how to design a service learning course jacoby

What does the service-learning course design workbook contain?

reflection designed to achieve desired learning outcomes.” (Jacoby, Service-Learning in Higher Education, 1996) Service-learning is based on the principle that learning doesn’t necessarily occur as the result of experience itself, but rather, as a result …

What is service-learning?

Barbara Jacoby, 2003, Service Learning Course Design Book, Jefferey Howard, Michigan Journal of Community Service Learning, 2001 . Service-Learning Course Design Worksheet . Course Name/Number: Semester: The following worksheet provides a step-by step guide and suggestions to assist in the design of a

What are some examples of service-learning courses at USF?

SERVICE-LEARNING COURSE DESIGN WORKSHEET Course _____ Semester _____ P r e p a r e d b y : D r . Ba r b a r a J a c o b y H i g h e r E d u c a t i o n C o n …

How do you organize a service-learning program?

These steps include brainstorming, focusing, implementing, evaluation and reflecting.Brainstorm. To start a service-learning unit in your classroom first look at your community. ... Focus. Next, examine each idea. ... Implement. ... Evaluation. ... Reflection. ... The Best Service-Learning Programs:

What are the 5 elements of service-learning?

Effective strategies for fostering reflection are based on five core elements of reflection known as “the Five C's” -‐ “Creative, Continuous, Connected, Challenging, Contextualized” (Eyler and Giles 1999).

What are the 3 steps of service-learning?

The service-learning process takes students through the stages of Investigation, Preparation, Action, Reflection, Demonstration and Evaluation.Mar 1, 2017

How do you design a course?

To design an effective course, you need to:Consider timing and logistics.Recognize who your students are.Identify the situational constraints.Articulate your learning objectives.Identify potential assessments.Identify appropriate instructional strategies.Plan your course content and schedule.

What are the 4 components of service learning?

Key Components of Service-LearningPreparation. ... Action. ... Reflection. ... Self - What are you feeling? ... Other - Whom did you serve? ... World - What new questions do you have of your world? ... Assessment: ... Assessment of Assets and Needs (before service)More items...

What is the core component of service learning?

Service learning consists of three equally important elements: Action (practical, community service-oriented, accountable to oneself and others) Learning (professional, methodological, individual and social) Reflection (professional, methodological, personal and social)

What are the six qualities of service-learning?

A successful service-learning project is more than just volunteering—it involves students applying knowledge and skills to make a difference in their communities....grant from Project Learning Tree.Meaningful Service. ... Curriculum Connections. ... Reflection. ... Community Involvement. ... Demonstrate and Celebrate.More items...

What is an example of a service-learning project?

Students can help local organizations maximize their financial processes, prepare taxes, perform audits, etc. Students can assist local schools in creating art programs or sustaining art programs.

What is a good service-learning project?

Start a letter-writing club to students in other states or countries and share stories with school. Clean up a local stream, park or pond. Establish a club to help an elderly neighbors. Write stories about the history of your town for your newspaper or students in younger grades.

How do you structure a training course?

Step 1: Define your objectives. Step 2: Clarify key topics and related concepts. Step 3: Organize material. Step 4: Plan presentation techniques.

How do you create a good online course?

5 Tips for Designing Effective Online Courses in 2022Know Your Audience. ... Create Well-Organized Courses / Micro-Learning. ... Make Your Lessons Interactive. ... Incorporate Synchronous and Asynchronous e-Learning Styles. ... Make Content Accessible.

How do I create a course content?

Four Steps to Create Course Content that FlowsConsider your goals in teaching this course. Decide what you would like your students to accomplish from taking this course. ... Develop topics and subtopics, then narrow down further. ... Structure the course with what you have finalized. ... Plan your content types.Jul 5, 2019

How does service learning relate to the content of the course?

Since service-learning is arranged to simultaneously meet an identified community need and one or more course objectives , students’ service experiences will relate to the content of the course they are taking. As students read texts for the course, participate in class discussions and carry out written assignments, they can make connections with their service-learning experiences. Students will sometimes say that their service experiences “bring the course to life.” By this they mean, that at least some of the concepts, theories, and principles being taught in the course are learned in a dynamic way with the service. Students are given the opportunity to apply their knowledge in a service-learning courses.

What do students learn from service learning?

When students carry out service, they will likely learn that careful planning, a thoughtful approach, and meaningful analysis of the circumstances takes time, energy, and effort on their part. The old adage that that, “You only get out of something what you put into it,” most certainly applies to service-learning. Often students arrive at college having learned to focus on academic achievement and to view community service as less important or secondary. With service-learning pedagogy, the service is woven into students’ academic achievement, and, accordingly, students need to focus a significant amount of their time and efforts on providing high quality service in order to meet expectations.

