Professional Documents
Culture Documents
in the Service
Learning
Program Offi ce
at Marquette
University
Group Leader: Meghan Coletta
Group Members: Meghan Coletta, Lauren Jones, Emely
Medina-Rodrguez, & Samantha Ng
Loyola University Chicago
TABLE OF CONTENTS
Introduction.....................................................................................................................2
Session 1: What is my Type?........................................................................................4
Session 2: Learning the Art of Guestology................................................................6
Session 3: Becoming an Ally.........................................................................................8
Session 4: Serving and Learning: the basics...........................................................10
Session 5: Critical Reflection......................................................................................12
Session 6: Privilege & Oppression............................................................................14
Session 7: Role Play & Facilitation............................................................................16
Session 8: The Kaleidoscope......................................................................................18
Session 9: Critical Education for Social Justice.......................................................20
Session 10: The Service-Learning Student Manfiesto & Express........................22
Final Thoughts..............................................................................................................24
Appendix A.....................................................................................................................25
APPENDIX B.......................................................................................................................27
APPENDIX C.......................................................................................................................28
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INTRODUCTION
Situational Factors:
Student workers are diverse in terms of race and faith but the minority gender is male.
Student workers are highly involved on campus and leaders in other organizations.
However this does create scheduling issues and the student workers are very busy.
Student workers have majors across disciplines and are required to maintain a 3.0 grade
point average.
All of the student workers have participated in service learning before.
Student workers do not have a strong understanding social justice and are nervous about
facilitating reflection sessions.
Student workers are apprehensive about their professional and administrative skills when
working with faculty and community partners.
Learning Goals:
Learning goals were selected for each activity in order to create a strong design for each section.
Our goals for the overall program were to:
Create an enhanced professional development curriculum related to service-learning for
undergraduate students working in the program.
Integrate the eight course topics throughout the 10 sessions in a creative and engaging
manner.
Scaffold the themes by switching between professional development & social justice.
Built-up the difficulty of topics, starting with knowledge about the self and moving to
civic concerns.
Create an ongoing reflection alternating journal entries throughout the sessions and
creating a final group statement from the students shared ideas throughout the sessions.
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Attheendofeachsession,studentworkerswillcompleteafiveminutefreewrite
reflectionintheirjournal.StudentswillbegivenaphysicaljournalinSession1thatthey
willkeepforthe10sessions.
TheServiceLearningStudentManifesto:thiswillbeacumulativeassessmentinwhich
studentswillprovideafinalstatementinwhichtheydebriefontheirgrowthfromthe10
sessionsandtheirtimefromtheServiceLearningOffice.Studentworkerswillneedto
referencetheirjournalentriesandmayquotethemselvesormakeinsightfulcomments
abouttheirwork.Inthelastsession,thefacilitatorwillboundtogetherallofthefinal
statementsintooneServiceLearningStudentManifestofortheofficetokeep.Thisbook
willshowcasetofuturestudentsandvisitorsoftheofficethemissionoftheService
LearningOffice.
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Orally explain and answer questions about the culminating project, The Service-Learning
Student Manifesto & pass out a physical copy of the Manifesto Guideline (see Appendix
A) (10 minutes)
End of the session written reflection (5 minutes)
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Reflection of how they will use Guestology in their current role. Give them a situation as
an example and have them reflect on how they would use Guestology to deal with that. (5
minutes)
Resources or artifacts needed for lesson plan (e.g., links, etc.)
Use to broaden instructors understanding of Guestology in order to effectively explain to
students how to employ it in their current roles:
http://www.fastcompany.com/3005566/taking-direction-disneys-customer-care-philosophy
Connection to Integrated Course Design (ICD) Model
The ability to understand and apply the Guestology model will be key for students in order to be
effective in their role within the service-learning program. Being good at customer service is a
skill that they can use with every population that they interact with. It also allows them to reflect
on what each population really needs which is necessary for them to understand. A key
situational factor that influenced this session was that students were not skilled in professional
and administrative tasks. Learning about customer service and how to apply it to any population
that they work with will allow the student workers to overcome their nervousness.
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Now each group is going to present their definition to the group. Select one person to
present. Each group will have one minute. Who wants to go first?
If no one wants to go first, select group 1 to begin.
Note: be sure to encourage each group and compliment them on their definition. Creating
definitions is tough; make sure to recognize that theyre working hard!
Assessment activity: (5 minutes)
Student will receive a blank paper and write down two open ended question before the learning
activity.
