Student Learning Communities: Literature and Developmental Reading

Mid-Atlantic Regional Conference23 October 2009

Judith Allen-LeventhalDivision of Languages and Literature

College of Southern Maryland

“Purposeful” Service-Learning

The Origin of this Service-Learning Project:

“The Big Read”: Spring 2008 The Big Read, an initiative of the National

Endowment for the Arts, revitalizes the role of literary reading in American popular culture by providing opportunities to read and discuss a single book in communities. Early in 2008, CSM participated with organizations throughout Southern Maryland in The Big Read, and the initiative was incorporated in several literature courses as service-learning at various sites, on and off campus.

“The Big Read” Simplified Fall 2008, Spring 2009, Fall 2009

Students enrolled in Introduction to Composition and Literature (ENG 1020) and Introduction to Literature (ENG 2030) assisted students enrolled in Analytical Reading and Reasoning (RDG 0800) Common text: A Lesson Before Dying by Ernest

Gaines fall semester 2008 and spring semester 2009; The Kite Runner by Khaled Housseini fall semester 2009

Parallel curriculum Numerous comparable learning outcomes and

objectives (e.g., analytical reading and writing skills)

Simplified and Enhanced Logistics

Identification of multiple “receiving” RDG 0800 faculty and classes/service sites

Forms (contract, assignments) fine tuned

Sites accessible, specific, easily contacted

“Receiving” site communication and coordination facilitated

Liabilities minimized

Student service-learning participant scheduling facilitated

Service-Learning “Products”

Reflection Essay Assignment In-Class Written Assignment Class Presentation (to classmates in

literature course) Diverse On-Site Service-Learning

Presentation Options (determined by individual students or in collaboration with other students)

Outcomes/Benefits

Curriculum of all Students (both receiving and

participating in service-learning ) is Deepened Broadened Better Integrated

Receiving Service Site (RDG 0800 class) Student learning needs served Appreciation of education provided by

“peers” Learning communities established

Win Win: Multiple Learning Communities are Established

Student participants in the “sending” classroom work together in pairs or teams, designing materials and plans.

Students in the “receiving” classroom site become more active learners.

Service-learning participating students work together as teaching “peers” in the “receiving” classroom.

Faculty of both service-learning participant students and receiving developmental students benefit through enhanced interaction and stronger shared learning outcomes

The larger CSM learning community benefits through improved retention and more enthusiastic learners.

Additional Outcomes/Benefits

Improves communication skills Interests and engages experiential

learners Provides opportunity to “try on”

professions Learning improves with teaching,

whatever the curriculum

Sample Service-Learning Projects

English literature students (ENG 1020 and 2030) brought to the developmental students (RDG 0800) a variety of classroom enhancements. Content

formal power point presentations (e.g., outlining literary elements)

“hands on” experiences (serving sample foods to illustrate aspects of setting and/or symbols)

Standard “classroom” discussion Format

Teams (within and between/among sections)IndividualPairs

A

Continuing Challenges

Participating as an “option” Facilitating student participation

without interfering Scheduling and logistical arrangements

with the “receiving” RDG 0800 class Sharing of responsibilities equally in

groups/teams of student participants Providing consistent quality of “service”

to RDG 0800 students

The Future

Participate in CSM’s next Big Read: spring semester 2010: Fahrenheit 451.

If possible, institutionalize the pairing of English literature students with developmental students in reading and/or writing.

“Because when spring comes, it melts the snow one flake at a time, and maybe I just witnessed the first flake melting” (*Hosseini 371).

*Hosseini, Khaled. The Kite Runner. 2003. New York: Riverhead-Penguin, 2005. Print.