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University of Southern California Dissertations and Theses

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Experiential learning curriculum supporting guided pathways in California community colleges

(USC Thesis Other)

Experiential learning curriculum supporting guided pathways in California community colleges

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Content Running head: EXPERIENTIAL LEARNING SUPPORTING GUIDED PATHWAYS 1 EXPERIENTIAL LEARNING CURRICULUM SUPPORTING GUIDED PATHWAYS IN CALIFORNIA COMMUNITY COLLEGES by Rachel L. Antrobus A Dissertation Presented to the FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION August 2018 Copyright 2018 Rachel L. Antrobus EXPERIENTIAL LEARNING CURRICULUM 2 Acknowledgements The moment has at last arrived to offer acknowledgments to those who have supported and inspired this intense phase of learning over the past several years. Taking on a curriculum design was a challenge yet the opportunity to apply my knowledge and experience to a practical course has been an exciting and compelling one. For those who have listened, reflected and otherwise been patient with my learning resulting in this dissertation, I am forever grateful. My mother, Leah Garratt must be thanked first. Leah is my consummate sounding board, cheerleader, and inspiration. Her love of teaching and sustained focus on students throughout her career continues to be a touchstone for my work. My dad never realized his goal of receiving a doctorate before his early death, but he, James R. Antrobus, is the origin of my curiosity and desire to learn. My family are my roots, and I am grateful for their grounding and love. My Bay Area community were playmates when a writing break was needed, and an inspiration when I required a reminder of why this work matters. My students, past and future, must also be acknowledged as it is their tenacity, brilliance, and vision that brought me to this work and to this topic, and continue to inspire me to be a better educator. My students, and all people, deserve a rigorous and relevant education regardless of zip code, race, ethnicity or socioeconomic status. I am committed to continue to fight for this basic human right. Thank you to the dissertation committee members and chair, Dr. Kenneth Yates, who educated and engaged me throughout this process. Lastly, to mentors, teachers and elders, thank you for nurturing and growing my heart and mind over the years. I endeavor to make you proud. Rachel L. Antrobus Oakland, CA EXPERIENTIAL LEARNING CURRICULUM 3 Table of Contents List of Tables 5 Abstract 6 Chapter One: Introduction 7 Statement of the Problem 7 Instructional Needs Assessment 12 Curriculum Description and Purpose 18 Curriculum Goals, Outcomes and Capstone Assessment 19 Chapter Two: Review of the Literature 25 The Curriculum 25 General Theoretical Approaches 25 Content 31 Approaches to the Curriculum Design 39 Chapter Three: The Learners and the Learning Context 41 Learner Profile 41 Ability 41 Prior Knowledge 44 Description of the Learning Environment 4 5 Facilitator Characteristics 46 Existing Curricula/Programs 46 Available Equipment and Technology 47 Classroom Facilities and Learning Climate 47 Chapter Four: The Curriculum 49 Overall Curriculum Goal, Outcomes, and Summative Assessment 49 Curriculum Goal 49 Curriculum Outcomes 50 Summative Assessment 50 Cognitive Task Analysis (Information Processing Analysis) 50 General Instructional Methods Approach 52 Description of Specific Learning Activities 52 Chapter Five: Implementation and Evaluation Plan 63 Implementation of the Course 63 Implementation of the Evaluation Plan 65 Curriculum Purpose, Need and Expectations 65 Evaluation Framework 66 Level 4: Results and Leading Indicators 66 Level 3: Behavior 68 Level 2: Learning 71 Level 1: Reaction 73 Evaluation Tools 74 Conclusion to the Curriculum Design 75 References 76 EXPERIENTIAL LEARNING CURRICULUM 4 Appendix A: Lesson Overview by Week and Session/Module 85 Appendix B: Scope and Sequence Chart 87 Appendix C: Evaluation Instruments 88 Appendix D: Unit Lesson Plans, Materials and Assessments 96 EXPERIENTIAL LEARNING CURRICULUM 5 List of Tables Table 5.1: Curriculum Implementation Cycle 63 Table 5.2: Indicators, Metrics, and Methods for External and Internal Outcomes 67 Table 5.3: Critical Behaviors, Metrics, Methods, and Timing for Evaluation 68 Table 5.4: Required Drivers to Support Critical Behaviors 69 Table 5.5: Evaluation of the Components of Learning for the Program 72 Table 5.6: Components to Measure Reactions to the Program 73 EXPERIENTIAL LEARNING CURRICULUM 6 Abstract Nearly half of new students who enroll California’s community colleges do not persist into their second year. Of those that remain, few reach educational goals within six years. Despite the availability of resources to support the transition into college, students are not connected, unaware or deterred from enrolling in optional courses even those that may strengthen their college or career pathway. Conventional retention approaches deviate from effective engagement practices of students least likely to persist who respond to intrusive support, embedded within a student’s program of study. The curriculum aims to increase student engagement and clarity of goals by applying experiential learning theories to college and career exploration. The service learning curriculum is explicitly designed for affected students and delivered as a 16-week, three unit transferable course within a student’s first year. The course complements California’s Guided Pathway framework and refreshes traditional career exploration approaches. As a result of the course, students will enhance their awareness of their community, develop and experiment with skills required to address social issues and apply their knowledge to a pressing community issue by implementing a service learning project. Through a real-world approach, students will increase their knowledge of individual interests and career options and be better equipped to make choices about their educational path resulting in an enhanced individual college and career plan. The course aligns with the State of California’s key performance indicators aimed to increase completion rates and close equity gaps in California community colleges. EXPERIENTIAL LEARNING CURRICULUM 7 CHAPTER ONE: INTRODUCTION Statement of the Problem Organizational Problem of Practice The majority of new students arrive at College of the East Bay (CEB) academically 1 unprepared and lacking clarity of their academic and career goals (CEB, 2015; EBCCD, 2017) yet despite the presence of several student success-oriented courses to aid in the transition into CEB, few courses are regularly offered or explicitly designed to support persistence using evidence-based approaches for affected students (CEB, 2017). College of the East Bay is an urban community college located in the San Francisco East Bay, one of four colleges within the East Bay Community College District (EBCCD) . In 2015, the College had a student population 2 of 6,640 the majority of which attend part-time (73%) with more than half (51%) citing transfer as their educational goal. Nearly 75% of the students are under 30 years of age, with most students (44%) aged between 19-24 (CEB, 2016). The College’s engaged leadership and alignment of local and state resources create optimal conditions to develop an experiential curriculum intended to improve the persistence of first time students who reach degree completion. Perhaps one of the most notable leverage opportunities to improve student success is the advent of Guided Pathways, a set of principles and evidence-based practices that intend to transform instruction, programs of study and student services (Bailey, 2015; CCCCO, 2017). The framework of Guided Pathways includes strategic College reforms to monitor student progress and encourage completion of goals including 1 College of the East Bay (CEB) is a pseudonym. 2 East Bay Community College District (EBCCD) is a pseudonym. EXPERIENTIAL LEARNING CURRICULUM 8 accelerating basic skills (math and English) instruction, clarifying programs of study and coherent pathways that allow students to explore options without adding additional units. Additionally, college access initiatives further augment College efforts and concentrate resources on new students matriculating from local feeder high schools. Comprehensively, these efforts are designed to increase the college completion and persistence offering advisement, mentoring, scholarships and enhanced instruction (East Bay Promise, 2017; CEB, 2017). There is a growing body of evidence that attributes the low persistence and completion rates of community college students to the lack of guided support and coherent academic programs of study (Bailey, Jaggers & Jenkins, 2015) which somewhat contradicts earlier research that argued academic preparedness was the primary culprit. Previous thinking pointed to low high school GPAs and math and English course placement as the significant predictor of students failing to reach college goals (Bailey, Jenkins & Leinbach, 2005). Recent evidence attributes non-academic characteristics to explain why community college student “stop out” before completing their degree; non-completers have greater involvement in employment and high loss of credits at the time of transfer to universities; the greater the loss of credits that transfer, the lower the chances of completing a B.A (Monaghan & Attewell, 2015). While prior academic preparation certainly has a role in student success, the evidence is mounting of the importance of a clear educational path and a gap in financial support. The first year of college is a precarious transition for most students yet poses particular challenges for low income, first-generation college students of color which account for the majority of students enrolled in community colleges nationwide (Acevedo -Gil & Zerquera, 2016); these students suffer from historically low persistence and completion rates at EXPERIENTIAL LEARNING CURRICULUM 9 disproportionate levels at community colleges across the country (Shapiro, Dundar, Huie, Wakhungu, Yuan, Nathan, & Hwang, 2017; Bailey et al., 2015). Nationally, 16% of all students who began their education at community colleges in 2010 completed a four-year degree within six years; 9% of African American students and 11% of Latino student completed within six years (Shapiro, Dundar, Yuan, Harrell & Wakhungu, 2014). First-year persistence rates and the number of students who attain their initial educational goal of transfer have risen incrementally at College of the East Bay over the past five years (CEB, 2016). The college appears to be positioned to continue to progress with the advent of new partnerships, resources and leadership (CEB, 2016; CCCCO, 2017). According to a recent analysis, first-year student persistence at CEB have slowly risen a percentage or two each year from 2010 to 2015 (from 46% in 2010 to 52% in 2015) but these rates are below the persistence of high performing public 4-year university and community colleges who retained new students at a rate of 60 to 81% in 2014-2015 (NCES, 2017). In addition to low fall-to-fall first-year persistence rates, few students at College of the East Bay complete a degree, certificate or transfer within six years. Despite gains in the persistence of new students, College of the East Bay continues to be jeopardy of not fulfilling its mission to serve the educational needs of its diverse community by providing comprehensive and flexible programs and resources that empower students to achieve their goals (CEB, 2016). Organizational goal. In an effort to improve course and college completion, the goal of College of the East Bay is to increase first-year fall to fall persistence of first time students to 65% by 2021 (currently CEB’s rate is 52% compared with 44% average of the four East Bay Colleges) and increase the total number of students who transfer to a CSU, UC or other 4-year EXPERIENTIAL LEARNING CURRICULUM 10 colleges or universities (194 in 2014-2015) to grow to 300 in 2021 with a higher proportion of transfer students who are African Americans or Latino. In 2015 African Americans made up 19% of CSU and 14% of UC transfers; Latino students attributed 14% of CSU and 15% of UC transfers (CEB, 2015). Evidence for the Problem of Practice As previously described, first-time CEB students persisted in 2014 (fall to fall) an average of 52%, factoring both full and part-time students. When student success data was recently disaggregated by socio-economic status, race and college preparedness the college learned that students who are not academically prepared, attend college part-time and identify as African American or Latino are at increased risk of not completing their first year or completing college within six years compared to their academically prepared, full time, Asian and white peers (CEB, 2015). According to national data, students who stop out within their first year at a community college are unlikely to return, and if they do, it will likely be years later and as a part-time student (Bailey et al., 2015). When the role of financial need and the accumulation of non transferable credits in not reaching Bachelor’s degrees is considered (Monaghan & Attewell, 2015), the College of the East Bay will need both structural and instructional interventions to close the cap for affected students. The advent of Guided Pathways offers a new platform to increase college completion at community colleges throughout California, including College of the East Bay. Importance of the Problem A recent analysis identified the students who are least likely to complete or persist at College of the East Bay found that they are low income, students of color, which makes EXPERIENTIAL LEARNING CURRICULUM 11 addressing the learning gap a critical issue of social justice and equity, as well as a fiscal one (CEB, 2015). According to recent budget analysis, CEB, similar to other colleges in EBCCD, is suffering financially from declining enrollment which has dropped 4% in the past five years (CEB, 2016). The bulk of the college’s funding is derived by formulas that primarily use student headcount enrollment that generates the full-time equivalent students (FTES) each semester; undoubtedly the College’s low retention of new students contributes to the poor fiscal conditions (EBCCD, 2015). By engaging students and within a Guided Pathways framework, resources will focus on interventions to increase persistence defined by the number new students who complete their first year and return the next term to continue towards their goals with increased clarity (CCCCO, 2017). By leveraging evidence of the student characteristics that are predictive of success, the proposed curriculum enhances the Guided Pathways framework by engaging students to develop the skills students need to persist and complete. The curriculum is designed to support students to explore their interests, gain skills to navigate real-world projects in the community and to enhance the connection students have with the college and their educational goals. The learning gap—lack of meaningful experiences to help students to connect to and clarify their goals—is a significant barrier for new students. This gap positions new students to be deemed “off track” even before the first day of class, referred to as “undecided” by colleges and at higher risk of accumulating unneeded credits. Students who are unclear about their goals are unlikely to reach transfer, degree or certificate (Bailey et al., 2015, Martin et al., 2014, Guiffrida, 2006) yet low-income students lack access to early career and college exploration and experiences available to their more affluent peers used to inform goals (Stanton-Salazar, 1997). EXPERIENTIAL LEARNING CURRICULUM 12 Instructional Needs Assessment New students enroll, register, schedule and take required assessments, complete lengthy financial aid forms and pay outstanding tuition and fees before they reach their first course at College of the East Bay. Given the investment of