1. What does being a gender equality ally mean to you?
2. In which ways do you become a gender equality ally?
Budget required (if any)
Markers- Sharpie Markers set of 8 @ $5.48 X2, Total= $11.96
Flip Chart Paper- $26.99
Total: $38.95
Resources or artifacts needed for lesson plan (e.g., links, etc.)
n/a
Connection to Integrated Course Design (ICD) Model
This course will allow students to see themselves as agents of change, it will allow them to
reflect on gender equality and allyhood. Students will explore the concept of allyhood as a source
of solidarity towards gender equality. Students will reflect on their own values related to gender
equality and their commitment with social change. This session will integrate the ideas of caring
and with social justice, and human dimension, and will integrate a journal entry reflection where
student will be able to assess their learning regarding gender equality. This activity is meant for
students to develop their LGBTQ competency when working with other students and community
partners.
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1. https://static1.squarespace.com/static/51a00182e4b00ebfe3c66f62/t/522646b5e4b0113ab
7ec287a/1378240181707/What+is+Critical+Reflection.pdf
2. https://static1.squarespace.com/static/51a00182e4b00ebfe3c66f62/t/522645f4e4b00963d
1eed76f/1378239988414/10+Tips+for+Designing+Critical+Reflection.pdf
Connection to Integrated Course Design (ICD) Model
This whole session is important not only for what the students do in their current role but also for
themselves personally. It will help them to more fully understand how effective critical reflection
can be beneficial to them and also the students involved in the reflection sessions they lead. It
will give them the tools to be able to create sessions using the DEAL model. It will allow them to
make meaning of the experiences that they will be creating the reflection sessions and what that
kind of reflection can look like when it is manifested in service-learning too.
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The activities in this session are intentionally interactive. Rather than lecturing on the various
concepts with power, students will learn firsthand what it means to be in an oppressed or
privileged group. The recycling bin and privilege walk activities are interactive and will give
students a firsthand experience in power and privilege. Students will then be able to reflect on
the activities and share with the larger group their thoughts. As a result of this session, student
workers will have a greater understanding of the privilege and oppression concepts, and be able
to articulate the ideas in the service learning setting.
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Role Play (5 minutes per person). The first person will mock facilitate a topic for the
current semester. Cohort members will decide whether to add positively or negatively to
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the dialogue. Take the next few minutes for cohort members to provide constructive
criticism for the facilitator. Repeat.
Outline of Session:
Discussion about what makes a good facilitator (10 minutes)
What makes a good workshop facilitator?
What makes a facilitator not so good?
Types of facilitation (5 minutes)
Tips for facilitation reflections (5 minutes)
Role Play (30 minutes)
End of the session written reflection (5 minutes)
o Guiding Questions: How did it feel to facilitate during the role play?
o How did it feel to give or receive feedback?
Resources or artifacts needed for lesson plan (e.g., links, etc.)
Dry erase markers (for discussion/brainstorming)
Prompts of previous or future topics
Connection to Integrated Course Design (ICD) Model
The role play activity is a form of direct active learning. The role play should replicate real-life
context as closely as possible. The role play can be as open-ended and/or as structured as needed.
As the students work to learn how to perform well, students and moderators need to provide
feedback. High quality feedback will have the characteristics of FIDeLity feedback:
Frequent: Give feedback daily, weekly, or as frequently as possible.
Immediate: Get the feedback to students as soon as possible.
Discriminating: Make clear what the difference is between poor, acceptable, and
exceptional work.
Loving: Be empathetic in the way you deliver your feedback.
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and then gender is picked out of the envelope students will need to share their
experiences and their own understanding of how those two identities intersect
with each other in the small group. Depending on the size of the groups students
can pick a second identity out of the envelope and discuss multiple times. If a
student's salient identity is the same one picked out of the envelope them for that
turn they wont speak about the interaction between those identities.
Debrief of Living at the Intersection activity (10 minutes)
5 minute free-write reflection about their understanding of intersectionality (5 minutes)
o Guiding question: Was it hard to map out your identities in the Kaleidoscope?
Which identities were easier than others and why?
o Think of a time that you realized you had an intersecting identify and what did
you learn from that experience
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Application
Assessment Activities
5 minute free-write reflection
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Learning Activities
How to create a participatory activity?:
Students will be participating in a hands-on activity where they will be creating a participatory
activity. First, students will receive a brief explanation on the participatory techniques and
problem-posing questions. Then, students will work in groups to create the activity. They must
choose a theme, objective, or intervention and they must create a question to for the discussion.
