Group 3: Challenges and Opportunities

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Group 3: Motivation and Buy-In (students, department/colleagues, community)

Bill Locke, Renee Faatz, Jennifer Houghton, Rhonda Spidell

student buy-in:

  • debates on local issues
  • role playing (assigned a task in a complex issue) - they may be assigned to a task they don't agree with, but must research and stay in the part.
  • service learning can be optional (2 different grade distributions they can choose) - the tests are weighted less. To address the debate: "is it service if it is required?"
  • blogging as a way to keep them participating and motivated
  • how do you balance the student goals (how is science relevant, how does it work, not necessarily content driven for non-science majors) with department goals (making sure there is a normal distribution of grades)

departmental/course design:

  • less is more - content can be found in many places
  • 1st exposure, 2nd familiarization, 3rd competance, 4th mastery - in introductory courses they are only getting to exposure
  • peer review (in class for an exercise)
  • is there a reference (paper) for the benefits of including service INSTEAD of adding content? - to be able to present to department chairs etc.
  • if you are doing something cool in service learning that get some press/exposure on campus or off - this may increase campus enthusiasm for SL in general
  • if there are communications courses being offered, they could be involved in spreading the word on campus and combines 2 courses.
  • small victories are worth just as much as the big end-product - celebrate them all.
Community:
  • photos count for a lot! documenting and sharing that the service was provided
  • presentation really counts - if your work is great but is presented poorly then you won't get credit that is deserved
  • photos can be used to document time series of change on the project

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