intro to svc lrng
DESCRIPTION
TRANSCRIPT
Lingertat-Putnam 2010
CSL 532
Lingertat-Putnam 2010
What is service learning?Service-learning is a
philosophy, a pedagogy, and a model for community
development that is used as an instructional strategy to meet learning goals and/or
content standards (National Youth Leadership Council)
Lingertat-Putnam 2010
Academic Service Learning
Myths: Facts:
• Adding community service or volunteering to a traditional course
• Logging a set number of community service hours as a course requirement
• The experience itself leads to learning.
• An integrated pedagogical approach with academic rigor
• Experience is a necessary but not sufficient condition of education (students also need reflection, analysis, synthesis)
• ASL benefits both the student and the community
Lingertat-Putnam 2010
Retrieved from http://www.nylc.org/ October 8, 2009
According to the National Youth Leadership Council…
Lingertat-Putnam 2010
Types of Academic Service Learning
Action Research
(Policy Aim)
Community Based
Research (Consultin
g)
Problem-based ASL (program
matic challenge)
Discipline based: senior thesis,
independent study
ASL-based internship
Lingertat-Putnam 2010
Fieldguide to Problem Based Service Learning (Gordon, 2003)
PBSL: Key concepts:
• Engages students in working in teams in the solving of real, community-based problems. Students are presented with problems and asked to seek authentic and viable solutions.
1. Clear course learning outcomes2. Community partner with problem
that directly relates to the course learning outcomes
3. Students are presented with this problem & the task that an end work product/presentation for the community partner is expected.
4. Instructor builds student knowledge, skills & abilities (capacity) to ensure successful learning and service.
5. On-going reflection and assessment practices are built in.
Lingertat-Putnam 2010
What does the research say?
Lingertat-Putnam 2010
National studies of service learning in K-12 public schools in the U.S. find that participation in service learning has positive effects on
students’ academic achievement and learning skills (Kielsmeier et al., 2004; Scales et al., 2006; Stott, 2005)
civic engagement, personal and social development, social skills, learning skills, and character education (Fredericks, 2003; Kielsmeier et al., 2004; Scales et al., 2006; Stott, 2005).
career interests and career awareness (O’Connor, 2009; Stott, 2005)
Lingertat-Putnam 2010
Studies of service learning at the college level have found that ASL:
helps students generalize their learning
improves academic achievement
contributes to improved self-esteem, social competence, and critical thinking skills
(Arman & Scherer, 2002; Baggerly, 2006; Burnett et al., 2004)
Lingertat-Putnam 2010Graduate education…
•“seems to be the next frontier of the service-learning and civic engagement movements” (O’Meara, 2007, p. 2)
•ASL can help graduate students develop skills and competencies they are learning in classes in real-world contexts, while developing a professional orientation that values community-based research methodologies & social action (Baggerly, 2006; O’Meara, 2007)
Lingertat-Putnam 2010
In Counselor Education
Baggerly (2006) used ASL to facilitate multicultural competence in counseling education students; students in a graduate counseling class provided group play therapy to children affected by poverty at a community center.
Burnett, Hamel & Long (2004) found that ASL increased students’ multicultural competence; students participated in SL projects at local community agencies.
Arman & Scherer (2002) used ASL in the preparation of school counselors to bridge the gap between the theory & practice of school counseling; counseling students took part in a pre-practicum experience during an entry-level course.
Lingertat-Putnam 2010
Helpful websites:
Campus Compacthttp://www.compact.org/initiatives/service-learning/
Learn & Serve America’s National Clearinghouse:http://www.servicelearning.org/what_is_service-learning/characteristics/index.php
NY Capital District Consortium Wikihttp://4crsl.pbworks.com/
Lingertat-Putnam 2010
Advocacy DefinitionsSpeaking up or taking action to make environmental
changes on behalf of others (Bradley & Lewis, 2000)
Responding on behalf of clients and empowering clients to work on their own behalf (Dinsmore et al., 2002)
Help clients challenge institutional and social barriers that are impediments to academic, career, or personal-social development (Lee, 1998)
Focus on reducing barriers to student achievement and working towards equity in education through collaboration (DeVoss & Andrews, 2006)
Lingertat-Putnam 2010
Where should advocacy happen?
Client/StudentAdvocacy Level
School/Community Level
PublicArena Level
(Ratts, DeKruyf, & Chen-Hayes, 2007)
Lingertat-Putnam 2010
ADVOCACY COMPETENCIES FOR COUNSELORS(Trusty & Brown, 2005)
DISPOSITIONS
KNOWLEDGE
SKILLS
Lingertat-Putnam 2010
A MODEL OF THE ADVOCACY PROCESS FOR PROFESSIONAL SCHOOL COUNSELORS
1. Develop advocacy dispositions. 2. Develop advocacy relationships and
advocacy knowledge. 3. Define the advocacy problem. 4. Develop action plans. 5. Implement action plans. 6. Make an evaluation. 7. Celebrate or regroup. Trusty, J. & Brown, D. (2005). Advocacy competencies for professional
school counselors. Professional School Counseling, (8)3, 259-265.
Lingertat-Putnam 2010
Personal Activism Dimensions (Collison et al., 1998)
•Am I inside or outside of the affected system?System •Am I part of the privileged or the oppressed group?Social group •Will I intervene directly or confront directly?Style •Do I see myself as personally effective or ineffective?Self-view •Do I know a lot or a little? How accurate is what I know?Information •Will the personal and organizational consequence of the action be major or minor?Consequence
Lingertat-Putnam 2010
ACA Advocacy Competenciesretrieved from http://www.counseling.org/Resources/ February 10, 2008
Client/Student Empowerment
Client/Student Advocacy
Community Collaboration
Systems Advocacy
Public Information
Social/Political Advocacy
