Guidelines for Service Learning in American Education (EDU 103) - Prof. Janis E. Murphy | Study Guides, Projects, Research History of Education

OPTIONAL PERFORMANCE EVENT - EDU 103 –ISSUES AND PRACTICES OF AMERICAN EDUCATION

SERVICE LEARNING PROJECT/ACTIVITY GUIDELINES

Written by Janis E. Murphy

Service Learning is an instructional approach that uses authentic student community service as its modus

operandi, to create meaningful learning experiences, which reinforce and/or go beyond traditional course

content. The benefits of Service Learning include, providing a stronger link between educational theory and

practice, cultivating new knowledge/interests, increasing civic participation, and fostering development of such

“intangibles” as empathy and altruism, while simultaneously building community based coalitions to solve

“real world” problems.

A Service Learning Project/Activity can be an individual or a group effort, for which the instructor can

potentially award 0-20 points. During the semester, a minimum of 6 clock hours of meaningful service will be

required to receive any extra credit points. In both private conferences with the instructor and in structured class

time, participants using a variety of communication modes, will have several opportunities for reflection on

newly acquired insights generated by their projects. Class sessions will include intellectual/philosophical

discussions about the interrelationships among the performance of service, academic content, educational

reform, and the reciprocal benefits for both students and the community.

ASSESSMENT OF SERVICE LEARNING PROJECT

Students must maintain written critical, analytical documentation of service in the form of reflective journal

entries or reaction papers, to be submitted to the instructor by the due date announced in class. To demonstrate

your desire to plan and successfully implement your service learning project you are expected to adhere to your

time commitment and to perform your agreed upon responsibilities, willingly and without hesitation.

RELECTIVE JOURNAL/REACTION PAPER

In order to receive any extra credit points, a student is required to keep a written summary, in the form of a

reflective journal or reaction paper that relates to the performance of his/her Service Learning Project. Use this

reflective journal/reaction paper as a place to meditate on what you have seen, felt, learned and accomplished.

Discuss aspects of the service that still continue to excite, impress or trouble you. Examples of entries for your

reflective journal/reaction paper include but are not limited to, the following components:

Required Components of Typed/Word processed Reflective Journal/Reaction Paper

An introductory paragraph explaining your rationale for selecting this service

A detailed analysis, description, and commentary on the service you actually performed

Objectives of your service and an assessment of the degree to which they were accomplished

Explanation of the connections among Service Learning, performance of duties and theory/content of course

instruction, the Nine New Teacher Standards and/or KERA

Reactions of the people/organization at the site of your service

Positive and negative aspects of the service

Justification of the number of points you have requested for performance of your service

Recommendations for future Service Learning opportunities at your site for your peers

Optional Components of Reflective Journal/Reaction Paper

Non-print formats (e.g. transparencies, slides, maps, posters, PowerPoint, videos, etc.)

Portfolio containing quotes, original music, art, poetry, photographs, drawings, cartoons, webs, etc. (See the

instructor. Written permission is required from the people/organization to make tapes or photos.)

Student created materials (must be original and professional in its presentation and format)

A flowchart to represent the steps required in planning and implementing your project

Be creative

Suggested Prompts for Reflective Journal/Reaction Paper

What are my values? What is important to me?

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OPTIONAL PERFORMANCE EVENT - EDU 103 –ISSUES AND PRACTICES OF AMERICAN EDUCATION SERVICE LEARNING PROJECT/ACTIVITY GUIDELINESSERVICE LEARNING PROJECT/ACTIVITY GUIDELINES Written by Janis E. Murphy Service Learning is an instructional approach that uses authentic student community service as its modus operandi, to create meaningful learning experiences, which reinforce and/or go beyond traditional course content. The benefits of Service Learning include, providing a stronger link between educational theory and practice, cultivating new knowledge/interests, increasing civic participation, and fostering development of such “intangibles” as empathy and altruism, while simultaneously building community based coalitions to solve “real world” problems. A Service Learning Project/Activity can be an individual or a group effort, for which the instructor can potentially award 0-20 points. During the semester, a minimum of 6 clock hours of meaningful service will be required to receive any extra credit points. In both private conferences with the instructor and in structured class time, participants using a variety of communication modes, will have several opportunities for reflection on newly acquired insights generated by their projects. Class sessions will include intellectual/philosophical discussions about the interrelationships among the performance of service, academic content, educational reform, and the reciprocal benefits for both students and the community. ASSESSMENT OF SERVICE LEARNING PROJECT ASSESSMENT OF SERVICE LEARNING PROJECT Students must maintain written critical, analytical documentation of service in the form of reflective journal entries or reaction papers, to be submitted to the instructor by the due date announced in class. To demonstrate your desire to plan and successfully implement your service learning project you are expected to adhere to your time commitment and to perform your agreed upon responsibilities, willingly and without hesitation. RELECTIVE JOURNAL/REACTION PAPER In order to receive any extra credit points, a student is required to keep a written summary, in the form of a reflective journal or reaction paper that relates to the performance of his/her Service Learning Project. Use this reflective journal/reaction paper as a place to meditate on what you have seen, felt, learned and accomplished. Discuss aspects of the service that still continue to excite, impress or trouble you. Examples of entries for your reflective journal/reaction paper include but are not limited to, the following components: Required Components of Typed/Word processed Reflective Journal/Reaction Paper  An introductory paragraph explaining your rationale for selecting this service  A detailed analysis, description, and commentary on the service you actually performed  Objectives of your service and an assessment of the degree to which they were accomplished  Explanation of the connections among Service Learning, performance of duties and theory/content of course instruction, the Nine New Teacher Standards and/or KERA  Reactions of the people/organization at the site of your service  Positive and negative aspects of the service  Justification of the number of points you have requested for performance of your service  Recommendations for future Service Learning opportunities at your site for your peers Optional Components of Reflective Journal/Reaction Paper  Non-print formats (e.g. transparencies, slides, maps, posters, PowerPoint, videos, etc.)  Portfolio containing quotes, original music, art, poetry, photographs, drawings, cartoons, webs, etc. (See the instructor. Written permission is required from the people/organization to make tapes or photos.)  Student created materials (must be original and professional in its presentation and format)  A flowchart to represent the steps required in planning and implementing your project  Be creative Suggested Prompts for Reflective Journal/Reaction Paper  What are my values? What is important to me?

