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Charissa Eaton
Oswald Shanalingigwa
          Jay Palmer
 Apply  learning styles to increase student
  learning
 Utilize engaged pedagogy (service learning)
  as a classroom strategy to support student
  skill development and critical thinking.
 Use “community of practice” as a
  framework for classroom culture.
 Previous  definitions of intelligence were
  limited to aspects that focused on success in
  school
 These definitions were empirically based
 Gardner (1983) took a different direction in
  examining a broader scope to define
  intelligence including abilities related to the
  arts
 He is explicit that his work does not follow
  the line of preexisting psychometric
  instruments
 Linguistic
 Logical-Mathematical
 Spatial
 Bodily Kinesthetic
 Musical
 Interpersonal
 Intrapersonal
 Naturalist (Gardner, 1999)
 Sensitivityto the sounds, rhythms, and
  meanings of words; sensitivity to the
  different functions of language
 Learning
     Think: in words
     Love: reading, writing, telling stories, playing
      word games
     Need: books, writing tools, discussion, debate,
      stories
 Teaching    Preparation
     How can I use written or spoken word?
 Sensitivity to, and capacity to discern,
  logical or numerical patterns; ability to
  reason well.
 Learning
     Think: in reasoning
     Love: experimenting, questioning, figuring out
      logical puzzles, calculating
     Need: materials to experiment and manipulate
 Teaching    Preparation
     How can I bring in numbers, classifications, or
      critical thinking skills?
 The ability to perceive the visual-spatial
  world accurately and to perform
  transformations on these perceptions.
 Learning
     Think in images and pictures
     Love: designing, drawing, visualizing, doodling
     Need: art, videos, power points, puzzles,
      illustrations
 Teaching     Preparation
     How can I use visual aides, visualization, color, or
      art?
 Abilitiesto control one’s body movements
  and handle objects skillfully.
 Learning
     Think: through somatic sensations
     Love: building, touching, gesturing
     Need: role play, movement, tactile experiences,
      hands on learning
 Teaching    Preparation
     How can I involve the whole body or hands on
      experiences?
 The capacity to perceive, discriminate,
  transform, and express musical forms.
 Learning
    Think: via rhythms and melodies
    Love: singing, humming, tapping feet/hands,
     listening
    Need: music playing, connecting content to song
 Teaching   Preparation
    How can I bring in music or sounds, or set key
     points in a rhythmic or melody framework?
 Capacitiesto discern and respond
  appropriately to the moods, temperaments,
  motivations, and desires of other people.
 Learning
    Think: by bouncing ideas off of other people
    Love: leading, organizing, relating, mediating,
     partying
    Need: friends, group games, community events,
     social gatherings
 Teaching   Preparation
    How can I engage students in peer sharing,
     cooperative learning, or large-group simulation?
 Access to one’s own feelings and the ability to
  discriminate among them and draw upon them to
  guide behavior; knowledge of one’s own
  strengths, weaknesses, desires, and
  intelligences.
 Learning
       Think: in relation to their needs, feelings, and goals
       Love: setting goals, dreaming, planning, reflecting
       Need: time alone, self-paced projects, choices
   Teaching Preparation
       How can I evoke personal feelings or memories or give
        students choices?
 Expertise in recognition and classification of the
  numerous species (flora and fauna) of an
  individual’s environment including natural
  phenomena.
 Learning
     Think: through nature and natural forms
     Love: working with animals, gardening, investigating
      nature, caring for the planet
     Need: access to nature, opportunities for interacting
      with animals and nature
   Teaching Preparation
       How can I incorporate living things, natural
        phenomena, or ecological awareness?
 Armstrong    (2000) developed the inventory
  based on Gardner’s work
 It is not a test…rather an inventory designed
  to help learners connect to information
 Not evaluated for reliability and validity
   High
       Interpersonal
           219 out of 846 responses* (26%)
       Bodily-Kinesthetic
           200 out of 846 responses* (24%)
   Low
       Logical-Mathematical
           246 out of 819 responses* (30%)
       Naturalistic
           187 out of 819 responses* (23%)

