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Summary Report Learning Beyond The Classroom: Faculty Service-Learning Institute – Summer 2008 Kapi‘olani Community College Neghin Modavi Service Learning Faculty Coordinator June 2008 The Learning Beyond The Classroom: Faculty Service-Learning Institute-Summer 2008 was held on June 3, 4, and 5, 2008 at Kapi‘olani Community College. Funded By: The Institute was funded by: the Corporation for National and Community Service, Hawaii-Pacific Islands Campus Compact, and the US Department of Housing and Urban Development, Office of University Partnerships. Goal & Structure of Institute: The 3-day Institute included presentations and interactive/collaborative sessions in which participants learned about best practices in the integration of service-learning pedagogy in their curriculum, engaged in hands-on syllabus development, met with community partners, and developed a better grasp of the student perspective and leadership role (Please see Appendix A: Institute Schedule). Our objective also included making connections between faculty, their courses, and programs and services delivery to the Palolo Ohana Learning Center. Participants: There were a total of 25 participants representing diverse disciplines and programs at the College: 17 faculty members were new or relatively new to the service-learning practice. These faculty members collaborated with 5 experienced colleagues who served as mentors. In addition, Dr. Bob Franco, Director of Service-Learning Program, Dr. Neghin Modavi, Service-Learning Faculty Coordinator, and Ms. Ku‘ulani Miyashiro, Service-Learning Community Partner Outreach Coordinator, served as overall organizers and mentors throughout the Institute. All faculty participants made a commitment to incorporate service-learning in one of their courses during the 2008-2009 academic year. Participants represented the following departments and programs at the College: Social Sciences, Hospitality, Math/Sciences, Health Sciences, Arts & Humanities, Language, Linguistic, and Literature, and Kahikoluamea (pre-college Math and English and First-Year Experience). Please see Appendix B for a complete list of faculty participants. 2 Day 1 – June 3, 2008: Overview and Foundation Presentations: Participants were informed of the objectives of the Institute: 1) to demonstrate a full understanding of the service-learning pedagogy and its potential learning outcome in academics, personal growth and development of strong sense of community responsibility, and; 2) to integrate Service Learning within a selected course in Fall 2008 semester. Dr. Franco presented participants with a definition of service-learning, its mission and history, as well as the scope and nature of the practice at the College since 1995. Dr. Franco underscored the social problems focus of service-learning as one of the main features that distinguishes service- learning from other types of experiential pedagogies. Ms. Ku‘ulani Miyashiro presented the overall function and support structure provided by the Service-Learning Office. Dr. Neghin Modavi gave a presentation on Service-Learning Best Practices covering a wide range of designs to assist participants in integrating service-learning into their courses as a solid and rigorous academic activity. The central focus of the Best Practices presentation was to underscore the essential feature of service-learning as an academic pedagogy fully embedded within the curriculum to meet learning outcomes. The presentation included an in-depth look at reflection as an assessment/evaluation strategy. Other topics included issues such as mandatory versus optional structure of service-learning, hours of service, and choosing and collaborating with community partners to achieve learning objectives. Ms. Kris Korey-Smith, KCC’s Assessment Coordinator, was our quest speaker. She gave an informative talk about the current process of redefining General Education Student Learning Outcomes at KCC. Ms. Korey-Smith contextualized the critical role of service-learning in meeting the College’s learning outcomes at the course, program and degree levels. Ms. Korey-Smith called attentions to the fact that service-learning goes beyond fulfilling the self & community learning outcomes. She emphasized that service learning meets a wide range of learning outcomes including development of problem-solving skills, critical thinking, and integrative learning. Collaborative Sessions: The afternoon was devoted to hands-on syllabus development. Participants worked in small groups with Service pathways. Each group worked closely with an experienced colleague who served as their mentor. Participants had access to and reviewed sample syllabi of KCC faculty members as well as the Campus Compact’s national database of discipline- specific syllabi collection. 