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Understanding Service Learning at MSUB: A Path to Academic and Community Engagement

Service learning at MSUB is an educational method that emphasizes learning through community projects. This approach allows students to apply their academic knowledge and critical thinking while benefiting the community. By engaging in projects that align with course objectives, students deepen their course content understanding and enhance their civic engagement. From managing client care to social marketing campaigns, service learning promotes rigorous academic assessment and formal reflection, ultimately fostering a strong connection between academia and community needs.

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Understanding Service Learning at MSUB: A Path to Academic and Community Engagement

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  1. Service Learning at MSUB

  2. What is Service Learning at MSUB? “Service Learning is an educational experience and a teaching method that focuses on learning through community projects.  Projects enable students to apply academic knowledge and critical thinking skills to benefit the community while students gain a deeper understanding of course content and the importance of civic engagement.”

  3. Criteria • Projects must be strongly connected to course objectives. • Project is required of all students and is clearly outlined in the syllabus. • Project benefits the community. • Project is academically rigorous. • Formal reflection is deliberate. • Formal Assessment – grade is based on learning, not just hours of service. • A goal is to promote civic engagement

  4. Select Inventory of MSUB 2009-2010 • NURS 294 – Managing Client Care with Family Tree Center • MGMT 488 – Business Strategies with several partners • MGMT 491 – MUSB Pow Wow • ACTG 435 – Volunteer Income Tax Assistance • COMT 481/581 – Media for social Change with Big Sky Senior Services Social Marketing Campaign • PSYC 395/495 – Field Experiences (many partners) • HHP 335 – Methods of health Promotion with MSUB Autumn Health Tune-up • ART 434 – Art and the Environment (TBA) • DSGN 229 and DSGN 230 – Capstone Project with Montana Heritage Commission

  5. Interior view looking toward restrooms Interior view looking toward front door View of exterior rail View of typical dorm room

  6. Theme for the Garage – Early Motor Tourism

  7. Benefits of Expanding • Student benefits • Application of course content • Better understanding of course content • Enhanced civic awareness • MSUB Benefits • Unique niche in MUS • Good PR • Community Benefits

  8. Possibilities • Do what we have been doing • Modify other models • Create something entirely new

  9. Where do we start?

  10. Problems • What? How? When? • Faculty support • Buy-in (NOT add-on) • New pedagogy • Administration support • $$$ • Credit & Financial Issues • Staffing • Bureaucratic Turf-wars • Expectations – good and bad

  11. Same as Technology?

  12. Positive Faculty Cycle

  13. Negative Faculty Cycle

  14. How Do We Expand it? Options: • Prerequisite: • The Right People with the Right Stuff • Clear mandate • Definitive timeline • Encourage faculty buy-in • Administration support 1. Do what we have been doing • Mom & pop operation 2. Focused Retreat • Many minds, short time 3. Task-Force • Fewer minds, longer time

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