        * This is based on number of responses versus number of
         students as some students reported more than one high
                                                       category.
1. Identify as a professional social worker and conduct myself
   accordingly.
2. Apply social work ethical principles to guide professional practice.
3. Apply critical thinking to inform and communicate professional
   judgments.
4. Engage diversity and difference in practice.
5. Advance human rights and social and economic justice.
6. Engage in research-informed practice and practice-informed
   research.
7. Apply knowledge of human behavior and the social environment.
8. Engage in policy practice to advance social and economic well-being
   and to deliver effective social work services.
9. Respond to the ever changing organizational, community, and societal
   contexts by using knowledge and skill to respond proactively.
10. Conduct the engagement process with clients.
11. Conduct assessments of clients.
12. Conduct interventions with clients.
13. Conduct evaluations of client progress.
Paired Differences                                                                                  t    df    Sig. (2-tailed)

                   Mean                 Std. Deviation   Std. Error Mean   95% Confidence Interval of the Difference

                                                                           Lower              Upper

PreQ1 - PostQ1     -1.13208             1.09610          .10646            -1.34317           -.92098             -10.634   105        .000

PreQ2 - PostQ2     -.79048              1.00666          .09824            -.98529            -.59566             -8.046    104        .000

PreQ3 - PostQ3     -.61682              1.05191          .10169            -.81844            -.41521             -6.066    106        .000

PreQ4 - PostQ4     -.68224              .99620           .09631            -.87318            -.49131             -7.084    106        .000

PreQ5 - PostQ5     -.79439              1.03467          .10002            -.99270            -.59608             -7.942    106        .000

PreQ6 - PostQ6     -1.16822             1.18549          .11461            -1.39544           -.94101             -10.193   106        .000

PreQ7 - PostQ7     -.78505              1.09051          .10542            -.99406            -.57603             -7.447    106        .000

PreQ8 - PostQ8     -1.22642             1.04456          .10146            -1.42758           -1.02525            -12.088   105        .000

PreQ9 - PostQ9     -1.12264             1.08411          .10530            -1.33143           -.91386             -10.662   105        .000

PreQ10 - PostQ10   -1.07619             4.20781          .41064            -1.89051           -.26188             -2.621    104        .010

PreQ11 - PostQ11   -1.52381             1.30159          .12702            -1.77570           -1.27192            -11.996   104        .000

PreQ12 - PostQ12   -1.50962             1.32192          .12963            -1.76670           -1.25253            -11.646   103        .000

PreQ13 - PostQ13   -1.43269             1.23669          .12127            -1.67320           -1.19219            -11.814   103        .000
   “Professional SW and conduct myself accordingly: I take this very
    seriously. I do feel that the ORC visits allowed me to improve
    professionalism. Conduct assessments: I definitely feel that I
    have improved due to the ORC visits. I experienced 3 different
    visits in which I had to have a conversation (assess) with workers.
    This required me to be flexible and open-minded when asking
    particular question, e.g. open vs. closed-ended. “

   “Diversity-just being able to work with a group of people who are
    not the same as me. Engagement- I feel a lot more comfortable
    talking to clients I do not know. “

   “Throughout this past semester at ORC I feel my evaluation and
    assessment skills have really progressed. Through talking with our
    ORC clients I have really felt like I have grown in these areas.
    ORC provided great life like interviewing situations that I feel will
    translate into a social work career. “
   “Engagements and Assessment- I think that I am still
    developing skills to be interactive and engage with the
    client population, out of my own fear of, or more feeling
    unprepared to effectively help others. I think initially
    visiting the ORC was a huge step out of my comfort zone,
    however with practically being forced to go to the ORC
    definitely helped guide me in the right direction.”

   “Applying social work ethical practices. I feel as if I have a
    lot to learn about ethical practices. Critical thinking, I feel
    as if I have to practice those social work skills more in
    setting like ORC. It is a good start for me!”