time and resources a student makes to be a college student before directly benefiting, one could assume that students intend to reach their stated academic goals yet the vast majority do not (CEB, 2015). Undoubtedly there are a plethora of explanations to explain why new students at College of the East Bay persist at low persistence and completion rates. The literature points most strongly to the knowledge gaps of new students including the lack of basic math and English skills, the ability to navigate challenges (both in their personal lives and on campus) and lack of concrete and realistic education and career goals that help set a clear path towards their future (Martin, Galentino & Townsend, 2014). In the literature students with vague goals are often referred as “undecided students,” with anxious or indecisive behavior (Gordon, 1981). When affected students are viewed through an equity lens, they lack equal opportunities to their explore career options through social networks that are available to their higher-income peers (Stanton-Salazar, 1997). The College has existing coursework to address some of the aforementioned learning gaps, yet the curriculum is housed in within counseling and taught by various student support professionals, who teach inconsistent content disconnected from academic instruction. Student success courses are a critical strategy to support coherent pathways, yet many students view them as ineffective (CCRC, 2013). The perception students are partially informed from instruction provided by student services faculty; the course content can lack guidance and buy-in EXPERIENTIAL LEARNING CURRICULUM 13 of non-counseling faculty, who teach the vast majority of courses, on the skills needed to be successful in their courses (Bailey et al., 2015). Additionally, current student success courses at College of the East Bay do not offer students concrete experiences to inform their goals or interests. Without skill building and exploration clustered within a pathways approach, students are left to acquire knowledge about their future goals alone and without access to new experiences, reflection or opportunity to apply their skills in the real world. According to data collected in recent focus groups of new CEB students, students were aware of some resources to help explore career choices and ideas about programs of study, but none had taken counseling courses. Although these classes could expand their knowledge, students reported that they relied on individual faculty sharing their personal experiences and requested the college develop internships or experiences to help inform their options. One-on-one meetings with counselors were not their primary source in developing an understanding of their career options but relied on counselors to help navigate the programs of study and policies of the college which they identified as challenges in reaching goals (CEB, 2018). Over the past 20 years, there has been a growing body of research on the persistence and completion of low income, first generation and students of color within higher education that focused primarily within the four-year university/college system (Longwell-Grice & Longwell-Grice, 2008; Guiffrida, 2006). More recently there has increased interest in the unique challenges of the community college system acknowledging structural differences and its propensity to educate an ever higher number of low income, first generation students of color than four-year institutions (Bailey, et al., 2015; Davidson & Wilson, 2016). From this research, EXPERIENTIAL LEARNING CURRICULUM 14 traditional college persistence theories have been interrogated and revised to be more inclusive of students of color. Existing approaches required students to separate from their community, family, culture or language (Guiffrida, 2006). If colleges intend to support students to include their off-campus identities they must become more student-centered both in programming and pedagogy to develop a sense of belonging, a critical element in persistence (Hausmann, Schofield & Woods, 2007). Analysis of local retention rates (CEB, 2017) indicate there is a critical learning gap at the College contributing to the low persistence of new students, most notably with students of color; this is a consensus held across stakeholder groups across CEB who are motivated by an economic, social justice or an academic standpoint. Smith and Ragan (2005) describe an approach to assess needs when a learning gap has been identified, and innovation is needed to address it. Four primary domains guide the examination of potential changes occurring within the organization to ascertain whether new learning goals should be added to the curriculum. The first is to analyze the nature of the innovation; the second is to determine the learning goals, the third is to assess the priority of the learning goals within the organization and lastly to begin to analyze design activities of the learning environment. The techniques used to gather College of the East Bay’s data in to complete this assessment were collected with in-person interviews with administrators and faculty, attending College planning meetings, reading related grant proposals and several recent reports required by the State. One of the central sources to informing this issue is the College’s Education Master Plan from 2015 which required the analysis of multiple datasets from the past five years and engaging a broad set of stakeholders in its creation and approval (CEB, 2015). EXPERIENTIAL LEARNING CURRICULUM 15 The nature of the innovation or change. Based on the trend data from the past five years, there appear to be minimal shifts in the composition of the new student population at College of the East Bay (CEB, 2015) instead this innovation is compelled by a growing intolerance of local and state stakeholders to maintain low outcomes for community college students. Most notable of the changes in tools, policies or organization is the passage of Strengthening Student Success Act (CCCCO, 2014) and the introduction of Guided Pathways (CCCCO, 2017). Although student enrollment remains the primary driver of the allocation for Colleges, benchmarks embedded in Guided Pathways and Student Success denote a shift towards student progression and completion. This movement to system-level completion measures appears to be creating an impetus for colleges to reorient their internal structure towards supporting student outcomes more systematically and to investing in the proposed curriculum. The Strengthening Student Success Act passed in 2014 with the passage of AB 705 subtly shifted funding and accountability by increasing the focus on student support services rather than on student enrollments (California Legislative Information, 2017). Community Colleges in California have historically resourced student support services by formula based funding streams guided by the number of students who enroll each semester, not on course completion or reaching educational goals. Similarly, California Guided Pathways has allocated funding to California’s 114 community colleges to implement strategies focused on student progress (California Legislative Information, 2017) which move towards funding tied to student success outcomes. Guided pathways is an approach to systematically and proactively supporting students to reach their goals, no longer relying on the individual effort of students to locate and garner needed resources and information (CCCCO, 2017; Bailey, 2015). EXPERIENTIAL LEARNING CURRICULUM 16 Guided Pathways along with Student Success and Support Program (SSSP) are intended to provide students with increased clarity on the educational pathways available and enhance the exploration activities and proactive support to reach students’ educational goals. Prompted by the stagnant completion rates throughout the state’s community colleges, State resources are available for College of the East Bay to restructure instructional pathways and strengthen student support. The proposed curriculum will be embedded within the College’s pathway options to ensure students are provided meaningful opportunities to discover and strengthen their educational goals which can support their overall college and career success (Bailey et al., 2015; Astin, Vogelgesang, Ikeda & Yee, 2000) Along with the passage of the legislation mentioned above creating Strengthening Student Success and Guided Pathways, there is a revived interest in scaling student-centered approaches, providing experiential learning opportunities and applying and embedding more holistic college persistence theories. Although it remains unclear how deeply those philosophies have penetrated the teaching faculty at CEB, there appears to be a critical mass of faculty and administrators building collective will for enhanced exploration through experiential learning related to the innovation. CEB’s mission like all of California’s community colleges is broad and multifaceted to serve the whole community; the innovation will most certainly further the College’s mission “to serve the educational needs of its diverse community by providing comprehensive and flexible programs and resources that empower students to achieve their goals.” (CEB, 2016). By designing curricula that engage students in the community using their existing skills and knowledge, students will have a platform to explore and refine their goals and build a sense of self-efficacy to navigate the challenges that lie ahead. EXPERIENTIAL LEARNING CURRICULUM 17 Learning goals of the innovation. The innovation is expected to positively impact the achievement of students at College of the East Bay by addressing critical knowledge gaps that create barriers to student success. The curriculum will be a coordination point for guided pathways activities and be positioned to support several of the College’s institutional learning outcomes (ILO). The College has adopted five institutional goals to guide educational programs and services for students to develop skills in problem-solving, communication and technology, creativity, diversity and civic responsibility (CEB, 2016). The curriculum directly addresses all of the goals to varying degrees with a particular focus on problem-solving and civic responsibility. Problem-solving is defined as solving problems and making decisions in life and work using critical thinking, quantitative reasoning, community resources, and civic engagement. The College defines civic responsibility as accepting personal, civic, social and environmental responsibility to become a productive local and global community member. The innovation will undoubtedly change what new students understand, know and do by providing a guided experience for students to make informed decisions about their college and career goals and offer an opportunity to practice new skills. Learning within the community is cited as an effective vehicle for community college students’ exploration (Fiume, 2009) and yet according to a recent survey, two-thirds of the 643 EBC’s student respondents said that they have never had a community-based or project-based experience at the College of the East Bay (CCSSE, 2017). The aforementioned understandings, knowledge, and actions are definitionally learning gaps because they can be taught. Priority within the learning system. Instruction of the innovation will be paid for by the funding generated by the apportionment provided by the state to the College. There may be EXPERIENTIAL LEARNING CURRICULUM 18 additional funds available depending upon the success of grants and partnerships that are in development as well as leveraging of other state-allocated resources. The funding is adequate for instruction, but there will likely be materials, supplies and additional costs for the curriculum namely time to support the coordination and out of class time partnering with community agencies. The majority of students can access funds through financial aid, support programs or scholarships to pay for classes, but the additional costs to the College will need to be addressed to support the sustainability of the partnership development. Additional coordination time of instructors will require resources to engage and sustain faculty involvement to set up successful service learning experiences. The goals of the curriculum were designed in collaboration with the College to avoid duplication or conflict of other efforts and college-wide goals. Affected campus-based groups are likely to interpret the intentions of the innovation favorably as faculty and administrators identified the learning gap yet the interpretation of students are unknown. Since students are the most affected by the innovation, a plan should be developed to gather student perspective immediately. There is a broad base of support for the experiential curriculum coordinated with the development of guided pathways that is engaging faculty across the campus to lead various efforts aligned with the framework. As with any innovation, there may be individuals who have concerns or objections; however, there are efforts to outreach to key stakeholders who hold power in determining funding and focus for the College to minimize pushback and resistance typical of any new initiative. Curriculum Description and Purpose The curriculum is designed to be taught within multiple contexts within the College; the course is effective wherever learning objectives require students to engage in service-based EXPERIENTIAL LEARNING CURRICULUM 19 learning to enhance a student’s academic learning, career exploration and educational and career goal setting. The design of the course allows for flexible scheduling in various points within a student’s early college experience, a high school setting as concurrent or dual enrollment course or within clustered programs (also called “meta” majors of related majors or specific disciplines) all of which are useful approaches to delivering service learning curriculum to new students (Zlotkowski, 2002; Fiume, 2009). The course will innovate current college and career goal exploration practices by engaging experiential learning pedagogy which provides a context of a service learning project that responds to a critical community need. Moreover, this curriculum is designed through the lens of critical pedagogy to engage the values, culture explicitly, and the community of urban students of color and to inform the decisions about their future goals. Integrating a student’s identity, especially within their first year at community college, increases the persistence of low income, first generation students (Guiffrida, 2006; Mertes, 2013). In designing and implementing a project that serves a critical community issue, students will have concrete experiences to connect prior knowledge to inform and strengthen their goals and an opportunity to develop the critical thinking, troubleshooting and navigating skills necessary to reach their future goals. Curriculum Goals, Outcomes and Capstone Assessment After completing the course, students will have developed critical thinking and analytical skills. The course will challenge students to explore the historical and social context of a community issue from multiple perspectives, build their decision making and research abilities through a participatory approach. As a result, students will have an enhanced awareness of their community, examined and reflected on the practical skills within the field of study that address EXPERIENTIAL LEARNING CURRICULUM 20 social issues and applied their knowledge and skills to a research service project. Students will develop and exhibit critical thinking inside the classroom, on campus and within the community and have the ability to experiment with practical skills and competencies for effective performance in professional and academic settings. By developing an understanding of the benefits of the real-world application of course concepts, students will increase their awareness of their knowledge of their interests and options better equipped to make informed decisions about their program of study. The capstone assessment is the student transferring the