community based”, 2010)

Principles of CBPR

• Respects and Recognizes Community as a Unity of Identity

• Builds on Strengths and Resources in the Community

• Integrates Knowledge and Intervention for Mutual Benefit of All Members

• Facilitates Collaborative, Equitable Involvement of All Partners in All Phases of Research

• Information and Learning is Shared Equally by All Members

• Involves a Cyclical and Iterative Process

• Addresses Research Topics from Both Positive and Ecological Perspectives

• Disseminates Findings and Knowledge Gained to All Partners

• Involves a Long-Term Commitment by All Partners

(“Community based”, 2010)

Benefits and Importance

• Helps meet community needs through research

• Helps academic community conduct or valid and quality research

• Binds gaps of knowledge, trust, and understanding between academic institutions and the community

• Gets higher quality and more useful results by consulting the entire community

• Provides equal control for community and instructional institutions

(“Community based”, 2010)

CBPR at FGCU

• FGCU Utilizes community research to enrich education both for the classroom atmosphere for students and for the teachers

• FGCU’s community research is service oriented

• FGCU’s sponsored programs in research has grown to $14.8 million

• Dr. Roberts notes “These efforts provide a rich environment for students to take part in scholarly work while attending FGCU” (Roberts, 2010)

CBPR and Situated Cognition

The most influential theory on CBPR is situated cognition.

• John Dewy was most influential on CBPR. He believed that there should be a tremendous connection between school and communities.

• Mainly tied to situated cognition which is “ The perspective that knowledge is not simply mental content, but is expressed in and constituted by the goals, practices, people, language, and tools in a culture”.

• Using research appropriately and effectively can help unite educational institutions and surrounding communities.

INTERNSHIPS

INTERNSHIPS IN HIGHER EDUCATION

Defining Internships

“An ounce of experience is better than a ton of theory simply because it is only in experience that any theory has vital and verifiable significance.” - John Dewey

Internships are opportunities for students to enhance their academic preparation through practical, hands-on experience.

Elements of a Successful Internship Experience

• “

The completion of challenging and meaningful work related to a program of study. “The educational environment needs to actively stimulate the student’s development, and it does so through genuine and resolvable problems or conflicts that the student must confront with active thinking in order to grow and learn through the experience.” - John Dewey

Elements of a Successful Internship Experience

Supervised training under the guidance of seasoned professionals in the field, with the involvement of a faculty member to ensure learning outcomes are established and achieved.Vygotsky defined the zone of proximal development as the “distance between the actual development level as determined by independent problem solving and the level of potential development as determined through the problem solving under adult guidance or in collaboration with more able peers.” (Sides, C. 2007. p. 13)

Elements of a Successful Internship Experience

Internships should include a broad array of diverse learning experiences. For example, the experience may require students to utilize several of Howard Gardner’s “multiple intelligences:” Kinesthetic Interpersonal Intrapersonal Logical-mathematical Rhythmic - musical Linguistic Spatial Naturalist

Elements of a Successful Internship Experience

The Internship should expose students to the environment, situations, and people they will encounter when they enter the profession.“The concept of ‘situated cognition’ suggests that the process of understanding and learning hinges on the context or situation in which it is embedded. Ideally, learners should be situated in real life or authentic environments in which they are able to practice behaviors and apply theories and concepts.” (Hallett et al. 2009. p.7)

Through internships, students engage in a deeper and more meaningful learning process.“Retention and transfer require not simple content knowledge but active participation in a process whereby that information and knowledge is used and applied.” (Hallett et al. 2009. p.6)

Additional Benefits of Internships

Highly marketable experience

Job connections

Increased self-efficacy

MENTORSHIP

MENTORSHIP IN HIGHER EDUCATION

Mentorship in Higher Education

“Jacobi (1991) reviewed the literature on mentoring and undergraduate academic success and concluded that the popular opinion was that mentoring is a critical component of effective undergraduate education.”(Rodger, S. & Tremblay, P. F., 2003)

Defining Mentorship

Finding one, comprehensive definition of mentorship is difficult as different researchers have various definitions. Here are two prominent definitions from our literature review:

• The researchers in Duane, J, Parson & Sands (1991) defined a mentor as “a person who serves as a guide or sponsor, that is, a person who looks after, advises, protects, and takes a special interest in another’s development” (p.175).

• King, Parkhurst, Wizwer, Zdanowicz, & Zeind (2005) defined mentoring as “a relationship in which an individual who is senior in terms of experience (mentor) undertakes the following roles with a less experienced individual (protégé): advisor, teacher, protector, role model, advocate, counselor, and sponsor” (p.1). The article also explained that transformation and reciprocity are main goals of this relationship and that mentoring is an important component in the development of faculty members. Mentors should help guide protégés through challenging experiences and help them to grow personally and professionally. The mentor is also affected by mentoring and will hopefully become rejuvenated in his/her work.

Types of MentorshipInformal Mentorship

Informal mentorship involves the happenstance of someone in a senior position mentoring in a lower status. This is a relationship that formed without the precursor of a program being implemented. Informal mentorship program benefits are that usually mentors and proteges have things in common which helps with their bond.

Formal Mentorship

A formal mentor program set up through the university where mentors are paired with proteges. Goals are set for the program and guidelines are usually set with amount of time needed to be spent, projects, and learning outcomes. Formal mentorship program benefits are that because it is mandatory, relationships are made that may not have been made in the first place.

