SERVICE LEARNING MODELS FOR COMMUNITY PARTNERSHIPS FIRST YEAR - - PDF document

SERVICE LEARNING – MODELS FOR COMMUNITY PARTNERSHIPS FIRST YEAR EXPERIENCE CONFERENCE

ADDISON TEXAS FEBRUARY 20-24, 2004

PRESENTERS:

Patsy Krech Peggy Quinn University of Memphis University of Memphis College of Arts & Sciences Freshmen Orientation Program Academic Advisor Consultant 217 Mitchell 424 Manning Hall Memphis, Tenn. 38152 Memphis, Tenn. 38152 pakrech@memphis.edu maquinn@memphis.edu 901-678-3374 901-678-3111

AGENDA

• INTRODUCTION

Session Introduction and Goals Brief background speaker introductions Activity – Service learning definition

• SERVICE LEARNING RESEARCH

Definitions of Service Learning List of Resources and References

• FORMAT 1

English 1010 and pre-health goals Service learning overview

• FORMAT 2

English 1010 and education goals Service learning project Student reactions to Service Learning in learning community setting

• FORMAT 3

Honors sections goals Service learning project Student reactions to Service Learning in traditional classroom setting

• PROGRAM GUIDELINES
• SERVICE LEARNING OUTCOMES
• SERVICE LEARNING NETWORKING ACTIVITY

QUESTION/ANSWERS

GOALS

TO EXPLORE THE VALUE OF SERVICE LEARNING TO UNDERSTAND THE STRUCTURAL FORMAT FOR COURSE INTEGRATION

Patsy Krech is the Director of the Undergraduate Advising Center

• f the College of Arts and Sciences. She works with departmental advisors

within the college to provide information and training. Also, she coordinates learning community activities for pre-health learning communities and works with the pre-professional advisor. She received her Master’s in English Education at George Peabody College of Vanderbilt University.

E-mail: pakrech@memphis.edu Address: The University of Memphis, 217 Mitchell Hall, Memphis, TN 38152 Phone: 901-678-3374 Website: www.people.memphis.edu/~pakrech

Peggy Quinn is Assistant Professor in the Department of Family

and Consumer Sciences and Consultant with Freshman Orientation. She also coordinates and supervises internship programs and serves as a faculty advisor, professor, and professional mentor to students in merchandising in the field of

• merchandising. She received her Master’s in Marketing Education from the

University of Memphis.

E-mail: maquinn@memphis.edu Address: The University of Memphis, 404 Manning Hall, Memphis, TN 38152 Phone: 901-678-3111

INSTRUCTIONS: Take a few minutes to brainstorm your personal definition and/ or perspective of what constitutes Service Learning. In the space below, jot down words, phrases or a short paragraph that depicts your personal reflection.

Service-Learning Definition "Service-learning is the various pedagogies that link community service and academic study so that each strengthens the other. The basic theory of service- learning is Dewey's: the interaction of knowledge and skills with experience is key to learning. Students learn best not by reading the Great Books in a closed room but by opening the doors and windows of experience. Learning starts with a problem and continues with the application of increasingly complex ideas and increasingly sophisticated skills to increasingly complicated problems." Thomas Ehrlich, "Foreword" (pp.xi-xii) in Barbara Jacoby and Associates, Service-Learning in Higher Education: Concepts and Practices. San Francisco, CA: Jossey-Bass. 1996.

Service-Learning Principles "At their best, service-learning experiences are reciprocally beneficial for both the community and students. For many community

• rganizations, students augment service delivery,

meet crucial human needs, and provide a basis for future citizen support. For students, community service is an opportunity to enrich and apply classroom knowledge; explore careers

• r majors; develop civic and cultural literacy;

improve citizenship, develop occupational skills; enhance personal growth and self-image; establish job links; and foster a concern for social problems, which leads to a sense of social responsibility and commitment to public/human service.” From Brevard Community College, The Power. July, 1994.

