ERIC ED397930: Mathematics and Science Faculty Service Learning Handbook.

46 Pages·1996·0.7 MB·English

by  ERIC

DOCUMENT RESUME
JC 960 569
ED 397 930
Wozniak, Jacci
AUTHOR
Mathematics and Science Faculty Service Learning
TITLE
Handbook.
Brevard Community Coll., FL. Melbourne.
INSTITUTION
PUB DATE
96
49p.; Materials used in a presentation at the
NOTE
National Conference of the Campus Compact National
Center for Community Colleges (5th, Scottsdale, AZ,
May 29-31, 1996); co-sponsored by Higher Education
Consortium, Region III; Eisenhower Pre-Service
Teacher Education Project; and Florida Campus
Compact.
Non-Classroom Use (055)
Guides
PUB TYPE
Speeches/Conference Papers (150)
MF01/PCO2 Plus Postage.
EDRS PRICE
College Faculty; Community Colleges; *Experiential
DESCRIPTORS
Learning; *Mathematics; Program Guides; Resource
Materials; *Sciences; *Service Learning; *Student
Participation; Student Volunteers; *Teacher Role; Two
Year Colleges; Two Year College Students
ABSTRACT
Resources developed by "Campus Compact," a coalition
of over 550 colleges and universities established to c-eate and
enhance service learning opportunities for students, are presented in
this handbook for mathematics and science faculty. A brief
introduction defines service learning and provides a continuum of
types of service learning, such as one-day fundraising tasks,
class-related assignments, volunteer tutoring, and paid internships.
The first section provides sample documents used in administering
programs, including a development form for integrating service
learning into a course, a reasoning objectives matrix, a student
application, a learning hour report, and an evaluation form. The next
section underscores the importance of reflection in the service
offering models and guidelines for facilitating
learning process
reflection among participants. Selected resources are provided in the
following section, and a sample analysis of the effects of tutoring
syllabi
on academic achievement. The final section contains sample
designed to assist instructors who wish to integrate a service
learning component into their math and science courses. Contains 14
references. (MPH)
***********************************************************************
Reproductions supplied by EDRS are the best that can be made
*
from the original document.
***********************************************************************
and
Mathematics
Faculty
Science
Learning
Service
Handbook
bi Sample Documents
Reflection
Selected Resources
ti Sample Syllabi
BE3T COPY AVAILAa.
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INFORMATION CENTER (ERIC)
SER VICE LEARNING
CAMPUS COMPACT, The Project for Public/Community Service is a coalition
of over 550 colleges and universities established to create and enhance public service
opportunities for students and to develop an expectation of service as an integral part of
the college experience. Many colleges have their own Campus Compact Project or
Center for Service-Learning to systematically involve and support students in these
educational and important public service experiences.
THE MISSION
The Cez:ter for Service-Learning strives to make service an integral part of
students' education at the college creating an expectation of service as an intentional part
of the collegiate experience.
SERVICE LEARNING DEFINED
The following four criteria were developed by the National Community Service Act of
1990 to define service learning:
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 the school 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 students with opportunities to use newly acquired skills and knowledge
in real-life situations in their own communities; and
That enhances what is taught in school by extending student learning beyond the
classroom and into the community and helps to foster the development of a sense of
caring for others.
CONTINUUM OF SERVICE AND LEARNING EXPERIENCE
projects,
Episodic, short duration or special
Co-curricular community service:
1.
service event.
usually 1-10 hours for specific
A Taste of Service Day
Fundraising for runaway youth shelter
Beach clean up
Clean up hunger event
Aids Awareness Fest
assignment, 1-6
assignments: Part of regular course
Class related, observational
2.
service settings,
of grade. Students are oriented to
hours for points or percentage
societal concerns.
speech
and prepare information
Interview homeless service providers
and prepare reflective report
Visit (3) mental health agencies
Community / Volunteer Service
3.
12 hours, monthly
Volunteer in hospital for (1) year,
