Social Crises and the Faculty Response by Edward Zlotkowski Small Group Activity: -

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Social Crises and the Faculty Response by Edward
ZlotkowskiSmall Group Activity- Can the
academy remain a vital social institution?-
Should there be a greater emphasis on socially
responsive knowledge?- If not, why not? If so,
how?
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• College and University Models
• (from Fundamentals of Service-Learning Course
  Construction, Heffernan 2001)
• Course-based Service-Learning
• Co-curricular Service-Learning
• Service Internships
• Community Federal Work Study
• Freshman Experience Programs
• Capstones
• Learning Communities

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Course-based Service-Learning a teaching tool
that reinforces SPECIFIC CLASSROOM LEARNING,
meets community needs, and fosters civic
responsibility.  A service project will be used
as a part of a class assignment to help students
DISPLAY ACHIEVED LEARNING as part of their
grade. Co-curricular Service-Learning a
teaching tool that reinforces GENERAL AND/OR
SPECIFIC PARTICIPANT LEARNING, meets community
needs, and fosters civic responsibility.  The
service project is voluntary and not associated
with specific course competencies. Service
Internships an intensive teaching tool that
reinforces CUMULATIVE STUDENT KNOWLEDGE. 
Students are placed in a professional field
gaining supervised practical experience while
serving the community.  The placement will
typically be with a non-profit, civil
service/government, or charitable organization.
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Categories of Learning Objectives Which Academic
Service-Learning Can Enhance

• Course-Specific Academic Learning consider how
  community service can strengthen or allow new
  learning objectives
• Generic Academic Learning skills learned in and
  instrumental to all courses
• Learning How to Learn skills that build learning
  capacity
• Community Learning skills which are important to
  the course that can only be acquired in the
  community
• Inter- and Intra-Personal Learning objectives
  critical to developing the whole learner and that
  are valued in a broad liberal arts education

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Developing Learning Strategies and Assessment
Methods

• Learning Strategies
• Classroom Strategies small group discussions,
  one-minute reflection papers, simulations
• Student Assignments integrative papers,
  structured journals, reflective interviews
• Assessment Methods
• These gauge enhanced academic learning.
• Public policy papers, oral presentations, group
  journals, pre post surveys

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Purposeful Civic Learning

• Characteristics of Civic Learning
• Distinguishes academic service-learning from
  other service programs
• Has tremendous flexibility
• Is not widely understood
• What is Civic Learning?
• What is Civic Participation?

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Goal Categories for Purposeful Civic Learning
An array of knowledge, skills, and values should
be set to aim for in these categories.

• Academic Learning
• Democratic Learning
• Diversity Learning
• Political Learning

• Leadership Learning
• Inter- and Intra-Personal Learning
• Social Responsibility Learning

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We higher education educate a large proportion
of the citizens who bother to vote, not to
mention most of the politicians, journalists, and
news commentators. We also educate all the
school administrators and teachers, who in turn
educate everyone at the pre-college level. And
we do much to shape the pre-college curriculum
through what we require of our college
applicants. In short, not only have we helped
create the problems that plague American
democracy, but we are also in a position to begin
doing something about them. If higher education
doesnt start giving citizenship and democracy
much greater priority, who will? --- Alexander
Astin
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Service-Learning A Balanced Approach to
Experiential Education By Andrew Furco (1996)
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Curricular Service-Learning
Modified from a publication of the Edward
Ginsberg Center for Community Service and
Learning at the University of Michigan with
support from Campus Compact
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Three Necessary Criteria
Relevant and Meaningful Service in the Community
Enhanced Academic Learning
Academic Service-Learning
Purposeful Civic Learning
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Disproving Common Misconceptions about Academic
Service-Learning

• Academic service-learning is not the same as
  other types of service or service-learning.
• This is also different than internships, which
  focus more on student benefits and academic
  learning.
• Experience is needed for learning, but is not
  enough in itself. Reflection activities connect
  the two.
• A community service requirement to a course does
  not fulfill the academic service-learning model.