"A service-learning program provides educational experiences: Under which students learn and develop through active participation in thoughtfully organized service experiences that meet actual community needs and that are coordinated in collaboration with school and community; That is integrated into the students' academic curriculum or provides structured time for a student to think, talk, or write about what the student did and saw during the actual service activity; That provides a student with opportunities to use newly-acquired skills and knowledge in real-life situations in their own communities; and That enhances what is taught by extending student learning beyond the classroom and into the community and helps to foster the development of a sense of caring for others." From the Commission on National and Community Service (now the Corporation for National and Community Service).

Resources and References

Campus Compact http://www.compact.org/faculty/ Cooper, M. The Big Dummy’s Guide to Service Learning: 27 Simple Answers to Good Questions on Faculty, Programmatic, Student, Administrative, & Non-Profit

• Issues. http://www.fiu.edu/~time4chg/Library/bigdummy.html

Crews, R. Service-Learning: The Home of Service-Learning on the World Wide Web http://csf.colorado.edu/sl/ Eyler, J.S., Giles, D. E., Stemson, C. M., & Gray, C. J. At A Glance: What We Know About the Effects of Service-Learning on College Students, Faculty, Institutions, and Communities, 1993-2000: Third Edition. http://www.compact.org/resource/aag.pdf) Jacoby, B. & Associates. (1996). Service-Learning in Higher Education: Concepts and Practices. San Francisco, CA: Jossey-Bass. Kraft, R. J. & Swadener, M. (1994). Building Community Service Learning in the Academic Disciplines, Denver, CO: Colorado Campus Compact. Morgan, W. & Streb, M.(1999). How Quality Service-Learning Develops Civic Values. Bloomington, IN: Indiana University. National Service- Learning Clearinghouse http://www.servicelearning.org/ Owens, T. & Wang, C. (1997). Community-Based Learning: A Foundation for Meaningful Educational Reform. Portland, OR: Northwest Regional Educational Laboratory. The Power. (July 1994). Brevard Community College. Sax, L. J. & Astin, A. W. (1997). The Benefits of Service: Evidence from

• Undergraduates. Educational Record, Summer-Fall, 25-33.

Schneider, M. K. (June 1998). Models of Good Practice for Service-Learning Programs: What Can We Learn From 1,000 Faculty, 25,000 Students, and 27 Institutions Involved in Service? American Association for Higher Education

• Bulletin. http://www.aahe.org/service/bulletin article.htm

Krech/Quinn www.people.memphis.edu/~pakrech/prehealth.html ACAD 1102

SERVICE PROJECT

• Research the Service
• Visitation/Appointment/Interview

Due September______________

• Service Activity Hours (eight hours)

(Service Activity Interview-Included in hours)

• Written/Oral Reports

Research Information on Service (format provided) 50 pts. Interview Report (format provided) 25 pts. Daily Journal of Activities (format provided) 50 pts. Critique of Personal Service Experience (format provided) 25 pts. for

• ral report; 50 pts. for written report

Notebook (3 ring 1” binder as indicated below)- to include the Research, Interview Appointment Report, Daily Journal of Activities, and Critique

• f Personal Service Experience)

Service Hours Documentation Form

• Evaluation of overall project (in-class 12/5/03)

(Form provided) Total pts. 200 Evaluative Criteria: Format Followed Thorough content Professionalism (Error-free, Correct Grammar and Punctuation) SUMMARIZE NOT PLAGIARIZE!!! Materials/Supplies: 3 ring binder (1 in. with pockets and clear view cover for insert); computer disc in MS Word or Power Point; brochures and handouts from selected service area. Optional Audio/Visual Resources: Photographs, videotape, artwork, etc.

