Download - Tesol 2010 Service Learning
Strengthening the Global Community: Service Learning in an IEP
Jan Fluitt-Dupuy
Director of ESL
Savannah College of Art and Design
About SCADMission: The Savannah College of Art and Design exists to prepare talented students
for professional careers, emphasizing learning through individual attention in a
positively oriented university environment.
Unique locations
Savannah Atlanta eLearningLacoste Hong Kong
Unique Environment
SCAD ESL
• Five levels
• Levels 2, 3, 4 = Low-, Mid- and High- Intermediate: full-time ESL at 20 hours of instruction per week.
• Levels 5 and 6 = bridge courses taken with courses in degree programs
Unique Content-based Curriculum
• Prepare students for specific art and design coursework
Fall 2009 Newly revised curriculum features a content-based, integrated skills course designed to:
• Integrate ESL students more fully into campus life
• Encourage more “authentic” encounters with language
Art and Design Language Courses
New 4-skills courses at Mid- and
High-Intermediate levels with
following content focuses:
Advertising, Architecture,
Design, Creativity, Fashion
and Sustainability
Service is just one of these
content focuses.
ESL 333 Topics for Global Community: Service
• Relationship Opportunities
• Various Communities
• Cultural Information
• Authentic Language
Service Learning Defined
• Service learning = experiential education
Source: Barbara Jacoby, Building Partnerships for Service Learning, 2003.
• Reflection and reciprocity are KEY concepts
• Designed to promote student learning and development
• Activities address community needs
Reflection “Learning and development
do not necessarily occur as a result of experience itself but as a result of reflection explicitly designed to foster learning and development.”
(Jacoby, 1996)
Reciprocity
The other essential concept of service learning is reciprocity:
“All parties in service learning are learners and help determine what is to be learned. Both the server and those served teach, and both learn.” (Kendall, 1990, p. 22)
Three Necessary Criteria for Academic Service Learning
Source: Service Learning Curriculum DevelopmentResource Guide for Faculty, CSU LONG BEACHCENTER FOR COMMUNITY ENGAGEMENT, p. 15http://www.csulb.edu/divisions/aa/personnel/cce/faculty/documents/ResourceGuideforFaculty0706_000.pdf
Relevant andMeaningfulService with
the Community
Purposeful Civic Engagement
EnhancedAcademicLearning
Relevant and MeaningfulService with the Community
Sources for Partner Agencies:
• Student involvement office on campus• United Way• Agencies in the neighborhood• Contacts from individuals
Fostering Self-awareness
“Conscripted Volunteerism”
• Adding the proverbial line on the résumé• Defining skill sets and preferences• Probing memories of previous service• Engaging a deeper level of commitment
Enhanced Academic Learning
• Clear goals
• Measurable learning outcomes
• Time for reflection in writing and speaking
• Assessment
Course Goals
• Individual and team projects explore important key concept of global issues within the context of the North American society.
• Reading, writing, listening, speaking and grammatical skills at the high-intermediate level of proficiency in English.
Learning Outcomes
1. Narrate and describe key concepts and processes facing local and global communities.
2. Learn to listen to and understand native and non-native speech in a variety of settings.
3. Take notes in various listening situations.
• My parachute• Homelessness• Pay it forward
My parachute
Homelessness
Pay it forward
Topics for Global Community
Class Schedule Unit 1Student Skills/Work Goals and the Partnering Agencies
Days Class work Homework
Class 1: Defining volunteerism and community service; presentation about future work in the U.S.
Study Web sites; prepare questions
Class 2: What Color is Your Parachute? for Teens; volunteer opportunity presentations 1 and 2
Study Web sites; prepare questions
Class 3: Parachute, cont.; volunteer presentations 3 and 4
Study Web sites; prepare questions
Class 4: Parachute, cont.; presentations 5 and 6; Reflection of volunteer choices –group work
Volunteer choices; informal speeches
Class 5: Formal student presentations about skills and hopes for future work
Paper #1
Class Schedule Unit 2Understanding Homelessness
Day Class Work Homework
Class 6: Peer review; reflection through journaling; listening practice: Talk of the Nation
Study homelessness fact sheets
Class 7: Listening practice: Talk of the Nation: Solutions to Homelessness; preview of Union Mission
Study Union Mission Web site; prepare questions
Class 8: Presentation: Homelessness 101 by Union Mission director of community involvement
Study for midterm exam part I : Vocab, grammar and short answer
Class 9: NPR Story Corps Review information about homeless for timed writing
Class 10: Review issues and vocabulary of homelessness; timed writing
Class Schedule Unit 3The Pay It Forward Movement
Day Class Work HomeworkClass 11: Pay it Forward trailer prediction
and vocabulary exercises Study vocabulary
Class 12: Pay it Forward: genesis of book listening exercises
Reflection on volunteer experiences
Class 13: Pay it Forward film exercises: The Reporter and Thorson’s Tale
Plot synopsis close reading I
Class 14 Pay it Forward exercises: Jerry “Save My Life”
Draft #1 on volunteer experience
Class 15: Pay it Forward ending: the movement
Plot synopsis close reading II
Class 16: Timed writing #2
Class Schedule Unit 4Course Wrap-up
Day Class Work
Class 17: Portfolio review workshop
Class 18: Presentation #2
Class 19: Presentations, cont.
