Transcript Introduction to Service Learning Workshop

Introduction to Service Learning
@ CSUMB
Educating Multicultural Community Builders…
…students who have the knowledge, skills and attitudes to work
effectively in a diverse society to create more just and equitable
workplaces, communities and social institutions.
Introductions
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Share your passions and experience with:
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Community work
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Experiential learning
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Anything else that you’d like to share…
Agenda
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10:00 - 10:30
Introductions & Overview
10:30 – 11:15
Critical Civic Literacy
(the knowledge side of the process
–the “what”)
11:15 – 12:00
Critical Reflection
(the pedagogy side of the process
– the “how to”)
12:00 – 1:00
Critical Forms (the nuts & bolts)
Critical Questions
CSU Monterey Bay:
A National leader in Service Learning
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Only two-time recipient of the “White House
President’s Award for Community Service
in Higher Education.” (2006, 2010)
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One of only four public universities with a
service learning requirement.
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One of twenty universities listed by US News and World
Report (2004-2014) as having an outstanding service
learning program
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Featured in 2012 report by National Task Force on Civic
Learning and Democratic Engagement: A Crucible Moment:
College Learning and Democracy’s Future.
SL @ CSUMB
Uniting Four Streams of Innovation
in Higher Education
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Civic Engagement and social responsibility as a
core curricular focus (LEAP)
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Active, applied, project-based and experiential
learning
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Explicit focus on issues of diversity and
multiculturalism
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Outcomes-Based Education
CSUMB’s Academic Program
Commitment to Civic Learning
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Not just service hours; service is integrated into
General Education and graduation requirements in
every major
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Connects career preparation with questions of social
responsibility, diversity, and community building
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CSUMB is the model university “that embed[s]
questions about civic responsibilities within career
preparation and that therefore point[s] to the next level
needed in campus civic work.”
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National Task Force on Civic Learning and Democratic Engagement,
2012; p. 13
Traditional service learning…
…applies academic knowledge to address community issues.
Community
Service
SL
Academic
Learning
But, it has the potential to do much more…
……helps students learn about “service” and
develop their “social responsibility” and capacity
for “civic engagement.”
Academic
Learning
Community
Service
SL
Civic Learning
What is Civic Learning?
“…learning that contributes to student preparation
for community or public involvement in a diverse,
democratic society”
(Michigan Journal of Community Service Learning, 2001)
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Traditional civics
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Democratic citizenship learning
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Political learning
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Leadership learning
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Inter- and intra-personal learning
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Diversity learning
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CSUMB: Social justice learning; critical civic
From Service to Social Justice
One way to integrate diversity and civic
learning is to move from the language of
service to the language of justice and social
responsibility. A second is to link both
diversity and civic work to the learning
outcomes we want to cultivate in students.
What do students need to know to function effectively
and responsibly in a diverse, stratified world?
Caryn McTighe Musil, Vice President, Association of American
Colleges and Universities.
The SL Curriculum Development
Framework: Service Learning Prism
The pedagogy (experiential learning)
side…
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How is facilitating “experiential learning”
different from traditional teaching?
The Learning Side
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What does it mean to explicitly focus on students
learning about “service and social justice?”
Knowledge
 Skills
 Attitudes
 and Will
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Multicultural Community Builders
Multicultural community builders
have the knowledge, skills and attitudes
to work effectively in a diverse society
to create more just and equitable
workplaces, communities and social
institutions.
Critical Civic Literacy
“Critical civic literacy emphasizes the role that social
power plays in facilitating or inhibiting meaningful
participation by individuals and/or groups in public
processes. Through critical civic literacy, students
examine issues of power, privilege, oppression, and
systemic inequity in service learning courses as a
required part of the general education curriculum…”
Pollack (2013). “Critical Civic Literacy: Knowledge at the Intersection of Career
and Community.” Journal of General Education.
Curriculum Development Process
Discipline-based
learning
outcomes:
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The “META- QUESTION”
about social responsibility
and social justice in their
field or discipline.