ENTRANCE INTERVIEW

1. What is your area of interest in the health field? 2. How would you explain or define a learning community? 3. What do you expect from the pre-health learning community (skills learned, health knowledge, career information, contact resources, etc.)? 4. Have you participated in a learning community in the past? No____ Yes______ If yes, please describe: 5. How would you explain or define Service Learning? 6. Have you participated in a Service Learning project that was required for class? No____ Yes ____ If yes, what type of project did you do? 7. Have you done volunteer work for a service organization or a health care facility? No____ Yes____ Where did you volunteer? ________________________ How many service hours? ________________________ Are you still a volunteer? No____ Yes_____ Other Comments:

Krech/Quinn Due Date:

ACAD 1102

Research the Service

50 points of 200 project points

Before you go for your initial visit to the health care service, find out what you can about it. Search the web for a website, check the telephone book, and ask others what they know about this service. Collect brochures at the health service if you need more information. Using the information you collected, write an overview of what the service provides, whom it serves, and its history. Your report should be at least one page, double-spaced.

Krech/Quinn Due Date: ACAD 1102

Daily Journal of Activities (Service Project)

50 points of 200 project points

Keep a record of the visits you make to the health/care facility you choose for your project, including what you learn, what you see, what you do. If you work with someone, include details about that person’s work and attitude. For your notebook, convert your notes into a typed, detailed accounting of the 8 hours you spend at the facility (the initial contact visit counts as one

• f these hours) in narrative format, organized by the dates of your visits.

Examples: September 12, 2003 I met with Dr. Smith at her office at 2222 Poplar Avenue. She shares her practice with two other doctors, but I will be working primarily for her. One of her nurse practitioners, Mr. Nelson, will be overseeing the work that I do. Each week I will spend an hour with Mr. Nelson as he interviews patients for a long-term care study that this practice is participating in. I will be typing up notes from these visits and filing them. Both Dr. Smith and Mr. Nelson impressed me with their concern for their patients and with the importance of accuracy in the records I create for them. It was an informative meeting, and I am looking forward to my hours with this practice. September 19, 2003 Today was my first hour of service. Mr. Nelson interviewed three patients in the first half hour, and I typed up the notes in the second half hour. These patients seemed nervous about the interviews, but Mr. Nelson chatted with them first to get them ready for his medical questions concerning their current and previous medical conditions. Mr. Nelson’s notes were not easy to read, but since I had overheard the conversations I was able to type them up with almost no

• difficulty. Each of these patients had a history of hypertension, high blood pressure. They had

all taken various medications to help to control their blood pressure, with varying results. Mr. Nelson indicated that some patients are affected by caffeine or salt intake, and that medicine alone may not be sufficient to reduce blood pressure levels.

For additional Service Project handouts, see our website: http://www.people.memphis.edu/~pakrech/prehealth.html

Service Locations

Health Related Facilities

Baptist Memorial Hospital for Women Baptist Memorial Hospital- Germantown Baptist Rehabilitation- Collierville Baptist Rehabilitation- Germantown Booker T. Washington High School (pre-health students) Covington High School athletic trainer

• Dr. Armando Foronda, General Surgeon, Pulaski TN
• Dr. Waddell, Dentistry

Genex Inc. Le Bonheur Children’s Medical Center Lifeline Blood Center, Jackson Memphis Regional Medical Hospital Methodist Alliance Hospice Millington Health Care Center OrthoMemphis Physiotherapy Associates Podiatry Centers of Memphis Southerland Cardiology Clinic

• St. Jude Hospital

Sugar Creek Retirement Center, Brownsville TN Super D Pharmacy Veterans Medical Center Walgreen’s Pharmacy

Non-Profit Organizations

Big Brother and Big Sister Friends for Life Linwood Home for Boys Memphis Botanic Gardens Memphis Zoological Gardens Pink Palace Museum