3 Participants were asked to reflect on the following questions: What were the three most important things they learned about integration of service- learning in their courses? What would they want to learn from community partners who would visit the Institute the following day? Day 2 – June 4, 2008: Community Partner Day Presentations: 16 individuals representing 13 community agencies (partners) gave brief presentations as to their mission and service opportunities for KCC students (Please see Appendix C: Community Partner Attendees). Faculty participants had the opportunity to ask questions and engage in networking with community partners. A special group representing the Palolo community were give a full hour with the aim of making participants aware of our expanding role and service-learning program at the Palolo Homes site and their soon-to renovated Ohana Education Center. Our aim was to place emphasis on connections we're making between faculty, their courses, and programs and services delivery to the Palolo Ohana Learning Center. Appendix D provides a brief overview of Faculty participants’ choice of service projects, pathways and community partnerships. This information indicates that 6 faculty members specifically included Palolo as among their chosen site of service. Another 4 faculty members have elected to work with multiple community partners. We plan to maintain further dialogue and communication with these faculty members to encourage them to explore the many service- learning opportunities available in the Palolo community. The community partners represented all service Pathways at the college: Education, Health, Bridging Generations (elder), Environmental Sustainability, International Education, and Arts, History and Culture. Collaborative Sessions: The second afternoon was also dedicated to collaborative work on syllabi development in small groups and within service pathways. At the start of the session, participants shared the important pedagogical lessons they learned the previous day about integration of service-learning into their courses. Their responses indicated that we met our goal of making attendees understand the Service Learning pedagogy and the elements of Best Practices. Responses demonstrate the following understandings: - Service-learning should be fully integrated with content and learning outcomes and not an add on component with little relevance - Critical distinction between service-learning and volunteerism - Social problems focus of service-learning (lessening severity of problems in the community) - Importance of developing a working relationship with a community partner – including the need to be more hands on, rather that simply sending students to community sites - Realization that there are more opportunities and community partners for service-learning initiatives - Depth and types of reflection strategies as appropriate to nature of service, timing, and learning outcomes 4 One participant stated that she found the Institute highly informative and a motivating force and wished she would have attended such an Institute in previous years. At the end of the second Syllabi Development session, participants were asked to indicate the nature of service, appropriate pathway, and potential community partners for their selected course(s). Appendix D highlights the diverse range of service projects, pathways and community partnerships that emerged during the institute. Day 3 – June 5, 2008: Student Voice, Recap & Review Presentations: A portion of the morning session was committed to answering questions participants came up with during their syllabi development work in the previous 2 days. In addition several recommendations were made to improve the working of the Service Learning Offices, such as: Maintaining a copy of course syllabi to assist student placement Developing and distributing a list of awards and scholarships available for students Inserting a disclaimer that the Office can remove students from service in the event of substandard performance or community complaint Participants viewed a 40-minute service-learning documentary produced and directed by Dr, Neghin Modavi. The video depicts Dr. Modavi’s Social Gerontology students