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Best Practices in Service-Learning— A Seminar Series for Leaders: Level 2+October 4, 2017

Planning Lab #1—Making Sure Your Students "Buy In" and Stay In!

Welcome/Introductions

Participants’ Expectations

Review of Course Calendar and Topics

How Are Things Going in Your Setting?

Entry Events—The Key to Emotional Engagement Examples from Previous Projects Additional Ideas

Reflection—Maintaining Momentum and Attaching Personal Meaning Sample Strategies and Questions Additional Ideas

Collaborative Work Time

"Growing Together" Network Events “Critical Issues Summit:” October 17, 10 a.m. – 2 p.m. at Mid-Ohio Foodbank “Mid-Year Celebration:” January 24, 4:30 p.m. – 6:30 p.m. at OSU Golf Course “Changemakers” Leadership Summit: May 10, 10 a.m. – 2 p.m. at Mid-Ohio Foodbank Final Product for Course Credit Brief summary of your goal(s), challenges, progress/accomplishments, and next steps. CEU or Ashland graduate credit available.

ClosingThoughts/Next Steps

"Growing Together" Network, Partnerships Make A Difference 1

2 "Growing Together" Network, Partnerships Make A Difference

Investigation“"Exploring Possibilities"

• LocalandGlobalNeeds• EmotionallyEngagingEntry Event(s)• ProjectIdea(s)• DrivingQuestion(s)• NeedtoKnow• InitialInquiry• Students’Strengthsand Interests

Action/Implementation"Becoming Changemakers"

• "DoingtheWorkofReal People"• AuthenticProduct(s)/ Service(s) for Authentic Audience(s)/Client(s)• Categories: -- DirectService -- Education and Awareness -- Advocacy -- Philanthropy/Fundraising

Preparation/Planning“"Becoming Experts"

• ContinuedInquiry/Research• NecessaryKnowledgeand SkillDevelopment• CommunityPartners/Mentors• Logistics

Reflection (ongoing)“"Attaching Meaning"

• What?SoWhat?NowWhat?• Revision/refinementof products/services as needed• Truer,deeperlearning

Demonstration/Celebration"Making Learning Visible"

• ValidationofGainsand Impact• "CapturingtheMagic"• SharingNewKnowledgewith Authentic Audiences• Assessment• Academic+Social+ Emotional Growth = "LearningthatLasts"

HIGH QUALITY SERVICE-LEARNING/PROJECT BASED LEARNING

A Planning Model for “Learning with Purpose . . . Serving with Passion”

This planning model, developed and utilized by Partnerships Make A Difference, blends widely endorsed definitions and key elements of Service-Learning and Project Based Learning. The model applies the "best of both worlds" in providing educators with an authentic instructional framework that effectively integrates rigor, relevance, and relationships.

“Learning by Doing

Authentic Issue or Need Compelling Topic or

QuestionAcademic Focus

Curriculum Integration/Standards

21st Century SkillsMultiple IntelligencesStudentVoice,Choice,

and PassionCollaboration/TeamworkCharacterDevelopmentCareerDevelopment




“Learning by Doing

Authentic Issue or Need Compelling Topic or

QuestionAcademic Focus

Curriculum Integration/Standards

21st Century SkillsMultiple IntelligencesStudentVoice,Choice,

and PassionCollaboration/TeamworkCharacterDevelopmentCareerDevelopment




HIGH QUALITY SERVICE-LEARNING/PROJECT BASED LEARNING

A Planning Model for “Learning with Purpose . . . Serving with Passion”

This planning model, developed and utilized by Partnerships Make A Difference, blends widely endorsed definitions and key elements of Service-Learning and Project Based Learning. The model applies the "best of both worlds" in providing educators with an authentic instructional framework that effectively integrates rigor, relevance, and relationships.


PBL PLANNING PRIMERWhere do ideas come from??? Starting Points…

4 Standards

4 Community needs/issues

4 What people do in the world of work

4 Students’ interests

4 Previous projects (see list of helpful websites)

What’s this all about??? Why are we doing this???Characteristics of an Effective Driving Question (DQ)

4 "Snapshot" of the project

4 Interesting, intriguing

4 Open-ended and/or complex—no simple yes/no answer

4 Compelling—creates a need to know/learn significant content and skills

4 Authentic—focuses on a real issue, problem or challenge whenever possible (local context

may add further value/appeal)

Types Of PBL DQs

Here are some examples of "Driving Questions" that create a "need to know" for Project Based

Learning that may or may not include a service-learning focus.