   “I am a little worried about all the ethical obligations
    social workers must incorporate in the field. Luckily, I feel
    that I will learn as I go and as long as I keep an open mind
    that I’ll be fine. ”
 In an exhaustive review of the social work
  literature on using service learning, Lemieux
  and Allen (2007) found that that there was a
  poor conceptualization of service learning
  within the discipline.
 Service learning is not:
     Volunteer work
     Internships (parctica)
 We use Bringle and Hatcher’s (1996)
 definition of service learning:
    We view service learning as credit bearing
     educational experience in which students
     participate in an organized service activity, that
     meets identified community needs and reflect on
     the service activity in such a way as to gain
     further understanding of the course content a
     broader appreciation of the discipline and an
     enhanced sense of service responsibility (p. 222).
 Service
        learning places equal emphasis on
 three outcomes:
     Student learning
    Service to the community
    The development of mutually respectful
     relationships between students and the
     communities in which they are engaged
               (Lemieux and Allen, 2007)
 Servicelearning has the potential to address
 several faculty concerns:
    Lack of interest in macro social work courses
     such as policy, community and organizational
     practice, and research.
    Students tolerate rather than integrate content
     into practice.
    Access to diverse populations.
                     (Sather, Weitz,& Carlson, 2007)
 Benefits   student learning
    Critical thinking
    Problem solving
    Academic learning
    Personal and moral development
    leadership
    Social responsibility
    cultural understanding
     commitment to service
     satisfaction with college
    Increased feeling of competence
                 (Lemieux and Allen, 2007)
 Social   Work Practice with Individuals:
    Community education project
 Social   Work Practice with Communities:
    Various projects
 Social   Work Research:
    Various community projects
 Social   Work Policy Analysis:
    Election judge project
 Multicultural   Issues:
    Refugee resettlement project
Use learningstyles&communitiesofpracticeinclassroom.winona
 Multicultural Issues (SOCW 355) and
  Community Organizing (SOCW 415) classes
  represent an intentional and strategic
  partnership between WSU and Community
  Partners. Through collaborative initiatives,
  the two classes provide opportunities for
  students to bridge their own learning and
  living experiences.
 The classes promote students participation in
  forms of active learning that extend beyond
  the traditional classroom.
 The course introduces students to a life-long
  learning process in the development of cultural
  competent social work practice
 Multicultural Issues class has been devoted to
  engaged-learning strategy in which all of the
  class objectives are learned by working on
  projects with Catholic Charities Refuges
  Resettlement Program
 Students put classroom skills and knowledge into
  practice while serving refugees and the
  community.
 The educational skill is to combine civic
  involvement with academic coursework in a way
  that benefits both the students and
  refugee/community
 Student are well informed about the course and
  partnership with Catholic Charities Refugee
  Resettlement Program.
 (a) A speaker from Catholic Charities attends and
  participates in our first and second class
 (b) Students participate into two events
  organized by Catholic Charities for raising
  awareness
 (c) Students participates in two literacy classes
  with refugees
 (d) Students participate in other activities e.g
  assisting refugees to attend appointments,
  applying for jobs, finding resources and during
  the citizen day etc.
 Students  are challenged to create, complete
  and present a creative service learning
  project. A service learning project should
  reflect significant on-site community
  involvement intentionally linked to the
  course content.
 The service is for the purpose of community
  engagement, learning and experience is
  mutually beneficial to community partners
  and students.
 “We   as a group brain stormed different ideas and then
finally came up with the idea of a garage sale. The idea of
a garage sale was perfect because it not only included the
community but gave us an opportunity to educate the
school and community about Catholic Charities Refugee
Resettlement Program.”
 “Educating the community and the school as a whole
was one of the most important things that Catholic
Charities wanted us to do. This whole experience was
challenging, moving and inspirational. I knew that we could
hold this garage sale and educate people at the same time, but
this was a huge success because we did raise over $800.”
Providing Services:
“My group was in charge of the garage sale held at
RCTC on Friday, April 23. Overall, I think this was a
great project. We were successful in creating
awareness in our community, raising money for the
program, and donating the leftover merchandise to
the Salvation Army.”
 Welcome   Baskets: “By being assigned this project not
 only did I learn things regarding a population that I
 really didn’t know that much about, I was also able to
 give to others through this project. I feel that giving to
 others our time and resources makes us grow as a
 person. I chose to do the welcome baskets because I
 liked the idea of welcoming others into our community
 especially those who have already suffered harshly, the
 idea of bringing a little comfort to others was appealing
 to me. I can only imagine what things would be like if
 all members of society practiced random acts of
 kindness on a regular basis.”
   “THE GARAGE SALE”! “I had a great opportunity to grow and
work together to make this even huge. We had advertised and
collected donations from anyone who would listen to this story of
need. I have to say, this education was equally as important to
those who attended the event as it was for us. We had learned
already that there was a need and we committed ourselves to work
as hard as we could to help this need. However, more importantly,
we were able to educate and open people’s eyes to a community of
refugees. Most people have a hard time understanding that
immigrants are not all illegal. I myself was able to advocate for a
change in thinking and better understanding. To me, that was the
greatest gift.”
   This class is organized in a way that engaged-learning provides an
    arena where students work in a professional capacity with
    community organizations, their peers and the instructor of the
    course.
   Through the course, students in groups of five to seven are
    challenged to identify a community need and a community partner
    to address the need
   The students are actively involved with a community partner and
    the community involved with students.
   Through community –engaged learning (experiential learning)
    students are able to integrate hands-on practice and thoughtful
    reflections. Through active engagement with local communities,
    we try to build an increasingly inclusive and supportive community
    at WSU
   Student benefit by getting experience and academic credits, while
    the community benefits in form of services, materials and money.
 Neighborhood Watch: The neighborhood of First
  Avenue North-East in Rochester, Minnesota -
  partnership with Rochester Police & NE community
 Beyond the Yellow Ribbon is a comprehensive program
  that creates awareness for the purpose of connecting
  Service members and their families with community
  support
 Helping families and individuals in need – partnership with
  the Salvation Army
 Domestic violence. Women’s shelter – partnership with the
  Transition House
 Environmental : Reuse to Reduce & Hammond
  Community Clean-Up Projects
 Homelessness – partnership with Salvation Army
 “Communities  of practice are groups of
 people who share a concern or a passion for
 something they do and learn how to do it
 better as they interact regularly.”
                 (Wenger, 1998, p.4)
 Domain:      Content to be learned
     Course content or course objectives
 Community:      People involved
     Students, instructor, and service learning
      partners
 Practice:    Specific activities
     Classroom exercises, discussion, course
      assignments, community projects
   The community needs the flexibility to evolve in
    it’s interests
       Willingness to re-negotiate course objectives,
        assignments, schedule etc.
   Opportunities for open dialog within and with
    outside perspectives
     Interaction among class members
     Interaction with community partners
   Focus on the value of the community –
       Create opportunities for students to explicitly discuss
        the value and productivity of class and projects
             (Wenger, McDermott, & Snyder, 2002)
 Consist   of both public and private community
 spaces.
    Public spaces are where all group members can
     interact.
    Private spaces are where small groups of people
     interact