Outline of Session:
Learning activity: (30 minutes)
1. In groups of 3 to 4, students will learn how to create their own participatory activity,
first facilitators will introduce the topic and answer these three questions (15 minutes)
2. Students in groups will construct each element (theme, objective, technique, and
questions) needed for a participatory activity, each group will show their work to the rest
of the group for feedback. These can be display in the programs office for future
reference (15 minutes).
3. Elements of the construction of participatory techniques
o
ageism, etc.)
o
Objectives: (e.g. Cooperation Identify the importance of teamwork and the individual
contributions)
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Techniques:
Active elements (watching people in the bus), symbolic elements (the national
flag),audio techniques, visual techniques, role playing
**Reminder, brief discussion, and time for questions about Service-Learning Manifesto due by
the next session! (5-10 minutes)
Student workers will be able to identify the impact of their time as student workers in the
Service Learning office
Learning Activities
Canvas Painting activity
Budget required (if any)
Canvases (20 count)- 8X10 pack of 12 @ $12.36 X2: Total:. $25.72
http://www.amazon.com/Art-Supply%C2%AE-Professional-Quality-12Pack/dp/B00GZZMC00/ref=pd_sim_201_2?
ie=UTF8&dpID=41piR9UYFxL&dpSrc=sims&preST=_AC_UL160_SR160%2C160_&r
efRID=0HWTFE82N1Q1GBGY2BVX
Acrylic Paints- pack of 18 @ $18.07 X2: Total: $27.14 http://www.amazon.com/PlaidPromoabi-Barrel-Acrylic-2-Ounce/dp/B00ATJSD8I/ref=sr_1_11?s=homegarden&ie=UTF8&qid=1459023569&sr=1-11&keywords=paint+brushes
Sponge brush set- pack of 25 @ $7.99: Total: $7.99 http://www.amazon.com/Cornell-7225-Piece-Brush-Sponge/dp/B001E5XVI8/ref=sr_1_31?s=homegarden&ie=UTF8&qid=1459023756&sr=1-31&keywords=paint+brush
Brush set- pack of $25 @ $8.10: Total: $8.10 http://www.amazon.com/Loew-Cornell245B-Brush-Multi-Color/dp/B000U68YJI/ref=pd_sim_201_2?
ie=UTF8&dpID=51o3AZCS8zL&dpSrc=sims&preST=_AC_UL160_SR160%2C160_&
refRID=11HBGKN9YWTB8C341CBZ
Total: $68.95
Outline of Session:
Introduction of activity. For the final cumulative session, the final Service-Learning
Student Manifesto will be created. First, the students will be able to represent their
statement through art. They will have the opportunity to use paint and canvas to convey
their messages from their Manifesto. This will provide students a way to reflect on their
time in the Service Learning office and the sessions they have completed. (5 min)
Canvas painting activity. Students will be given a small canvas and paint. They will need
to express themselves and their growth through art. They can choose to use quotes from
their journal entries, symbols, and any other way to express themselves on canvas. Play
some relaxing music while they paintthis will give them time to truly sit with
everything they have learned from the semester (25 min)
o Some guiding questions:
How do you see yourself as a social justice leader?
How do you see yourself aligned with the Service Role-Model?
How have you developed (professionally and personally) as a result of
your position in the Service-Learning office?
Group share. Students will go around the room and give a brief explanation of their
paintings and manifest statement. (15 min)
Final conclusion & hanging paintings on wall. As a group, students hang up all their
paintings on the wall in the Service Learning office. This will serve as a reminder for
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students on all of their hard work and their learning. The facilitator will also collect
everyones manifestos and create a bound book (15 min)
Resources or artifacts needed for lesson plan (e.g., links, etc.)
n/a
Connection to Integrated Course Design (ICD) Model
For the conclusion of the series of sessions, student workers will reflect critically on their time in
the Service Learning office. Critical reflection is a key component to integrated course design,
according to Fink. Through painting and creative expression, student workers will personally
reflect on the lessons they have learned on social justice, classroom management, and leadership.
In the end of the session, students will share their painting and the canvases will be hung up on
the wall as a reminder of their hard work.
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FINAL THOUGHTS
Thank you for reviewing our curriculum module for the Service Learning Program Office
at Marquette University! We hope that you found this module interesting and useful in providing
the Service Learning student workers professional development. This group project for all of us
was challenging in various capacities, but we learned a lot about curriculum design throughout
the process. One of the first themes that emerged from our group work was the assessment
piece. Since these ten sessions were not in the formal classroom setting, we believed that it was
inappropriate to have the conventional grading process or rubrics. However, as part of Finks
model, it is necessary to have an assessment piece in a course because they help students learn
better. As a group, we discussed how we wanted to incorporate assessment in our module and
we determined that reflection journal and the Service-Learning Student Manifesto would be most
effective given the situation. The reflection journal and Manifesto would show the Service
Learning staff how the student workers learned and developed over the course of the sessions.
