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Service Learning at Community CollegesNichole Soyka, Ian Rey Sausedo, Robyn Richardson, Silvia Snyder, Lisa Steinman, Bethany
Stevens & Brandon Whitson
Objective
By the end of the presentation, participants will be able to explain
the benefits of service learning with a focus on working with the
special needs community -
Participants will also be able to share the positive impact service
learning has on pre-service teachers and the community alike -
both to be evidenced by a group discussion
• Everyone please make sure that you have a notecard
• On the notecard, write one thing you hope to learn or gain from this
presentation
• Keep your notecard in a safe place, we will be using them at the end
Background
• Estrella Mountain Community College of Avondale, AZ
• Future Teachers Club
• Organization of the year 2012-2013
• Service Organization of the Year 2012-2013
• Service Organization of the Year 2013-2014
• Active in community and on campus
Student Benefits
• Greater understanding of course
content
• Hands on opportunity (to learn what
teaching special education is all about)
• Opportunity to learn about self
• Career preparation
• One-on-one interaction with students
Community Benefits
• Community/students discover
commonalities
• Alleviate pressure from primary employees
of social service agencies
• Offer specific/targeted assistance at no
economic cost
• Reciprocal relationships
Quote from Roselyn Turner, PhD
“Students reported 'Good' to 'Great' improvement in self-
awareness, general mood - happiness and optimism,
compassion and general health - and they attributed their
improvement in these areas to 'Serving Others.’”
Incorporating Service Learning into the Classroom
•Guest Speakers
•Special Education
•Principal
•Student Initiated Projects
•Phoenix Rescue Mission
•Phoenix VA
• Assignments
• Lesson Plans
• Think Pair
Share
EMCC Sample Structure
• Partnership handbook
• Structured as a mid-term assignment (8 wks)
• 1 pt project and rationale
Mid-Term
• Student-created proposals and timeline
• Students contact the organizations and complete required docs
• Facilitation of the project
• Final Refle
• Student run and created
• Students participated and
performed
• Approx. 600 community members
joined and participated
• Money donated to Special
Olympics
Dancing for Special Olympics
In early december of 2014 the members of are Future Teachers Club collected 100
complete food boxes to the project in addition to 6 moving boxes full of clothing and
3 moving boxes full of toys. The grand food totals were as follows:
1. 469 lbs of rice
2. 280 lbs of dried beans
3. 151 boxes of cereal
4. 100+ large bottles of vegetable oil
5. 30 xlg and 15 regular size boxes of condensed milk (the equivalent of over 200
gallons of milk
iChristmas
Cont. ichristmas
• Then on are break between fall and spring semesters, one of our advisors Rachel Holmes traveled
with the iChristmas non-profit organization to Mexico to hand deliver all of the food, clothing, and
toys on behalf of FTC.
• There were over 150 children (in addition to other family members) present for the festival.
• The day consisted of:
• Playing games with the children,
• Singing songs,
• Feeding the children 3 meals that were hand-prepared by Rachel and the other volunteers,
• Gift giving and sitting with Santa, food distribution to families and the orphanages, and a
clothing closet event.
Christmas Gift Extravaganza
• Maricopa Medical Center
• Students collected donated:
• Toys
• Coloring books
• Games
• Students delivered gifts to the in-patient
children the week of Christmas
Ronald McDonald House
● Cooked a meal for the 40+ people who
are living in the Cambridge Ronald
McDonald house.
● Students raised over $100 to provide
food, drinks and desserts for the families
at Ronald McDonald house.
● Donated over 10 board games to the
house for the families.
Summer Reading Program
Student populations served: • ELL
• Special Education
• Homeless students from the local shelter
• Mainstream
• Struggling Readers
Benefits for students and families: • Parents are greeted at check-in and drop off by teachers
• A full set of productions is put on at the end of two weeks for the students to
showcase their hard work
• Cost to families to participate: Free
Summer Reading Program
Authentic teaching experience in:• Classroom management and building relationships
• Lesson planning
• Setting expectations (For each other and Program)
• Parent and Teacher Interactions
• Learning to utilize resources and Work with in a teaching community
Structure of the program• 2 Week Lesson Planning and Preparing
• Differentiated lesson plans
• 2 Weeks Summer Camp with the kids
• 4 days per week (Mon-Thurs) / 7:30 am to 12:30 pm (2 sessions)
• Performance in full production 2nd Friday of camp
In front of friends and families
Lesson Plans & Field Experience
• Students write and implement lesson plans
• Introduce objectives: By the end of the lesson, SWBAT:
• Hands-on learning vs. in-class instruction
• Continuous assessment and feedback
• Student-teacher reflection and objective check
Other Service Learning Projects
• On-campus play
• “I Have A Disability, But My Disability Doesn’t Have Me”
•Guest Speakers
• Laura Chapman-Down Syndrome Network
Lessons Learned
• Classroom management and organization of classroom environment
• Working with children with:
• Behavioral/emotional disabilities
• Physical disabilities
• Technology assistance
• Pacing/Professionalism/Pedagogy
• Implementation of lesson plans
Personal Lessons Learned
• Grown as people
• The little things
• Life changing experience
• Grown as future teachers
Group Discussion
• Take out your notecard from the beginning of the presentation!
• We are going to have a group discussion and assessment to see if we met our
objective.
Assessment
By the end of the presentation, participants will be able to explain
the benefits of service learning as well as the positive impact service
learning has on pre-service teachers and the community alike
as evidenced by a group discussion
References
Hamner, D. (2001). Building Bridges: The Allyn & Bacon student guide to service
learning. Boston: Allyn Bacon.
Turner, R. (2014). From an interview with Dr. Roselyn Turner, PhD, by Wanda
McClendon and Chantelle Vargas, students, at Estrella Mountain
Community College in Avondale, Arizona on February 13.