                  (Wenger, McDermott, & Snyder, 2002)
 Combine    familiarity and excitement –
    Students should receive the expected learning as
     part of the course and have opportunities to
     shape their learning experience together.

           (Wenger, McDermott, & Snyder, 2002)
 Explain what a community of practice is and the
  benefits of using it in the classroom (sell it
  upfront).
 Ask students what they want to learn and hold
  them accountable for learning it.
 Model the behaviors you want them to use.
 Provide class time for reflection, analysis.
 Be willing to lead and be willing to follow.
   Learning from multiple points of view
       “Using a community of practice model offers a variety of
        people to learn from, instead of just the instructor.
        Students are able to use each other’s experiences and
        knowledge to strengthen our own knowledge base.”
   Learning from modeling
       “Communities of practice allow us to watch the
        different styles and techniques of our peers and learn
        from those observations.”
   Keeping students engaged
       “In a community of practice model, all students have
        something to offer the learning environment, which
        makes for a more active and engaged classroom
        setting.”
 In   groups based on your strongest MI
     Choose a learning objective (either from a
      current course or create one)
     Create an engaged learning activity for the
      learning objective utilizing your group’s MI
     How can you incorporate “Community of
      Practice” into this engaged learning activity?

  The groups will report on their activity.
 Write down two things that you learned from
 this session that you will take back with you
 to your classrooms?
 Armstrong’s  learning styles to help us adopt
  our teaching to student learning preferences.
 CoP to create a classroom/learning culture
  where students are engaged in the content.
 Service learning projects to make the course
  content tangible and come alive.
   Armstrong, T. (2000). Multiple intelligences in the classroom. (2nd
           ed.). Alexandria, VA: ASCD.
   Bringle, R.G., & Hatcher, J. A. (1996). Implementing service learning
           in higher education. Journal of Higher Education, 67, 221-
    239.
   Gardner, H. (1993). Frames of mind: The theory of multiple
           intelligence. (2nd ed.). New York, NY: BasicBooks.
   Lemieux, C., M., and Allen, P., D. (2007). Service learning in social
           work education: The state of knowledge, pedagogical
           practicalities and practice conundrums. Journal of Social Work
           Education, 43(2), 309-325.
   Sather, P., Weitz, B., Carlson, P. (2007). Engaging students in macro
           issues through community based learning: The policy,
           practice and research sequence. Journal of Teaching in Social
           Work. 27(3/4), 62-79.
   Wenger, E. (1998) Communities of practice: Learning, meaning, and
           identity. New York: Cambridge University Press.
   Wenger, E., McDermott, R., & Snyder, W. (2002). Cultivating
           communities of practice: A guide to managing knowledge.
           Cambridge, MA: Harvard Business        School Press.