who engaged in service-learning and provided in long-term care for frail seniors. The documentary highlights students in action and demonstrates in their own voices their depth of learning. Collaborative Sessions: Pathway Descriptions: In the first hour of the afternoon session, participants learned about the efforts of faculty Pathway Leaders to write Pathway descriptions, called Content-Rich Curriculum Supplements (CRCS). Participants read the CRCSs and provided feedback to Pathway Leaders in the effort to finalize the templates. Breakout Sessions. The afternoon included three breakout sessions. Participants provided a summary of their breakout sessions in the last hour of the Institute: Service-Learning & Distance Learning: Implications for Students, Faculty & Community Partner Coordinator. Suggestions emerging from this group included the need to establish relationships and coordinate with Neighbor Island UH campuses and their respective service-learning offices/directors. This would allow students residing outside of Oahu access to community partners so that they can engage in service-learning. The respective campuses would take care of some of the paperwork. This means that KCC must arrive at agreements to provide similar services to that campus. 5 With respect to students residing on the mainland or other countries, it was suggested that students (or faculty members) need to take the responsibility of identifying potential community partners. The Service Learning Office would need to verify the legitimacy of the site. Discussions and reflection assignments and activities can successfully take place in an online environment. Students can engage in online tutoring services. Engaging Native Hawaiian Students & Developing Community Partnerships. It was reported that Ms. Ku‘ulani Miyashiro, KCC’s Service- Learning Community Outreach Coordinator, will put together a matrix of community partners who address Native Hawaiian issues and will want to work with Hawaiian students. This matrix will also indicate the type service opportunities for KCC students such as in areas of developing financial literacy and skills, procedure to obtain federal scholarships and filling college applications. Participation will not be limited to Native Hawaiian students. Students will serve as role models for the youth as well as adults in the community to encourage college as a viable and realistic option. Remaining Questions & Approaches to Challenging Situations. Participants discussed issues having to do with how faculty can deal with situations in which students may become emotionally distraught as a result of their service experience, for example due to the death of an elderly client. It was recommended the KCC Service Learning Office discuss these issues and explore what types of institutional resources we need to develop and have in place to deal with such situations. Also, it was deemed important to anticipate and make students aware of proper behavior and channels of reporting problems such as witnessing or suspecting abuse in the family or institutional environment. The group also discussed how faculty need to deal with cases in which a student may be turned down fro service by a community partner. 6 Appendix A: Institute Schedule Learning Beyond The Classroom: Faculty Service-Learning Institute – Summer 2008 Kapi‘olani Community College June 3-5, 2008 · 10:00am to 4:00pm · Naio 206 The Institute provides information and interactive sessions to provide support to faculty integrate Service-Learning in their curriculum including best practices principles and evaluation strategies. Attendees will collaborate in hands-on syllabus development and will have the opportunity to meet and explore projects with key community partners. Schedule Tuesday June 3, 2008 Wednesday June 4, 2008 Thursday June 5, 2008 Service-Learning Foundations Working with Community Service-Learning in Action Partners 10:00am Service-Learning Definition & Community Partner Panel Syllabus Development: Reporting, Sharing & Overview Presentations by Pathways: Feedback For Improvement Student Service Opportunities 11:00am Support Structure: Service- Valuing Student Voice & Leadership Learning Office 12:00pm Lunch w/ Kristine Korey-Smith: Lunch w/ Community Partners: Lunch Self & Community: Service- Networking and Exploring Video: KCC Service-Learning Students in Action Learning & General Education Opportunities for Collaboration Revision 1:00pm Best Practices, Course Integration Palolo ‘Ohana Learning Pathway Content Rich