Abstract/Conceptual (answered by conceptual analysis and logical argument): What is a hero? When is war justified?

More Concrete (answered mainly by the analysis of empirical evidence): Is our water safe to drink? Why did the dinosaurs

become extinct?

Problem-Solving (answered by offering a reasonable solution): How can a local business attract more customers? How

can we improve traffic flow around our school?

Design Challenge (answered by creating—and often executing—a design that effectively meets

requirements): How can we create a work of art/piece of media to express our thoughts about

diversity in our community? How can we design a community theatre that meets size limits and seats the most people?

Partially adapted from publications of the Buck Institute for Education


Examples Of PB/SL DQs

When designing "Driving Questions" that create a "need to know," we recommend using both an "Inquiry" question

("What is . . ." or "Why is/are . . .") and an "Action" question ("How can we . . ."). Look at the questions on the preceding page

and compare them to the following questions.

• Why are there hungry children in our city and how can we raise awareness and take action

regarding childhood hunger?

• What is diversity and how can we create a work of art/piece of media to educate others in the

community about other cultures?

• What is there inequality? How can we ensure that every person in our school has an equal voice?

• What is needed in the play area of preschoolers? How can we create fun and educational seating areas for them?

Why should I care???"The Hook"… Examples of Entry Events

4 Real or fictitious correspondence: letter, memo, email presenting a need/challenge

4 Discussion of specific issue or event (current or historical)

4 Website review/research

4 Guest speaker

4 Video/film clip

4 Field trip

4 Simulation or reenactment

4 Demonstration or activity

4 Provocative/motivating literature selection

4 Startling statistics

4 Photographs, songs, works of art

What can we do???Examples of Authentic Products for Authentic Audiences

Written Products: research report, narrative, letter, poster, brief, proposal, poem, outline, brochure, biography, autobiog-

raphy, essay, book review, news story, short story, editorial, script


So…What should success look like in Service-Learning/PBL?

Authentic!

Rigor, relevance and relationships

21st Century Skills in action

Standards met or exceeded

"Truer, deeper learning"

Thinking grows over time.

Students do the work of real people.

They learn important content and skills.

They learn more about themselves.

They become "experts."

They’re passionate and engaged.

They assume ownership/leadership.

They feel proud and successful.

They collaborate and communicate effectively.

They "make a difference" in some way.

Their work and products matter to an "authentic audience."

Presentation Products: speech, debate, play, song/lyric, musical piece, dance, oral report, panel discussion, dramatic

reenactment, newscast, discussion, data display (e.g., chart, graph, statistical representation), exhibition of products

Technological Products: computer database, computer graphic, computer program, website,

graphic presentation, flow chart

Media Products: audio recording, slide show, video, drawing, painting, collage, sculpture, map, scrapbook, oral history,

photo essay or album

Construction Products: physical model, consumer product, system, machine, scientific instrument, finished structure

(e.g., greenhouse, playground equipment), museum exhibit

Planning Products: proposal, estimate, bid, blueprint, flow chart, timeline


Multiple lntelligences and Reflective Activities

Type of Intelligence Focuses On Possible Reflective Activities

Verbal-Linguistic Capacity to use words effectively, Journal

to express what is on your mind Public speech

and to communicate with other Poetry

people. Press release

Logical-Mathematical Capacity to reason well, the way Analysis of statistics

scientist or logician does; or to Field-based research

manipulate numbers the way a Timeline of events

mathematician does. Charts or graphs

Visual-Spatial Ability to represent the spatial Photo, slide, or video essay

world visually in your mind, the Sculpture

way a pilot does in the large Scrapbook

spatial world or the way a chess Drawing, collage, painting

player does in a more Map of service site

circumscribed world.

Bodily-Kinesthetic Expertise in using one’s whole Construction project

body to express ideas and feelings. Dance performance

The most evident examples are Skit or scene from the

people in athletics or the project

performing arts, particularly dance Theater production

and acting.

Musical Capacity to perceive, discriminate, Songs which focus on the

transform and express musical project

forms. Music that reflects theme

and feelings

Re-creation of sounds of

project

Interpersonal Ability to perceive and make Pair or small group sharing

distinctions in the moods, Conference presentation

intentions, motivations and Service training for others

feelings of others.


lntrapersonal Ability to understand yourself, Journal

to know who you are, what you Self-assessment

can do, what you want to do, how Progress chart

you react to things, which things Learning log

you avoid, and which things you Poetry

gravitate toward.