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Use learningstyles&communitiesofpracticeinclassroom.winona

  • 2.  Apply learning styles to increase student learning  Utilize engaged pedagogy (service learning) as a classroom strategy to support student skill development and critical thinking.  Use “community of practice” as a framework for classroom culture.
  • 3.  Previous definitions of intelligence were limited to aspects that focused on success in school  These definitions were empirically based  Gardner (1983) took a different direction in examining a broader scope to define intelligence including abilities related to the arts  He is explicit that his work does not follow the line of preexisting psychometric instruments
  • 4.  Linguistic  Logical-Mathematical  Spatial  Bodily Kinesthetic  Musical  Interpersonal  Intrapersonal  Naturalist (Gardner, 1999)
  • 5.  Sensitivityto the sounds, rhythms, and meanings of words; sensitivity to the different functions of language  Learning  Think: in words  Love: reading, writing, telling stories, playing word games  Need: books, writing tools, discussion, debate, stories  Teaching Preparation  How can I use written or spoken word?
  • 6.  Sensitivity to, and capacity to discern, logical or numerical patterns; ability to reason well.  Learning  Think: in reasoning  Love: experimenting, questioning, figuring out logical puzzles, calculating  Need: materials to experiment and manipulate  Teaching Preparation  How can I bring in numbers, classifications, or critical thinking skills?
  • 7.  The ability to perceive the visual-spatial world accurately and to perform transformations on these perceptions.  Learning  Think in images and pictures  Love: designing, drawing, visualizing, doodling  Need: art, videos, power points, puzzles, illustrations  Teaching Preparation  How can I use visual aides, visualization, color, or art?
  • 8.  Abilitiesto control one’s body movements and handle objects skillfully.  Learning  Think: through somatic sensations  Love: building, touching, gesturing  Need: role play, movement, tactile experiences, hands on learning  Teaching Preparation  How can I involve the whole body or hands on experiences?
  • 9.  The capacity to perceive, discriminate, transform, and express musical forms.  Learning  Think: via rhythms and melodies  Love: singing, humming, tapping feet/hands, listening  Need: music playing, connecting content to song  Teaching Preparation  How can I bring in music or sounds, or set key points in a rhythmic or melody framework?
  • 10.  Capacitiesto discern and respond appropriately to the moods, temperaments, motivations, and desires of other people.  Learning  Think: by bouncing ideas off of other people  Love: leading, organizing, relating, mediating, partying  Need: friends, group games, community events, social gatherings  Teaching Preparation  How can I engage students in peer sharing, cooperative learning, or large-group simulation?
  • 11.  Access to one’s own feelings and the ability to discriminate among them and draw upon them to guide behavior; knowledge of one’s own strengths, weaknesses, desires, and intelligences.  Learning  Think: in relation to their needs, feelings, and goals  Love: setting goals, dreaming, planning, reflecting  Need: time alone, self-paced projects, choices  Teaching Preparation  How can I evoke personal feelings or memories or give students choices?
  • 12.  Expertise in recognition and classification of the numerous species (flora and fauna) of an individual’s environment including natural phenomena.  Learning  Think: through nature and natural forms  Love: working with animals, gardening, investigating nature, caring for the planet  Need: access to nature, opportunities for interacting with animals and nature  Teaching Preparation  How can I incorporate living things, natural phenomena, or ecological awareness?
  • 13.  Armstrong (2000) developed the inventory based on Gardner’s work  It is not a test…rather an inventory designed to help learners connect to information  Not evaluated for reliability and validity
  • 14. High  Interpersonal  219 out of 846 responses* (26%)  Bodily-Kinesthetic  200 out of 846 responses* (24%)  Low  Logical-Mathematical  246 out of 819 responses* (30%)  Naturalistic  187 out of 819 responses* (23%) * This is based on number of responses versus number of students as some students reported more than one high category.
  • 15. 1. Identify as a professional social worker and conduct myself accordingly. 2. Apply social work ethical principles to guide professional practice. 3. Apply critical thinking to inform and communicate professional judgments. 4. Engage diversity and difference in practice. 5. Advance human rights and social and economic justice. 6. Engage in research-informed practice and practice-informed research. 7. Apply knowledge of human behavior and the social environment. 8. Engage in policy practice to advance social and economic well-being and to deliver effective social work services. 9. Respond to the ever changing organizational, community, and societal contexts by using knowledge and skill to respond proactively. 10. Conduct the engagement process with clients. 11. Conduct assessments of clients. 12. Conduct interventions with clients. 13. Conduct evaluations of client progress.