accumulation of the knowledge gained in the course to make decisions about their path reflected in their education plan. Without a clear roadmap, community college students are unlikely to complete a degree or transfer within six years (Bailey et al., 2015) yet college success, career exploration, and related classes are often viewed by students as non essential despite the usefulness they can have for new students to strengthen college readiness skills (CCRC, 2013; O’Gara, Karp & Hughes, 2009). The primary distinction between existing exploration and skills building courses and the proposed curriculum is the application of a service-learning experience that occurs in the community. The course is further enhanced by its contextualized within Guided Pathways’ “meta majors,” the approach to group instructional programs around college and career interest areas. This strategies is relatively nascent in the community colleges, but is an evidence-based method to increase student success, as it provides structure to support guided exploration within an interest area without adding unnecessary courses to transfer (Kuh, 2008 & Bailey et al. 2015). The proposed curriculum is synthesized from research-based approaches in service learning, EXPERIENTIAL LEARNING CURRICULUM 21 career development, college persistence, learning and motivational theories, leveraging the power of experiential learning to strengthen skills and college and career goals. Currently, the student success and career exploration courses at CEB are scheduled almost exclusively by the counseling department which limits the scale to reach more students, creates the inconsistent pedagogical approaches and reduces the opportunity for academic instructional faculty to support the design and delivery of the course (CEB, 2018). The course was developed because it fills a curricula gap and can be housed within an instructional department that is more flexible than counseling because it can be facilitated by any number of instructors allowing increased sections to be offered as the guided pathways approach gets scaled at CEB. By broadening the faculty who meet minimum qualifications to teach this course, the College can hand-select faculty who are trained in practices to support student self-efficacy including reflective, interactive and experiential pedagogies, and knowledge cited as requisite skills in supporting student exploration and self-guided learning (Bailey et al., 2015). Definitions Several terms are critical to define for purposes of clarity within the curriculum. Definitions used below consistently arise in the literature and are primarily programmatic to explain design elements and the problems of practice they intend to address. Community service. Voluntary work intended to help people within a specific area. Critical pedagogy. A teaching approach inspired by critical theory and other radical philosophies, which attempts to help students question and challenge posited "domination," and to undermine the beliefs and practices that are alleged to dominate (Mertes, 2013). Collaboration. Cooperation among people focused on issues, tasks or goals EXPERIENTIAL LEARNING CURRICULUM 22 characterized by bipartisanship, synergy, and pooling of resources (Fiume, 2009). Experiential learning. The process of constructing knowledge that involves a creative tension between all learning modes (experiencing, reflecting, thinking and acting) that is responsive to contextual demands (Kolb, Boyatzis & Mainemelis, 2001). First-year experience. A term that denotes a set of programmatic elements that are intentionally clustered to support readiness and retention of first-time college students within their first year; typically offers instructional and student support features that can help support student success. (Acevedo -Gil & Zerquera, 2016) Guided Pathways. A set of evidence-based practices that support student success from college access to completion by providing proactive and embedded “nudges” and interventions that align with internal streamlined programs and policies throughout the College for all students (Bailey et al., 2015; CCCCO, 2017). New students. The students who are enrolling for the first time in any college; includes students who may have enrolled in college courses while in high school as concurrent students (CCCCO, 2016). Meta majors. The student-facing groupings of programs of study that are a result of the practice of colleges clustering programs or majors together to allow students to explore and navigate choices (Bailey et al., 2015). Service learning. A credit-bearing teaching and learning experience that integrates meaningful community service with academic instruction focused on critical, reflective thinking and personal and civic responsibility (AACC, Zlotkowski, 2002; Fiume, 2009). Persistence. The continual pursuit of a student in a degree program leading toward the EXPERIENTIAL LEARNING CURRICULUM 23 completion of the program and therefore being awarded a college degree in the student's field of study; within current context persistence typically refers the the student behavior and measured by semester (ie. fall-to-fall, fall-to-spring) (Bailey, et. al, 2015; CCCCO, 2017). Retention. Those students who the college retains, with current context typically expressed at a rate at an institutional-level (rather than an individual level associated with persistence) (Bailey et al., 2015; Guiffrida, 2006). Potential Designer Biases Several potential biases are risks given the pre-existing relationship with College of the East Bay and with the context of the curriculum. As the implementation of the Guided Pathways framework is in its nascent stages and biases may surface throughout the implementation process, continual self-reflection will be used to account for new understandings and mitigate the potential effects. This reflection is explored within the implementation cycle in Chapter Five: Implementation of the Curriculum, intended to minimize the impact of preexisting beliefs and influences throughout the curriculum development process. Organization of the Design Blueprint The curriculum design blueprint is organized into five chapters. Chapter One serves as the introduction, laying out the instructional needs assessment, a brief description, and purpose of the curriculum as well the goals, outcomes and capstone assessment for the course. Chapter Two is a review of the literature related to the curriculum. It provides the theoretical foundation for the course, the basis for the curriculum and the approaches embedded within the design. Chapter Three provides a profile of the intended learners as well as an analysis of the environments where students will be offered the instruction and working with the community. EXPERIENTIAL LEARNING CURRICULUM 24 Chapter Four outlines the curriculum itself. This chapter includes the overall goals, outcomes and summative assessment of each unit contains the cognitive task analysis, the instructional learning approaches, the learning activities, media selection and plans for implementation and evaluation. Chapter Five includes the method for implementing the course and the evaluation plan to support continuous improvement and organizational adoption. EXPERIENTIAL LEARNING CURRICULUM 25 CHAPTER TWO: REVIEW OF THE LITERATURE The Curriculum The community college system in California creates unintended barriers for the majority of its students which compounds challenges in reaching their educational goals ultimately producing disproportionately low persistence and completion rates for first-generation college attending, low income, African American and Latino students. In response to this pervasive gap in the educational success of affected students, the curriculum design is supported by theories intended to empower students to develop into self-regulated learners while acknowledging the inequities within higher education. The course intentionally resources students with knowledge and skills predictive of success. The curriculum shifts from traditional college persistence theories that require students to fully integrate into a college (Guiffrida, 2006) and instead encourages off-campus connections by engaging with community partners to increase relevance and impact (Davidson & Wilson, 2016). The following chapter provides the theoretical approaches that demonstrate the rationale and causes for the innovation followed by the research basis of the course content and the frameworks that inform the learning methods of the curriculum. Collectively these three sections, along with an analysis of past attempts, form the theoretical foundation guiding the curriculum's instructional design. General Theoretical Approaches Despite the promise of higher education being an instrument to expand opportunity across racial and socioeconomic lines, colleges and universities continue to operate from the EXPERIENTIAL LEARNING CURRICULUM 26 myth of meritocracy; the false premise that any individual with ambition and a strong work ethic has equal opportunity to the high-quality education needed to prepare for careers that will access the elusive American Dream (Lui, 2011). Like all public institutions, community colleges are built on the meritocracy paradigm which contributes to their inability to meaningfully shift socio-economic outcomes for low income, first-generation college students (Bailey, Jagger & Jenkins, 2015). Affected students able to reach their educational goals despite the odds, have several common characteristics predictive of their success: (1) the presence of clear goals; (2) a strong motivation and drive to succeed; (3) an ability to manage external demands; and (4) are self empowered (Martin, Galentino & Townsend, 2014). The curriculum seeks to exploit these predictors by intentionally embedding their development throughout the course through an experiential curriculum of service learning. Social replication theory explains that the vast majority of low-income college students never reach their academic goals as a logical outcome of the class bias inherent in education institutions themselves. Bourdieu & Passeron (1990) argue that despite the cultural capital transmitted by each social class, education systematically favors and rewards upper-class cultural capital and depreciates the cultural capital of lower classes resulting in disparate outcomes of upper and lower class students. The gap in academic achievement is then re-translated back into the economy by the job market requiring college degrees which are held by the upper class members thus replicating socioeconomic inequity. Biases toward the cultural capital of the upper class perpetuate the myth of meritocracy held within the educational systems and schools and legitimate the social replication process. Public institutions do this "by making social hierarchy of ‘gifts,' merits or skills established and ratified by its sanctions, or, in a word, by converting EXPERIENTIAL LEARNING CURRICULUM 27 social hierarchies into academic hierarchies." (Bourdieu & Passeron, 1990). Foundationally it is the devaluation of low-income communities that limit the effectiveness of community colleges to educate and retain economically disadvantaged students because biases are embedded throughout the system (Mertes, 2016; Bailey, Jaggers & Jenkins, 2015). If College of the East Bay expects to shift outcomes in favor of affected students, the college must transform policies, pedagogy and practices across the campus in instruction, student services, and administration. Community college is one of few options to improve livelihood yet despite its promise to provide social equity and mobility, the majority of institutions replicate existing socioeconomic outcomes and retain low income, first generation, African American and Latino students at significantly lower rates than their white peers (Mertes, 2013). To further explain this phenomenon, researchers have revised traditional college persistence models recognizing their "color blindness" lacks cultural and class contexts thus unable to explain the motivation of minority students in higher education institutions (Guiffrida, 2006; Mertes, 2013). One major weakness of existing persistence theories was their basis in the concept that students must "integrate" into the college to be successful. This assimilation requires students be socialized by the dominant culture and abandon one's former community (Kuh & Love, 2000) negating the role communities and cultural affiliations have in supporting students to persist (Davidson & Wilson, 2016). Requiring integration overlooks the collectivists value held by affected students who are strongly influenced by career, personal and family expectations as an essential motivator (Guiffrida, 2006; Davidson & Wilson, 2016). Without leveraging the values of collectivism within the college's policies, programs and pedagogy, affected students can experience decreased motivation and college success that white, middle-class students do not. EXPERIENTIAL LEARNING CURRICULUM 28 Community building through informal, casual interactions through the lens of diversity has been shown to be an effective method to improve education outcomes for affected students. Community-based experiences help students to gain active thinking skills and increase their intellectual engagement and motivation, as well as democratic outcomes, such as civic engagement and racial and cultural understanding (Gurin, Dey, Hurtado & Gurin, 2002). Despite the opportunity for learning in the community, colleges generally lack the infrastructure and systems. Davidson & Wilson (2016) developed a strengths-based persistence framework for community colleges to engage affected students, called collective affiliation. This model does not attribute the reason a minority student who stops out of college to their inability to integrate into the life of the institution, rather it views it as the inability of the institution to collectively affiliate with the student. This theory significantly shifts the deficit-based paradigm from past decades and opens an opportunity to increase the engagement of affected community college students. By considering the "sense of belonging" a student has with the college as just one such sense the student has in their life, the college recognizes the importance of campus and non campus influences on student success and creates effective interventions designed to keep existing identities of students intact which is expressed throughout an institution's inclusive policies and practices (Davidson & Wilson, 2016) . Identity-based motivation further explains the influence of identity on a student's motivation and success (Oyserman, 2015). This theory posits that different contexts dynamically construct the identities of students and profoundly inform how students interpret situations and difficulties they encounter. The identities that a student views as "active" which are primary in their current experience and consciousness will ultimately guide their behavior with a preference EXPERIENTIAL LEARNING CURRICULUM 29 towards actions congruent with their active identity. When actions feel identity-congruent, and a student experiences difficulty, they will view the behavior as important and meaningful; when action feels identity-incongruent, the same difficulty will suggest the behavior as pointless and "not for people like me." For example, if a student's active identity is "I am not a good student" their preference will be to behave in ways that align with that "not a good student" identity. The students who hold this "bad college student" identity will opt to give up when facing inevitable challenges or barriers rather than to persist. This theory further highlights the need to leverage and build upon a student's current and active identities to enhance their motivation to succeed in college and to remove unnecessary institutional and instructional barriers. Students affected with such identities require intentional strategies that provide opportunities for social and academic development that coexist with pre-existing, outside affiliations and identities and yet community colleges have