Student Learning Outcomes in Service-Learning: The importance of quality reflection

Student Learning Outcomes in Service-Learning:

The importance of quality reflection

Dwight E. Giles, Jr.October 9, 2002

The Feinstein Community Service Center,

The Center for Teaching Excellence and Distance Learning

Johnson & Wales University,Providence RI

Giles, Service-Learning Outcomes. JWU

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Johnson & Wales University

Community Service Learning Program Objectives

Participation in community service learning experiences should provide students with

increased:

Course-specific learning in a community setting,

Understanding of the importance of personal integrity and ethical conduct,

Sensitivity to issues of culture and diversity,


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• Ability to identify community needs and resources,

• Awareness of social responsibility and active citizenship,

• Recognition of the value of using career skills to address community needs through civic engagement opportunities.


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Participation in community service learning experiences should provide community partners with increased:

Exposure as students learn about the agency’s mission and activities,

Assistance in meeting the agency’s immediate community needs.


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Participation in community service learning experiences should provide faculty with:

Additional pedagogical tools to bring about greater learning outcomes for students in the classroom.

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Distinctions Among Community Experiences

V o lu n te e rism

C o m m u n ityS e rv ice

In te rn sh ip

F ie ld E du ca tion

S e rv ice -L e a rn ing

Recipient Beneficiary ProviderService FocusLearner

Andrew Furco, 1996


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Learning for:

S_L

Profession Inquiry

Citizenship


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Central Claim

“Service,combined with learningadds value to eachand transforms both”

Honnet and Poulsen, 1989“Principles of Good Practice forCombining Service and Learning”


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What is Academic Learning?

Fact Acquisition


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Academic Learning

Understanding

Application

Inquiry

Critical Thinking

Social Problem Solving


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The Learning is In…. Deeper Understanding of Subject Matter

Understanding Complexity of Problems

Applying Class Material to Real Problems

Specific Skills Needed in the Community

Knowledge about Community Agencies

Newfound Natural Curiosity about Issues


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The Learning is In…. Connections to Personal Experience

and People’s Lives

New Perspectives on Social Issues

Enhanced Problem Analysis Abilities

Increased Sense of Importance of

Social Justice


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The Learning is In…. Shift in Understanding of Locus of

Problems Greater Valuing of Public Policy Personal Perspective Transformation Cognitive Development(From Eyler & Giles, 1999. “Where is

the Learning in Service-Learning?”)


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Program Quality Matters Application of

Content Placement quality Writing Discussion Community Voice Diversity

First Prize


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Connecting Theory and Practice

“When you’re in a class...it’s all kinds of theory and ideas- it’s interesting but you don’t feel it. Once you’re in a situation where you’re actually working with the people you’re talking about in class- it makes it seem much more real and much more urgent to do something about..”-U. of Washington student


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Six Steps to a Service-Learning Course


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From, “Designing the Learning in Service-Learning: A faculty workbook” Dwight E. Giles, Jr & Janet Eyler. Forthcoming, Jossey-Bass.


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The Six Steps

1. Choose a Direction2. Design & Assess Learning Objectives3. Establish &Assess Community

Partnerships4. Create Reflective Learning Activities 5. Monitor and Evaluate the Course 6. Rejoice Review, Revise


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Step 1: Choose a Direction

1. Why Am I doing This?

2. What are my course goals?

3. What Experiences can I draw upon?

4. How BIG a start?


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Step 2:Design & Assess Learning Objectives What Kinds of Learning?

Knowledge?Skills?Understanding?Application?

Student Objectives? Community Objectives How Measured?


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Academic Learning

Understanding

Application

Inquiry

Critical Thinking

Social Problem Solving


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Step 3: Establish & Assess Community Partnerships The Three I

Model (From Melinda

Clarke)

1. Initiator(s)2. Initiative 3. Impact


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Step 4: Create Reflective Learning Activities Reflection-before,

during & afterBasic questions:

What So What Now WhatLink to Learning

ObjectivesBasis of Assessment

Service LearningService Learning

Janet EylerVanderbilt University

Kolb’s Model of Learning

ACTION

REFLECTION

Reflective Observation

Concrete Experience

Abstract Conceptualization

Active Experimentation

WHAT?

SO WHAT?NOW WHAT?

The Four C’s of Critical Reflection

Continuous

Connected

Challenging

Contextualized

Eyler, Giles & Schmiede, 1996. A Practitioner’s Guide to Reflection in Service-Learning.

From Eyler, Giles & Schmiede, 1996

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Reflection Activity Matrix

Reading

Writing Doing Telling

Personal

Social

Citizenship

Understanding

Application

Reframing


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Reflection Map(From Janet Eyler, 2001)

ReflectAlone

Before Service

During Service

After Service

Reflect with Classmates

Reflect with CommunityPartners

ReflectAlone

Before Service

During Service

After Service

Letter to SelfGoal Statement

Reflective Journal

Individual Paper, Film, Artwork

Reflect with Classmates

‘Hopes & Fears’

List ServeCritical Incident

Team Presentation

Reflect with CommunityPartners

Create ContactNeeds Assessment

“Lessons Learned” on-site debriefing

Presentations to community partner

Reflection Map

From: Eyler, J. (2001). Creating your reflection map. In M. Canada (Ed.) Service-learning: Practical advice and models. San Francisco: Jossey-Bass New Directions for Higher Education Series # 114, 35-43


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Step 5:Monitor & Evaluate The Course Return to your

Objectives Ongoing

Assessments of Learning

Community Impacts Assess products Assess Reflection Link to your own

Scholarship


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Step 6:Rejoice, Review, Revise Celebrate with

Partners Showcase Products

& Publicize Achievements

Reflect on the course ‘Next Time’ Ongoing

Partnerships


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http://www.servicelearning.org/resources_tools/publications/index.php

Resource for Reflection

A Practitioner’s Guide to Reflection in Service-Learning:Student Voices and Reflections. 1996. Janet Eyler, Dwight E. Giles, Jr. & Angela Schmiede.

Documents

Student Learning Outcomes in Service-Learning: The importance of quality reflection