  • 16. Paired Differences t df Sig. (2-tailed) Mean Std. Deviation Std. Error Mean 95% Confidence Interval of the Difference Lower Upper PreQ1 - PostQ1 -1.13208 1.09610 .10646 -1.34317 -.92098 -10.634 105 .000 PreQ2 - PostQ2 -.79048 1.00666 .09824 -.98529 -.59566 -8.046 104 .000 PreQ3 - PostQ3 -.61682 1.05191 .10169 -.81844 -.41521 -6.066 106 .000 PreQ4 - PostQ4 -.68224 .99620 .09631 -.87318 -.49131 -7.084 106 .000 PreQ5 - PostQ5 -.79439 1.03467 .10002 -.99270 -.59608 -7.942 106 .000 PreQ6 - PostQ6 -1.16822 1.18549 .11461 -1.39544 -.94101 -10.193 106 .000 PreQ7 - PostQ7 -.78505 1.09051 .10542 -.99406 -.57603 -7.447 106 .000 PreQ8 - PostQ8 -1.22642 1.04456 .10146 -1.42758 -1.02525 -12.088 105 .000 PreQ9 - PostQ9 -1.12264 1.08411 .10530 -1.33143 -.91386 -10.662 105 .000 PreQ10 - PostQ10 -1.07619 4.20781 .41064 -1.89051 -.26188 -2.621 104 .010 PreQ11 - PostQ11 -1.52381 1.30159 .12702 -1.77570 -1.27192 -11.996 104 .000 PreQ12 - PostQ12 -1.50962 1.32192 .12963 -1.76670 -1.25253 -11.646 103 .000 PreQ13 - PostQ13 -1.43269 1.23669 .12127 -1.67320 -1.19219 -11.814 103 .000
  • 17. “Professional SW and conduct myself accordingly: I take this very seriously. I do feel that the ORC visits allowed me to improve professionalism. Conduct assessments: I definitely feel that I have improved due to the ORC visits. I experienced 3 different visits in which I had to have a conversation (assess) with workers. This required me to be flexible and open-minded when asking particular question, e.g. open vs. closed-ended. “  “Diversity-just being able to work with a group of people who are not the same as me. Engagement- I feel a lot more comfortable talking to clients I do not know. “  “Throughout this past semester at ORC I feel my evaluation and assessment skills have really progressed. Through talking with our ORC clients I have really felt like I have grown in these areas. ORC provided great life like interviewing situations that I feel will translate into a social work career. “
  • 18. “Engagements and Assessment- I think that I am still developing skills to be interactive and engage with the client population, out of my own fear of, or more feeling unprepared to effectively help others. I think initially visiting the ORC was a huge step out of my comfort zone, however with practically being forced to go to the ORC definitely helped guide me in the right direction.”  “Applying social work ethical practices. I feel as if I have a lot to learn about ethical practices. Critical thinking, I feel as if I have to practice those social work skills more in setting like ORC. It is a good start for me!”  “I am a little worried about all the ethical obligations social workers must incorporate in the field. Luckily, I feel that I will learn as I go and as long as I keep an open mind that I’ll be fine. ”
  • 19.  In an exhaustive review of the social work literature on using service learning, Lemieux and Allen (2007) found that that there was a poor conceptualization of service learning within the discipline.  Service learning is not:  Volunteer work  Internships (parctica)
  • 20.  We use Bringle and Hatcher’s (1996) definition of service learning:  We view service learning as credit bearing educational experience in which students participate in an organized service activity, that meets identified community needs and reflect on the service activity in such a way as to gain further understanding of the course content a broader appreciation of the discipline and an enhanced sense of service responsibility (p. 222).
  • 21.  Service learning places equal emphasis on three outcomes:  Student learning  Service to the community  The development of mutually respectful relationships between students and the communities in which they are engaged (Lemieux and Allen, 2007)
  • 22.  Servicelearning has the potential to address several faculty concerns:  Lack of interest in macro social work courses such as policy, community and organizational practice, and research.  Students tolerate rather than integrate content into practice.  Access to diverse populations. (Sather, Weitz,& Carlson, 2007)
  • 23.  Benefits student learning  Critical thinking  Problem solving  Academic learning  Personal and moral development  leadership  Social responsibility  cultural understanding  commitment to service  satisfaction with college  Increased feeling of competence (Lemieux and Allen, 2007)
