EDF2085 SERVICE LEARNING GUIDELINES AND FORMS. Objectives EDF2085 is a UCF sanctioned service-learning class. Students will spend a minimum of fifteen hours over the semester immersed among the sociocultural factors that shape the learning environments and experiences of today’s students. This activity will address a need in the community, involve a connection between the campus and the community, challenge students to be civically engaged, and involve structured student reflection. It addresses the course objectives: to explore how one’s culture/language shapes one’s life and perceptions; to determine the impact of changing demographics on the school; to observe exemplary multicultural programs within schools; to encourage positive acceptance and integration of diverse groups and individual needs; examine positive multicultural school environments. Students will spend time reflecting on their service-learning experiences through ongoing structured classroom discussions related to each course topic and a meta-reflective field experience report. Students’ "grades" for the service-learning requirement will come from the tangible classrelated project assignment and discussions, rather than simply from completion of the 15 hour minimum. Eligibility Students with criminal arrest records must see the Instructor immediately to discuss how their history may impact their ability to complete this course and to eventually become a teacher. Most agencies and schools require background security checks before allowing access. Requirements Complete 15 hours of service in contexts that serve K-12 students from a selection of the following DIVERSE populations: AT-RISK - A student who is at risk of underachieving, dropping out or failing school. These students include many in the other categories below, including urban inner-city, low-income, homeless, those not fluent in English (ESOL), those with emotional or behavioral difficulties, substance abuse. TITLE I - A school is considered low-income if 60% or more of the students are enrolled in the free-lunch program. ETHNIC SPECIFIC - Schools where the majority of students are from one religious or ethnic group. Private schools and urban schools are often good places to observe. EXCEPTIONAL - By state mandate, schools are required to cater to the individual needs of students who have been identified for special education services under Individuals with Disabilities Education Act (IDEA). *Acceptable programs: Specific Learning Disabilities (SLD), Emotionally Handicapped (EH), Physically-Impaired, MentallyHandicapped, Visually-Impaired, Hearing-Impaired *Acceptable programs: Gifted, Advanced-Placement (AP), Advanced classes, International Baccalaureate (IB) ALTERNATIVE - In each high school, there should be at least two different alternative programs. In addition, local Counties have separate alternative centers which focus solely on “at-risk" students.*Acceptable programs: Drug-prevention, Drop-out prevention, Pregnant teen programs ESOL - English for Speakers of Other Languages (ESOL) is a program designed to help students make the transition from a foreign language to English. Choosing and preparing for a Placement You may choose any grade level K-12 in both community agencies and/or schools in any district. All arrangements are to be made by you in conjunction with faculty. You will need to abide by any security procedures required by the schools and/or agencies – apply early as these placements can take time to arrange. You may complete the hours by serving in local non-profit organizations (e.g., Boys & Girls Clubs, Beta Center, Daily Bread, homeless shelters) or other educational institutions or schools that serve exceptional and at-risk/ethnic-specific populations. This will allow you to provide support to populations that have traditionally had difficulties or challenges in the public school setting. You will gain insight into the cultures and needs of these groups and will address course objectives such as: to examine prejudice and discrimination and to examine concepts of equity (gender, age, language), equality (race and class) and quality (ability). Your service-learning experience should include active involvement. The following are possible classroom activities: assist the teacher present a lesson / help with the use of technology in the classroom / tutor a student / set up a reading corner / help a student with a project / listen to oral reading / read a story to students /arrange a bulletin board / assist students locate resources/assist with Open Houses/assist with school ground cleanup’s, playground equipment building projects or school landscaping projects. No student will be expected to work on a project to which s/he has significant religious, political, or moral objections. It is the student’s responsibility to let the instructor know about such objections. Ensure that you dress and behave professionally. Setting Up the Hours You are advised to include as many diverse groups as possible, spread over 3, 5 hour observations. You may choose any of the following: 1) Non-Profit Organizations – Contact them directly by telephone and clarify what security procedures they need you to follow before setting up your observation hours. These are out of school or supplementary programs that serve the needs of atrisk students in the community that support educational goals. Suggested agencies are provided online at http://education.ucf.edu/es/service 2) School Districts. – Each school district has strict security procedures. You need to ensure that you state that you are taking your general education program and a prerequisite course and are NOT YET ADMITTED INTO THE COLLEGE OF EDUCATION. You need to go to the District website and access the VOLUNTEER application site, and enter your details. You will receive approval from the district, which will be needed before you can visit any schools. (Note that new policies require all COLLEGE OF EDUCATION students to be fingerprinted – this is not necessary for general program students). You may also choose to access the Educational Studies website to sign-up for the AVID program: http://education.ucf.edu/es/signup/avid/. You will need to apply to the volunteer program at the local school districts as soon as possible. If you plan to volunteer at an Orange County school you will need to go to the following web-site: http://volunteer.ocps.net. Seminole County: http://www.scps.k12.fl.us/community_involvement/Divi dends.cfm Required Verification Forms There are 2 forms included below. 