Service-Learning
DENA SHONTS
DIRECTOR OF SERVICE -LEARNING
AUGUST 5, 2015
What is
Service-Learning?
Service-Learning is a teaching method
that combines service to the community
with academic instruction, it focuses on critical thinking and reflection.
Types of
Service-Learning
Direct: Students complete service outside of the classroom at a
agency approved by the instructor.
Indirect: Students complete service during designated class time or
on their own time for an agency that is approved by the instructor.
Research Based: Students complete service during designated class
time or on their own time for an agency that is approved by the
instructor.
Examples…
Direct: Students in a Sustainability class partnered with Habitat for
Humanity to perform blower door tests for residents in low income
homes.
Indirect: Students in a Graphic Design class developed a logo for The
Crop Walk and Second Harvest.
Research Based: Students in a Statistics class analyzed data for the
Habitat for Humanity Critical Home Repair program.
Examples…
Combination of researched based and direct:
Biology students researched science experiments and then
preformed the experiments with 5th grade students at a local
elementary school.
English students partnered with residents in a nursing home to learn
about their lives and then wrote their informative papers on the
residents lives.
Geology students researched the importance of planting trees along
waterways, presented that information to students, and then
participated in a tree planting project with the Charlotte Tree Fund.
Common Threads:
Elements that are essential to all Service-Learning projects:
The project(s) address a learning objective for the course.
Students are required to complete a reflection component that utilizes critical
thinking skills.
The Service-Learning assignment is part of the course work and not an add on
or extra credit.
Students are graded on the learning and not the service.
Why Should You Offer ServiceLearning?
Service-Learning enables the student to put theory into action.
Service-Learning meets 2 of the core competencies: Critical Thinking
and Personal Growth and Development.
Studies show that students who participate in Service-Learning have a
higher GPA (23%), are retained from semester to semester (15%)and
earn more credentials than non service-learning students(17%).
How Can We Help You?
We build relationships with community agencies.
Connect you with agencies your interested in for your course.
Offer professional develop, conferences and workshops.
Provide a orientation for your class.
Provide placement support for your students.
What's Next?
Workshop Series:
Service-Learning 101 (offered in an online format)
Assessment
Reflection
Interested?
Contact a Service-Learning representative:
Central: Jenn Marts or Savannah Greer
Overcash 257
Levine: Jessi Preussner
Room 1402 on M, TH, F
Cato: Savannah Greer
Room 110 on T, TH
Harper: Jessi Preussner
Room 344, T, W
Jill Lutz
Executive Director
Workplace Learning
What is Workplace Learning?
Apprenticeship Charlotte, Co-op & Internships
Workplace Learning purpose
“Matching Student Talent to Opportunities”
Apprenticeship Charlotte
Launched August 2012
Inspired by Apprenticeship 2000
Apprenticeship option for local companies
Customizable approach
Recruiting methods
Interface with N.C. Dept. of Commerce
Co-op/Work-based Learning
Launched in 1986
Academic class
(graded, college credit, semester-based)
Over 40 programs of study
Faculty involvement
Eligibility Requirements
Paid or Unpaid
Why do Co-op / WBL?
FTE Generator
Employer Feedback
About the student
About your program
Program Review
Program Accreditation
WBL in action
Internships
Launched Fall 2013
Non-credit bearing
College Involvement
Eligibility Requirements
Curriculum, CCE, or recent grads
Certificate of Completion
Statistics
Apprenticeship Charlotte
8 participating companies – 29 students
19 additional apprentices begin Fall 2015
Co-op/Work-based Learning
553 students 2014-15 academic year
350+ employer partners
96% completion rate
Internships
73 students since launch
Campus Locations
Central Campus
Cato Campus
Terrell – 3rd floor
Cato II, Room 160
Harper Campus
Harris Campus
Room 344
Harris II – by appointment
Levine Campus
Merancas Campus
Room 2230
TS 203
www.cpcc.edu/workplacelearning
(704) 330-6217
Terry O’Banion Discussion
• Disruptive Innovation
• Affective Education: Increased self-esteem, assertive in
the classroom, practice learning and learning in the
classroom
• Project Based Learning: teaching method where
students gain knowledge and skills by discovering
answers to complex questions, problems and
challenges.
• Assessing and Accounting for Student
Success/Completion
• Meets 2 core competencies:
– Personal Growth and Responsibility
– Critical Thinking