  • 24.  Social Work Practice with Individuals:  Community education project  Social Work Practice with Communities:  Various projects  Social Work Research:  Various community projects  Social Work Policy Analysis:  Election judge project  Multicultural Issues:  Refugee resettlement project
  • 26.  Multicultural Issues (SOCW 355) and Community Organizing (SOCW 415) classes represent an intentional and strategic partnership between WSU and Community Partners. Through collaborative initiatives, the two classes provide opportunities for students to bridge their own learning and living experiences.  The classes promote students participation in forms of active learning that extend beyond the traditional classroom.
  • 27.  The course introduces students to a life-long learning process in the development of cultural competent social work practice  Multicultural Issues class has been devoted to engaged-learning strategy in which all of the class objectives are learned by working on projects with Catholic Charities Refuges Resettlement Program  Students put classroom skills and knowledge into practice while serving refugees and the community.  The educational skill is to combine civic involvement with academic coursework in a way that benefits both the students and refugee/community
  • 28.  Student are well informed about the course and partnership with Catholic Charities Refugee Resettlement Program.  (a) A speaker from Catholic Charities attends and participates in our first and second class  (b) Students participate into two events organized by Catholic Charities for raising awareness  (c) Students participates in two literacy classes with refugees  (d) Students participate in other activities e.g assisting refugees to attend appointments, applying for jobs, finding resources and during the citizen day etc.
  • 29.  Students are challenged to create, complete and present a creative service learning project. A service learning project should reflect significant on-site community involvement intentionally linked to the course content.  The service is for the purpose of community engagement, learning and experience is mutually beneficial to community partners and students.
  • 30.  “We as a group brain stormed different ideas and then finally came up with the idea of a garage sale. The idea of a garage sale was perfect because it not only included the community but gave us an opportunity to educate the school and community about Catholic Charities Refugee Resettlement Program.”  “Educating the community and the school as a whole was one of the most important things that Catholic Charities wanted us to do. This whole experience was challenging, moving and inspirational. I knew that we could hold this garage sale and educate people at the same time, but this was a huge success because we did raise over $800.”
  • 31. Providing Services: “My group was in charge of the garage sale held at RCTC on Friday, April 23. Overall, I think this was a great project. We were successful in creating awareness in our community, raising money for the program, and donating the leftover merchandise to the Salvation Army.”
  • 32.  Welcome Baskets: “By being assigned this project not only did I learn things regarding a population that I really didn’t know that much about, I was also able to give to others through this project. I feel that giving to others our time and resources makes us grow as a person. I chose to do the welcome baskets because I liked the idea of welcoming others into our community especially those who have already suffered harshly, the idea of bringing a little comfort to others was appealing to me. I can only imagine what things would be like if all members of society practiced random acts of kindness on a regular basis.”
  • 33. “THE GARAGE SALE”! “I had a great opportunity to grow and work together to make this even huge. We had advertised and collected donations from anyone who would listen to this story of need. I have to say, this education was equally as important to those who attended the event as it was for us. We had learned already that there was a need and we committed ourselves to work as hard as we could to help this need. However, more importantly, we were able to educate and open people’s eyes to a community of refugees. Most people have a hard time understanding that immigrants are not all illegal. I myself was able to advocate for a change in thinking and better understanding. To me, that was the greatest gift.”
  • 34. This class is organized in a way that engaged-learning provides an arena where students work in a professional capacity with community organizations, their peers and the instructor of the course.  Through the course, students in groups of five to seven are challenged to identify a community need and a community partner to address the need  The students are actively involved with a community partner and the community involved with students.  Through community –engaged learning (experiential learning) students are able to integrate hands-on practice and thoughtful reflections. Through active engagement with local communities, we try to build an increasingly inclusive and supportive community at WSU  Student benefit by getting experience and academic credits, while the community benefits in form of services, materials and money.