1) The CONTRACT – this lists and summarizes where you spent your hours and the targeted diverse populations you served – you will fill this in and use this as the title page of your report 2) The VERIFICATION FORM – this form you take with you for the agency, school or teacher to complete – it must be signed by them after the service and verifies that you met the requirements. Complete one form for every site you visit. Also included is a letter of information, which you may choose to provide to the agency or school describing the objectives of this course. Writing the Report Outline/Format for Service Learning In School Report and Reflections Your report should contain the following to meet service learning guidelines: Part 1: Research and Analysis of a key problem or topic or type of diverse student. Choose any specific topic covered in course content or any specific type of diverse student. Write a report (700 words, double-spaced, 12pt font) that includes introduction – key challenges facing this group, definition, characteristics and needs, options for programs and services, list of 2 references in APA format. Part 2: Description and reflection of the program or service rendered Description of tasks undertaken. A self-evaluation of effectiveness of service rendered. Do not use real names of students in the report. Divide the report into the target groups listed above. (Length: 700 words, double-spaced, 12pt font. ) Suggested Contents - your personal reflections on: Describe the specific characteristics of the children observed (ethnicity, age, gender) What cultural differences did you observe among the students? How was cultural and language diversity addressed? The demographics of the neighborhoods around the school in which you served? Describe the educational environment (facilities/resources/climate) How was the quality of the educational program at your school (facilities, technology, materials, etc.) influenced by school funding? Did you note a lack of supplies, textbooks? Was the school well maintained? Describe the strategies used by the teacher/coordinator; strengths/weaknesses of the program. What teaching models were used and were they the most effective to teach the material? o What methods did YOU use in working with students? o What methods were used to address disciplinary problems and how effective were they? o How were different learning styles and exceptionalities addressed? Describe any incidents/special work or projects. How were social problems that place children at risk addressed by the agency, teacher or school? State your overall feeling about the service learning. How did your service improve the life of a child, the life of the class, the life of the community? Explain how this experience has impacted your decision to become an educator. EDF2085 SERVICE LEARNING CONTRACT UCF Student’s name: TOTAL HOURS COMPLETED: TARGET GROUP: Circle AT-RISK TITLE I EXCEPTIONAL ETHNIC SPECIFIC ESOL ALTERNATIVE GRADE LEVELS: …………………………………………………………………………………. LIST ALL SCHOOLS/AGENCIES : NAME DATES TIMES UCF Instructor evaluation: To be completed by the student as a summary sheet of placements and requirements and submitted with the report. University of Central Florida College of Education SERVICE LEARNING PROJECT EDF2085: INTRODUCTION TO DIVERSITY FOR EDUCATORS Dear Fellow Educator, On behalf of the Department of Educational Studies, I would like to take this opportunity to thank you for assisting our students as they pursue their dream of becoming teachers. This course offers students one of their early learning and observation experiences in schools. Further, the course has been designed to establish a collaborative experience with schools/agencies for our future teachers. Choice of observation sites, security and admission procedures, contact with appropriate school personnel, time-management and scheduling are the student’s responsibility to arrange. More importantly, students are expected to maintain the utmost professional decorum, to participate effectively as determined by the school/agency and service project, and then write a reflective report that demonstrates an understanding of the needs and services of the diverse students they have observed. We request that cooperating teachers/administrators welcome students into the school/agency, manage and monitor student activities, and complete the verification form. We appreciate your willingness to share your experiences and expertise with a future educator, and trust that the service will meet your school/agency needs effectively. Sincerely, Dr Gillian Eriksson Department of Educational Studies Department of Educational Studies: University of Central Florida VERIFICATION OF STUDENT SERVICE LEARNING EDF2085 Introduction to Diversity for Educators. Student Name: Email: UCF Instructor: EDF2085section: School/Agency:……………………………………………………….. Website: http://…………………………………………..Telephone: Address:……………………………………………………………………. ======================================= DATE(S) and Times of Student Visitation: ……………………………………………………………………………………………………. Specialized classes, and grades observed: Please circle either “YES” or “NO” – Comments may be added. This student maintained a professional demeanor YES NO This student was helpful and open to ideas in this setting. YES NO Please check description of work completed by student: Direct Indirect Tutor Teach a new or review lesson/activity Lead a cooperative group activity Supervise learning center activities Work with students who are behind Coach students as they read orally Help student find resource material Help supervise a field trip Work with ESOL, exceptional student/s Other? TEACHER NAME/Signature: Grade papers Assemble bulletin boards Set up learning centers Develop resource materials Collect curricular materials Organize materials for lessons Draft correspondence to families Translate classroom materials, if able Give written feedback on assignments Other? email: Tel: Thank you for your assistance in helping our students become better prepared for their future career as educators To be completed by the cooperating teachers and returned to the student at the completion of the PROJECT in your school/agency.