What are the relevant
issues of inequality and
injustice?
NEW critical civic
literacy learning
outcomes:
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*
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Clarifying your Meta-Question &
Field-Specific SL Outcomes
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In pairs, work on the Meta-Question worksheet
Interview each other; talk through how issues of
inequality and injustice are present in the work or
community context
 Clarify a meta-question
 Develop more specific learning outcomes grounded
in your field
 (20 minutes)
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CST 361S: Technology Tutors
Meta-question:
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How does technology accentuate or
reduce historic inequalities? How can my
work help bridge the “digital divide?”
Learning Outcomes:
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Understand the community in which the
project is being carried out.
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Describe the diversity and social
inequalities in the community.
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Understand the decision-making structure
and power relations in the public sector
related to technology.
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Able to use technology to reduce social
inequality and social isolation.
BUS 300S:
Business Ethics in Action
Big Question: The Triple Bottom
Line
How can businesses balance the
“triple bottom lines” of profit, people
and planet?
Outcomes:
1.
To deepen awareness and of disparities in
economic opportunity among different ethnic
and cultural groups and the roots of such
disparities, within Monterey County,
nationally and globally.
2.
To gain a clearer sense of the kinds of actions,
attitudes and behaviors – personal and
institutional - that can alter historical
relationships of power and privilege and
broaden economic opportunity.
VPA 320S: Museum Studies
Meta-question:
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How can museums give voice to
underrepresented populations and perspectives,
and facilitate the transformation of social
structures to create a more inclusive, interactive
discussion of history, society, and culture?
Learning Outcomes:
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Understand the economic and social pressures that
influence the choices made by museum personnel
with regard to the development of collections and
exhibits.
Articulate various perspectives on how museums
“serve” society, including perspectives from both
privileged and marginalized social groups.
Describe and analyze one’s own and others’
perceptions and ethical frameworks for decision
making regarding exhibit choice, design, and the
development of interpretive materials.
Reflection &
Critical Reflection
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Reflection: explicit activities to
transform experience into
learning
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Critical Reflection: reflection
focused on issues of power and
positionality
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Critical Reflection in SL:
reflection focused on issues of
power and positionality related
to the service relationship
Traditional vs Critical Reflection
in Service Learning (Mitchell, 2009)
Traditional vs. Critical Service-Learning
Figure 1.
Traditional vs. Critical Service-Learning
Traditional vs. Critical Service-Learning
Figure 1.
Traditional vs. Critical Service-Learning
Approaches to Critical Reflection
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On-going: Critical Incident Journals; etc.
Summative: Pre- and Post-Course Tape
Reflection Activity
Activities that examine “service and social
justice”
What does service mean to you?
 Race to the American Dream
 Paper Chain
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Discussion on Critical Reflection
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What approaches have you been to be most
effective in helping students examine issues of
power, privilege and positionality?
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What has been difficult about doing “reflective
learning?”
Lunch Discussion:
Nuts & Bolts of Partnership
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Forms & Online Processes
Required student forms
 Optional student forms
 Required community partner forms
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Accessing the S4 database (MySLP)
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http://myslp.csumb.edu
Student Leadership in
Service Learning (SL2) Program
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Nationally-recognized program;
peer-facilitated learning
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13 “Squares” working in SL
classrooms and with
community partners
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Facilitating learning about issues
of diversity and social justice
Minor in Service Learning
Leadership
SL Liaisons & Support
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Andrea Monroe (x5175)
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HCOM
SBGS
VPA
WLC
MPA
CHHS
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Laura Lee Lienk (x3689)
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SMART College
CART
Seth Pollack (x3914)
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SLI
Nursing
Aline Reyna (x4184)
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Business
Kinesiology
Liberal Studies
General Info: Asya
Guilllory (x3644)
http://service.csumb.edu
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Questions?
For additional resources please
go to:
CSUMBINFO/Service
Learning/public/SL-Outcomes-2011