Service-Learning JOSHUA DUPLANTIS, M.ED. DIRECTOR OF SERVICE-LEARNING THE UNIVERSITY OF SOUTHERN MISSISSIPPI USM Office of Community Service-Learning One FTE and 3 Graduate Assistants Faculty Training - annual seminar Student development – 11 service oriented student groups 2400 individuals engage in service annually 44,434 hours service in 2009, representing an economic impact of $899,788.50 66 Community Partners Teach IDS/Service-Learning courses How we fit into the University Mission One of USM’s Core Focus Areas “Connection to Community” Housed in the Student Union A student affairs department (operating budget) Day to day stuff Report to the VP for Student Affairs and the Provost Faculty Fellows Program equally funded Faculty Fellows Program Led by OCSL and Faculty Liaison 6 Faculty chosen every fall to participate in a Service Learning Seminar during the Spring Semester Chosen by the Service-Learning Advisory Council Department gets course release for faculty participation Faculty agree to all seminar requirements and to incorporate service-learning into a course in the following academic year. Faculty Seminar Eyler, Giles (1999) Where’s the Learning in Service Learning Campus Compact SL Toolkit Article Reviews Faculty volunteer with potential partners and journal their experience. Continuously revise a syllabus. Rural Studio Trip – Newbern, AL Presidential Cabinet Presentation Faculty Fellow Continuing Education Ropes Course =Team Building for alumni Service-Learning Brown Bag Series Grant partnerships –community garden Resource for collaborative work Host for conference calls and webinars Community connection Data Collection Program Cost Specific budget for the Faculty Fellows Course Releases Course Materials Travel Continuing Education Stipend for Faculty liaison – course release each semester General Operating Budget Overhead Volunteer recognition Large volunteer days Topics For Discussion Service-Learning in the Syllabus No need to change academic objectives (same location; different vehicle) Incorporate reflection and service into assignments E.D.I.T Experience – This is the experience you participated in or behavior performed Describe – Report in detail events you observed or participated in; feeling s you experienced; Interpret- What do the phenomena you reported mean to you personally and in terms of the course concepts? Transfer – How can you apply those insights reported in then previous step ; How can you apply them to the service site; or apply them in your intellectual, social , or spiritual life; or apply them to your personal conduct. To Mandate Service or Not ??? Community Partnerships Who Identifies Need? Reciprocal Relationship Community Partners are Co-Educators Getting from Transactional to Transformational How do we know when we've done that Community Partnerships Non-profits Community Groups Faith Based Groups Public School System Campus Volunteerism Opportunities for publication Michigan Journal of Community Service Learning Journal of Higher Education Outreach and Engagement Journal of Community Engagement and Scholarship Respected journals in most academic areas Questions? “Consciously or unconsciously, everyone of us does render some service or another. If we cultivate the habit of doing this service deliberately, our desire for service will steadily grow stronger, and it will make not only for our own happiness, but that of the world at large.” - Ghandi Josh’s Definition of Service-Learning (140+ in the Lit) Service-learning is a credit-bearing educational experience in which students participate in an organized service activity that meets identified community needs and 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 (Bringle and Hatcher,1996). Reflection The hyphen in “service-learning” The process of thinking about one’s service activities and their relationship to course content (Werner & McVaugh, 2000) Promotes broader and deeper learning Reflection Activities Writing Exercises Group Discussion Journaling Reflection Papers Reflection What? So What? Now What? What? Describe what you saw and felt; how the site looked; what did you do? So what? Interpret what you saw, etc. What does it mean to you personally and what does in mean in terms of concepts from this course. Now what? Action Step. It involves a critique of what you saw and felt and recommendations for what to do in light of your interpretations and critiques.