Transcript CESI Cohort II Workshop 3

CESI Cohort II Workshop 3
Wednesday, Nov. 27, 2013
Part I
Sharing Challenges / Sharing Solutions
What are you most concerned about or what do you need
support with?
Challenges discussed should focus on one of the following key
elements:
• Civic learning objectives
• Student reflection and assessment
• Logistical challenges of civic engagement / community
partnerships
Part II
Reflection:
Connecting Service to Academic
Learning
The Four “Cs” of Reflection
Connected
Continuous
Challenging
Contextualized
Connected
Connect to learning objectives
Determine if there are cognitive
connections of class content to the
service-learning experience
Challenge what they’ve learned
Provides an instructor with insight and
helps assess their own teaching
Continuous
Allowing time to reflect before,
during, and after the experience
Think about and plan to make time
for reflection
Reflection vs. lecturing
– Intersperse lecture with reflection
– Enhance lecture with reflection
Challenging
Challenge students with new ideas
and perspectives
Propose unfamiliar or
“uncomfortable” ideas for
consideration
Create provocative dialogue in
class discussions or written
journals
Contextualized
First…
– Determine the proper and most
appropriate context for reflection
– Determine type and format of
reflection
– Decide when to conduct reflection
Contextualized
Second…
– Structure reflection within the context
of the service-learning experience or
course content
3 Levels of Reflection
• The Mirror: A clear reflection of the self
– Who am I? What are my values? What have I learned about myself through this
experience? How have you challenged yourself, your ideals, your philosophies, your
concept of life or of the way you live?
• The Microscope: Make the small experience large
– What happened? Describe your experience. What would you change about this
situation if you were in charge? What have you learned about this agency, these
people, or the community? Was there a moment of failure, success, indecision,
doubt, humor, frustration, happiness, sadness?
• The Binoculars: Make what appears distant, appear closer
– From your service experience, are you able to identify any underlying or overarching
issues which influence the problem? What could be done to change the situation?
How will this alter your future behaviors/attitudes/and career?
From Skidmore’s Service Learning Curriculum Development Resource Guide for Faculty
DEAL: A Model for Critical Reflection
• NOTE: Reflection is not the same as description although description is
good first step in reflection. The purpose of reflection is to generate
learning and to help students become aware of their learning. “What did
you learn?” is a good last step for reflection, not a good first step.
• Step 1: Describe experience
• Step 2: Examine experience (from personal, civic and academic
perspectives)
• Step 3: Articulate Learning
What did I learn?
How did I learn it?
Why does it matter?
What will I do in light of it?
CESI Student Ambassadors
Implementation Semester:
• Pre / Post Surveys assessing civic learning
• Qualitative Reflection Questions
Adapting Resources:
• What techniques do you already have in place
to assess civic learning?
• Consider adaptations to our survey and
questions.
Reflection Strategies & Formats
Group Discussion:
•What have you used as reflection tools or
assignments, or what ideas do you have?
•What formats have you used to integrate
reflection into your course?
•What challenges have you had with reflection?
•How have you assessed reflection assignments?
Reflection Outcomes
Reflection activities engage students in the intentional
consideration of their experiences in light of particular
learning objectives, and provides an opportunity for students
to:
•Gain further understanding of course content and discipline
•Gain further understanding of service experience
•Develop self-assessment skills as a life long learner
•Explore and clarify values that can lead to civic responsibility
(Hatcher and Bringle, 1995)
Part III
Logistics, Problem-Solving & Safety
• Planning the engaged component:
– Identifying projects that connect to objectives
– Determining duration, grading, course integration
– Direct vs indirect activities
– One or multiple partners
– Liability & Risk Management
• Student preparation - orienting, skill building, addressing
motivation
• In-class Activities & Orienting classrooms to engaged learning
principles
• Tools for faculty/partner/student (Ed tech, ScholarWorks,
others)
Preparing students for Community Component
•Written Clarity (syllabus)
•Verbalize Expectations (start of semester)
•Motivating Students
•Orientation
•Skill Building for Community Learning:
–Participant-Observer Skills
–Seeking Feedback
–Self-identification of skills, talents, challenges
–Levels of Participation:
Non
Passive
Moderate
Active
Orienting your Classroom to Engaged Learning
Principles
Faculty instructional role
Minimize the distinction between community
and classroom learning
Design classroom norms and learning strategies
to be more community-oriented
Nuts & Bolts: Types of Service
Direct – actual interaction with the people, environment, and/or animals
• Caring for dogs at an animal shelter, tutoring children, performing
income tax assistance
Indirect – action is not seen by the people who may benefit from the service,
but it meets a real need.
• Collecting clothes for a domestic violence shelter, doing a beach cleanup, collecting books for a library.
Advocacy – action that causes others to be aware of an issue and encourages
them to take action.
• Writing letters, working on a political campaign, speaking at a hall
meeting.
Research – gathering and reporting information that helps a community or a
campaign.
• Surveying neighborhoods on an issue, testing water quality, veteran
interviews.
Nuts & Bolts: Logistical Factors
Weight / Grading
Depth / Duration
Location / Transportation
One or Multiple Partners / Structure
Liability – We’re not lawyers but…
How does CESI fit into your
Scholarship?
• Explore sampling of publications
• Brainstorm ideas for what you might
write about.
• What do you need to be doing now to
prepare for using CESI experience for
scholarship?
December 7th Presentations
• Goals of this workshop
• Presentations should cover:
•
•
•
•
Logistical factors such as varied student roles, grading, duration, direct
vs indirect activities, student preparation, etc.
What challenges did you work through as you deliberated on format,
structure, roles? What mechanisms or strategies did you use to
communicate with community partner, and how did you establish
shared vision and specific tasks/roles?
Civic learning objectives and activities –
How will How will this project enhance students’ learning of course
competencies, what civic learning objectives will be addressed?
December 7th Presentations
• Presentations should cover:
• Assessment and student reflection activities of civic engagement
learning objectives.
• Provide specific examples of reflection activities or techniques for before,
during and after service. How does reflection help connect service and
academic learning? How will student learning be assessed?
• Plan for advancing individual faculty scholarship
• What topics or issues are you most interested in exploring or writing
about? What strategies will you use to reflect on your own experiences
and how will you document this?