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The Different Hats of Service Learning

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  1. The Different Hats of Service Learning Presented by Ohio Campus Compact VISTA Leaders Erica Figley, Heidelberg College Ashley Krogel, The University of Dayton Annie O’Neill, Wilmington College

  2. Overview • Group Activity • Intro to Service-Learning • The Hat of the Professor • The Hat of the Student • The Hat of the Agency • Questions and Discussion

  3. Moon Ball Activity • Goal: To keep the ball off the ground and in the circle • Form a large circle • One rule – you cannot hit the ball twice in a row • Set a goal – how many times can we hit the ball without it touching the ground

  4. Why Moon Ball? • All information was provided before starting the game. • The group had the tools necessary to complete the activity. • The group worked to both create and complete the goals. • Reflection time was allowed to help assess the progress as well as the end result. Positive Experience, which included the following:

  5. Service-Learning • Service-Learning is defined as a “course-based credit-bearing educational experience in which students (a) participate in an organized service activity that meets identified community needs and (b) reflect on the service activity in such a way as to gain further understanding of course content, a broader appreciation of the discipline, and an enhanced sense of civic responsibility.” Robert Bringle and Julie Hatcher, “Reflection in Service Learning: Making Meaning of Experience.” Introduction to Service-Learning Toolkit: Readings and Resources for Faculty. Ed. Campus Compact. Brown University, 2000. 113-119.

  6. Service-Learning Diagram

  7. The Hat of a Professor Communicator Planner Facilitator Instructor

  8. What leads to success? • Detailed communication with students • Giving students set guidelines from the beginning • Giving students structured options • Student learning occurs with both faculty and agency • Checking in with the agency periodically • Integrating students into planning process • Integrating both a self and group reflection • Clear connection between course material and service experience

  9. Recommendations • Plan ahead • Contact your Center for Service-Learning for assistance • Utilize campus community for facilitation or planning of projects • Denote Service-Learning in syllabus • Have a standing meeting with community partner • Evaluate

  10. The Hat of a Student Learner Intern Volunteer

  11. What leads to success? • Student input • Direct service • Reflection Opportunities • Open communication with site and professor • Feedback from site and professor • Clear criteria for grades

  12. Recommendations • Have an open mind • Plan ahead • Get it in writing! • Ask Questions • Be flexible

  13. The Hat of the Agency Partner Teacher Community Leader

  14. What leads to success? • AC is the place to be… • Open communication with professor and student volunteers • Proper orientation for student volunteers • Preparing agency staff for volunteer assistance • Engaging student volunteers with reflective questions accompanied by a meaningful service experience

  15. Recommendations • Create a partnership • Be flexible • Be prepared • Have a key contact person • Ask questions • Evaluate

  16. QUESTIONS COMMENTS CONCERNS

  17. Contact Us: Erica Figley Heidelberg College 310 East Market Street Tiffin, Ohio 44883 419-448-2022 efigley@heidelberg.edu Ashley Krogel The University of Dayton 2222 James H. McGee Blvd. Dayton, OH 45427 937-278-2601 Ashley.krogel@metroparks.org Annie O’Neill Wilmington College 1870 Quaker Way, Pyle Center Box 1323 Wilmington, Ohio 45177 937-382-6661, ext. 306 annie_oneill@wilmington.edu