RELEASE/HOLD HARMLESS AGREEMENT

1. I PROMISE NOT TO SUE THE UNIVERSITY OF MEMPHIS FOR ANY INJURIES OCCURRING WHILE I AM PARTICIPATING IN THIS ACTIVITY: In consideration for receiving permission to participate in The Service Learning Project in ACAD 1102 (hereinafter referred to as “activity”), I release and covenant not to sue The University of Memphis, The Tennessee Board of Regents, The State of Tennessee, and all employees and agents of these parties (hereinafter referred to as “releasees”) from all claims related to any loss that may be sustained by me, including loss of life, or to any property belonging to me, whether caused by the negligence of the releasees or otherwise, while participating in this activity, or while on the premises where this activity is being conducted. 2. I AM AWARE OF THE RISKS OF CHOOSING TO PARTICIPATE IN THIS ACTIVITY, AND I ACCEPT RESPONSIBILITY FOR THESE RISKS: The activity has been explained to me, including risks involved in participating in this activity, and I understand these risks. These risks include but are in no way limited to: _______________ ______________________________________________________________________________ I voluntarily choose to participate in this activity. I voluntarily assume full responsibility for any risks of loss, property damage or personal injury, including death, that may be sustained by me as a result of participating in this activity, whether caused by the negligence of the releasees or

• therwise.

3. I WILL REIMBURSE THE UNIVERSITY OF MEMPHIS FOR ANY COSTS THEY INCUR BECAUSE OF MY PARTICIPATION IN THIS ACTIVITY: I agree to indemnify the releasees for any loss or costs, including medical bills, court costs and attorneys’ fees, that they may incur due to my participation in this activity, whether this loss is a result of the negligence of releasees or otherwise. 4. THIS AGREEMENT WILL ALSO PREVENT MY FAMILY FROM SUING THE UNIVERSITY OF MEMPHIS: It is my intent that this Agreement shall bind the members of my family and spouse, if I am alive, and my heirs, assigns and personal representative, if I am deceased. This Agreement shall be deemed as a Release and consent not to sue regarding any claims these parties may have against releasees relating to my participation in this activity, whether these claims arise out of the negligence of the releasees or otherwise. 5. THIS AGREEMENT SHALL BE CONSTRUED IN ACCORDANCE WITH THE LAWS OF THE STATE OF TENNESSEE.

In signing this Agreement, I acknowledge that I have read it and understand it, and that I sign it voluntarily. ________________ __________________________ _______________

Participant’s Date of Birth Signature Date

If under eighteen (18) years old, signature of parent or legal guardian required.

__________________________ _______________

Mother / Legal Guardian (circle one) Date

__________________________ _______________

Father Date ___________________________________________ ______________________________________ Site of Service Learning Project Address

SERVICE HOURS DOCUMENTATION FORM

Service Site:_____________________________________________________________ Address:________________________________________________________________ City:__________________State:___________________Zip:______________________ Phone:__________________Fax:_________________E-mail:____________________ Service Site Supervisor:___________________________________________________ Title:___________________________________________________________________ Phone:__________________Fax:_________________E-mail:____________________ Student Volunteer:_______________________________________________________ Address:________________________________________________________________ City:__________________State:___________________Zip:______________________ Phone:_________________Fax:__________________E-mail:____________________ University of Memphis Contact Person:_____________________________________ Address:_______________________________________________________________ City:__________________State:__________________Zip:______________________ Phone:_________________Fax:__________________E-mail:____________________ Instructions: Please record below the hours of volunteer services rendered, duration of volunteer service, type of services provided and any additional comments. Student Volunteer:_______________________________________________________ Duration of Service: Begins:____________________Ends:______________________ Duties:_______________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________ Number of Volunteer Hours Served:____________________ Comments:____________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ __________________________________________ Service Volunteer Supervisor:(Signature)_____________________________ Date: _____________________________ Student Volunteer: (Signature)____________________________ Date: ____________________________

