SERVICE LEARNING CASE STUDYSUSAN NESBIT, B.A. , P.ENG., PH.D.

PROFESSOR OF TEACHING

DEPARTMENT OF CIVIL ENGINEERING,

EXPERIENTIAL LEARNING WORKSHOP – FOCUS ON COMMUNITY ENGAGED LEARNING, APRIL 4, 2018

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1. Teaching and Learning Context Matters

2. What is Service Learning?

3. Who Participates in Service Learning?4. Focus on Reflection

5. Lessons Learned

Outline

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1. Context Matters in Teaching and Learning

TEACHING,LEARNINGANDRESEARCH

1.TheUniversity’scurriculumistransformed,witheveryundergraduatestudentabletopursueapathwayinsustainability.UBCisinternationallyrenownedforitsmanyworld-classgraduateprograms,whichaddressthefullrangeofecological,socialandeconomicdimensionsofsustainability.

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020040060080010001200

NumberofUBCAPSCStudentsinServiceLearningCourses

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2. What is Service Learning?

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The elements of service learning (from the university perspective):

•S

•A

•R

•F

•Service-workisidentifiedby,andachievedwith,acommunityorganization.

•Academiclearninggoalsandobjectivesareachievedviatheservice-work.

•Reflectontheconnectionsbetweentheirservice-workexperiencesandtheiracademiclearninggoals.

•Feedbackonreflections.

E X A M P L E

F i s h S m o k e H o u s e

D e s i g n & B u i l d

•Servicework:Ateamof10civilengineeringstudentsworkedwiththeVancouverNativeHealthSocietytodesignandbuildafishsmokehouse.•Academiclearninggoalsandobjectives:e.g.:Bytheendofthiscourse,youwillbeableto:• Integratetheconcernsofstakeholdersandthelargersocietyintoinfrastructuredesign.• Plantheconstructionofasmallstructure.• Workeffectivelyasateammemberandasaleader

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E X A M P L E

F i s h S m o k e H o u s e

D e s i g n & B u i l d

•Reflect:e.g.:Whatsurprisedyouaboutthiswork?• [AsaCanadianofChinesedecentwhohadnotpreviouslymetaFirstNationsElder]“atfirstIfoundithardtomakesenseofwhatoursupervisorwantedustodo.But,withthehelpofteam-mates,Ilearnedtounderstandhiswayofcommunicating.”• “IfeltproudtohelpmyteamlearnaboutFirstNationsculture.”

•Feedback:e.g.:• ”It’sreallyimportantinprofessionalpracticetobesensitivetodifferentwaysofthinkinganddifferentusesoflanguage.”• “Howdoyouthinkhelpingyourteamlearnmakesyouabetterengineer?”

E X A M P L E

D a y c a r eP l a y t a b l e

D e s i g n & B u i l d

Project:TherapeuticPlaytableCommunityDevelopment:• Strengthencommunityassetsbyprovidingbetterchildcare

• OrganizationDevelopment:• Increasedqualityofthedaycareservices• Increasedabilitytosecuregrants

E X A M P L E

S c i e n c e W o r l d W a t e r D i s p l a y

D e s i g n & B u i l d

Project:DesignandBuildofaPrototypeWater-UseGameattheLocalScienceParkInstitutionalSupportwhensomethinggoeswrong:• UBCStaffprovidedfeedbackto10studentswhenateachingassistantbecameunavailable(about30minperstudent)

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3. Who Participates in Service Learning?

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Most Important Relationship!

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4. Focus on Student Reflection

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Community-Based Experiential Learning (CBEL) Assignment

• Communicating

• Connecting sustainability context to project decisions

• Reflecting, argumentation, systems thinking

• Report (team or individual)• Journal Entries (personal reflections)

THISASSIGNMENTIMPROVES:

ASSIGNMENTDELIVERABLESARE:

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What Is Reflection?Reflection is an “active, persistent and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it, and further conclusions to which it leads” (Dewey 1933 pg. 118).

Schön identifies two types of reflection: • reflection on action, which is undertaken retrospectively, and • reflection in action, which is essentially ‘thinking on your feet’.

Repeatedly carrying out the process of ‘reflecting on action’ can help practitioners build upon their previous understanding.

Argyris, M. and Schön, D. (1974) Theory in Practice. Increasing professional effectiveness, San Francisco: Jossey-Bass.Bolton. G. (2005) Reflective Practice. Writing and professional development. 2e. London: Sage.

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What Is Reflection?

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Moving From “What” To “So What”

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Reflection

PersonalReflection&WrittenFeedback

GroupReflection&

VerbalFeedback

GroupReflection&VerbalFeedback

PersonalReflection&WrittenFeedback

ServiceLearning

ServiceLearningAssignment

ServiceLearningReport

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Assessing Reflections with RubricsCriteria Undeveloped Developing Fully Developed

ConnectionswithPrior

Understand-ing

Submissionislimitedtoadescriptionofevents.Nomentionofunderlyingassumptions,habits,orvalues.

Makesconnectionsbetweenexperiencesandapersonalunderstanding(includingvalues,beliefs, underlyingassumptions)

Questioning one’sownunderstandinginlightofexperiencesandthebehaviour ofothers,andinlightoftheacademic/coursework.

UsingInsights

Written workisentirelybackward-looking.

Generalconnectionsmadeexperiencesandfutureactions.

Clearconnectionsmadebetween coursework,experiencesandconcreteplansforfutureactions.

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5. Lessons Learned

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Service Learning:

• supports asset development within marginalized

(and other) communities

• enhances student attitudes relating to self-reliance, professionalism and leadership, and

• can influence student beliefs about people living

in the margins of society

Lessons Learned

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• Partner with the community organization as a co-

educator – this is critical for success!

• COMMUNITY and campus should be emphasized

• Meaningful interactions between community members and students are at the core of CEL

Lessons Learned

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What do community partners think?

• Students are not a burden

• Students are greatly valued for their humanity,

enthusiasm and competence

• Welcome different students over several years• Appreciate the ability to work on a variety of

projects, depending on the organization’s needs

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What do students say they learn?• Interdependence between health, social, infrastructure

and/or environmental issues for real people in the real world

• Reality check – “change the world” vs. what is possible at this time in this setting

• Personal interaction and communication• Personal growth and life skills• Self as an infrastructure professional• Applications of Civil Engineering Design and project

management processes and techniques

Thank You

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Structural Alignment

Course Learning

Objectives

Service Learning Activities

Course Assessments

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With consideration to constructive alignment of your students’ learning, develop TWO appropriate learning outcomes for your reflection assignment.EXAMPLE

CourseLearningOutcomes

Demonstrateprof.attitudes&skills:

Reflection AssignmentLearningObjective

(know.,skills,attitudes)

ReflectionAssessment

EvaluationCriteria

Applystakeholderanalysistechniques

Describeandcritiqueyourcomfortlevelintermsofyourroleasacivilengineering

studentattendingastakeholderengagementevent

Connectsinsights relatingtopersonalexperiencesandthoughts,andpersonal

knowledgeofstakeholderengagement

Practicepersonalreflection Reflectonyourlearningexperiencesandhowtheyrelate(or not)toyour

professionaldevelopment

Demonstrates sincereengagementincriticalself-

reflection