Class 20 Breakfast pot luck with volunteers
Students’ Reflections “For me, ‘giving’ is equal to a smile, to the inner
satisfaction in which my hands were able to guide other people’s dreams and goals.” –Evelin
“I have been a volunteer for several years in Venezuela, and in this opportunity I was a volunteer as a SCAD international student in the United States. This experience had been different because not only had I helped people in another country, but also I could communicate through the English language.” –Evelin
Students’ Reflections
Students’ Reflections“For me, I do not think I do any special things. But maybe there are some special things for old couples. I do not know, but I can feel that there are some special powers in volunteer work. Love, kindness and helping are precious things in the world.”
–Chiangxin (Sarah)
Student Reflections “Volunteer work in Loop it Up wasn’t spontaneous. I went to
YMCA for the purpose of assignment, but I realized the significance of the volunteer experience.” –Ji Hu
“All volunteer experience is valid in the sense of helping people, animals or nature.”
“Nevertheless, the big difference happens in myself. The concern for each other grows, and I become aware of the problems around me. It’s impossible to get away from such an experience. Only just a start and I already became addicted to volunteerism.” –Katia
“I cannot forget the exciting feeling after having fun with the kids, and I am getting energized after being with them.” –Pedro
“Although I have a bachelor’s degree, English is still a barrier tangling me in learning new techniques in the U.S.A.
Fortunately, I can use my mathematics to support the students in Royce Learning Center. So we can both benefit from this
activity without sacrificing extra things.” –Mathew
Purposeful Civic Engagement A Framework for Development
of Campus/Community PartnershipsDept
h and Complexity
Short-term placements
Ongoing placements, mutual dependence
Core partnerships, interdependence
Transformation joint creation of work and knowledge
TimeOne-time events and projects
Source: Enos and Morton, “Developing a Theory and Practice of Campus/Community Partnerships” in B. Jacoby (ed.) Building Partnerships for Service Learning.
Assessment and Evaluation
Solutions: • Start service sooner• Model service as a class• Continue over two or more quarters• Secure transportation
Source: Service Learning Curriculum Development Resource Guide for Faculty, CSU LONG BEACH CENTER FOR COMMUNITY ENGAGEMENT, pg. 4
Best practice: “Students should be in the community setting not less than 15 hours (one hour per week)—this is a minimum and not necessarily optimal for meeting course goals.”
Assessment and Evaluation
Challenges• Time commitment• Course rotation within academic year
Source: Service Learning Curriculum Development Resource Guide for Faculty, CSU LONG BEACH CENTER FOR COMMUNITY ENGAGEMENT, pg. 4
Best practice: “Professors are willing to form partnerships with one or more community agencies to promote quality and longevity in student placements.”
Assessment and Evaluation
Solutions:• Stronger partnerships with agencies• Focus on homelessness over entire course
Source: Service Learning Curriculum Development Resource Guide for Faculty, CSU LONG BEACH CENTER FOR COMMUNITY ENGAGEMENT, pg. 4
Best practice: “Community service is continuous throughout the semester rather than a “one-shot” experience and is directly related to the course content.”
Assessment and Evaluation
Solutions:• Start with reflection• Continuous reflection• Ongoing discussions with partnering agencies
Source: Service Learning Curriculum Development Resource Guide for Faculty, CSU LONG BEACH CENTER FOR COMMUNITY ENGAGEMENT, pg. 4
Best practice: “Reflection (critical thinking) about the connections between course content and the community experience is performed and evaluated continuously throughout the semester.”
For more info…
Jan Fluitt-Dupuy
Director of ESL
Savannah College of Art and Design