Curriculum Supplements & Center: (CRCS) & Student Brochures Reflection Strategies Expanded Engagement Opportunity 7 2:00pm Syllabus Development: Syllabus Development: Breakout Sessions: Pathway & Discipline Support Pathway & Discipline Support Teams Teams Service-Learning & Distance Learning: Implications for Students, Faculty & Community Partner Please bring syllabus. Laptops are Please bring syllabus. Laptops Coordinator available in room. are available in room. Naio 206 Engaging Native Hawaiian Students & Developing Community Partnerships Olona 105 Remaining Questions & Approaches to Challenging Situations Olona 106 3:00pm- Reporting Out & Reflection on 4:00 pm Institute Learning 8 Appendix B: Faculty Participants Faculty Participants: Faculty Service-Learning Institute – Summer 2008 Name Discipline Courses Pathway Position hawaii.ed Phone Mentor u Email Adam Mastandrea LLL ESOL 94 Envt, Ed, Lecturer mastandr 358- International 1607 Bob Franco Service- NA NA Director bfranco 9514 x Learning Candy Branson Social Sciences FAMR 230 All Instructor cbranson 9174 Carol Paul-Watanabe Health Sciences HLTH 118 Health, BG Professor paulwata 9227 OTA 119 Cheryl Souza Arts/Humanitie ART 101 Arts/Hist/Cul Associate Prof cherylso 9383 s Debbie Keolanui HOST HOST 168 Envt Lecturer djk 7337 Francisco Acoba LLL Eng 100, Eng All Instructor facoba 9412 271N, ENG 27x Jo-Neyla Aloha McGuffie HOST HOST 275 ED Lecturer alohak 9749 Kalani Fujiwara Social Sciences POLS 110, POLS All Lecturer x 130, IS 103 Kathleen Ogata Math/Science CHEM 161 Envt, Health, Instructor ogatakat 9423 Ed Kelli Goya Kahikoluamea NA All FYE Pathways kgoya 9497 Coordinator Ku'ulani Miyashiro Service- NA NA Outreach kuulani 9503 Learning Coordinator Laure Burke HOST HOT BG, Health, Asst Prof lsburke 988- x Management Envt, Ed, 4725 Art/Hist/Cul LaVache Scanlan Kahikoluamea NA All FYE lavache 9371 Coordinator 9 Linda Fujikawa LLL JPNS 290 and ED, Assistant lindaf 554- x JPNS 131 Art/Hist/Cul, Professor 8205 BG, Envt 10 Faculty Participants: Faculty Service-Learning Institute – Summer 2008 Name Discipline Courses Pathway Position hawaii.ed Phone Mentor u Email Martin Chong Health Sciences 082HSMTh118 BG, Health Instructor martincs 9540 082HSMth300 Monomita Krishna Arts/Humanitie HIST 151 International, Associate Prof monomita 9169 s (maybe) HIST Art/Hist/Cul 152 (Sp 09) Nani Azman Social Sciences PSY 240 Health, Ed Instructor rosiana 9831 Neghin Modavi Social Sciences SOC 257 BG, Health Professor neghin 9184 x SSCI 260 Faculty SL Coordinator Nelda Quensell Math/Science No Info BOT 105 Professor nquensel 9428 x BOT 130 Soo-Ah Yuen LLL KOR 290 Ed, BG, Assistant sooah 9710 International Professor Sue Fujitani LLL HNS 290 BG, Professor fujitani 9733 International, Art/Hist/ Cul Ulla Hasager Social Sciences No Info Assistant ulla 956- x Professor 4218 Veronica Ogata Social Sciences FAMR 230, ED ALL Instructor vogata 9833 x 286, 287 and 285 Wendy Kuntz Math/Science BIOL 101 Envt. Health, Instructor wkuntz 9869 ED LLL: Language, Linguistics, Literature BG: Bridging Generations ED: Education HOST: Hospitality Envt: Environmental Sustainability Art/Hist/Cul: Art, History & Culture 11 Appendix C: Community Partner Attendees Community Partners: Faculty Service-Learning Institute – Summer 2008 Name Organization Contact Clara & Robert Matthews Halawa Valley Heiau - Adopt an Ahupua`a Ulla Hasager, email@example.com Joan Watanabe Leahi Hospital 3675 Kilauea Ave Honolulu, HI 96816 Allan Castillo Big Brothers Big Sisters firstname.lastname@example.org Eleanor Gonsalves Kaimuki High School Eleanor_Gonsalves/KAIMUKH/HIDOE@notes.k12.hi.us Kevin Wu Palolo Chinese Home email@example.com Darlene Nakayama Palolo Chinese Home firstname.lastname@example.org Candice Sakuda Project SHINE email@example.com Krista Hiser Celebrate Reading firstname.lastname@example.org Michael Ahakuelo Ronald McDonaldhouse email@example.com Roy Yonashiro Bone Marrow Registry firstname.lastname@example.org Jeff Kaplan Waikiki Friendly Neighbors Program email@example.com Noreen Hananoki Leahi Hospital firstname.lastname@example.org Raelyn Tang Washington Middle School 1663 S. King Street Honolulu, HI 96826 Ruth Silberstein, Henrietta Clemons Palolo Elementary Ruth_Silberstein/PALOLO/HIDOE@notes.k12.hi.us Dahlia Asuega Palolo Mutual Housing Ulla Hasager, email@example.com 12 Appendix D: Service Projects, Pathways & Community Partnerships Social Sciences Nani Azman Course(s): PSY 240 - Developmental Psychology. PSY 100 – All sections pending guidelines on integration of Service