|
|
What is
it?
Some links
below are
only accessible
by utilizing
a campus computer
or by the
campus community.
In 2002,
Wisconsin
Department
of Public
Instruction
created the
Wisconsin
Toolkit for
Service-Learning
and Citizenship.
The majority
of the information
on this web
site are based
from this
book. Now,
onto the craft
of Service-Learning.
The key features
to a successful
Service-Learning
experience
are:
- connection
to learning,
also integrated
learning[down]
- partnerships,
also reciprocity[down]
- preparation[down]
- genuine
need [down]
- systematic
reflection[down|tools]
- assessment
and evaluation
[down|tools]
- participant
voice [down]
- recognition
[down]
Connection
to learning
Cathryn
Berger
Kaye,
The Complete
Guide to
Service
Learning
"Students
learn skills
and content
through varied
modalities;
the service
informs the
content,
and the content
informs the
service." [click
here]
J.
N. Hudson,
Evaluating
the impact
of moving
from discipline-based
to integrated
assessment
"Investing
time in changing
from discipline-based
to integrated
assessment,
integrating
theory and
practice,
resulted
in gains
in assessment
reliability,
validity
and educational
impact on
both staff
and students." [click
here]
Partnerships
Cathryn
Berger
Kaye,
The Complete
Guide to
Service
Learning
"Student
benefits
evolve through
mutual teaching
and learning,
action, or
influence
between all
participants
in the learning
and service
experience;
this reciprocity
extends to
relationships
between institutions
as well as
relationships
between people." [click
here]
Barbara
A. Holland,
Director,
Senior Scholar,
Indiana University-Purdue
University
Indianapolis,
Keynote Address
"the
focus of
the project
activity
and partnership
interaction
is not a
set of tasks,
but the relationship
itself. The
core work
is to promote
ongoing knowledge
exchange,
shared learning
and capacity-building." [click
here]
"...each
partner must
understand
the capacity,
resources,
and expected
contribution
of effort
for every
other partner,
up front."
Preparation
Barbara
A. Holland,
Director,
Senior Scholar,
Indiana University-Purdue
University
Indianapolis,
Keynote Address
"...effective
partnerships
identify
opportunities
for early
success through
careful planning
of project
activities
and components,
and they
use these
successes
as occasions
to celebrate
and recognize
their collective
effort." [click
here]
Alliance
for Service-Learning
in Education
Reform,
Standards of
Quality:
"Preparatory
study of
the context,
problems,
history,
and policies
enriches
student youth
learning
as do deliberate
discussion
and other
classroom
(school-based)
or related
(community-based)
activities.
Preparation
also should
introduce
the skills
and attitudes
needed for
the service
to be effective." [click
here]
Systematic
reflection
Cathryn
Berger
Kaye,
The Complete
Guide to
Service
Learning
"Students
put cognitive
and affective
aspects of
experience
into the
larger contexts
of self,
the community,
and the world.
Reflection
may occur
before, during,
and after
service and
involves
various approaches
and strategies;
adults provide
feedback." [click
here]
Donald
Schon,
The Reflective
Practitioner & Educating
the Reflective
Practitioner:
"The
practitioner
allows himself
to experience
surprise,
puzzlement,
or confusion
in a situation
which he
finds uncertain
or unique.
He reflects
on the phenomenon
before him,
and on the
prior understandings
which have
been implicit
in his behavior.
He carries
out an experiment
which serves
to generate
both a new
understanding
of the phenomenon
and a change
in the situation.
[click
here]
Steven
Sek-yum Ngai,
Service-Learning,
personal
development
and social
commitment,
Case Studies
"First,
students
that the
program gave
them insight
about themselves
and other
people. The
following
are the words
of two students
who worked
with chronically
ill patients
and senior
citizens,
respectively: "Thinking
of their
difficulties,
I come to
realize that
my own problems
are so small" and "I
learn to
treasure
life and
everything
surrounding
me." Other
students
indicated
that working
in a team
with people
from different
academic
disciplines
broadened
their horizons: "I
learn about
the unique
significance
of different
individual
undergraduate
programs
and what
we might
contribute
from our
fields of
study" and "The
different
problem-solving
approaches
among group
members are
challenging.
We have different
perspectives
and strengths." Finally,
some students
noted a heightened
sense ." [click
here]
Genuine
need
National
Service-Learning
Clearinghouse,
Powerpoint
Presentation:
"...addresses
complex problems
in complex
settings..." [click
here]
"...engages
problem-solving
in the specific
context of
service activities
and community
challenges,
rather than
generalized
or abstract
concepts."
Alliance
for Service-Learning
in Education
Reform,
Standards
of Qualities:
"The
service roles
or projects
that involve
student youth
in Service-Learning
will differ
widely, depending
upon the
age of the
young people,
the needs
of the community,
and the specific
learning
goals that
have been
determined.
However,
whatever
the activity,
the following
features
are shared..." [click
here]
Assessment
and Evaluation
Barbara
A. Holland,
Director,
Senior Scholar,
Indiana University-Purdue
University
Indianapolis,
Keynote Address
"Assessment
that involves
all partners
is the glue
that creates
trust, generates
new lines
of work and
funding,
and keeps
shared goals
and expectations
visible to
all." [click
here]
Steven
Sek-yum Ngai,
Service-Learning,
personal development
and social commitment,
Case Studies:
"...the
students'
evaluations
provided
the overall
impression
that the
Service-Learning
program was
valuable.
However,
from a research
perspective,
the data
can only
be interpreted
descriptively.
The absence
of a pretest
makes it
impossible
to assess
change over
time, and
the lack
of a control
group precludes
any causal
conclusions.
For example..." [click
here]
Participant
Voice
Honorine
Nocon,
University
of Colorado
at Denver,
Case Studies
"One
effective
design element
in after-school
programming
is an open
and responsive
structure
that allows
for ongoing
evaluation,
evolutionary
design, and
participant
voice. This
structure
uses participants
resistance
and critique
in a process
of ongoing
refinement
of the programs." [click
here]
Rea
Kirk,
University of
Wisconsin at
Platteville,
Delta Kappa Gamma
Bulletin
"At
the beginning,
our students
believed
that they
could not
be contributors
(to the community)
for many
reasons..." [click
here]
Recognition
Aaron
Gilbee,
AmeriCorps
VISTA,
University
of Wisconsin-River
Falls, Example
"I would
like to recognize
and thank
Stanley Potts
for his input
into this
web site."
Points
of Light
Foundation,
Recognition
in Service-Learning
"Young
people engaged
in service
benefit from
effective
recognition.
Recognition
makes youth
feel good
about what
they have
done, it
strengthens
their self-esteem
and can provide
closure to
projects.
When youth
feel good
about their
involvement
they are
motivated
and likely..." [click
here]
|