SAMPLE SERVICE THANK YOU LETTER

(Correspondence to Service Supervisor from University Contact) DATE SUPERVISOR ADDRESS Dear (Dr., Mr., Mrs., Ms.): On behalf of the University of Memphis and the freshmen orientation program, ACAD 1100, we would like to thank you for taking time out of your busy schedule to provide service hour opportunities for (enter student’s name). Completing service hours in a field that supports the career goals of our students is invaluable. You have provided a learning environment for students that extends the educational boundaries of the classroom, assists in career choice and selection of a major, and allows hands-on experience in community service and health care endeavors. Please feel free to contact me with any additional suggestions or comments that will enhance the development and implementation of our service projects at the University of

• Memphis. You can reach me at 678-3111 or e-mail me at maquinn@memphis.edu. Thank

you once again for becoming a partner in our efforts to educate and retain entering freshmen at the University of Memphis. Appreciatively, Peggy Quinn, Asst. Professor ACAD 1100 Program

SAMPLE SERVICE THANK YOU LETTER

(Correspondence to Service Supervisor from Student Volunteer) DATE SUPERVISOR ADDRESS Dear (Dr., Mr., Mrs., Ms.): What a great opportunity it was to work with you at (Insert Service or Health Care Organization). The service hours have benefited me both personally and professionally. I am confident that this learning experience will prove invaluable as I work to achieve my academic and career goals. The chance to provide service to my community and to support the health care initiatives in

• ur career area was extremely rewarding. I truly appreciate your time and effort in

helping me to develop and implement skills that will be necessary for future professionals in our field. Appreciatively, (Insert Student Name)

Evaluation of the Pre-Health Service Project

1. What are three things that you learned about the health field from participating in this project? 2. How would you evaluate the instructional resources (handouts, class instruction, etc.) that were provided to develop and implement this project? 3. How valuable was the project in learning to utilize time management and organizational skills? 4. How did this project encourage the development of written and verbal communication skills? 5. What changes would you suggest that might make the project even more productive for future classes? 6. What was the most valuable learning experience you encountered in this activity?

• 7. Please add any additional comments on back.

Evaluation Service Project: Career Related Service/Pre-Health

• 1. What are things that you learned that can help you in

the field of Pre-Health?

• Be on time, attentive, patient and caring to clients
• When working with children, you must adjust to their

needs

• Elderly are as hard to care for as children
• Not all patients want to get better; lots of

hypochondriacs

• How different health components work together
• Doctor-patient relationships
• Nurses are underpaid for what they do
• Learned an appreciation for hospital staff
• Field can be depressive (St. Jude)
• Rather work in a clinic than a hospital
• A lot of paperwork is required
• How important labs are to healthcare
• Learned about a variety of healthcare careers
• Basic duties and daily routines
• How to count pills and pull right medicine off shelf
• How to communicate with patients because it could be

life threatening

• Preparation schools are very competitive
• No job is unimportant
• Doing a good job means getting better jobs later
• See the benefits of your work and the appreciation for

what you do

• Helped me to meet a deadline and work with members
• f a team
• 6. What was the most valuable learning experience?
• People appreciate you when you volunteer
• I am good with children
• I can learn from children
• Communicating with others, importance of

communication, and being time-efficient

• The hospital setting taught me a lot
• The good advice I got from my interview
• Learned more about my profession; how hospital works
• Volunteering isn’t the greatest experience in the world
• I confirmed what I wanted to do this for my career
• Interacting with patients
• Just being in the medical environment and getting an

early perspective

• Loved working with the staff
• Making a better environment for people; helping others
• Observing dental procedures; following doctor on

rounds

• Work on time management and organization, be in

medical field, take better care of self

• Getting in contact with important people is not the

easiest thing to do

• Don’t recommend ACAD for incoming freshmen (1)

Add any additional comments:

• Project was excellent, had bad experience, wasn’t your

fault, keep up good teaching

• I will be a pharmacist!
• Very fulfilling; learned a lot; fun; educational

Evaluation Service Project: Junior Achievement/ Education

• 1. What are things that you learned that can help you in

the field of Education?

