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Our Vision:Our students graduate prepared and motivated to make meaningful contributions in Rochester and beyond.
Our Mission:Participation in civic engagement enables Fisher students to gain the knowledge, skills, and perspectives needed to become contributing citizens in a diverse and complex society. Sustained collaborations with community partners result in asset building and positive community change.
Vision and Mission
1. Meaningful Service: Service meets real community needs and is sustainable over multiple semesters. It acknowledges the wisdom and skills of our community partners.
2. Student Learning: Service work meets course goals. It increases the meaningfulness of course material and enhances students’ learning.
3. Reflection: Assignments link course content with service. Reflection results in learning from service.
Criteria for Community-Based Service-Learning
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Minimum # of Hours: 15; Average
# of Hours: 20
Optional or Required
Capacity-Building or Client Support
Continuum of Civic Engagement @ SJFC
Community Partner/Service
Student/Learning
Community Service; Center for Community
Engagement;Students With A Vision
Service-LearningService Scholars & 1st Gen. Scholars;
Service Trips
Field Study; Internships;
Clinicals; Preceptorships;
Student Teaching
Community Pathways
Provide opportunities for students to accomplish six Academic Pathways that parallel College-Wide Learning Outcomes:
1. Application of Knowledge
2. Intellectual Engagement
3. Communication
4. Diversity and Cultural Understanding
5. Civic Engagement
6. Ethical Integrity
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Pathways
Academic Pathways
Support identified community needs within six Community Impact Pathways:1. College Access and Academic
Success 2. Environmental Sustainability3. Intergenerational Learning4. Community Health5. Poverty Alleviation6. Nonprofit and Small Business
Development7. Global Development
S O C I 3 2 2 : S O C I O L O G Y O F A G I N G A N D T H E L I F E C O U R S E
S T U D E N T S R E L A T E D C O N C E P T S A N D T H E O R I E S L E A R N E D I N T H E C O U R S E S U C H A S A G I N G , W O R K
A N D R E T I R E M E N T , A N D H E A L T H C A R E T O I N T E R V I E W S A N D C R E A T I O N O F O R A L H I S T O R I E S
W I T H E L D E R S A T S T . J O H N ’ S .
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Application of Knowledge and Intergenerational Learning Pathways
M K G T 3 2 5 : P R O M O T I O N M A N A G E M E N TS T U D E N T T E A M S A P P L I E D U N D E R S T A N D I N G O F
T A R G E T M A R K E T S , D E M O G R A P H I C S , A N D A S W O T A N A L Y S I S T O T H E D E V E L O P M E N T O F A
P R O M O T I O N P L A N F O R V O A O F W E S T E R N N Y R E T A I L D I V I S I O N .
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Intellectual Engagement and Small Business Development Pathways
E D U C 2 2 9 : L A N G U A G E A C Q U I S I T I O N A N D L I T E R A C Y D E V E L O P M E N T
S T U D E N T S C R E A T E D A N D I M P L E M E N T E D A L A N G U A G E A C Q U I S I T I O N A N D L I T E R A C Y D E V E L O P M E N T P R O J E C T I N P A R T N E R S H I P W I T H V O A C H I L D R E N ’ S C E N T E R A N D
M A P L E W O O D L I B R A R Y .
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Diversity and Cultural Awareness and Academic Achievements Pathways
3-Steps for Integrating SL in your Course
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Preparation:Define the course goalswant to meet through SL. Decide how service goals will meet course goalsand vice versa.
Create meaningful service partners and projects that address a real community need and meet student learning goals.
Determine how you will prepare students fortasks, expectations, and social/contextual issues and front-load with knowledge and skills.
Action:Orient students to tasks, expectations and social/contextual issues.
Communicate logistics of students, supervision, and project benchmarks.
Provide project support through in-class meetings, and mid-semester written reports.
Assign reflection assignments to connect service with course content, problem-solve, reflect about perceptions, and foster personal, professional, and civic development.
Conclusion and Dissemination:Create opportunities to share outcomes, recognize, and thankwork done by students and community partners.
Disseminate results of service work to community partner.
Assess the impact and out come of the SL experience.
3-Steps for Integrating SL in
your Course
11
Preparation:
Define the course goalswant to meet through SL. Decide how service goals will meet course goals and vice versa.
Create meaningful service partners and projects that address a real community need and meet student learning goals.
Determine how you will prepare students fortasks, expectations, and social/contextual issues and front-load with knowledge and skills.
Action:
Orient students to tasks, expectations and social/contextual issues.
Communicate logistics of students, supervision, and project benchmarks.
Provide project support through in-class meetings, and mid-semester written reports.
Assign reflection assignments to connect service with course content, problem-solve, reflect about perceptions, and foster personal, professional, and civic development.
Conclusion and Dissemination:
Create opportunities to share outcomes, recognize, and thank work done by students and community partners.
Disseminate results of service work to community partner.
Assess the impact and out come of the SL experience.
CE Learning OutcomesHow SL can help accomplish Course Goals
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Application Exercise
1. Application of Knowledge
2. Intellectual Engagement
3. Communication
4. Diversity and Cultural Understanding
5. Civic Engagement
6. Ethical Integrity
1. CE Learning Outcomes Examples
2. CE Learning Outcomes Worksheet
3. Action Plan Question #1
Share Examples,Questions?
15
Tips for Working Effectively with Community Partners
(Based on the 3 C’s by Stoeker & Tryon, Eds, 2009: The Unheard Voices: Community Organizations and Service Learning)
Tip #1: Hear the “voices from the community,” commit to understand your community partner’s needs, and design courses around those needs if possible.
Tip #2: Use an Asset-Based Perspective by acknowledging that within the community-based partnerships exist the creativity, hope, and skills to address the community’s needs.
Tip #3: Facilitate good communication by holding pre-semester planning meetings with the partner and use Action Plans to communicate expectations.
Tip #4: Require that students request feedback from their partners on product drafts or their client support work.
Tip #5: If relevant, provide opportunities for students to write on and discuss the complexities of the social issues impacting their community partner.
Tip #6: Anticipate that linking your course to community needs will result in some “messiness”.
Service-Learning Project Preparation
What can you do?
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Application Exercise
1. Who is Your Audience?
2. What are the Needs and Issues of my Audience?
3. What are the Goals of SL Project?
4. What are the Student Responsibilities?
5. What are the Benchmarks and Deadlines?
1. Preparing for the Project Example
2. Your Action Plan
Share Examples, Questions?
Project Development Knowledge and Skills
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Front-Load: Prepare students on context, academic knowledge, and skills through readings and assignments.
Back-fill: Academic content in the form of readings, lecture, and discussion to inform and build on students’ service-learning experiences.
“Models of quality”: To demonstrate to students the standards and quality of work you expect.
On-line Discussions; Blogs; Journals: Used to debrief about issues or connection with course content in an on-line format (e.g. Blackboard, blog, web site).
Role Play: Used to learn and practice skills needed during client support or community partner meetings.
Team or One on One Meetings: In-class team meetings to debrief about issues or connection with course content. One on one meeting in or out of class to debrief, answer questions, and ascertain accomplishment of service-learning goals.
One-minute paper: Used at the end of each class to generate questions, concerns, and new ideas learned.
In-class Weekly Report: Used to determine accomplishments each week. Could also use to set future goals and reflect on lessons learned.
Mid-semester report: Used as a benchmark assignments to ascertain goals accomplished and academic content linkages. Integrate community feedback.
Supporting the Service Project
Project Management What can you do?
18
Application Exercise
1. Team Meetings
2. One-Minute Paper/Weekly Reports
3. Mid-Semester Report
4. Models of Quality
5. On-Line Discussion Boards/Blogs/Journals
1. Project Management Example – PSJS 250
2. Action Plan Question #3
Share Examples, Questions?
3-Steps for Integrating SL in
your Course
19
Preparation:
Define the course goalswant to meet through SL. Decide how service goals will meet course goals and vice versa.
Create meaningful service partners and projects that address a real community need and meet student learning goals.
Determine how you will prepare students fortasks, expectations, and social/contextual issues and front-load with knowledge and skills.
Action:
Orient students to tasks, expectations and social/contextual issues.
Communicate logistics of students, supervision, and project benchmarks.
Provide project support through in-class meetings, and mid-semester written reports.
Assign reflection assignments to connect service with course content, problem-solve, reflect about perceptions, and foster personal, professional, and civic development.
Conclusion and Dissemination:
Create opportunities to share outcomes, recognize, and thank work done by students and community partners.
Disseminate results of service work to community partner.
Assess the impact and out come of the SL experience.
What is Reflection?When and How Can it be Used?
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WHEN?
Before Service: Examine beliefs, assumptions and attitudes; Provide context and cultural awareness
During service: Connect service with learning and learning with service; Share observations and concerns; Ask for and receive feedback; Solve problems
After Service: Evaluate impact of service; Assess personal growth
WHAT?
Reflection is the link that connects service with the learning and learning with the service.
Reflection is about deriving meaning and knowledge from the experience and is central to service-learning accomplishing course goals.
Reflection can also help students develop personal, professional, and civic knowledge and skills and identify challenges and concerns.
Reflection in Service Learning
What?/So What?/Now What?
What?
• Facts: What happened and with whom?
• What was the situation, people interacted with?
So What?
• Interpretive: What is the meaning of experience?
• What is the application to program goals/course content?
• What did the experience mean to me personally?
Now What?
• Contextual:What is the big picture?
• How can I apply lessons learned to future plans?
• What has my experience taught me about social issues, etc.?
Example From PSJS 250: Cultural Communication
1. Choose THRREE of these cultural competency terms and answer 2-4 for each one.a) The Riddle Scale: Attitudes Towards Differenceb) Relational Empathyc) Assertive Communicationd) Perception (First Impression, Interpretation, Stereotyping)e) Trustf) Cultural Communication (verbal and non-verbal)g) Cultural Communication (voice, touch, directness in speech)
2.WHAT: Pick a scenario or incident at your service-learning where you used the term or you observed it being used and describe “What” happened using specific details from the experience.