limited capacity to do so (Davidson & Wilson, 2016, Mertes, 2013). If outcomes for low income, first generation, minority students are going to improve, it is imperative that the College of the East Bay employ high-impact, strategic, evidence-based practices that have the highest likelihood of positively influencing persistence and college success. Service learning pedagogy offers a fresh approach to addressing low persistence by building the skills predictive of student success within a community context. The promise of service learning lies in its ability to provide a larger pedagogical framework than traditional lecture-style instruction to maximize learning processes and promote community engagement and collaboration (Kalles & Ryan, 2015). By connecting the campus and classroom to the community, the pedagogy is philosophically aligned with the collective affiliation model (Davidson & Wilson, 2016) and supports a holistic approach to learning where EXPERIENTIAL LEARNING CURRICULUM 30 affected students' identities can be engaged (Eyler & Giles, 1999, Fiume, 2009). Service learning is a pedagogical strategy that encourages students to make meaningful connections between content in the classroom and real-life experiences which signals a shift from traditional educational experiences (Fiume, 2009). By engaging in an experientially-based service project, students move from transmissive to collaborative pedagogy which empowers students to engage in a reciprocal relationship to education and civic engagement where both the student and the community benefit (Kalles & Ryan, 2015, Kolb & Kolb, 2012). This approach can increase relevance for students from distressed communities where non-profit agencies often serve (Fiume, 2009) and an opportunity to affiliate with students existing identities, activating prior knowledge and placing students in a position to be an empowered learner and self-regulated (Davidson & Wilson, 2016). Regrettably race and class continue to be primary predictors of educational success, replicating historic and pervasive social and economic inequality in the United States (Mertes, 2013). The community college system is a ladder out of poverty yet remains largely ineffective in this mission to serve the entire community, reflecting class biases that continue to limit the engagement of affected students (Solorzano & Villalpando, 1998). The experiential approaches in service learning shift traditional pedagogy that enlists the community as another learning environment. This broadening of the learning environment creates an opportunity to build and affiliate with a student's existing relationships and leverage high impact instructional strategies that increase motivation and self-efficacy (Fiume, 2009). The curriculum offers learners a set of holistic, real-world experiences where they can build skills and explore interests to inform and clarify goals. When students develop the competencies embedded in the course, they will be EXPERIENTIAL LEARNING CURRICULUM 31 more likely to persist in reaching their educational goals. Content At its essence, the proposed service learning curriculum is an experiential approach for students to construct knowledge leading to increased motivation. With this premise, the course is designed to raise the persistence rates for affected students and align with indicators of student momentum in reaching educational goals within six years set by the State of California (CCCCO, 2016). These benchmarks were derived from studying the patterns of students who were successful in navigating the community college system and reaching goals within six years. The key indicators found to be predictive of success are a student's academic preparedness, completion of capstone courses, their credits attained, their status as a full or part-time student and their persistence (CCCCO, 2017). The course is aimed to indirectly influence benchmarks mentioned above, except persistence rates which will be measured at set intervals after the course completion. Providing what Dewey (1938) called an "educative experience" students have an opportunity to tap into their intrinsic motivation. By presenting a problem that awakens curiosity, the curriculum can generate intellectual interest that expands beyond the course and foster ongoing student development (Dewey, 1938). Through this experience, students will clarify their educational goals and develop practical troubleshooting skills while experimenting and analyzing the competencies needed to address social issues, strengthening their understanding of society and civic/social responsibilities. Drawing from the literature, community college students who are engaged in structured programs of study early in their college career are more likely to earn credentials (Jenkins & Cho, 2012) as such, it is important to engage as many CEB's new students as possible in the EXPERIENTIAL LEARNING CURRICULUM 32 course and within the Guided Pathways framework in which the curriculum is nested. The course will be embedded within the first year and be designed to augment the College’s new clustered metamajors (i.e., STEM, social sciences, liberal arts) which will be further reinforced by auxiliary instructional and student services. By defaulting students to enroll in the course as part of their first year and embedding intrusive advisement, the curriculum employs practices associated with improved outcomes for vulnerable groups (Bailey, Jaggers & Jenkins, 2015, Donaldson, McKinney, Lee & Pino, 2016, Prive & Tovar, 2012). The design shifts from traditional persistence models which assumed a passive role requiring students to seek out assistance to clarify goals and inform choice points in selecting programs of study (Bailey, et al., 2015). The old paradigm operated from an "opt-in" approach informed by the belief that new students were aware of available services and programs (including their multitude of requirements) and held the skills needed to navigate the college's resources. The content of the curriculum is drawn from two primary epistemological lenses of service learning (Kalles & Ryan, 2015) and self-determination theories (Niemiec & Ryan, 2009, Schuetz, 2009). When viewed collectively, the two paradigms complement and reinforce one another; service learning provides a vehicle to meet the innate desire of belonging (or relatedness), competence and autonomy. These elements collectively make up self-determination theory; students who have these three needs met experience optimal engagement and increased motivation (Schuetz, 2008). The pedagogy of service learning is derived from an amalgamation of theories of experiential learning, social learning and liberation education; collectively these frameworks value the process of learning in equal importance of what students learn (Kalles & Ryan, 2015). When students actively construct meaning in service learning their motivation is EXPERIENTIAL LEARNING CURRICULUM 33 enhanced, thus improving academic, self-efficacy, leadership, choice of career outcomes (Astin, Vogelgesang, Ikeda & Yee, 2000). What distinguishes service learning from traditional college readiness curriculum is the intentional experience within the community which acts as a venue for real-time skill development and the construction of knowledge (Kalles & Ryan, 2015). The experiential elements support a creative tension among four learning modes (experiencing, reflecting, thinking and acting) which are responsive to contextualized demands that students are experiencing in real time (Kolb & Kolb, 2012) able to support a variety of learning outcomes. According to the American Association of Community Colleges, the key outcomes of service learning are comprised in six primary domain areas: critical thinking, communication, career and teamwork, civic responsibility, global understanding and citizenship, and academic development and educational success. Higher educational institutions in the U.S. make use of service learning pedagogy— from open access, public community colleges to private, elite universities (Welsh & Saltmarsh, 2013). Service learning approaches are often used as an element of first-year college programs, offered as a stand-alone course or embedded within disciplines to enhance student learning (Zlotzkowski, 2002; Kalles & Ryan, 2015). Within the diversity of settings and models of service learning, there are several universal principles considered fundamental to academically-focused service learning: (1) meaningful service in the community; (2) enhanced academic learning; and (3) purposeful civic learning (Zlotzkowski, 2002). Beyond the presence of these elements, there minimal consensus on the most effective service learning models within the literature. With this knowledge and the consideration of the specific context and goals at EXPERIENTIAL LEARNING CURRICULUM 34 CEB, the curriculum opted to adopt an approach that combines structural elements shown to be effective across multiple methodologies within higher education (Eyler & Giles, 1999; Fiume, 2009; Harris, 2002; Kalles & Ryan, 2015). The course is designed to be sufficiently flexible to be used at other California community colleges to intentionally support learning outcomes associated with community college persistence of similar groups of affected students. The service learning curriculum aligns with the elements developed by Harris (2002) who conducted a quasi-experimental study that found students engaged in a service learning experience a higher mastery of academic concepts than those students who had a (less structured) community service experience (Harris, 2002). This finding conceptually aligns with evidence of effective approaches (Eyler & Giles, 1999; Fiume, 2009; Zlotzkowski, 2002). The curriculum embeds Harris' nine instructional practices: (1) preliminary planning and goal setting in collaboration with a community organization; (2) formal orientation and review of community organizations' mandates and structures; (3) account of student interest in the design of the service project; (4) student engagement in meaningful work and assignments; (5) readings directly related to the conditions of service work; (6) critical reflective journals used to articulate learning; (7) class discussions and reflection on service learning embedded in class time; (8) reflective evaluation techniques that promote identification and synthesis of experiences and observations related to growth; (9) feedback from all stakeholders (students, community agency, and faculty) included in evaluation processes (Harris, 2002). Further augmenting Harris' findings, other research found the single most crucial factor of a positive service-learning experience is the degree of interest students have in subject matter and the second factor is the degree that the professor encourages class discussion (Astin, EXPERIENTIAL LEARNING CURRICULUM 35 Vogelgesang, Ikeda & Yee, 2000). In fact, the import of the role of faculty being central to successful service learning was found throughout the literature. The collaborative pedagogy in service learning facilitates students to construct knowledge and actively creating meaning (Fiume, 2009) which requires an instructional approach unlike traditional teaching (Zlotzkowski, 2002). Faculty who utilize transmissive models of traditional education are unlikely to generate the discussion and reflection that supports the metacognition of students (Kolb & Kolb, 2009; Fiume, 2009; Delano-Oriaran, Penick-Parks & Fondrie, 2015). In addition to the curricular components mentioned above, the curriculum intends to employ service learning to intentionally develop the student-level characteristics predictive of persistence of first generation, low income, students of color who attend community college. Affected students who have clarity of their goals related to college, a strong drive and motivation and the skills to navigate personal and academic challenges are more likely to be successful in reaching educational goals (Martin, Galentino & Townsend, 2014). Consequently the course content will focus on developing these attributes throughout the course. The development of goals is central to strengthening motivation yet requires the experiences and exploration to identify skills and interests typically more limited for low-income students than higher income students (Gordon & Steele, 2015). Economically disadvantaged communities lack access to social networks where students typically explore their career interests which places public institutions, including community colleges, as critical partners in expanding opportunities for minority youth. Specifically colleges must play a brokering role for students to access middle-class social networks that function as pathways of privilege and access (Stanton-Salazar, 1997). Absent guided exploration and active advisement, affected students are EXPERIENTIAL LEARNING CURRICULUM 36 challenged to make decisions about their future goals and navigate unclear programs of study (Scott-Clayton, 2011) and thus unable to benefit from the enhancement to their motivation that goals can provide (Grant & Dweck, 2003). Although career development is not cited as a primary goal of service learning in the literature, there is evidence of its effectiveness as a mechanism to inform career paths (Eyler & Giles, 1999). By providing students a strategic learning experience that intentionally connects the community with the college and coursework, students will be able to broaden their frame of reference to support exploration by expanding their access to potential network members to inform career interests (Fiume, 2009; Stanton-Salazar, 1997). The curriculum will culminate in students developing career and college goals which will be transferring to their educational plans including a plan for courses in their second year. One final, essential theoretical lens augmenting the two primary frameworks of service learning and self-determination is critical pedagogy. Critical pedagogy is a guiding principle of the curriculum and is crucial to ensure maximum engagement of affected students, specifically minority students. Critical pedagogy is drawn from a large body of literature of critical race theory that explores the theoretical frameworks of democratic schooling; the goals of critical pedagogy are threefold: (1) to empower the powerless; (2) to transform existing social inequities and injustice and; (3) to foster a student's self reflective ability in order to raise self-consciousness (Chen, 2005). The course will utilize culturally responsive approaches throughout the course in the selection and research of community issues, the construction on learning activities and favoring generative methods in each unit (Cammarota, 2009; Ladson-Billings, 1995). EXPERIENTIAL LEARNING CURRICULUM 37 Prior Attempts Deploying curriculum intended to increase the engagement of new, first generation, low income and students of color within higher education is certainly not unique. The use of service-learning appears to be prolific within four-year institutions, especially within first year experiences yet connected with volunteerism and community service for non-resident students (Welsh & Saltmarsh, 2013) not leveraged as a bridge for low-income students to remain connected to their non-campus identities to strengthen campus connections (Fiume, 2009). In recent years there has been an increased awareness that traditional student persistence models lack the contexts of community colleges and first-generation students of color (Guiffrida, 2006) which has resulted in an increase of community college's campus-based programs and interventions to be more intentional in their outreach to and engage of affected students (Bers & Younger, 2013). Despite evidence that transition support strategies have positive impacts on the success of minority students (Astin, Vogelgesang, Ikeda & Yee, 2000), utilization of these approaches appear to be entirely absent or isolated to students who opt into student success programs. Structured programs have been shown to increase success (Jenkins & Cho, 2012) and yet outreach, requirements, eligibility, and services vary