Naturalist Capacity to classify and Reflection session outdoors

discriminate among List of ways your project

living things (plants, animals), as improved the planet

well as sensitivity to other Comparison of project to

features of the natural world. a part of nature

Classification of project

outcomes, challenges,

etc.

Existential Ability to ponder the “big questions” Journal

and engage others in this quest; Philosophical essay, poetry,

a strong sense of caring for/ artwork or music

concern about the world in a Motivational speech or

global sense. sermon

Adapted from the work of Howard Gardner, Ph.D., Thomas Armstrong, Ph.D.

and L. Richard Bradley, Ph.D.














Partnerships Make A DifferenceService-Learning/PBL Planning Notes

Theme/Topic

Brainstorming Team Members

THE BIG IDEA

Issue/ServiceFocus: Who needs our help? What issue needs our attention?

Learning/AcademicFocus: What will we be learning about? What could our "Driving/Essential Question(s)" be? How will this service-learning/PBL project connect to your curriculum goals/content standards? What 21st Century Skills (e.g., collaboration, communication, critical thinking, creativity, etc.) might be addressed?

ProjectIdea: What can we do to address the identified need/issue? What community partner(s) might be involved?

Student“VoiceandChoice”: What strengths, interests, passions, and local/global awareness do students “bring to the table”? How can we build upon and utilize these assets?


POTENTIAL STRATEGIES/IDEAS FOR EACH STAGE OF YOUR SERVICE-LEARNING/PBL PROJECT Entry Events—emotionally engaging “kick-off” activities that "set the stage" and serve as a “hook” for student interest and active learning

Investigation/Inquiry—"Exploring Possibilities"—helps kids identify potential topics/sub-topics, become emotionally engaged, and conduct initial inquiry/research

Preparation/Planning—"Becoming Experts"—includes further research/”expert groups,” project schedule/logistics, and scaffolding (facilitated by the teacher as needed)

Action—"DoingtheWorkofRealPeople"and“BecomingChangemakers”... Authentic Product(s)/Service(s)—identifies "important stuff" that kids will create and/or accomplish Authentic Audience(s)/Client(s)—identifies who else will be part of/become aware of/benefit from the students’ efforts


Reflection—"Attaching Meaning"—extends the learning by helping students attach individual and collective meaning to their experiences. What reflection questions/prompts should we consider? What reflection strategies/forms of student expression should we consider?

DemonstrationandCelebration—"MakingLearningVisible"—makes learning visible, reinforces relationships, and “captures the magic of the project” by documenting the process, its outcomes, and related next steps


"Enhancing the Design"



Investigation/Inquiry—"Exploring Possibilities"—helps kids identify potential topics and become emotionally engaged

Possible topics and project ideas are explored during this phase, and initial inquiry is set in motion. If possible, the teacher may provide experiences/activities that encourage students to think about the “big picture” regarding local and/or global needs/issues. What problems/challenges can be addressed through skills and knowledge that students are acquiring in your class? How can your students also use their strengths and interests to maximize impact? Preliminary inquiry and analysis can be undertaken using a variety of methods that will allow students

to become emotionally engaged in the topic(s). Effective “entry events” are especially important.

Brainstorm as many ideas as possible on this page and the next to enhance/enrich/add rigor to the"Investigation"partofyourproject.





"Enhancing the Design"Preparation/Planning—"Becoming Experts"—includes further research, project schedule/logistics, and scaffolding (facilitated by the teacher as needed)

As your service-learning project plan takes shape, students will continue their inquiry/research to find answers to questions that begin to surface. Students prepare to “do the work of real people,” by acquiring necessary knowledge and skills,

developing more specific project plans, and attending to logistical details. Collaboration is an integral part of project planning, including students, teachers, and community partners/mentors.

Brainstorm as many ideas as possible on this page and the next to enhance/enrich/add rigor to the"Preparation/Planning"partofyourproject.







"Enhancing the Design"Action—"DoingtheWorkofRealPeople"—includes Authentic Product(s)/Service(s) for Authentic Audience(s)/Client(s). The project design identifies "important stuff" that kids will create and/or accomplish and indicates who else will be part of/become aware of/benefit from the students’ efforts.

