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« Service Learning Workshop Discussions
Where do you need help
I will also follow up with another question - is there anything we can help with before you are all turned loose for the weekend? We want to make sure you have everything you need by the end of the day today.
On Monday morning we'll be having small group sessions about specific challenges where we can identify the challenges and brainstorm for solutions.
Prior to Monday at 11:00 Central time, post here to describe challenges you've faced or challenges you anticipate. This could be on a small, individual scale or a more overarching challenge.
1577:4891Share edittextuser=24 post_id=4891 initial_post_id=0 thread_id=1577
Student buy-in without a clear demand.
Uneven student group selection (it works sometimes!)
Students doubt their own capabilities.
Students who follow examples too closely.
Team internal frictions and imbalances.
Student fear of the research unknowns.
Students not following explicit instructions (image size, image format, citation, poster format...)!
Personal constraints in compiling products into a finished poster. (NOTE: I would have the class do it but some topics are covered late in the course and the time constraints of producing a product for public viewing are bad enough!)
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1577:5065Share edittextuser=426 post_id=5065 initial_post_id=0 thread_id=1577
Because I've started the semester already I will probably try the latter this semester, but I would like to modify in future. In my case, I do not think the extra time commitment, creativity, extra trouble-shooting on the fly that SL requires will be taken into consideration (or valued) when I am evaluated unless I try and document students' reactions after taking the course.
I also wish I could have taken Dave's wonderful advise about taking it slow and adding SL activities in steps - the system at Rhodes required all or nothing.
1577:5087Share edittextuser=3299 post_id=5087 initial_post_id=0 thread_id=1577
Buy in - a project in lieu of a final seems a good reward as is the chance to display their work at the end (give each team member several invitations to a final showing and encourage them to hand them out to their friends,parents, etc.) I am not familiar with Geoscape, but would their analysis help hikers, climbers, mountain bikers, or walkers? Maybe one of these groups (campus or community) could be a community partner and that would heighten interest.
Uneven groups --- have each student write a brief proposal about why they want to do a SL project. Ask them to talk about some geology and use their responses to even up the groups.
Student doubts and fear -- Succeeding at the early steps of the course or the early steps of the SL project will help their confidence. Engineer this.
Following examples too closely --- Help. any ideas out there?
Internal friction --- Try building community in the classroom and the lab(?) with introductions, team work on the main book learning, etc. (1) Get your students to line up based on how far their home is from Bozeman (be a drill sergeant on this or the lining up will go on forever), assuming 60 students have them count off 1-30 twice. Pair ones, two etc. If their are an odd number of students, one pair is comprised of 3. Ask them to introduce each other to the class. Name, Hometown. An interesting fact. Say it loudly as you are hard of hearing. (2) Before an exam write on poster paper 10 possible exam questions. Break into 10 teams of six (maybe SL teams?) and align them with a poster. Each team spends five minutes answering the first questions. Then they rotate to the next poster, read what is written and add thoughts. Do this two or three more times, then have them return to their original posters. They either report out immediately or work on it over a day or so and report back next class. Talking seriously about classwork with unfamiliar classmates will break down barriers between studnets who only know each other slightly.
While students are working on projects it is good to have a road check midway. Maybe just asking every person to email you and answer the question"What worries do you have about successfully completing your project?" will garner answers that tip you off to friction. There are no perfect answers on what todo then, but sitting down with a troubled group and working with them on the project for awhile is the first step. Anybody have experiences on how to proceed here?
Not following instructions -- review a draft of the final product. Or have students share drafts with your specific instructions as the main focus. This latter approach will work well if you and your students have built a safe learning community.
Personal constraints --- In a SL course you have to drop some content, labs, with the hope that your students achieve your/their learning goals through project work. Dropping some items is the way that you create space in your day and their day to tackle the project adequately.
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The Center for Community Partnerships here is sponsoring an evaluation workshop a week from Monday. I was poking around today and found this resource from a 2008, NSF workshop. The focus is "informal science," but in many respects the SL component makes at least that part of the course informal. It's 117 pages so I've only skimmed parts of it and don't think I'll print it out, but I'm hoping it will be a useful resource, so I'm passing it along.
1577:5101Share edittextuser=2702 post_id=5101 initial_post_id=0 thread_id=1577
Thanks for your help.