 Has my sense of community, willingness to help others and self-confidence changed because of service?  What have I learned about myself because of this service?  What do I see, feel, and hear at the service location?  How can I use the knowledge gained from performance of this project?  Do I feel my service was beneficial to the site?  How does my service complement the academic content of the course?  What has my service taught me about potential career choices?  Give examples of special incidents of success or doubt.  Make drawings that portray something important about this service.  Draw a web that demonstrates some of the insights gained because of this service.  Use one word to describe the overall experience. Explain why this word is appropriate.  Write an original song /rap, poem, or play that reflects an aspect of performance of your service. Final Draft of Reflective Journal/Reaction Paper (No Late Assignments will be accepted!!!)  Consists of three to five typed/word processed proof read double-spaced pages using 12-point font  Contains clear “reader-friendly” documentation of service, explanations, thoughts and ideas  Includes sound analyzation, insights, and evaluations, not just descriptions or reporting  Relates KERA, the Nine New Teacher Standards, and educational concepts/ideas/theories discussed in class to performance of the service  Utilizes complete sentences that demonstrate coherent organization, fluency, depth and precision of thoughts or arguments  Includes student’s name, section, lab, and identification number and has pages securely fastened together  Lists the number of points the student is requesting and the justification for this request  Is submitted on or before the due date announced by the instructor CHECK THESE POTENTIAL SERVICE LEARNING LOCATIONS/SITES  Campus Connection Volunteer Center  United Way Agencies  Religious Groups  Nursing Homes/ Senior Citizen Centers  4-H Clubs  YMCA  Needline  Extended School Services/ Family Resource Centers/Youth Services Centers  Youth Groups/Organizations  Special Olympics  Literacy Programs for Children and/or Adults  Nonprofit Organizations  The Red Cross  Human Rights Commission /Civil Rights Organizations  Agencies Assisting At-Risk Children/Youth  Child Development Centers  Hospitals  Bilingual Programs  Intergenerational Programs  Women’s Centers ? Revised by Janis E. Murphy 08/22/

EDU 103 ISSUES AND PRACTICES OF AMERICAN EDUCATION (Murphy) SERVICE LEARNING LOGSERVICE LEARNING LOG (TYPE OR WORD PROCESS YOUR RESPONSES USING BLACK INK.) TOTAL POINTS AWARDED_______________ YOUR NAME__________________________________________________________________ ID#_________________________ SECTION____________ LOCATION/SITE _______________________________________________________DATE(S) ________________________________ TIME(S) _______________________ TOTAL HOURS OF SERVICE ________________________ CREDIT REQUESTED FOR PROJECT (0-20 POINTS)______________ DIRECTIONS: To receive credit this SERVICE LEARNING LOG must be completed and submitted with your Reflective Journal/Reaction Paper. The instructor will announce the due date in class. NO LATE ASSIGNMENTS WILL BE ACCEPTED!! Your Service Learning Log must include the following information:  Name of your Service Learning Project/Activity  Mission/Objective of your Service Learning Project/Activity (Relevance)  Brief description of how your service benefited others/furthered the goals of the organization/age group (Overall reaction to your project)*  Names of classmates involved and a brief description of the contributions of each* (Each member must submit a separate SERVICE LEARNING LOG and Reflective Journal/Reaction Paper.)  Comments/Explanations*

STUDENT’S NAME DATE

SUPERVISOR’S NAME DATE *You can type/word process on the back of this paper, if additional space is needed. Please use a separate Service Learning Log for each different location/site.

Guidelines for Service Learning in American Education (EDU 103) - Prof. Janis E. Murphy, Study Guides, Projects, Research of History of Education

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