Learning into distance education courses Pathway(s): PSY 240 - Health and Education Potential Community Partners/Sites: Youth outreach with Waikiki Health Center, any of the schools, Big Brothers/Big Sisters, and the Palolo Pipeline sites. Nature of Service: Work with children and adolescence and expectant parents Candy Branson Course(s): FAMR 230 - Family Resources Pathway(s): Multiple pathways will be appropriate (since FAMR is multidisciplinary) Potential Community Partners/Sites: Multiple Nature of Service: Promotion of healthy developmental outcomes for people. Kalani Fujiwara Course(s): Politcal Science - POLS 110 & POLS 130 and IS 103 Pathway(s): All pathways Potential Community Partners/Site(s): Palolo Pipeline, Adopt a Ahupuaa, Project SHINE, All health sites, Hawaii state legislature Nature of Service: Service Learning provides the student an opportunity to combine classroom and research insights with practical field 13 experience. You also have a opportunity to make a contribution back to the community of we are all a part; develop personal insights about your role in the broader political community; first-hand learning about the variety of political situations and problems in our community; developing interpersonal and research skills. You also ultimately be benefiting from this option by developing an academic/career portfolio of experiences that will assist you in gaining entry to competitive baccalaureate programs and scholarships. 14 Veronica Ogata Course(s): ED 285, ED 286, & FAMR 230 Pathway(s): All pathways for FAMR 230. Education & Health for ED 285 & ED 286 Potential Community Partners/Site(s): Multiple Nature of Service: The FAMR 230 students will do service aligned to whatever they think their career might be (i.e., hospital) and the ED students will do their work at schools focusing on tutoring. Language, Linguistics, Literature Francisco Acoba Course(s): ENG 100 (composition) and ENG 27x (Literature) Pathway(s): ENG 100: all pathways. ENG 27x: Education & Arts, History and Culture Potential Community Partners/sites: ENG 100: All possible (perhaps I need to choose certain ones) ENG 27x: Celebrate Reading and Adopt an Ahupua'a Nature of Service: ENG 100: anything required would be appropriate (students gain experience about a public-policy problem). ENG 27x: reading circles (students practice and promote reading strategies) and work the land (students experientially learn about Hawaiian cultural values to which literary works refer). Linda Fujikawa Course(s): Japanese 290, Japanese Language and Culture in Application Japanese 131, Conversation and Culture for Business and Tourism Pathway(s): All pathways 15 Potential Community Partners/sites: International Café, Leahi Hospital, Next Step Homeless Shelter, Big Brothers, Iolani Palace, Academy of Arts, Waikiki Health Center, Ahupuaa, Halawa, Palolo Nature of Service: Palolo, Big Brothers: Tutoring; Leahi Hospital & Waikiki Health Center - Assisting Senior Citizens, Big Brothers, Waikiki Health Center - Help homeless youth; Adopt Ahupuaa, Halawa: Care of nature; Iolani Palace: Help the docents, translation, interpretation; Academy of Art: International Cafe: Various, will integrate activities related to all the pathways Adam Mastandrea Course(s): ESOL 94, 92 and 100 Pathway(s): Environmental, Education and International Potential Community Partners/sites: Adopt an Ahupua'a, Palolo Homes and Palolo elementary Nature of Service: English, math, foreign language tutoring, they can do almost anything as long as they are using English Sue Fujitani Course(s): Chinese 290: Chinese Language and Culture Pathway(s): International Education, Bridging Generations, Arts/History/Culture Potential Community Partners/Sites: Project S.H.I.N.E., International Cafe, Palolo Chinese Home, Leahi Hospital, Palolo Pipeline Project Nature of Service: Tutoring, reading, culture presentation Soo Ah Yuen Course(s): Korean 290 Pathway(s): Education, Health & International Education, Bridging Generations Potential Community Partners/Sites: International Café & Waikiki Health Center, Korean Care home, Korean language classes, Leahi Hospital Nature of Service: Working as tutors, talking and reading to elders 16 Math/Sciences Kathleen Ogata Course(s): Chemistry 161 Pathway(s): Environmental Sustainability, Health, Education Potential Community Partners/Sites: Adopt an Ahupuaa, Blood Bank, Bone Marrow Nature of Service: Physical projects the community partner requires & tutoring 17 Wendy Kuntz Course(s): Biology 101 Pathway(s): Environmental, Health & maybe Education Potential Community Partners/Sites: Multiple. Let me students choose based on their interests Nature of Service: Whatever community partners need Health Sciences Martin Chong Course(s): Massage Therapy Clinical Practicum class Pathway(s): 2. Bridging the Generations or Health. However, our curriculum has not incorporated a geriatric massage course yet, so we plan to refrain from providing massage treatments to that population group. Potential Community Partners/Sites: Not sure yet, but I plan to work with any agency employing caregivers. Massage therapy to caregivers, or even to parents of special needs children. Carol Paul-Watanabe Course(s): HLTH 118 - Therapeutic Interpersonal Skills Pathway(s): Health Pathway Potential Community Partners/Sites: Leahi Hospital and Palolo Chinese home. Nature of Service: Students will be able to use skills discussed in class such as building rapport, effective communication, communication with persons who have disabilities and their experiences back to the objectives of the course. 18 Hospitality Laure Burke Course(s): Hospitality Management Pathway(s): Education, Environmental Sustainability, Arts, History, & Culture, Bridging Generations Potential Community Partners/Sites: Adopt an Ahupua'a, Project S.H.I.N.E. Nature of Service: Working s a supervisor/manager in the hospitality industry (hotels, restauranst, culinary, airlines, cruise lines, travel agencies, etc.) one must be able to communicate effectively and work with diverse populations. In the hospitality program, we are also striving to expose students to work ethics and values needed to excel in the industry. By working at the Ahupua'a and with Project S.H.I.N.E. I think students will be able to experience and practice these skills while helping the community. Debbi-Jaye Keolanui (course do you plan to integrate Service Learning in? Course(s): HOST 168 - Tour Directing Pathway(s): Environmental Sustainability Potential Community Partners/Sites: Adopt an ahupua`a, Foster Botanical Gardens, Hawaii Nature Center – Makiki, Lyon Arboretum, Sea Life Park Nature of Service: Volunteer tour guide/docent Jo-Neyla Knaefler McGuffie Course(s): HOST 275 Hospitality Computer & Technology Pathway(s): Education (high school outreach transitioning students to college and potentially a hospitality industry career path). Potential Community Partners/Sites: Kaimuki High School and possibly collaborate with a corporate manager partner such as Hilton Hawaiian 19 Village or Sheraton Waikiki. Nature of Service: a) Introduce technology used to operate and market hotels with PPT presentations that they created through class assignments; b) Online research in small teams to identify visitor industry systems, trends and global; marketing channels of distribution. 20 Arts & Humanities Cheryl Souza Course(s): Art 101 - Introduction to the Visual Arts Pathway(s): Arts, History & Culture Potential Community Partners/Sites: Iolani Palace, Leahi Hospital, Academy of Arts Nature of Service: Iolani Palace - crowd control during lecture tours, Leahi Hospital Art experiences with clients/residents, Academy of Arts - Monthly art activities for family day Monomita Krishna Course(s): Hist 152 in Spring 2009 Pathways: Art, History & Culture, International Education Potential Community Partners/Sites: Project SHINE, Iolani Palace, International Café, Waikiki Health Center Nature of Service: Working as tutors, greeters/guardians, compiling oral history and based on it writing reflection papers based on a historical topic/issue. First Year Experience & Pathways LaVache Scanlan & Kelli Goya Course(s): We would like to integrate Service Learning into the First-Year Program and Pathways as either a required class or clusters of shared learning experiences. Pathway(s): All pathways related to student interest and career exploration. For example, FYE health academy or cluster/cohort would connect to a service learning health pathway. We would identify their educational goals and career interests through the pathway learning portfolio for students and connect that information to their service learning project. 21 Potential Community Partners/Sites: Any partner that relates to student career exploration and aspiration. Nature of Service: In doing service learning they would learn more about themselves and their possible career pathway while also acquiring the necessary skills to successfully transition to college expectations in their first semester.
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