The key to high quality, curriculum-based service-learning is engaging students in authentic “professional” work that addresses significant issues/needs. Students become scientists, researchers, writers, filmmakers, historians, political scientists, website developers, statisticians, artists, etc. Their work products/services can take the form of direct service, education

and awareness, advocacy, and/or philanthropy/fundraising.

Brainstorm as many ideas as possible on this page and the next to enhance/enrich/add rigor to the"Action/Implementation"partofyourproject.







"Enhancing the Design"Reflection—"Attaching Meaning"—extends the learning by helping students attach individual and collective meaning to their experiences. As we plan for reflection, it is important to address the following. What reflection questions/prompts should we consider? What reflection strategies/forms of student expression should we include?

Reflection is the connector between each stage of service and also summative. Through reflection students consider their thoughts and feelings (cognition and affect) regarding any overarching essential ques-tion or inquiry that is a driving force of the total experience. Reflection informs how the process develops, increases self- awareness, assists in developing future plans, and employs varied multiple intelligences. Cathryn Berger Kaye, M.A., CBK Associates © 2012

Brainstorm as many ideas as possible on this page and the next to enhance/enrich/add rigor to the"Reflection"partofyourproject.







"Enhancing the Design"DemonstrationandCelebration—"Making LearningVisible"—makes learning visible, reinforces relationships, and "captures the magic of the project" by documenting the process, its outcomes, and related next steps

Student demonstration captures or contains the totality of the experience, including what has been learned, the process of the learning, and the service or contribution accomplished. Beginning with investigation, students document all parts of the process, resulting in a complete and comprehensive ability to tell the story of what took place during each stage that includes key informative reflection. Students draw upon

their skills and talents in the manner of demonstration, often integrating technology. Cathryn Berger Kaye, M.A., CBK Associates © 2012

Brainstorm as many ideas as possible on this page and the next to enhance/enrich/add rigor to the"Demonstration/Celebration"partofyourproject.


• Assessment• ValidationofGainsand Impact• "CapturingtheMagic"• SharingNewKnowledgewith Authentic Audiences• Academic+Social+ Emotional Growth = "LearningthatLasts"



• Assessment• ValidationofGainsand Impact• "CapturingtheMagic"• SharingNewKnowledgewith Authentic Audiences• Academic+Social+ Emotional Growth = "LearningthatLasts"


Ashland University/CEUs

SIGN UP SOON!Earn CEUs or 2 (two)

semester hoursof graduate

credit!!

Register today!The series is designed for "graduates" of "Service-Learning: Level 1" or "Level 2+" course(s) who wish

to continue their professional growth as service-learning/PBL practitioners and leaders. The seminar experience will function as an interactive professional learning community (PLC) and "think tank" that enables participants to "work on the work" of service-learning together.

Seminar participants will enhance their instructional practice through a variety of professional reflection, collaboration, and leadership development experiences. They will use resulting skills and insights to help build service-learning/PBL awareness, support, and sustainability in their respective settings.

Special emphasis will be placed on connecting service-learning/PBL with Excellent Teaching and Deep Learning. This will occur as part of each seminar, regardless of the specific topic.

The seminar topics were suggested as part of our needs assessment process in April 2017. Meeting dates and session topics can be found starting on page 2 of this flier.

Course instructors will be Ellen Erlanger (retired from Upper Arlington Schools) and Kathy Meyer (retired from Worthington Schools), educational consultants with Partnerships Make A Difference. All class sessions will be held at The Graf Center, Upper Arlington Schools, 2020 Builders Place, Columbus, 43204. Cost of two semester hours of graduate credit is $350 (Spring 2018 credit; Ashland registration will be conducted at the January or February session). Contact hours certification is free. Please complete the registration form on our website: http://www.partnershipsmakeadifference.org/2017-sl-leadership-seminar-level-2.html. Confirmation information will be sent to you upon receipt of application. For more information, call Ellen at 614.226.2115, Kathy at 614.323.3741, or email us at [email protected].

ANNOUNCEMENT FOR 2017-2018 . . .

Ashland University Graduate/CEU Workshop Opportunity Sponsored by the “Growing Together” Service-Learning Network, Upper Arlington Schools, and Martha Holden Jennings Foundation -- Open to any educator who has completed “Service-Learning, Level 1” or previous “Level 2+” graduate courses.

