+ Developing successful service learning courses A framework for civic engagement.
Transcript of + Developing successful service learning courses A framework for civic engagement.
+
Developing successful service learning courses A framework for civic
engagement
+Welcome
Let’s introduce ourselves
+WANTED!
What are you looking for in a service-learning partnership?
Take 2-3 minutes and write a want ad for your ideal service-learning partner:
+WANTED!
What type of service-learning partner are you looking for?
What needs can your partner help you to fulfill? What might you be able to offer your partner?
What goals could your partner help you to achieve?
+Developing successful partnerships A framework for service learning
Our own experiences with Project SHINE
Opportunities for you to revisit your initial thoughts on service learning partnerships
+A framework for service learning
“Service” implies that someone is in need and someone else is in a position to help.
“I am doing you a favor.” Your students are gaining valuable experience. Your agency is getting the help it needs.
+A framework for service learning
This tends to perpetuate deficit views
Of community agenciesOf students and facultyOf community members
+A framework for service learning
A new framework is needed, one which emphasizes:
Reciprocal knowledge-sharingCollaborative problem-solvingSocial action
+Service-learning as Civic Engagement
“Collaborative knowledge construction . . . brings together academic knowledge with the local knowledge of community stakeholders in order to
Define the problem to be addressed Establish a shared understanding of the problem Design, implement, and evaluate the actions taken to
address the problem
Goals are democratically set, learning capacity is shared, and success is collaboratively evaluated.”
Saltmarsh, Harley, & Clayton (2009)
+ Building partnerships between higher education and immigrant communitiesfor over 25 years…
+Project SHINE Mission and Work
• Project SHINE is an award-winning national immigrant integration initiative that helps college students, older adult volunteers, and immigrant & refugee elders connect and contribute to their communities.
• SHINE builds meaningful campus community partnerships to promote intergenerational engagement between college students, older adult volunteers and immigrants.
• SHINE builds the capacity of Ethnic Community-Based Organizations (ECBOs) and Community/Faith-Based Organizations (CBOs) to deepen their services in immigrant and refugee communities.
+Strategic Footprints & Pathways for Promoting Immigrant Integration
Civic Engagement
Servic
e Learn
ingH
ealth Literacy
Wor
kfor
ce
ESL
and
Cit
izen
ship
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I have problems with interpreter sometimes. Sometimes the interpreter will miss some information. I want to communicate with the doctor. So I…ask the interpreter to fully translate what I said, otherwise there will be misunderstanding. The translator or interpreter may not be qualified enough.”
- Chinese elder
+Project SHINE’s Impact
Robust infrastructur
e in 16 states
Engaged over 9,000 students
Served over 40,000
immigrant and refugee
elders
Resulted in more than 150,000 hours of service
+The SHINE Philosophy
Approach Approach Approach
OrientationCommunity Members as
“Clients”
Community Members as “Contributors and
Colleagues”Community Members as
“Community Leaders”
Role of Agency
Service Provider
•Agency identifies the needs of the community and provides culturally and linguistically appropriate services.
“Authentic” Partner and Colleague
•Agency seeks and obtains community advice in identifying the community needs. •Agency invites community members to participate in program development, implementation and evaluation.
Capacity Builder/Supporter
•Community needs and goals are identified by community leaders.
•Project design originates with community members.
•Program is run by community leaders.
From Client to Colleague to Community Leader
+WANTED!
What are you looking for in a service learning partnership?
Let’s revisit our ads for the ideal service-learning experience.
+WANTED!
What important issue/challenge/problem do you want to address through service learning?
What types of reciprocal knowledge-sharing are needed in order to address this issue?
What types of collaborative problem-solving are needed?
How can community agencies, faculty, students, and community members all work together to develop a plan of action?
+Project SHINEBoise State University
Our focus: Assisting elder refugees in their efforts to learn English and pass the citizenship exam
Collaborative partners: The English Language Center, Boise State English Department, Center for the Study on Aging, Idaho Office for Refugees, Service-Learning Program
+Project SHINEBoise State University
Our focus: Assisting elder refugees in their efforts to learn English and pass the citizenship exam
Collaborative partners: Supported by a grant from the Mountain States Group and the Office for Refugee Resettlement
+Project SHINEBoise State University
LING 310
Service Requirements
Course Assignments
+Project SHINEBoise State University
LING 310
An introduction to the processes involved in child language acquisition and the acquisition of additional languages later in life.