Why do faculty members need to meet frequently?

Meeting frequently with the faculty member teaching a service-learning course to receive suggestions, learn how to make progress, solve problems, and increase the quality of service will greatly benefit the students who are carrying out the service . The faculty member can provide the timely and constructive feedback that allows students to make improvements in how they conduct the service and develop a more profound understanding of the circumstances that give rise to the need for the services.

What is service learning pedagogy?

Every course has a list of objectives that students are expected to reach, and all instructors have to consider how students will achieve those objectives. When course objectives can be reached by doing work for and with community partners, service-learning pedagogy is an option.

Who proposed the idea of high impact practices?

We can thank George Kuh and colleagues at the Association of American Colleges & Universities for initially proposing the idea of “high-impact practices” (HIPs) as exemplar components of a college student’s learning experience in the AA&U publication, High-Impact Educational Practices: What…

Is service learning a high impact practice?

While service-learning is one of the more heavily researcher high impact practices, additional areas of study remain. For example, the distinction between service-learning and community engagement warrants additional focus and research. Does this variation in framing equate to differential impacts on student learning? Service-learning also varies in length and intensity, and research is needed to parse out the differential impacts on student learning of short term versus long term service-learning experiences. Recent research has begun to examine the differential impacts on service-learning for underrepresented minority (URM) students and suggests service-learning has strong academic success impacts for URMs, but service-learning is less closely linked to retention and four-year graduation for URMs than it is for highly represented students (Song, Furco, Lopez, & Maruyama, 2017). Additional research is needed to understand why this may be the case and how service-learning experiences might be facilitated to support more equitable student impacts.

What is a culminating project?

A culminating project that is presented to stakeholders offers students the opportunity to consider the outcomes of their learning, make connections between course content and the service they provided , and to contemplate on the larger societal issues related to inequality. The culminating project may be an oral presentation or a report given to the community partner. In some cases the culminating project is one of the main goals of the service. Students who exhibit a high level of competence with their culminating project can articulate how the service-learning experience was a HIP for them.

What is a service learning portfolio?

Some service-learning portfolios consist of other reflection elements, such as a journal, a paper or presentation. They can also hold artifacts from the service project, such as pictures, brochures, as well as additional items which might relate to the service project and the course, such as newspaper clippings, articles, etc. As a practical tool, portfolios can further serve as an organizer for the various documentation for the service-learning experience, such as the time-sheet, handbook, service-learning agreement, and training materials. Both faculty and students can be very creative with the portfolio concept and find many ways to use it.

What is service experience?

Students write about their service experience in relation to assigned course readings. The questions you formulate for their responses can be open-ended or pointed in helping students think critically about the academic material in a real-world context. This activity can be particularly valuable when the readings incorporate the similar issues as those being confronted by the service agencies and projects engaging the students.

What is the intrapersonal dimension of reflection?

All reflective activities have an intrapersonal dimension: the moment when we stop to reflect about our experience. Once we move toward expressing that reflection in writing, talking, drawing, movement, etc., it takes on the characteristics of one of the other intelligences.

What is reflective writing?

Reflective writing is a primary tool used by educators engaged in service-learning. Asking students to consider their experiences can be very effective, however, it is important to guide students in their journals so that they are not simply logs of events. The students should be encouraged to address objective events, subjective impressions, and an analytic response, at the very least, in each journal entry. In addition, some instructors include specific guided questions that assist students to integrate their experience with particular course concepts. Journals are reviewed periodically by the faculty member during the semester.

What are the principles of good practice?

The Principles of Good Practice for Combining Service and Learning is the product of a two year process by experienced practitioners to articulate what they learned and discovered to be the best practices for combining community service with student learning and development . Finalized in the spring of 1989 at the historic Wingspread Conference, hosted by the Johnson Foundation, the Principles represents the collaborative effort of more than seventy-five national and regional organizations committed to community service and experiential education. The Principles have since been regarded as the foundation for all effective service-learning programs by schools and campuses across the nation.

What is service learning?

Service-learning is a form of experiential education that: is developed, implemented, and evaluated in collaboration with the community; responds to . community-identified concerns. attempts to . balance. the . service. that is provided and the .

What is reflection in psychology?

Reflection is deliberately integrative, designed to meet desired outcomes such as deep understanding and application of course material and development of particular skills (e.g., communication, teamwork, problem-solving) or attitudes and dispositions (e.g., sense of efficacy, ongoing commitment to civic engagement).