Peer Mentoring

Peer mentoring involves senior students mentoring younger students. These students are able to make connections because they are going through the same things and have more in common. This helps students adjust to the organization and Research has shown that peers can influence both persistence and feelings of belongingness. (Rodger, S. & Tremblay, P.F., 2003)

Variety of Mentors vs. Traditional Mentorship

Having a network of mentors with varying perspectives, knowledge and skills, proteges will be better supported. Our contemporary environment presents challenges that students may need multiple mentors with varying strengths to help guide them through college. (Janasz & Sullivan, 2001)

Positive Aspects of Mentor Relationships

Research has shown the following positive aspects of mentorship relationships:

• Mentorship offers confirmation, emotional support, personal feedback and friendship.

• Trusting, caring relationship

• Empower present and future educational and professional development

• Commitment is proven to affect relationship satisfaction

• Evaluation of the success of the mentoring relationship is important

• Playful communication helps ease tensions of socialization

• Emotional and directive listening helps socialization

• Foster learning and development of new members

• Communication skills play a key role in effective mentoring

• Communication competence helps build positive relationships

• Sense of humor helps students manage stress and improve emotional wellness

• Informal relational communication, such as empathy and emotional listening leads to effective mentoring

• Incorporating an understanding of protégé’s life, culture, and goals

(Angelique, H., Kyle, K., & Taylor, E., 2002; Allen, Poteat, & Shockley, 2009; Young, R.W. & Cates, C., 2005)

Benefits of Mentorship

Research has shown the following benefits of mentorship:

• Recruitment & retention of students

• Greater academic success/higher grades

• Increased learning

• Enhanced relationship with faculty and/or students

• Emotional support

• Feedback

• Open communication

• Sense of community

• Job connections

• Help adapt to organization

• Protégé satisfaction

• Build trust

• Grow interpersonal skills

• Increase in confidence

(Rodger, S. & Tremblay, P.F., 2003; Angelique, H., Kyle, K., & Taylor, E., 2002; Young, R.W. & Cates, C., 2005; Varney, J., 2009)

Theories related to MentorshipMany learning theories can be seen in the act of mentorship. The following are some that stand out:

•Albert Bandura’s Social Cognitive Theory

This theory recognized the major role of observation and imitation in learning. Learning can occur through social observation, which is at the heart of mentorship. Students are able to learn from their mentors actions and imitate their behavior. Having a good role model is important for students so they see and imitate behavior that is morally good.

•Vygotsky’s Cognitive Modeling

Cognitive modeling is the act of a teacher/mentor vocalizing their thought processes through a problem. This can be very beneficial in a mentor relationship because students can see how their mentor copes with problems in their daily lives and they can internalize it. This gives students the tools to work problems out in the future on their own. While cognitive modeling reveals a mentor’s flaws and limitations, it is very important to help connect to the student and let them know they are only human too and it is okay to doubt yourself or to not always be right. It teaches a very positive lesson to students that can help them engage in complex, higher-order cognition.

•Self-fulfilling Prophecy

The beliefs and expectations of teachers and mentors influences what students believe about themselves and how they perform. In mentorship relationships, mentors can use positive language and actions to support their proteges to help shape the intellectual growth. It just goes to show that having people who believe in you and believing in yourself can affect your success in life.

(Martinez, M.E., 2001)

References

Academic Autistic Spectrum Partnership in Research and Education. (2010). Community based participatory research. Retrieved from http://aaspire.org/about/cbpr.html

Allen, T.D., Poteat, L.F., & Shockley, K.M. (2009). Mentor-protégé commitment fit and relationship satisfaction in academic mentoring. Journal of Vocational Behavior, 74(2009), 332-337.

Angelique, H., et all. (2002). Mentors and muses: new strategies for academic success. Innovative Higher Education, 26 (3), 195-209.

Brufee, K.A.(2003) Higher Education, Interdependence, and the Authority of Knowledge. Baltimore, MD: Johns Hopkins Press.(P.101)

Community-Campus Partnership for Health. (2010). Community based participatory research. Retrieved from http://depts.washington.edu/ccph/commbas.html

Denton, S.(2004) Florida Learn & Serve. Florida Department of Education. Tallahassee, FL

Duane, J., Parson, L.A., & Sands, R.G. (1991). Faculty mentoring faculty in a public university. The Journal of Higher Education, 62(2), 174-193.

Hallett, M., Jaffe, D. and Roberts, R. (2009). Community-based transformational learning. Jacksonville, FL: University of North Florida.

Janasz, S.C., & Sullivan, S.E. (2001). Multiple mentoring in academe: developing the professorial network. Journal of Vocational Behavior, 64(2004), 263-283.

King, C., Parkhurst, C., Wizwer, P., Zdanowicz, M., & Zeind, C. (2005). Developing a sustainable faculty mentoring program. American Journal of Pharmaceutical Education, 69 (5), 1-13.

Martinez, M.E. (2001). Learning and cognition: The design of the mind. Upper Saddle River, NJ: Pearson Education, Inc.

Roberts, T.J. (2010). Office of research and sponsored programs. Retrieved from http://www.fgcu.edu/ORSP/index.html

References (cont’d)

Rodger, S. & Tremblay, P.F. (2003). The effects of a peer mentoring program on academic success among first year university students. Canadian Journal of Higher Education, 33 (3), 1-17.

Schoen, J.E.(2009) The Corporation For National and Community Service. Washington, D.C.

Sides, C. and Mrvica, A. (2007). Internships: theory and practice. Amityville, NY:Baywood Publishing.

Sweitzer, H. and Knog, M. (1999). The successful internship. Pacific Grove, CA: Brooks/Cole Publishing.

Varney, J. Humanistic mentoring: nurturing the person within. Kappa Delta Pi Record, 45 (3), 127-131.

Young, R.W. & Cates, C. (2005). Playful communication in mentoring. College Student Journal, 39 (4), 692-701.

Zachary, L. & Fischler, L. (2010). Those who lead, mentor. T&D, 64 (3), 52-57.