SERVICE LEARNING: CONSIDERATIONS AND PRACTICE
JANUARY TERM 1997
ROBERT FELDE, 387-1020, felderob@luther.edu

MONDAY 1/6
- introductions
- pre-test
- review class goals, syllabus and grading, site placements, profile sheets - discuss definition of SL (vs. volunteerism, community service) - the converging interests that promote SL TUESDAY 1/7
- reading assignment for today: text 1-9, 76-84; handout - "Learning to

Serve, Serving to Learn"; Reader # 5 - definitions of SL, guidelines and standards for effective practice - video: SERVICE LEARNING: transforming education - levels of integration of SL
WEDNESDAY 1/8
- reading assignment for today: text 58-61; Reader # 6 - structured observation techniques and practice - preparation for site visit (to be done Thursday or Friday) THURSDAY 1/9
- reading assignment for today: text 64-67, 70-73, 24-25; Reader # 2 - lecture: "Healing = Whole = Holy : The Sacred Process of Healing

        Communities" 7:30 PM,  Thursday, January 9, CFL (to be used as a
        journal entry)

- discussion of learning contracts
- ethical guidelines
FRIDAY 1/10
- reading assignment for today: Reader # 3, 7 - journal techniques
- finalize learning contract
- share observations of site
- prepare questions for Monday class
MONDAY 1/13
- reading assignment for today: Reader # 1, 8, 16, 17 - Don Kemp and John Sieber: examples of fully integrated SL courses at Luther - learning contract due to instructor and site supervisor TUESDAY 1/14
- reading assignment for today: text 42-43; handout - "Ingredients for

Reflection"
- reflection exercises
WEDNESDAY 1/15
- reading assignment for today: spend at least one hour on the internet

sites and make a list of interesting things you found - David Bishop: Piagetian learning theory, experiential learning THURSDAY 1/16
- reading assignment for today: text 10-14, 17-23, 26-28, 36-41, 54-57 - service learning in various educational settings FRIDAY 1/17
- reading assignment for today: Reader # 13 - Sara Nagel: Kolb's experiential learning model MONDAY 1/20
- reading assignment for today: Reader # 15 - developmental theories

TUESDAY 1/21
- reading assignment for today: Reader # 4, handout - "Service Learning:

A Catalyst for Constructing Democratic Progressive Communities" - Lee Zook: focus group activities on values education WEDNESDAY/22
- reading assignment for today: Reader # 10, text 29-32, 46-47 - the nature and ethics of service
THURSDAY 1/23
- reading assignment for today: Reader # 14 - Norene Smith: Liberation Theology as an action/reflection model FRIDAY 1/24
- reading assignment for today: text 62-63, 85-88 - prototype project due
- assessment and evaluation issues
MONDAY 1/27
- reading assignment for today: Reader # 9, 11, 12 - deadline for site supervisor evaluation to be completed (due tomorrow) - final presentations
TUESDAY 1/28
- reading assignment for today: text 15-16, 33-35, 44-45 -final presentations
WEDNESDAY 1/29
- reading assignment for today: review articles on structure, definitions

and guidelines
- final presentations
- final exam
- course evaluation


Texts:
1. Expanding Boundaries: Serving and Learning, Corporation for National

Service, New York, 1996.

2. ED 39 Reader - on reserve in Library

3. Service-Learning Reader - Reflections and Perspectives on Service,

        Gail Albert, ed. National Society for Experiential Education,
        Raleigh, North Carolina, 1994. - on reserve in Library

4. Critical Issues in K-12 Service Learning, Gita Gulatti-Partee and

        William R. Finger, eds.  National Society for Experiential
        Education, Raleigh, North Carolina, 1996.  on reserve in Library

5. Service Learning Archives - http://csf.colorado.edu/sl

6. National Service-Learning Cooperative Clearinghouse -

http://www.nicsl.coled.umn.edu


Education 39, January 1996 -Grading and Expectations

"Half of Life is Just Showing Up." Woody Allen "Grade the learning, not the service." unknown source

% points

  1. class attendance and participation 15 75 450-500 A
  2. successful completion of site project 20 100 400-449 B
  3. daily site project journals 20 100 350-399 C
  4. reaction papers/article reviews 10 50 300-349 D
  5. prototype project 15 75 000-299 F
  6. final presentation 10 50
  7. final exam 10 50

100 500

More details:

(1) Class participation includes attendance, interaction, and some small

daily assignments.

(2) Site project completion includes the development of site specific

ethical guidelines, site orientation with supervisor, learning contract, site observation assignment, and evaluation by site supervisor.

3) There will need to be at least 10 daily site reaction/journal entries.

We will discuss and utilize various journal entry techniques. For projects with a limited number of visits, but still reaching 20-25 hours of contact, there will alternative assignments. Journals will be verified and discussed daily in class.

4) There will be an expectation of at least 10 (5 points each) article

reviews/reactions. A partial list will be provided. 5 of these will be due by 1/17.

5) Each student will develop a prototype project (to be approved by

instructor) that takes a service leaning project from conception to completion, and addresses the considerations covered in class. Full credit papers will reference several sources found either in class readings or elsewhere. (About 5 pages, due 1/24)

6) Each student will present a final project to the class, either

individually or with their partner(s). This presentation will address the reflection and learning that occurred via their site placement. Creativity is encouraged. No formal paper, but a neatly developed outline is required that supports the class presentation.

7) Final exam. Woody Allen left some room for accountability.

Each student should have a 3-ring notebook for class materials and assignments, that could be collected (in part) or viewed daily by the instructor.

-------------------------------------------------------------ED 39 CLASS GOALS WHAT CLASS IS - WHAT IT IS NOT

GOALS

Class is a combination of activities that outline SL, both in theory and practice. Students will be actively engaged in learning (passive and active), teaching (to each other and the instructor), and in providing service and feedback to the service site.

This is a very unique credit bearing course, both in content and pedagogy. While many students may see the service site as the class focus for them personally, the focus is the educational concept of SL and the provision of a meaningful community service. That means that the reflection and learning about the site activity (whether good, bad, challenging, or indifferent) is a primary focus. A student may learn more from a difficult site than from clearly defined and focused sites.

This course (site placement) is not an intentional field placement for career development, although that may be a positive benefit for some.

This course is not a box of knowledge to be consumed.

                theory                  
                                                        service,
                                                        practice,
                                                        development

reflection

                TELL ME, I FORGET
                        SHOW ME, I REMEMBER
                                INVOLVE ME, I UNDERSTAND

Robert Felde

SERVICE LEARNING: CONSIDERATIONS AND PRACTICE JANUARY TERM 1997
ROBERT FELDE, 387-1020, felderob@luther.edu