weekly for 1 semester
Tutor a child for (2) hours
week for (3) months
Serve meals to the homeless once per
receiving small stipend,
in public service setting while
Service - Pay: Student serves
4.
for semester.
scholarship, or pay. 2-12 hours weekly
work study eligible students
Community service/learning for
minimum wage to tutor
project which pays students
Mini-grant school mentoring
youth
student humanitarian
$800 scholarship for outstanding
learning options in regular
Field Experiences: Service -
Service - Learning Options
5.
tool for 5-40% of course
service plus reflective writing
classes usually 15-30 hours of
perform service as a
or exam. Students
grade. Often in lieu of term paper, essays
of existing courses.
and apply content and skills
way to gather, test,
for 20% of grade
Biology: 30 hours of service and essay
class points
and journal for 20 additional
Psychology: 20 hours of service
drop the lowest test grade
Math: 16 hours of tutoring to
service-learning
contracts with instructor or
Community Service Credit: Student
6.
reflective requirements
depending upon service and
office. Variable credit hours
(flexible and individualized).
with instructor to do
hours, students can contract
Designated Helper for 1-4 credit
focus
study mechanism with service
service-learning project. Independent
service is combined
Courses: Community/public
Introductory Community Service
7.
reflection, generalizing
information, skill building,
with classroom work to provide
effectively.
help students serve and learn more
principles, assessment methods to
applications.
Adaptable for various service-learning
for service, seminars, and
(1-3) credit hour elective
!,uman Service Experience:
reflection
4
Also used as additional credit in some disciplines
Service-Learning Courses: In-depth theoretical and practical courses which allow for
8.
maximum integration of service and classroom work. Utilized by some departments,
programs as core option. Reflection, action, skill building, examination of
theory/practice of citizenship
Community Involvement: (3) credit hours of field experience combined with (32)
hours of seminars
Professional Developmert Offerings: Seminars/Workshops/Courses offered to key
9.
constituents of service-learning: Instructors, student leaders, agency/service site
personnel. Provide knowledge, skills for volunteer and service-learning personal and
community enhancement.
Volunteer Leadership: A lifelong learning course for supervisors of volunteers,
agency personnel, and student volunteer program leaders (30 hours of classroom
work)
Teaching for Service Seminars: Inservice for instructors who utilize service-learning
pedagogies. 15 hours of action and reflection learning strategies (graduate credit
available)
Supervisor as Educator Workshops: Periodic seminars for agency supervisors of
volunteers and students (usually 2-8 hours of training)
Service Action Leadership team: Leadership opportunities and training for students
10. Internships: In-depth experiences usually toward the end of coursework. 6-20 hours
weekly, but can be full time (usually course prerequisites to enter). Individually
arranged and tailored to student need.
Media Internships
International service-learning
Washington Intern Program
Other national, global immersion experiences
Medical field related Internships
DOCVMENTS
SAMPLE
DEVELOPMENT FORM
FOR
INTEGRATING SERVICE-LEARNING/PUBLIC SERVICE
INTO A COURSE/SEMINAR
Course/Seminar:
I.
Description:
Course/Seminar Objectives Related to Service-Leaniing/Public Service
Knowledge Objectives- What is the subject area and content that the students will
1.
master through this community based experience?
Skills Objectives- What skills will the students be expected to develop? Writing?
2.
Problem Solving? Critical thinking? etc.
Attitudes/Values- What attitudes/values will the students be expected to develop?
3.
June. Madman University
Narrisonisurs. Virtuna =1107
5IS-6366
(703)
.
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BREVARD COMMUNITY COLLEGE
CENTER FOR SERVICELEARNING
REPORT
STUDENT VOLUNTEER/SERVICE LEARNING HOUR
Turn these reports
Please use this form to record the number of volunteer hours per week.
A4- the end of your volunteer commitment, see
in weekly to your volunteer supervisor.
bottom of page for distribution.
VOLUNTEER SUPERVISOR
VOLUNTEER NAME
SUPERVISOR'S
SERVICE PROVIDED
TOTAL #
DATE
P.
APPROVAL
HOURS
Supervisor's Signature:
Total Hours Assignment:
Ending Date:
DIST: WHITE (FACULTY MEMBER); YELLDW (CENTER FOR SERVICE-LEARNING; PINK (STUDENT COPY)
C:MPSIWORMS)NOUR3.943
MOS 730.1094