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Aligning Learning Goals, Objectives, Strategies,
and Assessment Methods
Learning Goal
Learning Objectives
Learning Strategies
Learning Assessment Methods
Learning assessment methods provide feedback to
the instructor on the alignment between these
components. Easily remembers as GOSA! Also
modified from the Michigan Journal workbook
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• Critical Components of S-L
• Enhances academic learning, knowledge, and
  engagement
• Enhances civic learning, knowledge, and
  engagement
• Addresses a real community need

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• Critical Components of S-L
• Academic learning objectives
• Course-specific
• General academic
• Learning to learn
• Community learning
• Inter- and Intra-personal

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• Critical Components of S-L
• Civic learning objectives
• Academic learning
• Democratic citizenship learning
• Diversity learning
• Political learning
• Leadership learning
• Inter- and Intra-personal learning
• Social responsibility learning

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Critical Components of S-L Civic learning
objectives The University of Massachusetts at
Lowell has received a 100,000 National Science
Foundation grant to develop service learning
projects in its college of engineering one of
only 10 awards nationwide, according to the
university.
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Critical Components of S-L Civic learning
objectives The one-year planning grant will
incorporate service learning which connects a
project to the academic curriculum into core
engineering courses. The program is optional but
successful thus far. For example, a trio of
mechanical engineering students recently
constructed a prosthetic leg for a 14-year-old
amputee in Peru.
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• Critical Components of S-L
• What were the civic learning objectives?
• A trio of mechanical engineering students
  recently constructed a prosthetic leg for a
  14-year-old amputee in Peru.
• Academic learning
• Democratic citizenship learning
• Diversity learning
• Political learning
• Leadership learning
• Inter- and Intra-personal learning
• Social responsibility learning

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Critical Components of S-L By the way Our goal
is to reach every student in every semester with
a service-learning component, said John Ting,
dean of engineering. We have an excellent track
record. Now, we face the challenge of developing
an integrated, collegewide program in which
students from different disciplines work in teams
to solve problems presented by community groups
locally or overseas.
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Critical Components of S-L By the way During
the planning year, the engineering faculty will
pilot-test program options and prepare a full
proposal for a 1 million, five-year
implementation grant to fund a collegewide,
service learning initiative to reach every
engineering student. Source http//www.uml.edu/
Media/News20Articles/article382.html
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• Critical Components of S-L
• Partnered Activity
• with a partner, discuss what type of civic
  learning currently takes place in your class and
  how it can be enhanced or made more purposeful
  with service-learning.
• Then, together, create one line of GOSA to
  achieve enhanced civic learning, knowledge, and
  engagement.

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• Critical Components of S-L
• Addresses a real community need
• Not service for or to but with the community
• Public versus private partnerships
• Loss of control but many teachable moments
• Reciprocity
• Accountability
• Assessment

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The world is a dangerous place. Not because of
the people who are evil but because of the
people who don't do anything about it. - Albert
Einstein If you think youre too small to
make a difference, try sleeping in a room with a
mosquito. - African Proverb The bravest are
surely those who have the clearest vision of what
is before them, glory and danger alike, and yet
notwithstanding, go out to meet it. - Thucydides

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Effective Community Partnerships Community
Voices A California Campus Compact Study on
Partnerships (2007) I think a great partnership
is when you stop saying MY students. Theyre OUR
students. What are OUR needs? We share these
things in common, so lets go for it.
Community Partner
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Effective Community Partnerships
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Effective Community Partnerships
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Effective Community Partnerships
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Effective Community Partnerships
How are community organizations
co-educators? What can you expect from your
community partner? What should they expect from
you? What should they expect from your students?
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Effective Community Partnerships
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Effective Community Partnerships
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Effective Community Partnerships
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Effective Community Partnerships
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Effective Community Partnerships
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Effective Community Partnerships
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Effective Community Partnerships
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Effective Community Partnerships
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Community Partnerships and Engaged
Scholarship Individual Activity- Based on these
responses and findings, is there anything to add
to what youve done so far, and if so, what? -
What challenges might you face from the faculty,
student, and community perspectives?
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• Other considerations
• - Double-dipping case study
• - Optional versus mandatory
• - Direct versus indirect
• - How much should it be weighted
• Liability
• One partner versus many

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Open Discussion Questions? Comments? Concerns?
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Smooth seas do not make skillful sailors
African Proverb