We also learned that in curriculum design, situational factors play a major role. The
situational factors in the Service Learning Program Office at Marquette provided us with a
unique challenge unlike any traditional classroom. The population for the student workers varied
in academic standing, experience, and background. When designing our module, we had
multiple discussions on these situational factors and how that impacted our learning activities
and assessments. We wanted to make sure that we were cognizant of the varying identities and
backgrounds the student workers. This allowed us to design sessions that would meet the student
workers at their level.
Creating multiple drafts of this professional development curriculum cemented to us that
curriculum development is a process and it will not occur overnight. It will require reworking
activities and assessments and revisiting learning outcomes to make sure they fit the criteria that
Fink outlined in the Integrated Course Design model. When crafting learning outcomes we had
re-evaluate them to make sure they were measurable, correlated to what we wanted them to learn
in the sessions, and if we had the ability to asses that learning. We had to make sure that learning
activities were effective and allowed student to obtain the important information that is in the
learning outcomes. We had to be conscious of the time restrictions that the length of the sessions
created. It meant we had to find learning activities that were concise and allowed rich learning
experiences.
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APPENDIX A
Manifesto Guidelines
Due Date: Session 10
The culminating assignment for the professional development sessions
for student workers in the Marquette Service Learning program will be a final
manifesto of all of the reflections that students engaged in during each
session. Each session reflection is meant to guide students to critically reflect
on what they experienced and learned during the sessions, how they
developed professionally and personally, and what they can use in the
future.
Before the last session students should take the time to look over past
reflections and consider their experiences throughout all the sessions.
Some guiding questions to consider:
What will you take away from this experience and how will you
utilize what you have learned in the future?
Make sure to include ideas from at least seven of the nine reflections.
The quotes and ideas from previous reflections should be used and reflected
upon to make meaning of the experiences after the fact. Student workers
should explain why the specific quote or idea was chosen to be included in
the final manifesto.
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Manifesto Guidelines:
Criteria
Exceeds
Expectations
Meets Expectations
Response
demonstrates a
minimal reflection
Response
demonstrates an indepth reflection on,
and personalization
Depth
of
Reflecti
on
Response demonstrates
a general reflection on,
and personalization of,
the theories, concepts,
and/or strategies
presented in the
sessions. Viewpoints and
interpretations are
supported. Appropriate
examples are provided,
as applicable.
on, and
personalization of,
the theories,
concepts, and/or
strategies
presented in the
sessions.
Viewpoints and
interpretations are
unsupported or
supported with
flawed arguments.
Examples, when
provided, as
applicable.
provided or are
irrelevant to the
assignment.
Structu
Writing is clear,
Writing is unclear
re
and/or
organized with
disorganized.
excellent
sentence/paragraph
sentence/paragraph
construction.
construction. Thoughts
Thoughts are
are expressed in a
expressed in a
grammar, or syntax
spelling, grammar, or
writing.
expressed in a
logical manner.
There are more
than five spelling,
grammar, or syntax
errors per page of
writing.
page of writing.
Response shows
strong evidence of
Evidenc
synthesis of ideas
e and
presented and
Practic
insights gained
Response shows
Response shows
evidence of synthesis of
ideas presented and
insights gained
throughout the entire
course. Future practice is
general and explained.
little evidence of
synthesis of ideas
presented and
insights gained
throughout the
entire course.
Future practice is
not evident or
discussed.
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A PPENDIX B
Reflection Journals Framework
Criteria
Exceeds
Meets
Expectations
Expectations
Expectations
Considers and
Somewhat mentions
Barely mentions
relation to current
Connections
session relates to
to Student
current position.
Worker
Indication of how
future.
hardly considers
Position
be impacted by
future.
content of session.
Sophisticated and
Adequate degree of
Simple observations
thoughtful views
Insights &
Observation
session. Evidence
and a lack of
not in depth.
reflection on
Reflection is
descriptive analysis,
learning.
deeply reflected.
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A PPENDIX C
Budget
Session 1
Session 2
Session 3
Session 4
Session 5
Session 6
Session 7
Session 8
Session 9
Session 10
$32. 00
Journals
$38.95
Markers
Flip chart paper
$24. 50
Colored Pencils
$68.95
Canvases
Paints
Paint brushes
Total = $164.40
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