+Project SHINEBoise State University
Service Requirements
Two hours per weekAt least 15 hours totalTwo choices:
Borah High School Bridge ProgramElders class at the English Language
Center
+Project SHINEBoise State University
Course Assignments
Problem-solving reflection (P-SAP)
+Project SHINEBoise State University
Course Assignments
Problem-solving reflection (P-SAP)
Many elder refugees in Boise have difficulty passing the citizenship exam, and thus are in danger of losing their benefits.
+Project SHINEBoise State University
Course Assignments
Problem-solving reflection (P-SAP)
Why might this be a problem?
+Project SHINEBoise State University
Course Assignments
Problem-solving reflection (P-SAP)
What are some possible causes of this problem?
+Project SHINEBoise State University
Course Assignments
Problem-solving reflection (P-SAP)
What could be done to try and solve this problem?
+Project SHINEBoise State University
Course Assignments
Problem-solving reflection (P-SAP)
What are the strengths and limitations of these possible solutions?
+Project SHINEBoise State University
Course Assignments
Service-Learning Reflections (DEAL)
+Project SHINEBoise State University
Course Assignments
Service-Learning Reflections (DEAL)
Personal GrowthSocial ResponsibilityCourse Content
+Project SHINEBoise State University
Course Assignments
Article Critiques
Connect to service learning experience Identify key gaps in our knowledge of
language acquisition
+Project SHINEBoise State University
Reciprocal knowledge-sharing
SHINE orientation Collaborative effort of the ELC, BSU faculty,
BSU students who arrived as refugees, experienced SHINE volunteers, and elder refugee students
+Project SHINEBoise State University
Reciprocal knowledge-sharing
SHINE orientation Visit from Steve Rainey, Director of ELC
Simulated experience of learning a new language
Discussion of the refugee experience– what makes it different from other language learning experiences?
+Project SHINEBoise State University
Reciprocal knowledge-sharing
SHINE orientation Visit with Chalise Eyre at the ELC
Introduction to the elders class and the citizenship exam
A chance to try out classroom activities with experienced volunteers
+Project SHINEBoise State University
Reciprocal knowledge-sharing
SHINE orientation Social mixer with the elders
Meet the elders! Meet the volunteers! Kick-off to a new semester
+Project SHINEBoise State University
Reciprocal knowledge-sharing
Other examples Chalise’s mentoring of volunteers on a
daily basis Collaborative materials development with
the elder refugees Sharing what we do with local, national,
and international organizations
+Project SHINEBoise State University
Developing plans of action
The Project SHINE TeamBoise State SHINE mentorsThe English Language CenterThe Center for the Study on AgingThe Idaho Office for Refugees
+Project SHINEBoise State University
Developing plans of action
The Project SHINE TeamWorking with the Library! to create a
display on “The Languages of Boise” and to make resources more accessible to elder refugees.
+Project SHINEBoise State University
Developing plans of action
The Project SHINE TeamDeveloping health literacy materials
based on interviews with health care professionals and the elder refugee students
+Project SHINEBoise State University
Developing plans of action
The Project SHINE TeamDeveloping classroom materials and
tasks for multiple literacy levels
+Project SHINEBoise State University
Assessing outcomes
The numbers Recruited 34 volunteers in the first year. Increased class time by 4 hours per week.Provided differentiated instruction to over
30 elder refugees.Over 500 total hours served
+Project SHINEBoise State University
Assessing outcomes
Impact on student volunteersWhat aspects of the service learning
experience contribute to students’ understanding of second language acquisition?
What types of civic engagement will students engage in after the semester ends?
+Project SHINEBoise State University
Assessing outcomes
Impact on community membersWhat role do SHINE volunteers play in elder
refugees’ English language acquisition?How do the elders feel about Project
SHINE?Will we see an improvement in the number
of elders who pass the citizenship test?
+Next steps for you
How can we help?