Service Learning

Creating Campus Clients to "Make It Real"

Submitted by James Heinrich on

Applying course content to real world experience so students understand why they are learning an applicable skill. Although using desktop publishing programs such as Adobe InDesign is a critical skill expected in many graphic design occupations, few students understand what desktop publishing is or how important it is. I wanted my EMCC students to experience the "scratch and sniff" effects of producing and publishing print products. So, when I first taught Adobe InDesign in Fall 2016, I arranged for my students to create print products for the Career and Transfer Center.

The Positive Effects of Service Learning on Students' Emotional Intelligence

Submitted by Jill Santy on

One of my goals in implementing service learning into the CPD150 "Strategies For College Success" curriculum was to enhance students’ academic success by collaborating with a local agency partner. The feedback provided using both a pre- and post-assessment provided measurable insight into the mutual benefits for both students and the agencies they served. Finally, the biggest take-away was the measurement of how transferable the CPD 150 skills that I taught were to the actual service learning.

Integrating Service Learning With EMCC's Learning Philosophy

Submitted by Jill Santy on

I piloted service learning into my three CPD 150 classes (“Strategies for College Success”) Fall 2016 with hopes of integrating authentic educational experiences with real life applications by meeting the needs of both students and volunteer agencies in our community. I worked closely with Landis Elliott in establishing an innovative way to bring service learning into the CPD curriculum while fulfilling EMCC’s “Learning College” philosophy. By adding service learning to the CPD learning objectives, students were able to apply in-class learning (communication skill

ACE Service Learning Day- I AM Human

Submitted by Yvette Morales-Moller on

The Outreach Team facilitated a Service Learning project which included students participating in EMCC's ACE Program. The project utilized materials from I Am Human: Campaign to End Derogatory Language. 100 students watched the I Am Human Video, completed assessments, exhibited critical thinking through group dicussions, and coalesed the event by using kind words to create tokens of gratitude. Please see attachments for assemsent results and detailed report of the Service Learning event.

Best Practices for Online course with Required Service Learning

Submitted by Alison England on

What and how do you approach an online course with a required Service Learning component? SWU 291 online, with a 40 hour Service Learning requirement will pilot in Spring 2017. Some of the approaches to ensure fluid communication and support to students include a weekly small group peer support discussion forum, weekly check ins with the instructor, and a journal assignment related to the Service Learning. In addition, a complete timeline and procedure page and Service Learning Module will help guide the students through this process.

The Revitalization of Service Learning at EMCC

Submitted by Rachel Holmes on

 In 2015/16 EMCC hired a staff member and faculty member to create and manage the Service Learning program. Beginning in 2015/16 there were new initiatives to promote SL on campus: workshops, multiple presentations (i.e.Day-of-Learning), in-class presentations and one-on-one faculty meetings in order to increase faculty and student participation.

Field Experience Experience!

Submitted by Peter Turner on

All EDU courses require a Field Experience (where students go into a local K-12 classroom, under the tutelage of a certified teacher). Taking students through the process to ensure their success is always a challenge, since there are a variety of factors beyond our control (Fingerprint Clearance Card acquisition - FPC -, school placement, etc.). EDU teachers have incorporated a variety of documents and strategies to help achieve a higher success rate (see attachments).

Coherent Writing for ESL Students

Submitted by Adriana White on

My ESL students have been challenged to produce clear and coherent writing on a particular topic, even when the topic is on their own preferred choice. I came up with the idea of using a visual, a graphic organizer, and work step by step toward producing good writing. Dissecting and discussing the paragraph structure, looking closer into each of its parts helped my students understand the purpose of writing – how each part (beginning, body, and ending) contributes to producing cohesive and clear writing.

EED210 - Creative and Cognitive Play Lesson Plan

Submitted by Lisa Buccigrosse on

Assement: Early Childhood Education Lesson Plan on Creative and Cognitive Play incorproating components from all 6 Modules of the course. I want students to include and apply the following components within their lesson plan: ​1) Early Childhood Standards; 2) creative activities; 3) safetey considerations; 4) types of play; 5) creative art; 6) creative music and movement; and 7) materials and manipulatives using one of the provided lesson plan templates.

Improvement in the classroom learning through voice threads and classroom activities (Nursing 152)

Submitted by Romanie Brooks-Dillon on

This assessment is to help with the concerns of the students overall learning objectives, test scores, application in the nursing clinical setting, and critical thinking knowledge. We attacked the problem by doing a classroom assessment of all 29 students. The outcome of the assessment showed that learning and testing was on a roller coaster ride. So we became innovated and created voice threads with power points to be done at home, and the classroom became the s environment for active learning.

The Value of Authentic Learning Experiences in Building Confidence and Teaching Skills

Submitted by Rachel Holmes on

The EDU students at EMCC strive to become future preK-12th grade teachers.  I strive to prepare my students for the reality of teaching by teaching the students to lesson plan, to provide effective instruction,  and in maintaining strong classroom management.   For the past 3 years, my students have learned the foundational skills in each area through in-class lesson plan writing and teaching their lessons to peers.  While this is valuable practice,  it is not the same as actually teaching children.   In or

ASL Expression Videos in Online SLG 102

Submitted by display_name_fallback on

Unit 7: Describing people's appearance and their actions.  I posted my video and picture.  I narrated based on the picture - about two men riding on a motorbike approaching two unsuspecting women near a shopping area.  I describe their appearances/clothing as shown on the picture, then I describe their actions.  A man at the back of the motorbike suddenly grabbed a purse and they ran away.  After students watch my ASL narration, they are expected to find a different picture that show at least two people with their action.

The "Learning" in Service Learning

Submitted by Roselyn Turner on

Honors students in my Communication courses are required to propose and complete a Service Learning project. Documentation of Cognitive & Affective learning achievement and Critical Thinking skills are to be formally evidenced in a presentation. To promote deeper learning and thinking throughout the semester as the students engage in their projects, I expounded the Project Proposal to include their expected learning outcomes and thinking processes.  Throughout the semester students referred to their proposa

Service Learning Reflections & Social, Civic, Global Responsibility (SCGR)

Submitted by Roselyn Turner on

Student reflection is an integral aspect of effective Service Learning practices and should demonstrate both Academic and Affective learning. In the past I used student-self-directed reflection, with minimal guidance or structure. In order to better assess SCGR proficiency, I (1) provided the students the rubrics for this ability, (2) reviewed them carefully, and (3) required adherence to the criteria in the presentation of Informative Speeches, adding the SCGR criteria to the evaluation instrument as part of the content grade.