to discuss service learning community engaged learning internships or cooperative learning in the community Friday 15 June 912pm 905 Kerry Shepherd University of Otago Theorising Community based learning ID: 442342
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Slide1
Symposium to discuss service learning, community engaged learning, internships or cooperative learning in the community
Friday 15 June 9-12pmSlide2
9.05— Kerry Shepherd, University of Otago. Theorising Community based learning 9.30
— Eric
Pawson
, University of Canterbury
Research
focused community learning
9.50—
Sonja Gallagher
, AUT University
Ten years of Cooperative Learning
10.10—
Grant Duncan
, Massey University.
The promise of service learning
10.20—
Jessica Johnston
, University of Canterbury
Should
community groups pay interns.
10.30—
Sara
Kindon
, Victoria University.
Who Benefits From Community Learning
10.40—
Trudy
Geoghegan
, PhD candidate (Chemistry)
Why students benefit from community outreach
10.50 —
Rachel Spronken-Smith
, University of Otago,
Discussant
11.10
—Martin Tolich-
-Questions, Agendas, NetworksSlide3
Theorising community-based learning
Or how might community-engagement be supporting learning in areas that more conventional university teaching does not?
Kerry Shephard, HEDC, University of OtagoSlide4
One example to work with: your challenge, should you choose to accept it, is to produce business graduates with social responsibility
Developing countries often have huge economic disparity
Universities educate business graduates who may choose to profit from this or to change it
Business graduates from the best universities get to choose which job they accept
Will they accept the well-paid job that may not promote social responsibility or the less well-paid job that might?
What can universities do to tip the balance and is it their role to attempt to do so? Slide5
Do universities want to ‘tip the balance?’ Are they critic and conscience of society or just part of the economic and cultural machinery?
What areas are we most interested in?
Sustainability and environmental education
citizen education
ethical business
patient-centred medicine (just
one example of the development of professional values)
and more
What is the role of higher education in these areas? … an on-going and contested field (Fish, 2008;
Butin
, 2008)Slide6
If universities do want to change the ways that the world works, how might they go about it?
Some educational theories and models
Service learning and community engagement in practice
Assessment, evaluation and researchSlide7
Some educational theories and models
S
elf efficacy and social cognitive theory (emphasises
i
ndividuals
’ perceptions of their own
capability and how these can change; Bandura, 1992)
Scholarship of discovery, integration and application (developing an inclusive view on the human condition; Boyer, 1990)
Citizen education (civic and political elements and social/moral responsibilities; University of Southampton, 2008).
Cultural competences and critical incidences (e.g. to overcome unconscious bias; extensive literature in psychology)
Transformational learning and critical thinking (emphasising assumptions that underpin understanding; Mezirow, 1991)
More….Slide8
Service learning and community engagement in practice
How will the University of #### educate socially responsible business graduates?
Work with real problems (e.g. each student to adopt a real family enterprise unit, with the aim of taking them above the poverty line)
Include reflection in all learning and assessment activities
Evaluate programme to include social responsibility elements
Evaluate the impacts of these interventions on the community
Work hard to develop and maintain community linkages and trust
How context-dependent is the ethics of service learning? Slide9
What are the critical elements?
Development of trust between university and community
Developing a campus culture of social responsibility
Mentoring of academic staff to achieve results
Funding community partnerships
Keeping track of student competenciesSlide10
Assessment, evaluation and research
Formative assessment: indicators of social responsibility
Summative assessment: challenging!
Cohort evaluation: measurement instruments based on free choice and anonymity
Institutional civic engagement (Land 2001; Boland 2011)Slide11
ReferencesBoland J A (2011
): Positioning Civic Engagement on the
Higher Education
Landscape: Insights from a civically engaged pedagogy,
Tertiary Education
and
Management
, 17:2, 101-115
Bandura A (1992), “Social cognitive theory”, in
Vasta
, R. (Ed.), Six Theories of Child Development, JAI, Greenwich, CT, pp. 1-60.
Boyer E (1990), Scholarship Reconsidered: Priorities of the Professoriate, Carnegie Foundation for the Advancement of Teaching, Stanford, CA.
Butin
D W (2008) Saving the University on His Own Time: Stanley Fish, Service-Learning, and Knowledge Legitimation in the Academy
Michigan Journal of Community Service Learning
Fall 2008, pp.62-69
Fish S (2008)
Save the World on Your Own Time
New York, NY: Oxford University Press.
Mezirow J (1991).
Transformative Dimensions of Adult Learning
. San Francisco, CA:
Jossey
-Bass.
University of Southampton (2008)
Teaching citizenship in higher education
http://www.southampton.ac.uk/citizened/Slide12
Final draft city plan, 2011the 10’s are ‘neighbourhood hubs’
2
3
1Slide13
1 Chester St East What defined the
neighbourhood
before the earthquake?
How does this differ to what exists now?
How does the
neighbourhood
fit with the draft Plan?
W
hat lessons can be learned about creating or maintaining ‘inner city living’ in Christchurch?
