Discussion/activity
In
break-out groups
: Ask faculty to identify, in general terms, what they want their students to
learn and experience as a result of their service. Which model(s) would be most appropriate for
those goals? Use the
handout
“How to structure the service component?”
Give groups 5-7 minutes to discuss. Ask for results. Record their responses on
newsprint
and
post.
Newsprint
has two columns—goals, model(s).
Components of effective service-learning courses
Place
overhead
of four principles and discuss each component
Engagement
Discuss the importance of avoiding service learning as charity, noblesse oblige.
Discuss the importance of moving from s-l as placement to s-l as partnership.
This corresponds to Eyler and Giles finding that community voice matters in
effective service learning courses.
Place “Partner Support”
overhead
and review with participants
Replace four principles
overhead
Reflection
Discuss the importance of “the more, the better” and using multiple methods of
reflection.
Reinforce the principle that it is through reflection that the connections between
service and content are made.
We will explore effective practices in reflection later.
Reciprocity
Reflects the notion that all participants are co-educators.
Important to identify opportunities for students to “teach” each other. Elicit
suggestions from audience and place on
newsprint
.
Identify the value-added to the community/community-based organization from
the service-learning course.
Identify opportunities for community partners to be co-educators and co-learners.
Public Dissemination
Identify what learning with respect to community-based organizations and
community issues will be produced by the course
Identify mechanisms for making the learning public
Convention