Pedagogy and Service Learning

Karyn Z. Sproles, Director of Faculty
USI Service Learning Summer Institute
16 June 2008
 Communicating
The Promising syllabus
 Preparing
students for independent learning
Connecting classroom and “real” world
 Checking
goals and process
in on students’ learning
In-class assessment techniques
Thomas A. Angelo & K. Patricia Cross. Classroom Assessment
Techniques: A Handbook for Teachers, second ed. San Francisco:
Complete the inventory for the course
you are working on this week
 Complete
 What
the self-scoring sheet
are your our primary goals for this
course? (list on back of self-scoring sheet)
Discuss with your table:
What do you hope your students will be
able to do and to know at the end of this
How are these outcomes connected to
service learning?
Ken Bain, Director, The Center for Teaching
Excellence & Advancing University Learning,
Montclair State University (Mercer, New York)
James M. Lang. The Chronicle of Higher
Education: Chronicle Careers. Monday, August
28, 2006.
 Explain
to students what they can expect to
know or be able to do by the end of the
semester—This is the course’s promise
 Describe
the activities (readings,
assingments, service learning projects) that
will help students fulfill the course’s promise
 Begin
discussing how student learning will be
demonstrated & evaluated throughout the
Describe one of your favorite classroom
activities or assignments
With a partner, discuss the activity or
assignment you described and how it
connects—or might connect—to a service
learning course
minute papers
What’s the muddiest point?
Summarize X (a concept, lecture, reading) in one
sentence for a specific audience (classmate,
community partner, high school student)
Draw a picture of X (concept, lecture, reading)
One thing you learned today/One thing you feel
you need to know more about
Make a connection: e.g., between X (concept,
lecture, reading) and your service learning