• passion • purpose • legacy • gifts • fascinations • character •

▲

Best Practices in Service-Learning— A Seminar Series for Leaders: Level 2+


All sessions except January 24th and May 10th will meet 4:30 pm to 7:00 pm at The Graf Center, Upper Arlington Schools, 2020 Builders Place, Columbus, 43204. Light snacks will be available at 4:00 pm.

Session 1: Wednesday, October 4 Service-Learning/PBL "Planning Lab" #1 . . .Making Sure Your Students "Buy In" and Stay In!

This session is an opportunity to help you and others develop or refine your service-learning/PBL project plans in a relaxed, supportive environment. You can discuss/work on a new idea, revisit a previous project as a "fixer upper" you’d like to enhance, or just come to listen, learn, and provide helpful feedback. Our Field Coordinators (Karen Patterson and Jane Hubbard) will be present to assist as needed, and we’ll encourage participants to give each other tips and suggestions. Though this session will be part of our Level 2+ seminar series, feel free to encourage newer practitioners to attend with you if they’re interested and have a project idea in mind.

We’ll start (first 30 minutes) by getting acquainted and touching base about how things are going in everyone’s service-learning/PBL settings. Then, when the "Planning Lab" begins, we’ll help you pay particular attention to strategies that will "hook" students at the beginning of your project, maintain their emo-tional engagement and commitment as the project evolves, and help them reflect on their experi-ences/learning throughout the process.

So if you have ideas to share re: successful "entry events" (targeted motivation activities), inquiry/investigation activities, and reflection strategies, please bring them along. Of course, we’ll also provide some innovative ideas and resources for your consideration. We’ll "work on the work" together, so that all participants can move forward with their plans.

Session 2: Tuesday, October 17“Critical Issues Summit,” 10:00 a.m. to 2:00 p.m., Mid-Ohio Foodbank

Our annual Network Kick-Off Workshop also serves as our annual Critical Issues Summit. This important “double duty” event will bring together teams of teachers and students from each of our “Growing Together” schools and partner agencies/organizations to continue exploring complex community issues in central Ohio. Based on our shared insights and commitment, we will again identify specific service-learning ideas and actions to help address these challenges more effectively this school year.


It’s extremely beneficial for our Network members to learn, plan, and collaborate strategically as each new school year begins. As part of this process, it will be important—and hopefully, impactful—to con-tinue our collective focus on critical local and global needs, including poverty, hunger, homelessness and health concerns.

We’ll experience new awareness and outreach/action activities that you can use or adapt in your work with colleagues and/or students. This will include a special hands-on activity and accompanying resource/implementation guide. We’ll gain new knowledge via our agency partners and engage them in a “call to action” re: their most critical needs. We’ll brainstorm and prioritize next steps re: service-learning for maximum impact. Time will be provided for Network schools and agencies to plan both individually and collectively.

Session 3: Wednesday, November 15Service-Learning/PBL "Planning Lab" #2 . . .Looking at Outcomes and Impact

Like "Planning Lab" #1, this session will help you refine your service-learning/PBL project plan in a relaxed, supportive environment. You can discuss/work on a new idea, revisit a previous project as a "fixer upper" you’d like to enhance, or just come to listen, learn, and provide helpful feedback. Our Field Coordinators (Karen Patterson and Jane Hubbard) will be present to assist as needed, and we’ll encourage participants to give each other tips and suggestions. Though this session will be part of our Level 2+ seminar series, feel free to encourage newer practitioners to attend with you if they’re interested and have a project idea in mind.We’ll start (first 30 minutes) by getting acquainted and touching base about how things are going in every-one’s service-learning/PBL settings. Then, when the "Planning Lab" begins, we’ll pay particular attention to strategies that can help you assess the impact of your project on students’ academic learning and personal/social/emotional development. We’ll also explore ways to help assess outcomes/impact on community partners and clients. Simply put, we’ll help you think about the ways you’re hoping to "make a difference," and ensure that you build in accompanying strategies to reflect upon results.

So if you have ideas to share re: meaningful/authentic assessment, please bring them along. Of course, we’ll also provide some innovative ideas and resources for your consideration. We’ll "work on the work" together, so that all participants can move forward with their plans.


