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Service Learning

The purpose of this course is to provide educators with an understanding of service learning (the guiding principles of service learning activities), and how to implement, monitor, and evaluate effective service learning projects. Participants will learn to design and initiate service learning projects at the K-12 level. This course will examine the past and current practices of service learning in educational settings. Participants will discover how service learning has become associated with schools and will also study the history of service learning in America and the varied and diverse activities providing service learning opportunities. Finally, participants will learn how to connect service learning activities to their state curriculum objectives and learning standards. The goal of this course is to motivate teachers and students to view participating in service activities as necessary for enhancing learning and character development in the school environment.

Carlow University ED 667 • Madonna University EDU 5830.31 • Notre Dame College ED 628 F • The College of Saint Rose EDT 667

The required text for this course is Where's the Learning in Service Learning? by Janet Eyler. 978-0-470-90746-7

Graduate participants earn 3 semester hours of graduate credit and will receive a transcript from one of our partner institutions below. Professional development participants will receive a certificate of completion for 45 hours of professional developments credit for face-to-face classes and 60 hours of professional development credit for online classes.

Credit awarded by

Carlow
University

Credit awarded by

College of
Saint Rose

Professional
Development

Course Schedule

10/8/19 - 1/14/20
12/10/19 - 3/10/20
2/11/20 - 5/12/20
4/14/20 - 7/14/20
6/9/20 - 9/8/20
8/11/20 - 11/10/20
10/13/20 - 1/12/21
12/8/20 - 3/9/21

Textbook List FAQs

Outline
Objectives
Grading
Important Information
Student Academic Integrity

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Outline

Introduction: Service Learning

Contents:

Member introductions
Participants Make Agreements for Class Norms/Expectations
Course Modules, resources and requirements
Personal Reflection and Experience with service, learning and service learning

Session 1: Defining and Understanding the Concept of Service Learning

Contents:

Establish a working definition of service learning
Explore a historical timeline of Service Learning Initiatives
Review Models of Service Learning
Summary Assignment

Session 2: Exploring the Impact of Service Learning on Affective Learning

Contents:

Provide Definition of Affective Learning
Review Parts of Brain Functioning and Development
Develop an understanding of why performing service makes you feel good
Analyze how service learning supports the acquisition of basic human needs
Match examples of service learning to levels in Maslow’s Hierarchy of Human Needs
Summary Assignment

Session 3: Exploring the Impact of Service Learning on Cognitive Learning

Contents:

Provide definition of Cognitive Learning
Develop an understanding of how service learning supports cognitive learning
Evaluate how service learning supports meta-cognition
Synthesize cognitive theories that support service learning
Summary Assignment

Session 4: Explore and Evaluate the Goals of Service Learning Projects

Contents:

Identify the Goals of Service Learning Projects
Link Character Education principles to service learning
Develop individual guidelines for school projects
Explore activities that achieve the goals and guidelines for projects
Review Evaluation Methods used in service learning
Summary Assignment

Session 5: Designing Relevant Service Learning Projects

Contents:

Review of national/state/local service learning projects/foundations
Explore, discuss and evaluate individual/classroom/school-wide service learning projects
Design and link goals, activities and evaluation for a service project to present in Module Ten
Conduct a collaborative group review prior to project implementation
Learn how to link resources
Summary Assignment

Session 6: Matching the Curriculum to Service Learning Projects

Contents:

Review State Standards
Match service learning project goals to curriculum goals and standards
Create interdisciplinary curriculum web for service learning project
Summary Assignment

Session 7: Review of Literature and Audio/Visual Resources for Student-Led Projects

Contents:

Define bibliotherapy
Review of children's literature related to service learning
Develop bibliography of service learning projects, books and materials for classroom use
Explore websites for service learning projects
Summary Assignment

Session 8: Explore Opportunities for Service Learning Project Grants

Contents:

Review of local, state, national and international grants for projects
Review of recent research on service learning projects for “best practices”
Summary Assignment

Session 9: The Down Side of Service

Contents:

Dealing with confidentiality
Over-stimulation/Depression caused by service
Negative Consequences
Criminal Mischief in Service Activities
Assessing Student Readiness for Projects
Setting realistic but lofty expectations
Summary Assignment

Session 10: Final Projects and Final Exam

Contents:

Review of major course concepts
Final project presentations
Final exam
Course evaluations

Objectives

Compose a definition of service learning.
Differentiate service learning from service learning projects.
Explore and examine a historical timeline of service learning Initiatives.
Develop a service learning/service projects timeline.
Review models and effective principals of service learning.
Discuss parts of brain functioning and development.
Develop an understanding of why performing service activities makes you feel good.
Justify how service learning supports the acquisition of basic human needs.
Find examples of service learning that relate to the various levels of Maslow’s Hierarchy of Human Needs.
Construct a reflective questionnaire assessing the value of service learning.
Compose a definition of cognitive learning.
Develop an understanding of how service learning supports cognitive Learning.
Evaluate how service learning supports metacognition.
Synthesize cognitive theories that support service learning.
Design Goals for Service Learning Projects.
Discuss Character Education principles involved in service learning.
Propose individual guidelines for school projects.
Design activities that achieve the goals and follow the guidelines for projects.
Rate evaluation methods used in service learning.
Rate national/state/local service learning projects and foundations.
Explore, discuss, and evaluate individual/classroom/school-wide service learning projects.

Design and link goals, activities, and evaluation for a service project to present in Module Ten.
Conduct a collaborative group review prior to project implementation.
Develop a plan for how resources will be utilized and linked.
Assess state standards.
Reconcile service learning project goals with curriculum goals and standards.
Create interdisciplinary curriculum web graphic organizer for service learning project.
Discuss bibliotherapy.
Determine how children’s literature is related to service learning.
Develop a bibliography of service learning projects, books, and materials for classroom use.
Explore websites for service learning projects.
Explore local, state, national, and international grants for projects.
Recommend research on service learning projects for “best practices.”
Determine ways of dealing with confidentiality.
Predict over-stimulation/depression that may be caused by service.
Imagine possible negative consequences.
Recognize criminal mischief in service activities.
Assess student readiness for projects.
Create lofty, but realistic, expectations for service learning projects.
Summarize the major course concepts.
Present a final project and demonstrate personal commitment.

Grading

Our Partners are well-established regionally and nationally accredited colleges and universities, recognized for academic excellence and their commitment to teachers.

Important Information

Online 3-graduate credit courses are 13 weeks in length.

On-site weekend courses are held Friday evening from 6:00pm-9:00pm and Saturday/Sunday, 8:30am-5:30pm.

Weekday courses are Monday-Friday from 8:00am- 6:00pm.

It is the responsibility of the student to check with their state, county, district, or school to ensure that all requirements are being met by the course you're taking.

Check the Partner Universities page for specific university information as well as course numbers which are specific to the university partner.

Students are required to purchase their own textbook, the information for which can be found here. If no book is required it will be specified on the list. We have copies of many of the textbooks should you wish to purchase directly from TEI.

Professional development (PD) participants receive a certificate of completion from TEI for 45 hours of PD credit for face to face classes and 60 hours of PD credit for online classes. These certificates are mailed within one week of the end of the class and reflect the course title, dates of attendance, and credit hour information.

Student Academic Integrity

Participants guarantee that all academic class work is original. Any academic dishonesty or plagiarism (to take ideas, writings, etc. from another and offer them as one's own), is a violation of student academic behavior standards as outlined by our partnering colleges and universities and is subject to academic disciplinary action.