widely based on funding and design which limit their reach and impact. The use of a service learning has been growing in popularity as an engagement strategy within public and private universities in small community college in rural, suburban and urban environments and prolific in supporting first-year students (Campus Compact, 2017; Zlotzkowski, 2002; Prentice & Robinson, 2010) yet limited courses are designed to reach new community college student population for the specific purpose of increasing EXPERIENTIAL LEARNING CURRICULUM 38 persistence. Thus the unique features of this curriculum lie within its experiential pedagogy explicitly used to inform goals for affected students and its reinforcement vis a vis Guided Pathways at College of the East Bay. The success in the curriculum does not require other coursework to provide prior knowledge or is otherwise reliant on auxiliary services, yet by nesting the instruction with Guided Pathways the framework and pedagogy complement one another to create a synergy that amplifies their individual impact. The curriculum augments choice points for students' educational paths and thus enhance the overall College experience, increasing their understanding of themselves, their community and their college and career goals. Within the context of design elements of the service learning curriculum, prior attempts of transitional and student success courses, service learning courses engaging similar populations should be considered as well as first-year experience programs and curriculum. Analysis of prior attempts. There are challenges in untangling the curriculum apart from the Guided Pathway strategy at College of the East Bay. The course and the Guided Pathway approach are intended to work together to augment a student's ‘sense of belonging' which is a crucial characteristic of effective community college persistence interventions, yet for clarity the analysis of prior attempts, the following analysis will focus singularly on the curriculum itself. It should be noted to thoroughly unpack the uniqueness of the innovation of the course each component strategy would require a separate analysis including career exploration, college success, service learning, structured and guided pathways and embedded academic advising and counseling services. Thus the curriculum design outlined with complementary services has not been attempted in this particular format. As described in Chapter One, courses in EXPERIENTIAL LEARNING CURRICULUM 39 learning resource and counseling that most closely aligned with the innovation are underutilized and not required for completion of transfer or degree programs. After reviewing the literature and seeking out the input of subject matter experts, there was no research identified that applied experiential learning through service learning that was designed intentionally for low income, minority, first-year community college students to explore their college and career interests and develop skills predictive of their success. Approaches to the Curriculum Design The design of the curriculum is rooted in self-determination theories and, as described in the previous section, within service-learning pedagogy. Collectively the theories guiding the pedagogical design engages learners by placing them squarely in the center of their own experience and assumes their ability to construct meaning, self-monitor their standards and adjust behavior to achieve and perform which leads to self-efficacy and strengthened motivation (Kalles & Ryan, 2015). The curriculum acknowledges empowered learners are more likely to develop a positive cultural identity and self-reflective abilities which contributes to their sense of agency impacting self-determination, motivation, self-regulation and their self-efficacy (Chen, 2005; Niemiec & Ryan, 2009). Active learning within service learning is cited as an effective approach to growing a student's commitment to a college (Braxton, Milem & Sullivan, 2000). Active learning is defined by any class activity that involves students "doing things and thinking about them as they are doing" which influences a student's perception of the degree they are academic integrated/affiliated; the higher the perceived degree of connection, the more likely a student is to persist (Braxton et al., 2000). Generally, the instruction will follow a combination of generative and supplantive EXPERIENTIAL LEARNING CURRICULUM 40 approaches (Krathwohl & Anderson, 2010; Smith & Ragan, 2005) to deliver the seven components of guided experiential learning (Clark et al., 2008). There is an intentional use of strategies that increase relevancy at the beginning of every lesson and throughout each unit to recall prior knowledge, opportunities to practice and apply learning and actively constructing meaning (Kolb & Kolb, 2005; Smith & Ragan, 2005). This approach is intended to culminate in a capstone project that promotes the effects of self-determination, increasing self-efficacy and self-regulated learning. In order to support all learners in accessing the course content yet not use excessive supplantive approaches that can be time-consuming and reduce motivation, the curriculum embeds scaffolding provided by the students who will be asked to recall prior learning of past units. Generative approaches encourage self-determination that taps into students' lived experiences to create relevancy in each unit (Fiume, 2009; Kolb & Kolb, 2005; Smith & Ragan, 2005). Since students have rich experiences to draw from, the use of generative methods is critical to learning despite the likelihood that academic concepts being new to students. EXPERIENTIAL LEARNING CURRICULUM 41 CHAPTER THREE: THE LEARNERS AND LEARNING CONTEXT Learner Profile The profile of College of the East Bay student varies widely due to the institution’s open enrollment policy, the broad scope of its mission and the diversity of the community where the college is located. Despite these factors, available academically-focused data begins to create an outline of the student’s learning profile, especially students who are matriculating from “feeder” high schools who will comprise a large percentage of first-year students who will be engaged in this course. As described in Chapter One, students who attend CEB have similarities to the learner characteristics outlined below but the nuance and plethora of anomalies that can be anticipated as part of the 2018 cohort are not completed accounted. The nonacademic data that would describes motivational factors is also unavailable. Aware of these constraints, the instructor will need to gather and refresh baseline data to ensure adequate support is provided. Ability Cognitive characteristics. Currently, the majority of high school students in Oakland do not meet state standards in math (85%) and English (65%), and of those who do, the majority are attending 4-year colleges and universities (OUSD, 2017). Three large high schools in Oakland along with seven other high schools across six other school districts are the largest feeder high school who attend College of the East Bay (CEB, 2017) all of which matriculate students who place below college level math and English, and as a result, are placed in remedial courses. Students in the cohort will have undergone standard assessment in basic skills before they begin the course and be enrolled in the math and English courses that correspond with their readiness. EXPERIENTIAL LEARNING CURRICULUM 42 As mentioned, limited nonacademic data to explain a student’s motivation and barriers to engagement exists or is currently shared with the College. The CEB-administered math and English assessments do not include many learner characteristics outlined as important in Smith & Ragan (2005) but can provide a general guideline of a student’s previous education including reading, language development and math skills and past academic success. Students will be grouped within cohorts based on their math and English assessments, so differentiation within the class to support student learning may be somewhat more straightforward related to writing and critical thinking activities. There will likely be a wide range of cognitive abilities. To accommodate anticipated differences, scaffolding is embedded for those who need it, and advanced/independent work available for acceleration. Physiological characteristics. Although specific abilities of students who will be course are unknown, students will generally be skewed toward the 19 to 24 year old cohort given that the population who attended CEB from 2011-2015 were 45 percent 19-24-year-olds (CEB, 2016). First-year students are even more likely to be in that age range given the outreach strategy and full-time student status that’s required to be enrolled in the program. Given their age, mental and physical dexterity is generally assumed as well as their ability to complete basic tasks on computers, speak in class and move around in the classroom as needed. As for other physiological characteristics, should they affect a student’s learning, accommodations will be made from DSPS to ensure students have the support they need to be successful including addressing visual or hearing impairment, learning issues. Other learning adjustments will need to be considered as student’s physiological abilities are known by the instructor. Affective characteristics. As discussed in Chapter Two, the body of research to describe EXPERIENTIAL LEARNING CURRICULUM 43 the affective characteristics of new college students, specifically those who are low income, first generation students of color who attend community college, has commonalities that trend towards a general disconnect between class content and pedagogy and the student. Colleges have a student-driven orientation rather than teacher-driven in high school (Dembo and Seli, 2016), resulting in students being unprepared to navigate the services and systems of community colleges. This assumption that students are prepared to guide and connect with their education can impact motivation. If a student believes they are not a good student before arriving at college and the college reinforces that belief, students can become discouraged and not complete their academic goals (Dembo & Seli, 2016). Learner’s previous academic experience is likely to vary somewhat, but high school GPA remains a significant predictor of college success (Hawley & Harris, 2005). Students who have had academic success in high school will generally have a more positive attitude toward learning and a stronger confidence level in their abilities based (Goldman, 2001). Students will have been exposed to the learning outcomes and have been primed on the choice points within Guided Pathways which will inform their experience and their awareness of the opportunity to help inform their choices. Social characteristics. By the time students reach this course, they will have formed relationships with peers by having one or two courses together exposing students to approaches that address their previous experiences with authority, their development in cooperative work and connection to a moral ethos. Students in the cohort are assumed to be developing or deepening their commitment to their community (on campus and at home) unearthing pre-existing beliefs about themselves and the perception of their abilities. This process will also EXPERIENTIAL LEARNING CURRICULUM 44 expose students to new role models beyond those familiar to young people in the demographic (i.e. hip-hop, sports, reality television and other popular culture celebrities). Given the philosophy and structure of Guided Pathways which is a student-centered design, students’ identities will be central to their experience and development in the course. The instructor will need to have an ability and aptitude towards community development, social justice, and racial development theory in order to support student development. Prior Knowledge To be successful in the course, learners will require some prior foundational knowledge to engage meaningfully in the course. Basic communication skills, some experience working in teams and working on a computer will support learners to engage in the course. That said, students will have access to supplemental instruction and tools should they not have foundational skills. Students will primarily build on their previous experience, interests and community connections garnered in nonacademic settings. The course is designed to meet students “where they are” and bridge into new skills, knowledge, and interests. As such, the more students bring to the table the more connections can be built and developed to inform their goals and career and college path. In this way, the course is designed to be flexible to support learners entering the course with a variety of prior knowledge and academic skills. General world knowledge. This curriculum, along with those courses the students will take the previous semester, is designed to gauge and expand students’ worldview and knowledge. Given the access the majority of learners have to technology and information, students are likely to have a broad and sound byte-based knowledge of the world beyond their neighborhood. For example, learners will have a lived experience and see the impact of EXPERIENTIAL LEARNING CURRICULUM 45 gentrification in Oakland and the East Bay but will not have a depth of knowledge or analysis about the economic and political drivers that are influencing the sweeping changes in their communities. Students bring a wealth of knowledge about popular culture and the social and economic conditions of marginalized populations that can be engaged as an asset within the curriculum. Specific prior knowledge. There is specific knowledge that will support student learning in the course yet basic communication, use of computer hardware and working in teams will be important to access the curriculum. Although not required, students with general knowledge of career choices and the training required, would be enormously valuable but not assumed in the curriculum. Ideally, curriculum is partnered with counseling, either an embedded counselor or taught alongside a counseling course as a corequisite to help students gather college information and supplement instruction. For those learners who have not had career pathway exposure, the instructor will need to address the knowledge gap and provide workshops that may effectively get students to a baseline knowledge to deepen their engagement and maximize the impact on learners’ goals. Beyond aforementioned basic skills, students will not be expected to have any great depth of knowledge in the content area and because of this, there is unlikely to be a substantial variation among the cohort related to prior knowledge. The instructor will prepare and administer a pre-assessment for students (and key data that other instructors from partner Guided Pathways courses) to ensure gaps are systematically addressed as well as an embedded assessment of prior knowledge in each class session or lesson. Description of the Learning Environment The following are factors are component to the learning system where the innovation is EXPERIENTIAL LEARNING CURRICULUM 46 being offered. The curriculum will be taught in person, at College of the East Bay, a centrally located community college opened in 1968. Multiple transportation modes including public bus reach the campus. The college campus is over 60 acres with classrooms located within four major buildings. The exact location of the class has not yet been determined, but classrooms are standard, comprised of 500 square feet, 30+ desks and large windows facing external thoroughfares. Many classrooms are “smart” classroom meaning they have a smartboard, multiple LCD projects wired to a computer and multimedia unit which allows easy access to audio and visual. Computers and laptops are not available but laptop carts can be reserved for the units, or the class can use computer labs using a similar reservation process. Facilitator Characteristics The characteristics of instructors who facilitate this curriculum are minimal concerning content knowledge but critically