What processes should be established to best create efficient and effective outcomes for CCC an Chester East Residents’ Association?Slide14
2 Peterborough VillageHow viable are the options for post-earthquake recovery in Peterborough Village?
What opportunities exist for stream restoration and its facilitation?
What are the options for foundation rebuilding?
What different types of land-share agreements exist and what are the residents’ perspectives on these?Slide15
3 Victoria Street
How do stakeholders view the place of Victoria Street post-earthquake? What initiatives do they
favour
for the rebuild?
How can Victoria Street develop a distinct identity within the central city?
What can be learned from a combination of international best practice and themes from the ‘creative cities’ concept?Slide16
George Kuh’s ‘high impact’ educational practices
first-year seminars and experiences
common intellectual experiences
learning communities
writing-intensive courses*
collaborative assignments and projects**
undergraduate research**
diversity/global learning*
service learning, community-based learning**
internships
capstone courses and
projects*Slide17
TEN YEARS OF COOPERATIVE EDUCATION
Keryn
McDermott,
Sonja Gallagher
and Melody Cooper
A History of the Cooperative Education
Bachelor of Arts Applied
Programme at AUT UniversitySlide18
What is it?
Cooperative education programmes delivered by eleven Schools at AUT University
The focus of this history is the paper in the Schools of Social Sciences and Languages
It is a 30-credit, year long core paper final year of a BA (Capstone)
Workshops: career planning, job seeking skills, business ethics, reflective practice and writing occurs prior to students self-selecting a workplace.
Learning agreements inform 150 hour placements: oral presentation and portfolio reflecting on the experience.Slide19Slide20
Outline of development Slide21
Examples of Placements in the Social Sciences IterationSlide22
Sponsor Feedback A research project designed to enhance the programme and the relationship with work based supervisors.
McDermott, K. (2008). Addressing the weak link: enhancing support for the sponsors of student placements in cooperative education.
Asia Pacific Journal of Cooperative Education, 9
(1), 91-111.
Phase 1: survey of work based supervisors
Phase 2: interviewsSlide23
Findings of Research ProjectReasons for choosing to supervise a student on their placement?
Injection of fresh ideas, enthusiasm
Another pair of hands
Enhancement of diversity of the workforce
To forge links with industry and the community
Effective and economical recruitment techniqueSlide24
What aspects of coop have been most rewarding? - opportunity to network and connect with the community
- the student’s development and growth in confidence
- Impressed by the quality of the students’ contributions.
Suggestions for improvement?
- more communication between School of Social Sciences and the workplace;
- introduce an orientation programme for sponsors to clarify purpose and processesSlide25
STUDENT FEEDBACK
We continue to conduct reviews of the coop paper by getting student feedback..Slide26
HOW HAVE WE RESPONDED TO THIS FEEDBACK?Provide copies of Andy Martin & Helen Hughes series of pamphlets: “
How to make the most of work integrated learning”
Students given the option of submitting paper or
eportfolios
Reduced number of workshops by condensing content and delivering more material on-line
Substituted some workshops with voluntary drop-in sessions with coordinators
Trialled an annotated bibliography as an alternative assessment
Reduced required analysis of achieving four learning outcomes and two key experiences
Developed an alternative delivery plan of three one semester iterations to replace the full year paper Slide27
Nurturing the relationship with industry partners
November 2011
“Celebrating Excellence & Success”. Gathering of work based supervisors, academic supervisors and students. Awarded a ‘supervisor of the year’.
March 2012
Previous work based supervisors invited to an event: “The Changing Face of Auckland”Slide28
E-Portfolios
Students required to write a 10,000 word reflective portfolio documenting their reflections and learning experiences. Paper-based portfolio demanding, time consuming and considered outdated. Did not reflect the needs of contemporary workplaces.
E-portfolios more dynamic and flexible and less ‘teacher centred’ and more ‘student directed’.
It is described as
“a digital handbag which uses digital tools to document, store and organise information” (Stefani, Mason & Pegler, 2007, p.9).
McDermott, K., & Gallagher, S. (2011). Integration of
eportfolios
into cooperative education: lessons learnt.
Asia-Pacific Journal of Cooperative Education, 12(2), 95-101
Slide29
E-portfolios using the Mahara software introduced in 2009Training opportunities well attended and the video tutorials were popular.
Results of informal surveys: Languages students more positive, prior experience of electronic learning. 24 out of 27 students used
maharasoftware
to submit their portfolios. Social Science students indicated that the software was complicated and hard copies were easier. No e-portfolios submitted by Social Sciences students in 2010, 50% submitted in 2011.Slide30
COMMUNITY OF PRACTICE
The following organisations informed the development of our coop programme:
- NZ Association for Cooperative Education (NZACE)
- Asia Pacific Journal of Cooperative Education
- AKO
Aotearoa
- Australian Collaborative Education Network
AUT is hosting the next NZACE Conference 21-23 April, 2013 at the
Manukau
Campus at AUT University. The theme will be Strategic Directions.
Please note that the following presentation will focus on a placement at World Vision by Melody Cooper who completed a double major in International Studies and
Conflict Resolution last year.
Acknowledgement: Ali Gale for her support in the development of this presentation.