Session 4: Wednesday, January 24"Growing Together" Service-Learning Network Mid-Year Stakeholders Meeting and Celebration (Location TBD)

Once again we will be holding the Mid-Year Stakeholders Meeting of our "Growing Together" Service-Learning Network. Its purpose is to recognize teachers, administrators, agency leaders, and Network sponsors who are making a real difference in the way we educate young people while addressing important community issues. This event will celebrate and illuminate the positive impact and collaboration of “Growing Together” schools, community agencies, and civic-minded corporate leaders.

We can accommodate up to 200 attendees. Please take this opportunity to include active participants from your school/agency/organziation, as well as additional educators/school board members/administrators/agency reps you would like to see more involved. Level 2+ participants will take an active leadership role in this event.

Session 5: Wednesday, February 21Connecting Service-Learning/PBL with Positive Career Development—Helping Students Discover Their "Gifts and Fascinations" Through Authentic Experiences

Service-learning and PBL experiences can be invaluable in helping students explore new skills, passions, and opportunities. So let’s make the most of this potential! If we provide a useful framework for ongoing reflection, students can more effectively connect their service-learning and experiences with their own evolving career development.

In this session, we’ll introduce a sample career development/reflection framework for your active consideration and involvement. By reflecting on your own gifts, skills, fascinations, passions, and previous experiences, you’ll develop an "Internal Compass" that mirrors "who you are" and can help guide your continuing career/life choices. We’ve seen this approach work with both youth and adults, and we’re excited to share it with you.

We think you’ll enjoy the experience, and we’re confident that you’ll see important connections for your work with students. And by the way, this approach is very consistent with current research regarding Essential Foundations for Young Adult Success (University of Chicago, The Wallace Foundation, Search Institute, and others).


Session 6: Thursday, April 12Service-Learning Sustainability Forum—Envisioning the Future of Service-Learning/PBL and Making It Happen

Back by popular demand! This session will be an enhanced version of the strategic planning workshop we successfully piloted in April 2017. The Forum will help build greater support for service-learning sustainability among teachers and administrators throughout the "Growing Together" Network. We will involve up to 50 participants, preferably teams of teachers and administrators.

Through a variety of interactive experiences, the Forum will help participants affirm their understanding of the "What, Why, and How of Service-Learning/PBL," including connections with curriculum standards and critical community needs. Participants will see "evidence of impact" from Network students, teachers, agency leaders, and "Growing Together" staff.

We will use a specific framework and accompanying tools to help each school/district develop a service-learning sustainability plan. Both teachers and administrators will be key participants in this process. Within the planning framework, which is based on "Learning That Lasts" (Education Commission of the States, 2002), we will address how service-learning/PBL can help achieve other school/district goals and priorities.

Session 7: Thursday, May 10“Changemakers” Leadership Summit: 10:00 a.m. to 2:00 p.m., Mid-Ohio Foodbank

The Growing Together Network “Changemakers” Leadership Summit at Mid-Ohio Foodbank will provide an opportunity for students, teachers, and community agencies to shine. With your help, your students will share the highlights of their service-learning accomplishments from the 2017-2018 school year and have a chance to inspire other students and teachers to become involved in their featured issue(s).

Prior to the event, each school should choose one (or two) high-quality service-learning projects to highlight from this year. Next, teachers and students should produce a tri-fold display describing the designated project (or schools may bring two display boards, if they prefer). The “Growing Together” Network will provide tri-fold boards as needed. Our Field Coordinators, Karen Patterson and Jane Hubbard, will contact school “building leaders” to provide helpful information re: what to include on the tri-fold.

Just like last year, the Summit will be a highly interactive, effective, and productive experience for our participants. It will be an exciting opportunity for students, teachers, and community agency representatives to share what they have learned and produced this year, and use their knowledge and passion to inspire other schools and organizations to become involved in similar efforts.



Partnerships Make A DifferenceContact Information

Ellen Erlanger, Consultant(C) [email protected]

Kathy Meyer, Consultant(C) [email protected]

Karen Patterson, Field Coordinator(C) [email protected]

Jane Hubbard, Field Coordinator(C) [email protected]

Mailing Address: Partnerships Make A Difference 1601 W. Fifth Ave., #106 Columbus, Ohio 43212

Website: www.partnershipsmakeadifference.org

Facebook: https://www.facebook.com/Partnerships- Make-A-Difference-104692573211453/

Twitter: @partnershipsmak

Documents

Best Practices in Service-Learning— A Seminar Series for ... · Real or fictitious correspondence: ... audio recording, slide show, video, drawing, painting, collage, ... How can