Transformative Service Learning: Enhancing Community Connections

1. Susan Agre-Kippenhan, Portland State University Professor, Art Department Service Learning: Transforming Courses and Programs

2. National/CSU Perspective • Programs, Institutes, Centers • Conferences • Research Agenda • Visibility at disciplinary meetings • Supported - Systems, Institutions, Grantors • New rankings

3. New Values • Students: expect connections with the community • Faculty: build off of community activity • University and System: value of working with community • Community: knowledge-based society seeks University resources • Society: expects civic citizens

4. Role of Service Learning • Service Learning is a deliberate, mutually beneficial, connection between academic learning and community needs.

5. Common Criteria • Service Learning courses provide opportunities for students to work with community in structured activities that are related to course content.

6. SL Models • Pure Service Learning • Community as central focus, student serve(CSU MB) • Disciplinary Based Service Learning • Course content drives the area of service • Problem Based Service Learning • Students as “experts”, community problems • Capstone Courses • Transition from theory to practice(PSU)

7. SL Models - examples • Disciplinary Based Service Learning • Math tutoring • Refugee services • Problem Based Service Learning • Graphic Design • Traffic Patterns • Capstone Courses • Sheriff Dept Survey • Media Literacy

8. How to move to SL • Are you using case studies in your classes? • Are you interested in social justice issues? • Are you interested in civic engagement? • Is your research community based? • Do you have community passions outside of academia? • Is your field applied?

9. Courses/Programs Where does SL belong? • How does SL fit with your mission/goals/values? • Should every student have SL experience before graduating? • Does SL fit with other initiatives • Are SL courses integral to some majors? • SL is developmental for students

10. Service Learning • From banking to constructivist learning • Faculty from “sage on the stage” to “guide on the side” • From student learner to shared learning • From prescriptive content to responsive content • From faculty control to shared control

11. Its DevelopmentalA Model of Faculty Roles in Service Learning

12. Syllabi Construction • Clarity of presentation and expectation • Learning objectives connected to service • Reflective pedagogy • Integration of course components • Assessment of community service with clear criteria

13. Course Activity • Richness and complexity • Atmosphere of shared inquiry • “Not knowing” as a resource • Classroom as community • Value of cross-disciplines • Multiple forms of evaluation

14. Advise for Success • Agreements in place before starting • Good constant communication • Reflective pedagogy • Respect of scheduling • Open to “renegotiating”

15. Lessons Learned • Connect with your passions • Learn from existing models • Relate course content and community • Utilize pedagogy that works • Use a developmental approach

16. For More Information Susan Agre-Kippenhan Agrekis@pdx.edu 503-725-8506