important to create the learning environment where students can explore and reflect on their experiences in the community. As described in Chapter One, instructors who can facilitate learning through a student’s experience, developing reflection skills and building upon prior knowledge will best suit to instruct this course (Bailey et al., 2015). The literature identified the crucial role of faculty in service learning pedagogy because of their role in facilitating learning through generative and experiential approaches to encourage and expand students’ thinking. Instructors also should possess experience working with the affected student group and have a consciousness of the disproportionate success within the college and more broadly within higher education. Instructors must have the ability to create an environment where students are held to high expectations and offer high support.. Existing Curricula/Programs EXPERIENTIAL LEARNING CURRICULUM 47 As described in Chapter One, this course is nested in a Guided Pathway framework which provides a more definite structure for students to complete their courses and reach academic goals. One feature of this approach is clustering similar programs of study together to allow students to explore options without losing credits. CEB is piloting two “meta-majors” under liberal arts or STEM. Students in the course will opt into one of these pathways and take structured courses in their first year that focus on exploration and student success. The framework is philosophically aligned with the student-centered approach of the course. Available Equipment and Technology The majority of classrooms at College of the East Bay are wired as “smart” classroom meaning the room have a smartboard, multiple LCD projects connected to a desktop computer and a multimedia unit which allows easy access to audio and visual materials. The computers are loaded with popular software (Windows) and connected to the college’s internet service. Wireless internet is free and accessible by instructors and students on phone and other devices. Classrooms are not set up with student computers, but there are labs available for classes upon request and reservation. Classroom Facilities and Learning Climate College of the East Bay’s classrooms and campus facilities are well maintained, clean and accessible, providing an ideal learning environment for in-class instruction. The college campus outdoor areas are well-lit, and parking is available close to classrooms and main thoroughfares. In addition to campus instruction, the course will engage the communities within surroundings cities of Oakland, Berkeley, and Alameda where nonprofit agency partners are based. The offices and facilities of community partners will be accessible and safe for students EXPERIENTIAL LEARNING CURRICULUM 48 and support their learning. The majority of students will be recent graduates from local feeder high schools and thus likely able to traverse the areas where their partner agencies and programs reside. EXPERIENTIAL LEARNING CURRICULUM 49 CHAPTER FOUR: THE CURRICULUM Overall Curriculum Goal, Outcomes, and Summative Assessment At the broadest level, the curriculum intends students deepen their understanding of social issues and their relationship and responsibility to the community; able to analyze the impact of a social issue and identify people and organizations working to address it. Students will create and implement a service learning project and be able to connect community needs with their interests a and develop critical thinking, leadership, collaboration and communication abilities. Ultimately, the curriculum culminates in a summative assessment in the form of an individual college and career plan and presentation of their learning and the impact the experience on their plans. Curriculum Goal After completing the course, students will have an enhanced awareness of their community, examined and reflected on the practical skills within the field of study that addresses social issues and applied their knowledge and skills to a service project. Students will develop and exhibit critical thinking inside the classroom, on campus, and within the community and have the ability to experiment with practical skills and competencies for effective performance in professional and academic settings. By developing an understanding of the benefits of the real-world application of course concepts, students will increase their knowledge of their interests and options and be able to make informed decisions about their program of study with their capstone to apply their experiences to inform future goals by updating their educational plan. EXPERIENTIAL LEARNING CURRICULUM 50 Curriculum Outcomes Looking to the conclusion of the course, student will be able to: ● identify and analyze a community issue and relate to their interests or program of study; ● design, plan and implement a service project by partnering with a non profit/non governmental or K-12 agency. Students will also have developed or strengthened: ● critical thinking skills; ● ability to navigate challenges and relevant social skills; ● college and career goals. Summative Assessment The capstone of the course is a final presentation the summarizes their learning, reflecting the experience and knowledge they have gained as a result of the service project and the course research that demonstrates increased self-knowledge and awareness of civic issues and possible fields as well as the multiple pathways to reach future goals. Cognitive Task Analysis (Information Processing Analysis) The following steps capture the primary steps to effectively introduce service learning to new college students drawn from interviews and the literature. The informal interviews were held with three experts: a service learning professional within a 4-year university program, a community college counselor and an education school professor who teaches innovative pedagogical strategies to secondary and college instructors at a private postsecondary institution. EXPERIENTIAL LEARNING CURRICULUM 51 The literature was equally abundant on the effective practices to provide service learning. Both the data from the interviews and the literature is braided into the high-level process which is summarized below. Main Steps of College and Career Exploration through Service Learning 1. Gain an understanding of compelling and relevant community needs or issues and the community agencies who work to address it. 2. Gain a foundational knowledge of service learning, generate project concepts that support the community issue and align with a related nonprofit agency’s mission and student interest. 3. Develop goals and identify the skills and resources required for the proposed project. 4. Create a work plan to implement the proposed project and acquire needed skills and resources, securing feedback as necessary. 5. Implement the work plan, engaging in ongoing reflection, troubleshooting and skill development. 6. Upon project completion, reflect on the implementation of the work plan, connecting course concepts, community needs and key experiences occurring within the project. 7. From that reflection, develop and refine college and career goals and conduct research to augment knowledge about pathways to reach goals. 8. Develop a plan to implement college and career goals including troubleshooting, reflection, and skills acquisition. 9. Transfer knowledge of goals into an individual education plan (including selection courses for year two, degree/majors and/or transfer colleges). EXPERIENTIAL LEARNING CURRICULUM 52 10. Make a final presentation to the community including reflection, skills acquisition and impact on educational plan/path (college and career). General Instructional Methods Approach To account for the variation of students’ prior knowledge the instruction will generally have a high level of scaffolding built into each unit to allow all learners to access the content. Enhanced support is associated with supplantive strategies, yet generative approaches are central to the instruction of the course. Generative approaches encourage self-determination by tapping into student’s lived experience (Smith & Ragan, 2005). In experiential learning, students are actively engaged in generating the content and organization of the curriculum to build their ownership of the content and their learning by making meaning collectively (Kolb & Kolb, 2012). Generally, the instruction will follow a combination of generative and supplantive organization approaches included in Smith & Ragan (2005) and the seven components of guided experiential learning (Clark et al., 2008). The curriculum intentionally uses strategies that increase relevancy, recall prior knowledge and an opportunity to practice and apply learning in each lesson. This instructional approach is intended to culminate in a capstone that will increase self-determination, self-efficacy and self-regulated learning. Description of Specific Learning Activities The learning activities are derived from supplantive, generative and experiential learning approaches that most closely support the service learning focus of the curriculum. Each lesson will engage students in an activity to gain attention and relevancy, calling on prior knowledge to EXPERIENTIAL LEARNING CURRICULUM 53 provide context and orient the content towards its real-world application. Students will be primarily engaged in a problem-solving activity to address a critical community issue through service learning and scaffolded with concepts and processes that support their use of critical thinking to provide a project aimed to support the identified problem. Additionally, students will be engaged in cognitive strategies throughout that course focused intentionally engaging their motivation connected to their current and shifting sense of self and their related goals. (Dembo & Seli, 2008; Oyserman, 2015). Unit 1: How to gain an understanding of a compelling and relevant community need or issue and the community agencies who are working to address the need or issue. Terminal learning objective. Based on the specific College curricular context, resources and relationships with community agencies, the learner will be able to communicate an understanding of a critical community issue inclusive of key community agencies by completing an analysis vis-á-vis community issue scan. Prerequisite analysis (enabling objectives). ● Know the meaning of community needs and issues ● Know the meaning of community agency ● Know the impact the issue has on the community ● Able to identify a community issue ● Able to present an impact summary/reflection ● Present a community issue scan Learning activities. ● After introductions and attention (issue or problem-solving) activities, assess prior knowledge of the meaning of community needs/issues and community agency. ● Teach any necessary prerequisite knowledge by providing definitions and examples and nonexamples. ● Provide opportunities for learners to generate their own examples and nonexamples of conceptual knowledge. ● Model the procedure for presenting the summary/reflection. ● Provide practice and feedback for the procedure using a scenario. ● Teach the concept and components of a summary/reflection. ● Model the procedure for creating a presentation. ● Provide opportunities to transfer knowledge to create an impact presentation. Assessment. EXPERIENTIAL LEARNING CURRICULUM 54 ● Learners will develop a community issue scan.. Unit 2: How to gain foundational knowledge of service learning, generate project ideas that address the community issue and align with a related non profit agency’s mission and student interests. Terminal learning objective. Given the community issue scan that the learners created in (module 2 in unit 1), the learner will generate project concepts that connect learner’s interest with the needs of community based agencies. Prerequisite analysis (enabling objectives). ● Know the meaning of service learning. ● Know the meaning of interest and experience. ● Know the meaning of college and career goals. ● Know the meaning of community issue. ● Know the meaning of a community based agency and mission. ● Know the meaning of a connection map. ● Know how to generate a connection map. ● Know how to generate project concepts using the connection map and the components in the rubric. Learning activities. ● After introductions and attention (issue or problem-solving) activities, assess prior knowledge of the meaning of service learning, interests and experiences, college and career goals, community issues and the community based agencies who are working to solve the issue. ● Teach any necessary prerequisite knowledge by providing definitions and examples and nonexamples. ● Provide opportunities for learners to generate their own examples and nonexamples of conceptual knowledge. ● Model the procedure for mapping learner’s interest, goals and community issue. ● Provide practice and feedback for the procedure using a scenario. ● Teach the concept and components of a connections map. ● Model the procedure for creating a connections map. ● Provide opportunities to transfer knowledge to create a connections map. Assessment. ● Learners will develop a connection map between the community issue, a community based agency’s mission or needs and the learner’s skills and interests resulting in project concepts. Unit 3: How to develop goals and identify the skills and resources required for the proposed project. Terminal learning objective. Using the projects identified in the connection map (in EXPERIENTIAL LEARNING CURRICULUM 55 Unit 2), the learner will develop goals and identify the skills and resources required for the project. Prerequisite analysis (enabling objectives). ● Know the meaning of a project. ● Know the meaning of a goal and goal setting. ● Know the meaning of skills. ● Know the meaning of resources. ● Know how to create meaningful goals. ● Know how assess the skills and resources that students have and those that are needed for the project. ● Know how to plan to acquire skills and resources that are needed. Learning activities. ● After introductions and attention (issue or problem-solving) activities, assess prior knowledge of the meaning of skills and resources. ● Teach any necessary prerequisite knowledge by providing definitions and examples and nonexamples. ● Provide opportunities for learners to generate their own examples and nonexamples of conceptual knowledge. ● Model the procedure for assessing project resources and skills. ● Provide practice and feedback for the procedure using a scenario. ● Teach the concept and components of an skills and resources assessment. ● Model the procedure for assessing and acquiring resources and skills. ● Provide opportunities to transfer knowledge to create and resource and skills analysis. Assessment. ● Learners will develop an assessment of the resources and skills against identified goals for one project per the rubric. Unit 4: How to create a plan to implement the proposed project with clear goals, acquiring skills and feedback. Terminal learning objective. Using the project skills and resource analysis from Unit 3, learners will create an implementation (work) plan inclusive of the strategies they will use to acquire skills identified as gaps in the skills analysis per the rubric. Prerequisite analysis (enabling learning objectives). ● Know the basic elements of a work (implementation) plan. ● Know the meaning of outcomes. ● Know the meaning of goals. ● Able to identify steps/sequence steps against the allotted time in the semester to complete the project. ● Able to anticipate possible outcomes for the project. EXPERIENTIAL LEARNING CURRICULUM 56 ● Know how to create a project workplan. ● Know how to secure feedback and approval to move the project forward. Learning activities. ● After introductions and attention (relevance) activities, assess prior knowledge of the meaning of workplan, goals, project planning skills (including time management) and outcomes. ● Teach any necessary prerequisite knowledge by providing definitions and examples and nonexamples. (Teaching concepts) ● Provide