Center for Teaching and Learning Presents
EXPLORING ACADEMIC SERVICE-LEARNING, PART I
Friday, March 28, 2008
10:00am to 11:30am
This workshop will be held on the Boca Raton campus in the Student Support Services building (SU), conference room 223. Video conference will be available to the following locations: Jupiter, SR 275; Davie, LA 134; Port St. Lucie, JU 112.
Lorraine D. Cross, firstname.lastname@example.org and Monica A. Jara, email@example.com
What is Academic Service-Learning?
Academic Service-Learning is pedagogy; it integrates intentional ways of community service with instruction and reflection. It is designed to enrich the learning experience through hands-on activity and to teach civic responsibility. Service learning encourages students to apply what they learned in the classroom and to reflect on their experiences by thinking, discussing, and writing about them. It also teaches students to apply academic knowledge to real-life civic issues and promotes teamwork and collaborative problem-solving, develops life skills, exposes students to the complexity of the human experience and challenges simplistic solutions, and makes learning more personally meaningful.
Criteria for Academic Service-Learning
* Relevant and Meaningful Service with the Community
> Contributes to improvement in the community
> Is relevant to the course
> Community deems the service worthwhile and necessary
> Activities align with students’ learning interests and skills
* Enhanced Academic Learning
> Service will complement what is learned in the classroom
> Experience in the real world allows learning that is often precluded
> Reflection on the experience in light of particular learning objectives
* Purposeful Civic Learning
> Distinguishes academic service-learning from other service programs
> Provides educationally-sound learning strategies to harvest community learning and realize course learning objectives.
Reflection is a way to have students intentionally think about their academic service-learning experience as it relates it to the course curriculum and the impact they have had in the community. Reflection can take many forms: individual and group, oral and written, directly related to course material or not. Reflection should include opportunities for participants to receive feedback from those persons being served, as well as from peers and program leaders. (Adapted from Honnet & Poulsen)