  • 35.  Neighborhood Watch: The neighborhood of First Avenue North-East in Rochester, Minnesota - partnership with Rochester Police & NE community  Beyond the Yellow Ribbon is a comprehensive program that creates awareness for the purpose of connecting Service members and their families with community support  Helping families and individuals in need – partnership with the Salvation Army  Domestic violence. Women’s shelter – partnership with the Transition House  Environmental : Reuse to Reduce & Hammond Community Clean-Up Projects  Homelessness – partnership with Salvation Army
  • 36.  “Communities of practice are groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly.” (Wenger, 1998, p.4)
  • 37.  Domain: Content to be learned  Course content or course objectives  Community: People involved  Students, instructor, and service learning partners  Practice: Specific activities  Classroom exercises, discussion, course assignments, community projects
  • 38. The community needs the flexibility to evolve in it’s interests  Willingness to re-negotiate course objectives, assignments, schedule etc.  Opportunities for open dialog within and with outside perspectives  Interaction among class members  Interaction with community partners  Focus on the value of the community –  Create opportunities for students to explicitly discuss the value and productivity of class and projects (Wenger, McDermott, & Snyder, 2002)
  • 39.  Consist of both public and private community spaces.  Public spaces are where all group members can interact.  Private spaces are where small groups of people interact (Wenger, McDermott, & Snyder, 2002)
  • 40.  Combine familiarity and excitement –  Students should receive the expected learning as part of the course and have opportunities to shape their learning experience together. (Wenger, McDermott, & Snyder, 2002)
  • 41.  Explain what a community of practice is and the benefits of using it in the classroom (sell it upfront).  Ask students what they want to learn and hold them accountable for learning it.  Model the behaviors you want them to use.  Provide class time for reflection, analysis.  Be willing to lead and be willing to follow.
  • 42. Learning from multiple points of view  “Using a community of practice model offers a variety of people to learn from, instead of just the instructor. Students are able to use each other’s experiences and knowledge to strengthen our own knowledge base.”  Learning from modeling  “Communities of practice allow us to watch the different styles and techniques of our peers and learn from those observations.”  Keeping students engaged  “In a community of practice model, all students have something to offer the learning environment, which makes for a more active and engaged classroom setting.”
  • 43.  In groups based on your strongest MI  Choose a learning objective (either from a current course or create one)  Create an engaged learning activity for the learning objective utilizing your group’s MI  How can you incorporate “Community of Practice” into this engaged learning activity? The groups will report on their activity.
  • 44.  Write down two things that you learned from this session that you will take back with you to your classrooms?
  • 45.  Armstrong’s learning styles to help us adopt our teaching to student learning preferences.  CoP to create a classroom/learning culture where students are engaged in the content.  Service learning projects to make the course content tangible and come alive.
  • 46. Armstrong, T. (2000). Multiple intelligences in the classroom. (2nd ed.). Alexandria, VA: ASCD.  Bringle, R.G., & Hatcher, J. A. (1996). Implementing service learning in higher education. Journal of Higher Education, 67, 221- 239.  Gardner, H. (1993). Frames of mind: The theory of multiple intelligence. (2nd ed.). New York, NY: BasicBooks.  Lemieux, C., M., and Allen, P., D. (2007). Service learning in social work education: The state of knowledge, pedagogical practicalities and practice conundrums. Journal of Social Work Education, 43(2), 309-325.  Sather, P., Weitz, B., Carlson, P. (2007). Engaging students in macro issues through community based learning: The policy, practice and research sequence. Journal of Teaching in Social Work. 27(3/4), 62-79.  Wenger, E. (1998) Communities of practice: Learning, meaning, and identity. New York: Cambridge University Press.  Wenger, E., McDermott, R., & Snyder, W. (2002). Cultivating communities of practice: A guide to managing knowledge. Cambridge, MA: Harvard Business School Press.