• Know job duties/responsibilities
• Room set-up affects traffic flow
• From teaching second grade, I want to teach older children
• Hard to remember names, so will take photos
• Structure questions you ask children to get desired response
• Be prepared, patient, creative, flexible and stay focused
• How to encourage good behavior
• You will have good and bad days, but remain positive as it is

rewarding

• Don’t play favorites and maintain a disciplined classroom

environment early

• Don’t talk above or below your class; talk to your class
• Understand that everyone learns at their own pace
• Just the experience with the children in the classroom

environment

• How to speak in front of class to the children and not be nervous
• How important it is to work with other teachers
• Directions must be clear, organized, and step by step
• How really wonderful children are!
• Kids are really smart
• Make each child feel special
• Better understand the challenges teachers face

• 6. What was the most valuable learning experience?
• Seeing the students actually learn and what to expect
• Students really look to you for direction and you have to

be patient

• Interaction with the kids; learning from the children;

different personalities

• Children are very critical
• This is what I was meant to do; I can’t wait to start:

Encouraged me to continue to teach

• Didn’t learn much; kids were horrible and hard to teach
• Teaching a lesson by myself; I can do it and not be

nervous

• Experience is the best teacher

Add any additional comments:

• Fun; Junior Achievement was a great community

program to serve volunteer hours

SERVICE ON SATURDAY (HONORS SECTION)

• Made a difference in the community
• Community Service can be fun
• Learned a bout many different service organizations
• So many programs need volunteers
• Leadership opportunities by volunteering
• Instructions were very helpful, sufficient, good, and

horrible

• Very helpful in time management and organizational skills
• Helpful in managing multiple tasks
• Didn’t see how project related to time management and
• rganization
• Encouraged verbal communication and interaction among

peers

• Required paper applied practice of writing skills
• Communication skills on phone
• Not too much on communication skills
• Class was good and don’t change it
• Class needs to be more organized with project
• Opportunity to do more Service on Saturday
• Learned teamwork
• One person can make a difference

PROGRAM GUIDELINES

• INVESTIGATE LEGAL ISSUES
• ADVERTISE AND PROMOTE BENEFITS OF SERVICE

LEARNING COMMUNITY

• EDUCATE FACULTY, ADVISORS & STUDENT
• EDUCATE UNIVERSITY COMMUNITY
• CONNECT PARTNERSHIP RESOURCES

(Service organization, service supervisor, service recipients, student, faculty, university and community)

• EXPAND LEARNING ENVIRONMENT INTO THE

COMMUNITY

• EXPAND STUDENT PROFESSIONAL DEVELOPMENT

OPPORTUNITIES

• PERSONALIZE STUDENT SERVICE LEARNING TO

CAREER INTEREST

• ESTABLISH POSITIVE SERVICE LEARNING IMAGE

FOR ALL SUPPORT SYSTEMS

• USE ENTRANCE AND EXIT INTERVIEWS FOR

FEEDBACK

SERVICE LEARNING OUTCOMES

For University:

• 69 0f 72 students enrolled for spring semester
• Partnerships with students, faculty, academic

disciplines and community resources

• Faculty development opportunities

For Health Care and Non-Profit Service Organizations:

• Partnership with university

And university resources

• Opportunity to increase pool

Of volunteer resources

• Goal oriented volunteers
• Potential field professionals

For Students:

• Partnerships with service agencies, community,

faculty and peers

• Extension of learning environment into community

• Application of academic and life-time skills
• Enrichment of civic responsibility
• Personal and professional development
• pportunities

SERVICE LEARNING NETWORKING ACTIVITY

Instructions: Break up into small assigned groups. Discuss service learning opportunities on your campuses. Use the guidelines below to organize your discussion. Select a spokesperson to present a summary.

• Identify your campus setting (ex.: University of

Memphis, 4-year urban institution)

• Share types of Service Learning opportunities on your

campuses

• Discuss benefits

• Relate challenges
• Other Comments: