Re: Service Learning in Developmental Education Courses

>I am also at the point of program development of establishiing policiiies
>for service-learning. Our faculty committee would like some models.
>
>Some of the questions we have are:
>       Can a course be designated service-learning if the service is
>optional?

sure although this is IMHO not the most effective way to design a s-l class
-- it is much easier to thoroughly integrate subject matter, service,
reflection if the course is built around a subject matter appropriate
service experience.  But I have seen effective s-l classes where some do
and some don't do service.  The key to success here is creative ways to
bring the service experience into the classroom so that all benefit and
also for those doing service and not doing service to each share their
expertise.  e.g.  those doing service can bring in case studies, role plays
from their sites etc to illuminate the subject matter in class or teams can
be made up of those doing library research and those doing service with the
goal of sharing what each group has learned.

>       Is there a minimum number of service hours required to assure the
>quality of the learning?

there isn't a lot of empirical evidence here but there is some indication
that roughly 20 hours is a threshold.  obviously it will depend on  the
goals for the service-learning
>       Does working on political issues or elections count as
>service-leaarning? What about student teaching?

political service is arguable but student teaching or other vocational
field based study is NOT service-learning.  take a look at Andy Furco's
excellent article on the distinctions among various forms of field based e
xperiential learning to clarify this


>
>As you can guess some of these questions arose from a s-l survey we
>conducted. It was amazing what was turned in even though we had an explicit
>definition of s-l included. Our goal is to have courses listed in the
>catalogue as S-L, just as we have courses designated W writing courses,etc.
>
>Thanks
>Diane
>
>-----Original Message-----
>From: Mary E Ridgway [mailto:MARYR@uta.edu]
>Sent: Tuesday, July 02, 2002 3:05 PM
>To: 'service-learning@csf.colorado.edu'
>Subject: Service Learning in Developmental Education Courses
>
>
>The goal of enrolling 500,000 more students in Texas higher education by
>2015 is one of four established by the state's new Closing the Gaps plan. To
>help accomplish this goal, Texas colleges and universities have been asked
>to develop and implement service learning courses and service learning
>components in existing courses at each institution that enable students to
>serve in mentoring/tutoring roles with at-risk youth.
>
>
>I  am very interested in learning if there are some good models in place for
>service learning components in developmental reading, writing or math
>classes. We are developing service learning components in our college
>learning  course and our college adjustment course. I would appreciate
>learning  more about what others are doing in these areas.
>
>Thanks,
>
>Mary R
>
>Mary Ridgway, Ph.D. -  Director
>University of Texas at Arlington
>Center for Community Service Learning
>"Linking Service and Learning"
>B18 Davis Hall
>Box 19124
>Arlington, TX 76019
>817-272-2124-phone
>817-272-7626-fax
>maryr@uta.edu
>www2.uta.edu/ccsl