Dewey and experiential education Experiential learning through self-discovery

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1 Service-Learning Erin Riney Developmental English and Reading Instructor Durham Technical Community College

2 Service-Learning is Annotate the provided definitions. What words strike you? Jot down key terms and words that elicit questions or interest.

3 Theory and background Rooted in s 1700s philosophy Rousseau and Locke tabula rasa: emphasis on experience

4 Theory and background Dewey and experiential education Experiential learning through self-discovery Goal of education is to develop student s ability to think But also pragmatic because the instruction must be useful Found most education simulated problems instead of providing real problems, which led to students learning what the teacher wanted, not learning a solution and critical thinking

5 Theory and background Dewey s 5 musts for a quality education Students must: 1. be involved in an activity that s important to them 2. be presented with a genuine problem to solve 3. be given information that is necessary to solve the problem (data) 4. develop reasonable solutions to the problem 5. be given the opportunity to test out his solutions in action

6 Freire Theory and Background Emphasizes community and social change Rejects authority-driven models of education because they aid the oppressor, not the oppressed, by keeping the learner passive and dependent on the teacher Replaces banking concept with problem-posing posing to reduce student-teacher teacher dichotomy

7 Theory and Background 1960s Peace Corps and VISTA created Civil Rights movement Women s Lib Overall, a greater emphasis on social justice and civic engagement Term service-learning first used (1967)

8 Theory and Background 1970s & 1980s Attention to service-learning decreased 1) Lack of full integration into the instructional goals of the universities in which service-learning took place 2) A paternalistic understanding of volunteering for the unfortunate led to problems within the power dynamics of the participants relationships 3) Instructors had difficulty ensuring the learning part of service- learning was beneficial to university students

9 Theory and Background 1990s Post- me generation National attention once again turned to volunteerism President George H. Bush s Thousand Points of Light Bill Clinton s creation of the AmeriCorps program National centers for the promotion and aid of service-learning programs created

10 Theory and Background Experience & Social Change Service-learning students actively engage not only with course content, but with social issues, too.

11 What distinguishes Service-Learning from other types of service? From other types of experiential learning? Furco, A. (1996). Service-learning: A balanced approach to experiential education. In Corporation for National Service (Ed.), Expanding Boundaries: Serving and Learning (pp. 2-6). Columbia, MD: Cooperative Education Association.

12 Speaking from Experience Diverse and dynamic engagement Diverse innumerable manifestations Dynamic not solving problems in a generalized way in an isolated environment addresses multiple needs and interests in a complex (and sometimes competing) environment Engagement among multiple stakeholders (community, recipients, students, class, instructor, campus, administration, etc.) with learning objectives in a way that few other (any?) teaching strategies offer with citizenship, learning, and diversity to curb individualism and apathy with issues important to the individual on multiple levels

13 It s not a miracle! Is time consuming for an instructor Requires significant collaboration between administration and faculty Can be difficult for students who already have full schedules Does not provide a quick and clear methodology; numerous manifestations can overwhelm an instructor Brings liability issues to address Requires flexibility and the expectation that things will not go exactly as planned Can elicit negative or inappropriate responses from students

14 Integrating Service-Learning Next Steps as an instructor or as a department: 1. Identify pedagogical needs What are my students not getting? Where are they not engaged? What part of what I teach is difficult to communicate in the classroom setting but will be important in their careers or lives? 2. Identify your communities (OTA patients, OTA service providers, Durham, etc) 3. Identifying needs in these communities What need do they see, especially through the lens of their program? How could they serve someone/something through this lens?) 4. Search the SLICE page on National Service-Learning website, your discipline s professional association websites, or other resources for ideas.

15 Resources Internet Learn and Serve America's National Service-Learning Clearinghouse SLICE (Service Learning Ideas and Curricular Examples): Searchable database of S-L syllabi, projects, etc. FAQ HE Sector: Tab at top of website for S-L info specific to Higher Education American Association of Community Colleges Requires registration, but it s free Offers syllabi, curriculum tools, handbooks, brochures, workshop and conference announcements, consultants and training, publications, and more Comprehensive and helpful links page North Carolina Campus Compact s Partnerships Recently launched journal of service-learning and civic engagement

16 Resources TLC An American Mosaic: Service Learning Stories DT library Promoting Community Renewal Through Civic Literacy And Service Learning by Michael Parsons (1996) Service-learning: From Classroom To Community To Career by Marie Watkins (2005) North Carolina Community College System NC-Net Net System office workshops Professional organizations and discipline-specific specific associations