service-learning for different learning styles jan shoemaker [email protected] [email protected]...

Service-Learning For Different Learning

Styles

Jan Shoemaker [email protected] Academic Coordinator578-4074

© LSU Center for Community Engagement, Learning, and Leadership

Instructional Concerns

1. How can I help students acquire and retain information?

2. What can I do to enhance the ability of students to concentrate during class?

3. How can I encourage students to think critically?

4. What will help me to motivate my students? 5. How can I help them to become self-

directed learners?


Preview Instructional

Concerns SL Charactistics Community-Based

Spectrum Theory Experience and

Learning Cone Kolb Learning Cycle

Examples Stakeholders Question of Rigor Models Learning

Measurements Learning Outcomes PARE Model Resources


Service-Learning Definition A credit bearing educational experience… in which students participate in an organized

service activity… that meets identified community needs… and reflect on course content… with a broader appreciation of the

discipline… and an enhanced sense of civic

responsibility…Bringle and Hatcher 96


Theory Dole: 10% of what we read

90% of what we do Dewey: Experience, reflection Freire: Praxis, problem posing and

problem solving Kolb Learning Cycle: Concrete experience,

Reflective Observation, Abstract Conceptualization, Active experimentation


Service-Learning Examples

Information Systems and Decision Sciences

ISDS student teams design, code, test, document, and implement a software development project for a non-profit agency.


Architecture Architecture students work with the Mid-

City Redevelopment Alliance and Sweet Olive Cemetery, Inc. to assist community members in developing a strategic vision and then prepare a preliminary development plan and a web site for community organizations to facilitate community development and communication.


Educational Leadership Research and Counseling

ELRC students develop computer-based instructional materials for Scotlandville Elementary School teachers.


English Composition students write

newsletters and grants for non-profits.

Drama students write scripts based on oral history transcripts and produce them for middle schools in which the stories took place.


Learning Communities Interior design, English, and

landscape architecture students work for Bluebonnet Swamp Nature Center to design floor plans for exhibit layout, demonstration garden with native plants, interpretive text and graphics for trail stations, interactive nature exhibits, and scripts for audiotapes.


Oceanography Oceanography students collaborate

with Baton Rouge Zoo and Bluebonnet Swamp Nature Center in planning, instruction, stocking, maintenance, and focus-group testing of living educational displays and associated educational tools of living fish habitats.


Engineering Civil engineering students coach

area high school students for a pasta bridge competition, then run and judge the competition.


Biological Engineering Biological Engineering students work

with elementary school students to design and construct environmentally complementary playgrounds and butterfly gardens. They also design and construct animal environments for Mike the Tiger and the Southern mascot.


Civil Engineering Civil engineering students work with

civic organizations to develop solutions to traffic flow problems that have contributed to the deterioration of a community. The solutions are presented at public meetings and recommendations are made to traffic planners.


Curriculum and Instruction C & I students tutor in an

elementary school and work with students to design and implement a school improvement project.


Biology Biology students develop and

provide in-service workshops in human genetics for pre-college biology teachers.


Chemistry Chemistry students present

demonstrations in local high schools.


Stakeholders in Service-Learning Projects: All Part of Planning

Students Service Site or

Agency Clients or

Partners Faculty

member

Institution Funding entity Academic

Department


A Question of Rigor Definition is Important (Palmer Parker

1998)Rigor arises from a willingness to disagree,

to engage in honest questioning, to challenge current thought, and in acknowledgement of what one does not know.

Rigor can only occur when students feel the environment is hospitable to such dynamics.


Service-Learning ModelsStudent Participation

Format Community Role

Everyone Participates

Required # of Hours

Community Assets and Needs

Option With Alternative

Required # of Visits

Orientation of Agency and of Students

Extra Credit Extended Project

Teaching Opportunities

Individual/group

Short Term Project

Assessment


Measurements of Learning Interviews Surveys

(pre, mid, post)(self-generated, nationally tested)

Analysis of Reflectionspapers, portfolios, journals, presentations, electronic forum, class discussions, action research, reading responses, notebooks

Service site observations

Logs Focus groups


Student Learning Outcomes Academic: departmental and/or

general education Career Civic Personal Ethical Social


Resources WWW.cas.lsu.edu

Click “Service-Learning”

and “Faculty Resources” www.compact.org

Best collection of books and syllabi. Click “Resources” and “Syllabi Project”

Allen 12 Resource Library


Summary: PARE Model Preparation Action Reflection Evaluation


Instructional Concerns

1. How can I help students acquire and retain information?

2. What can I do to enhance the ability of students to concentrate during class?

3. How can I encourage students to think critically?

4. What will help me to motivate my students? 5. How can I help them to become self-

directed learners?

service-learning for different learning styles jan shoemaker [email protected] [email protected]...

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