opportunities for learners to generate their own examples and nonexamples of conceptual knowledge. ● Model the procedure for creating an effective workplan. ● Provide practice and feedback for the procedure using a scenario. ● Teach the concept and components of an effective workplan. ● Model the procedure for developing an effective workplan. ● Model the procedure for securing feedback and approval for the workplan. ● Provide opportunities to transfer knowledge to create a workplan used for implementation for the proposed project. Assessment. ● Learners will develop an implementation workplan of the proposed project per the rubric. Unit 5: How to implement the work plan, engaging in ongoing reflection, troubleshooting and skill development . Terminal learning objective. After securing and incorporating feedback on the workplan, learners will implement the workplan, engaging in ongoing reflection, troubleshooting and skill development, per the rubric (and against their own plan and goals). Prerequisite analysis (enabling learning objectives). ● Know the meaning of workplace and team norms and behaviors. ● Know the meaning of troubleshooting. ● Know the meaning of reflection. ● Know how to engage in reflection and troubleshooting, making adjustments to workplan and skills development. ● Know how to locate and utilize resources to support skills development. Learning activities. ● After introductions and attention-gaining activity, assess prior knowledge of group or team norms and behaviors, troubleshooting and reflection. ● Teach any necessary prerequisite knowledge of workplace behavior by providing definitions and examples and nonexamples. ● Provide opportunities for learners to generate their own examples and EXPERIENTIAL LEARNING CURRICULUM 57 nonexamples of conceptual knowledge. ● Model the procedure for implementing the workplan in the community. ● Provide practice and feedback for the procedure of implementing the workplan incorporating workplace and team norms. ● Teach the concepts and components of workplan implementation. ● Model the procedure for effective workplan implementation. ● Provide opportunities to transfer knowledge to implement the workplan by implementing the project. ● Teach the concepts and components of skills development, reflection and troubleshooting. ● Model the procedure for skills development, reflection and troubleshooting. ● Provide opportunities to transfer knowledge to develop skills, reflection and active troubleshooting by applying to project implementation. Assessment. ● Learners will implement the project workplan and engage in ongoing skills development, reflection and troubleshooting per the rubric (guided by the outcomes they set for themselves). Unit 6: As project implementation is completing, learners will synthesize their reflections on the implementation of the service learning work plan, including their skill development and ongoing troubleshooting. Terminal learning objective. As project implementation is completing, learners will synthesize their reflection on the implementation of the workplan, skills development and troubleshooting. Prerequisite analysis (enabling learning objectives). ● Know the meaning of reflection. ● Know the meaning of future interests and goals. ● Able to engage in reflection on the service experience, course concepts, agency needs and skills acquisition. Learning activities. ● After attention and relevancy activities, assess prior knowledge of the meaning of reflection and their connection with future goals. ● Teach any necessary prerequisite knowledge by providing definitions and examples and nonexamples. ● Provide opportunities for learners to generate their own examples and nonexamples of the conceptual knowledge. ● Model the procedure for culminating the student’s reflection and making connections with future interests and goals. ● Provide practice and feedback for the procedure using a scenario. ● Teach the concept and components of a reflection process. ● Model the procedure for documenting reflection to make connections to future EXPERIENTIAL LEARNING CURRICULUM 58 interest and goals. ● Provide opportunities to transfer knowledge to document reflection (throughout the project and course). Assessment. ● Learners will engage in reflection process to make initial connections to interests and future and near goals. Unit 7: How to develop and refine college and career goals and conduct research to augment knowledge about potential paths to reach aforementioned life goals. Terminal learning objective. Using the synthesis reflection and the connection with interest and future goals, the student will develop and refine college and career goals by conducting primary and secondary research about potential paths to goals per the rubric. Prerequisite analysis (enabling learning objectives). ● Know the meaning of college and career goals. ● Able to make connections between the reflection of interests and future college and career goals. ● Able to write goals. ● Able to conduct primary research to further inform goals and approaches to reaching goals. ● Able to conduct primary research to augment knowledge on how to reach college and career goals. Learning activities. ● After attention and relevancy activities, assess prior knowledge of the meaning of college and career goals. ● Teach any necessary prerequisite knowledge by providing definitions and examples and nonexamples. ● Provide opportunities for learners to generate their own examples and nonexamples of the conceptual knowledge. ● Model the procedure for connecting reflection with setting college and career goals. ● Provide practice and feedback for the procedure using a scenario. ● Model the procedure for conducting interviews and secondary research to inform paths towards college and career goals. ● Teach the concepts and components of college and career research. ● Model the procedure for conducting research. ● Provide opportunities to transfer knowledge to a planning document that begins to form their personal workplan. Assessment. ● Learners will engage in setting college and career goals by connecting with reflection from their service learning experience, augmenting their knowledge EXPERIENTIAL LEARNING CURRICULUM 59 with additional research which culminates in the completion of a planning documentation process to develop their personal work plan. Unit 8: How to develop an individual college and career goals including troubleshooting, reflection and skills acquisition. Terminal learning objective. Using the service learning project workplan as a template, learners will create a plan to reach intended college and/or career goals that they identified in their research and reflection. Learners will include the use the tools they acquired in their service project (reflection, skills/resource development and troubleshooting) Prerequisite analysis (enabling objectives). ● Know the meaning of plan. ● Know the meaning of goal and goal setting. ● Able to identify, research and analyze impacts of experience on student’s (college) education plan (transfer, major or degree goals). ● Able to identify, research and analyze short term and longer term goals to support educational plan (goal clarity). ● Able to develop a plan to work towards identified goals. ● Present a goals in a customized format/method. Learning activities. ● After introductions and attention (issue or problem-solving) activities, assess prior knowledge of the meaning of plan and college and career goals. ● Teach any necessary prerequisite knowledge by providing definitions and examples and nonexamples. ● Provide opportunities for learners to generate their own examples and nonexamples of conceptual knowledge. ● Model the procedure for presenting the individual plan inclusive of goals and embedded opportunities to reflect, troubleshoot and incorporate new resources and skills. ● Provide practice and feedback for the procedure using a scenario. ● Teach the concept and components of a goal setting and plans to support goals. ● Model the procedure for creating a plan. ● Provide opportunities to transfer knowledge to create a college and career plan. Assessment. ● Learners will create goals and transfer into student’s personal plan per the rubric. ● Learners will develop an individual plan to support personal, college and career goals per the rubric. Unit 9: Transfer knowledge of college and career goals into an individual education plan that is held with college and other external agencies (including selection courses for year two, degree/majors and/or transfer colleges). EXPERIENTIAL LEARNING CURRICULUM 60 Terminal learning objective. Learners will transfer knowledge into education plan and into personal goals per the rubric. Prerequisite analysis (enabling objectives). ● Know the meaning of education plan (those used by community colleges and other related agencies i.e. financial aid). ● Able to write goals. ● Able able to transfer knowledge to official education plans and related documents and plans. Learning activities. ● After relevancy and attention activities, assess prior knowledge of education plan, goals and goal setting. ● Teach any necessary prerequisite knowledge by providing definitions and examples and nonexamples. ● Provide opportunities for learners to generate their own examples and nonexamples of conceptual knowledge. ● Model the procedure for transferring goals into education plans. ● Provide practice and feedback for the procedure using a scenario. ● Teach the concept and components of goal setting and revising an education plan. ● Model the procedure for goal setting and education plan revision. ● Provide opportunities to transfer knowledge by creating goals into personal plan and into their education plan (official plan of the community college system). Assessment. ● Learners will create goals and relate revisions into their education plan per the rubric. Unit 10: How to make a final presentation to the community including your reflection, skills acquisition and impact on educational plan/path (college and career). Terminal learning objective. Using the work plan and reflection activities, learners will create and make a final presentation, per the rubric. Prerequisite analysis (enabling learning objectives). ● Know the meaning of presentation. ● Able to develop and make (present) a presentation. ● Able to synthesize and reflect between their service learning experience and make connection and communicate their impact of college and career goals into a presentation. Learning activities. ● After relevancy and attention activities, assess prior knowledge of the meaning of presentation and synthesis. EXPERIENTIAL LEARNING CURRICULUM 61 ● Teach any necessary prerequisite knowledge by providing definitions and examples and nonexamples. ● Provide opportunities for learners to generate their own examples and nonexamples of conceptual knowledge. ● Model the procedure for creating and making a presentation. ● Provide practice and feedback for the procedure using a scenario. ● Teach the concept and components of creating a presentation. ● Model the procedure for creating and making (presenting) a presentation. ● Model the procedure for transferring their synthesis to a presentation to share with classmates and community partners. ● Provide opportunities to transfer knowledge to create and make a presentation. Assessment. ● Learners will create and present (to the class and select community members) a synthesis of their experience, per the rubric. Delivery Media Selection In considering the use of media in delivering the curriculum several factors were considered to determine the role media will play. The section below outlines the key considerations after analyzing the intended curriculum goals and learners. Key Considerations In Choosing Media Clark, Yates, Early, and Moulton (2010) recommends three key factors be used to determine the selection of media of the curriculum, measured against the need for the method of delivery against the learning objectives. The first question pertains to the conceptual authenticity, the second to immediate feedback and the third to special sensory requirements. Conceptual authenticity refers to the conditions needed to replicate the conditions for students to practice new skills to achieve mastery. Since this course is focused on a service project where students will have experience as they implement their project, it is doubtful any technology media would significantly increase authenticity. Although there is a benefit to students having immediate, technology-based feedback for declarative knowledge, the nature of the curriculum is primarily EXPERIENTIAL LEARNING CURRICULUM 62 self-reflection, generative knowledge, and building relationships, all of which require more immediate feedback. Lastly the question of special sensory requirements (beyond aural and visual) to deliver the curriculum also does not appear to benefit from computer-based media over direct instruction. General Instructional Platform Selection Considering the terminal learning objectives of the curriculum, the instructional platform is going to be blended, delivered primarily in-person with technology used to only to aid and scaffold declarative learning. The computer-based instructional will be offered asynchronously to allow students to access information at their own pace and convenience. As such, the specific media choice will be live, direct instruction, blended and online (synchronous or asynchronous). EXPERIENTIAL LEARNING CURRICULUM 63 CHAPTER FIVE: IMPLEMENTATION AND EVALUATION PLAN Implementation of the Course To enable the curriculum both be successfully implemented and leveraged to support the College’s Guided Pathways framework, thoughtful and ongoing planning must occur to ensure adoption throughout the organization. Implementation must include stakeholders beyond the instructor; the college researcher, counselors and community partners must also be engaged throughout the implementation cycle for the course to actualize its full impact. The course is designed to align with the college’s 16-week semester calendar, but the instruction itself is one of four phases of a proposed year-long continuous improvement model. In the table below, Table 5.1 Curriculum Implementation Cycle, the four phases of the curriculum are outlined naming the key personnel, the timing of each phase and the data and methods used to improve the course and increase its impact. Table 5.1 Curriculum Implementation Cycle Key Stakeholders Timing Methods/Data Phase 1: Preparation Instructor Community partners Counselors Faculty Three months to 4 weeks before the course begins -Community outreach -Student outreach through orientation, counselor meetings Phase 2: Curriculum instruction Instructor Students Community partners Counselor 16 weeks -Ongoing assessment of learning outcomes -Mid-semester debrief/reflection Phase 3: Evaluation Researcher Counselors Community partners 16 weeks -Data collection and analysis through satisfaction surveys to students, counselor and EXPERIENTIAL LEARNING CURRICULUM Students Instructor Phase 4: Curriculum revisions Instructor Counselor Students 4 to 6 weeks 64 community and accessing student-level records -Using evaluation analysis, changes are integrated into the curriculum for next cohort In Phase one, implementation will focus on preparation activities, occurs three months to four weeks before the course is offered and lead by the instructor. Within this phase, the instructor will select a compelling community issue that will be the focus of the service projects in the course that semester. The quality of the service-learning experience is a primary characteristic of effectively using service-learning pedagogy, therefore phase one is critical to the course’s success. The process to select the issue and community partners may be straightforward by where the class is placed or be more complex should students have not been yet grouped by interests. For example, a course offered for students within education and human development meta-major may be focused on low graduation rates for newcomers or students within a STEM meta-major may be focused on poor health