1577:5134Share edittextuser=3344 post_id=5134 initial_post_id=0 thread_id=1577
The Put Some Blue in Your Green School is the primary SL project and is taking more time that I anticipated to complete. I hope to be able to go back after the discussion and update the Rainwater Harvesting SL which is a subcomponent in our program design.
1577:5135Share edittextuser=3344 post_id=5135 initial_post_id=0 thread_id=1577
Enter the file a title, browse for the file on your computer and "open", and give a brief description. Then hit UPLOAD. Wait a few seconds and a pink box will display that gives the file a unique SERC identifier number. Then, on your page use this command: [file XXXXX 'Scoring Rubric'] and put the file where appropriate on your ActivityScheet.
This way folks can simply download your rubric if they want to either use it or modify it for their own use.
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Hope this helps.
1577:5141Share edittextuser=369 post_id=5141 initial_post_id=0 thread_id=1577
I really love this project! Is it feasible to try having the students "consult" other organizations in the community that want to build something similar? It could just be a component of it - the cultural aspect of the garden design or the sustainability component of implementation. They could hold "how-to" seminars for other organizations (would that work for your age group?) Or does your garden need regular maintenance or upgrades that can be done each year and connected to a re-dedication activity or ceremony to maintain the cultural connection? Or maybe you can have an indoor component with a greenhouse to grow the seedlings that will be transplanted to the garden each year by the new class (if you are using groundcovers maybe) - then each class has something to add to the garden?
1577:5142Share edittextuser=3299 post_id=5142 initial_post_id=0 thread_id=1577
I didn't see your request when I made the group assignments, sorry. But if you want feedback on more than 1 activity, then you and Bridget need to be in 2 different groups.
1577:5158Share edittextuser=24 post_id=5158 initial_post_id=0 thread_id=1577
You can also post your rubric as an image. See
Monica or I can set this up for you.
1577:5159Share edittextuser=24 post_id=5159 initial_post_id=0 thread_id=1577
They don't have much science background to draw on. Most of them are not in the lab (since lab is optional). It is hard to send them into a school to do a lesson since they have very little interest and background in science. Water sampling doesn't fit into the class very well. If they haven't taken lab, they won't know how to do sediment analysis.
Nearby Stone Mountain Park wants our students to do projects out there, but it is hard to come up with something to do with someone in their first month or two of a science class. Picking up trash, maintaining trails, and these sorts of things don't require much science background, but there is not a lot of learning that will be going on there either.
The idea that worked well the one time we did it, is to have them lead field trips with high school students, but it has to have constant supervision, and we don't have that much demand from high schools for such trips. So I am looking for some other ideas.
What could one do in a park? Inventorying trees might be an idea, but it is not geology. Rock ID is good, but it is almost all granite. No big surprises, and we can't stop and teach field mapping in GEOL 101. Water sampling might be an idea. We would need to know whether we could have students do this without direct supervision. Maybe they could be trained by Adopt-A-Stream.
Someone at Stn Mtn wanted students to do stream mapping, but we have not trained our students in this sort of field work. I am not sure how we would do this. With GPS?? GIS?? This requires some skill.
Anyway, I am looking for some ideas that we could do. Suggestions?
1577:5173Share edittextuser=1197 post_id=5173 initial_post_id=0 thread_id=1577
Students could stand atop the mtn and take bearings to features they see and try to idnetify them.
Maybe the long range project is a guide to the"geology" around SM. The guide could be used by high schools or by your studnets when they work with HS students? Every Georgia Perimeter class adds to the guide.
Sorry to be so disjointed, but I hope amidst this data dump there is a useful idea.
1577:5288Share edittextuser=369 post_id=5288 initial_post_id=0 thread_id=1577
I don't have her old rubric for that so I'm not sure how far she went with it.
1577:5320Share edittextuser=3299 post_id=5320 initial_post_id=0 thread_id=1577
At a moderately similar place in Texas (Enchanted Rock - granite batholith precambian I think) there were actually places where one could see variations. some Places had very large phenocrysts, in other places, the feldspars had weathered out leaving qtz crystls in place. There were dykes with crystalization rims. Maybe you could ask students to explore an area and determine if they see differences. Even my Saudi students found differences in the Jurassic dolostones that were thinnly bedded.
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