3.SO WHAT: Discuss the “So What” of the application of this term (e.g. how you used it at your site, how your understanding of this term can help you work effectively with diverse individuals at your site; how you observed it used effectively or not effectively on-site by your service-learning clients or supervisor).
4.NOW WHAT: Now discuss the “Now What” piece. How can your understanding of this term help you understand differences AND find commonalities between your culture and the culture of the individuals you are working with? How will you act differently next time you are engaged in SL?
Additional Examples:
Every Picture Tells a Story
1. Pick a photo that describes one SL interaction or experience you or your SL students had?
2. Photo can be literal or metaphorical.
3. Photos can be presented with others from similar projects with some comparisons/contrasts.
4. Present your photo the group.
Newsflash
1. Imagine you are a reporter assigned to write a “human interest” story.
2. Follow basic journalism and answer the following questions: Who, What, When, Where, With What Results? What’s the Significance – related to a SL interaction or experience you or your SL students had?
3. Pair up and have one person be the reporter and the other the person being interviewed.
4. Report your newsflash story to the group.
Application of KnowledgeDiversity and Cultural Understanding
From your experience in the community, what course concepts have you seen in action?
What are some examples where x theory(ies) don’t seem to apply at your community site?
What have you learned about the world in which we live and the issues your clients face based on your application of course content to service-learning?
What assumptions of your own, perhaps ones you didn’t know you had, have you become aware of?
How has your experience reinforced or challenges those assumptions or beliefs?
What can we do to overcome negative stereotypes and preconceived judgments?
Draw some cultural comparisons to the individuals with whom you interact during your client support work.
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Sample Reflection Questions Related toCivic Engagement Student Learning Outcomes
Other SL Reflection Options
What can you do?
26
Application Exercise
1. Journals2.Theory Application Paper3.Mapping4.Agency Analysis5.Product Creation6.Portfolio7.Final Presentation8.In-class Debrief9.One Minute Paper10.Artistic Reflection
1. Reflection Examples
2. Create your own reflection assignment association with your CE Learning Outcomes (write on chart)
3. Action Plan Question #2
Share Examples, Questions?
Elements in Your Syllabus
ELEMENTS:
When modifying your syllabus, consider adding the following elements to maintain academic quality and communicate the link between service and learning:
Course goals specifically related to the service and how SL will help accomplish them (use the learning outcomes chart to highlight the rationale of why service-learning has been chosen).
A definition of service-learning (can use the one in this Manual).
Service requirement for the course (assignment, reflections, and assessments.)
Service expectations and professional behavior guidelines.
Orienting Students28
1. Website: http://go.sjfc.edu/service-learning
1. Video: Service-Learning: From Classroom to Communityhttps://www.youtube.com/embed/9xNKUUpvqXU?rel=0
2. Student Agreement and Permission Form and Strategies for Success andSafety Guidelines
3. Presentation by Director in class
4. Orientation by Community Partner (on campus and/or on-site)
3-Steps for Integrating SL in
your Course
29
Preparation:
Define the course goalswant to meet through SL. Decide how service goals will meet course goals and vice versa.
Create meaningful service partners and projects that address a real community need and meet student learning goals.
Determine how you will prepare students fortasks, expectations, and social/contextual issues and front-load with knowledge and skills.
Action:
Orient students to tasks, expectations and social/contextual issues.
Communicate logistics of students, supervision, and project benchmarks.
Provide project support through in-class meetings, and mid-semester written reports.
Assign reflection assignments to connect service with course content, problem-solve, reflect about perceptions, and foster personal, professional, and civic development.
Conclusion and Dissemination:
Create opportunities to share outcomes, recognize, and thank work done by students and community partners.
Disseminate results of service work to community partner.
Assess the impact and out come of the SL experience.
Principles of Evaluating Student Service-Learners
Evaluation focuses on students’ ability to meet course learning objectives. Students should be graded for their learning, not their service.
Evaluation should reflect students’ ability to deepen their grasp of the course content.
Because service-learning can depart from what students are used to, supply clear grading criteria for the assignments that ask students to draw upon learnings from their service experiences.
Provide examples of past student work if possible, so that students understand what merits a high grade.
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A Word About Flexibility32
• Syllabus may need to be modified depending on students’experiences and community’s needs.
• Changes may occur with community partner schedule and staffing.
• Changes and frustrations can be turned into teachable moments.
• Emphasize to students that working with real issues and realpartners/clients is a process that requires persistence, patience, andflexibility to create a professional product/outcome.
Services of the CSLCE33
Partner Identification and Project Development The Action Plan and Time Line
Pedagogy Support: Syllabus Time Table (pg. 18)
Course Development Planning Questions (pg. 51)
Top 5 Faculty Tips (pg. 52)
SL Faculty Training; Faculty Fellow Stipends
Assessment Student Impact Assessment
Community Impact Assessment
Faculty Impact Assessment
Mini Grants
Civic Engagement Grants
Faculty, CP, and Student Awards; Award Ceremony and Poster Showcase Event
Engaged Scholarship Support; Conference Travel Funds
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For More Information:
Dr. Lynn DonahueDirector, Center for Service-Learning and Civic Engagement
585.385-7342Pioch [email protected]