outcomes for low-income areas. Whatever the placement of the course within Guided Pathways, the selection of the course’s focus is an opportunity to engage the community, faculty, and students through discussion, data collection and survey and should be thoughtfully undertaken. Phase two, curriculum instruction, occurs over 16 weeks as the course is being implemented and led by the instructor/facilitator. Evaluation occurs throughout the course with the instructor gauging student engagement and comprehension through in-class informal assessment and discussion, in completing terminal learning objectives and within reflection assignments. Additionally, a mid-term evaluation is recommended for the instructor to assess the EXPERIENTIAL LEARNING CURRICULUM 65 course and make any adjustments to the second half of the class. Ideally, this would be held over an hour or two with a peer or external coach and result in small adjustments to the curriculum to address issues of student engagement, unforeseen knowledge gaps or student conflict with peers or partners. Phase three of implementation occurs just following the end of the course and is focused on collecting and evaluating data to understand the impact of the curriculum better. Lead by the institutional researcher, this phase gathers information from all stakeholders across multiple sources to evaluate engaging all perspectives. The remainder of the chapter focuses on describing the evaluation plan in greater detail. The final phase is in the fourth stage when the evaluation is used to inform changes to the curriculum and the partnerships, support services, and community issues in preparation of the next cohort. This phase integrates the learning of the three former phases and completes a full implementation cycle. If phase 3 is sufficiently comprehensive, changes in phase four are likely to develop or strengthen partnerships, student support, outreach aimed to increase the curriculum’s integration into the college. By using this prototyping methodology, the curriculum is positioned to be effectively implemented and positively impact the college’s learning environment beyond the classroom. Implementation of the Evaluation Plan Curriculum Purpose, Need and Expectations After completing the course, students will have an enhanced awareness of their community, developed and experimented with skills required to address social issues and applied knowledge to a pressing community problem by implementing a service learning project. By developing an understanding of the benefits of the real-world application of course concepts, EXPERIENTIAL LEARNING CURRICULUM 66 students’ knowledge of their interests and options will increase thus improving their ability to make informed decisions about their program of study. Through an experiential learning approach student’s awareness of their interests and career options will grow which will better equip students to make choices about their path and develop an enhanced individual college and career plan. Evaluation Framework Thorough evaluation and implementation design are necessary to ensure the curriculum is positioned to continuously improve as a method to maximize the organizational and student-level impact. The curriculum implementation and evaluation plan will utilize the New World Kirkpatrick Model (Kirkpatrick & Kirkpatrick, 2016) whose design includes four levels of evaluation. This methodology views the impact of the curriculum from the broadest scope through the results (level four), to the behaviors (level three), the learning (level two) to the reactions of learners (level one). Level 4: Results and Leading Indicators After the curriculum has been implemented several key external and internal results will be achieved. As described in Table 5.2, Indicators, Metrics, and Methods for External and Internal Outcomes , the external results include the College receiving positive accolades in the community through media, community partners and within networks of college advisors located in the San Francisco east bay area. Internally, there will be an increase in fall-to-spring and second year (fall-to-fall) persistence measured by the State’s Student Success Scorecard. Students express increased satisfaction with their college experience and report an increased in their engagement and confidence in their college and career path. Additionally, students will EXPERIENTIAL LEARNING CURRICULUM 67 return to CEB for their second school year enrolled in the courses aligned with their identified goals and interests. Table 5.2 Indicators, Metrics, and Methods for External and Internal Outcomes Outcome Metric(s) Method(s) External Outcomes Increase in student satisfaction Number of students would recommend the course to similar students Anonymous student survey; course evaluations Increased in positive messages in the media about CEB Number of positive media stories, social media? “Hits” on local media outlets; stories co-produced by East Bay Community College District (centralized communication function) Increased in community based partnerships Number of community partners recommend to other similar agencies to engage with CEB Satisfaction survey (every semester); evaluation within course Increased in positive “buzz” amongst high school-based college advisors in the East Bay Number of college advisors recommend CEB as a high quality option for high school students Spring survey to college advisors at local high schools Internal Outcomes Increased in second year persistence Number of returning students that enroll the following semester CEB student enrollment; National Clearinghouse (transfer) Increased clarity of college and career goals Number of students who report an increase in college and career path or interests Course capstone; enrollment patterns collected in the following year Increased course completion the following semester Number of students who successfully complete key courses the following semester Course capstone; CEB student success Increased student engagement Number of students who report increased engagement in college Community College Survey of Student Engagement (CCSSE) EXPERIENTIAL LEARNING CURRICULUM 68 Level 3: Behavior Critical behaviors. While motivation and self reflective behaviors are not visible, proactive behaviors of empowered learners can be seen and measured. As outlined in Table 5.3, Critical Behaviors, Metrics, Methods, and Timing for Evaluation , affected students will demonstrate important behaviors that denote their ability to apply their learning: identifying their specific, short term barriers to success, navigating resources to address those challenges, increase knowledge of their skills and interests and the ability to connect their affinities to college and career choices. Table 5.3 Critical Behaviors, Metrics, Methods, and Timing for Evaluation Critical Behavior Metric(s) Method(s) Timing 1. Communicating plans with advisors, translating ongoing college and career goals into programs of study with knowledge of key choice points and systems of support to reach goals. -Meeting with counselor at least one time each semester -Number of courses completed aligned with college goals Student survey; counselor survey; college student success data End of each semester until goal has been reached 2. Engaged in campus and community issues through leadership, service, volunteering, internships, student-led events, clubs and/or committees -Number of service projects -Number of events -Number of volunteering opportunities -Number of internships -Number of clubs -Number of committee membership CCSSE (student engagement survey); student survey; counselor survey Within two semesters of taking the course Required drivers. Within Level 3 of Kirkpatrick’s New World model (2016), processes and systems are needed to reinforce, monitor, encourage, and reward performance of critical EXPERIENTIAL LEARNING CURRICULUM 69 behaviors. Table 5.4, Required Drivers to Support Critical Behaviors, outlines the “nudges” that support students’ maintenance of behaviors important to their college success. With the course being nested in a Guided Pathways framework, CEB will enlist faculty and staff across the campus to ensure the skills for success remain fresh and relevant. Table 5.4 Required Drivers to Support Critical Behaviors Method(s) Timing Critical Behaviors Supported Reinforcing Refresher module embedded online each semester; online portal and Canvas (LMS) Between semesters, students will be prompted to engage key information on choice points and goal setting #6 and #7 Messages about tips effective goal setting (and associated skills) will be automatically populated on screen when logging into Canvas Every time students log into LMS (universally used by faculty), focused on those courses encouraged to take second year #1 and #7 Goal setting modules will be offered in a minimum of one of the courses in the following semester Key courses the following semester will refresh goal setting #7 and #4 Effective team work will be embedded in a minimum of one of the courses in the following semester Key courses the following semester will refresh effective teaming and require one (min) assignment be done in teams #8 Prompts about important deadlines and decision points will be communicated online and in counselor meetings Within counselor meetings, in DegreeWorks (progress tracker) #6 Education plan will be updated/confirmed Students required to confirm educational goals online and in counselor meetings (min once per semester) #2 Encouraging Every new student will be assigned a “coach” who will check in about key behaviors (one per month) Throughout second year, then asks to coach a new student #5, #1, #2, #3, #4, #6 and #7 EXPERIENTIAL LEARNING CURRICULUM 70 Key behaviors will be encouraged by counselors, instructors and classmates Ongoing, within meetings, courses and campus activities #5, #1, #2, #3, #4, #6 and #7 Rewarding Students who engage in clubs, committees and planning community and campus events will be given priority enrollment dates Ongoing #5 Student who coach a new student will be offered enhanced transfer and career development opportunities Second year #5, #1, #2, #3, #4, #6 and #7 Monitoring A system to monitor aforementioned metrics will be included in surveys (instructor, counselor and students), additional metrics will be added to internal reporting as they are identified through the curriculum implementation cycle Each phase of curriculum implementation cycle (see 5.1) All Progress will be tracked through the development of a dashboard capturing critical behaviors. This dashboard will be reported on every semester to shared governance, Guided Pathways Steering Committee and student advisory. Every semester; capture cohort-level progress as well as the cumulative. All Students will complete “pulse” surveys throughout the course to report or demonstrate critical behaviors. Additionally similar “pulse” survey will be randomly send to ask counselors, faculty, staff and students to report on their behaviors Ongoing, engaging current students and those who have completed the course. All These data will be reported to Guided Pathway workgroup in order to quality control and support continuous improvement; annual reports to relevant shared governance and Guided Pathways Steering Committee Each semester the course is offered; annual reports produced as part of phase 3 of the curriculum implementation cycle. All Organizational support. To support learners to successfully implement, apply and transfer their new knowledge, skills, and attitudes developed in the curriculum stakeholders EXPERIENTIAL LEARNING CURRICULUM 71 across the campus will need to be engaged. Specific levers within the environment to monitor, reinforce, encourage, reward to keep accountable to the critical behaviors (Kirkpatrick & Kirkpatrick, 2016). In phase 1 of developing Guided Pathways at College of the East Bay, a system of embedded “nudges” will be implemented, outlined in Table 5.4, and be attached to the accountability to State funding. CEB has been allocated a total of $574,788 over the next five years from the State’s Chancellor’s Office with reporting required each year tracking progress. By counting activities that delivered in Table 5.3, measures will be included in the annual reports which will further encourage their use and help to demonstrate the effect of the activities. After Phase 1 (2018-2020), the organization will assess the practices, including learning activities and if external reporting remains necessary. The leadership group supporting Guided Pathways will ultimately monitor and troubleshoot resource and technology issues that may arise within a continual implementation of the curriculum. Level 2: Learning Learning goals. After completing the course, students will have developed critical thinking and analytical skills, decision making and research abilities which will originate within a service learning project addressing a community issue and extend into their daily lives and future decisions. Students will have developed an enhanced awareness of their community, examined and reflected on the practical skills within a field of study and apply their skills to a research service project. By developing an understanding of the benefits of the real-world application of course concepts, students will increase their awareness of their knowledge of their interests and college and career options, better equipped to make informed decisions about their EXPERIENTIAL LEARNING CURRICULUM 72 program of study. Learners will transfer their knowledge gained in the course to make informed decisions about educational goals. Components of learning evaluation. There are opportunities for ongoing evaluation of learners within class sessions and assignments including field notes and the workplan of the service learning project. Within each class session there are multiple modalities for informal learning assessment by learners engaging in instruction. Table 5.3 Evaluation of the Components of Learning for the Program highlights the components of evaluation for declarative knowledge and procedural skills as well as methods to assess attitudes, confidence and commitment. Table 5.5 Evaluation of the Components of Learning for the Program. Method(s) or Activity(ies) Timing Declarative Knowledge “I know it.” Thinking within pair shares Ongoing Reporting out Beginning and end of class Small group discussion Ongoing Check out questions End of every class Procedural Skills “I can do it right now.” Checklists of elements of procedures During learning activities Self-assessment of competency of procedure Within the class, after procedure is practices outside of class Scenarios where procedural knowledge is demonstrated Within practice and feedback of class Attitude “I believe this is worthwhile.” Discussions about the impact of the community issue Within class discussions, field notes Discussions about the value and rationale of the project Within class discussions, field notes Observations of instructor, community agency partners and counselors Ongoing, end of the course Confidence “I think I can do it on the job.” Asking questions and for clarification Ongoing, within class and field notes Engagement in class, class discussions and learning activities Ongoing, within class EXPERIENTIAL LEARNING CURRICULUM Engagement in community within project Self-assessment and survey Commitment “I will do it on the job.” Discussion of issues, challenges and interest in troubleshooting Self reporting on progress Development of individual action plans including skills development Reflection on experience and assessment of competency 73 Ongoing, within class discussion, community partner, team mates Ongoing, end of class/project Ongoing, within field notes, workplan and in class discussion Ongoing, within field notes and in class discussion Ongoing, within field notes, workplan and in class discussion Ongoing, within field notes and in class discussion Level 1: Reaction Learners and community partner will be encouraged to provide their evaluation of the course while it is being implemented which allows for responsive adjustments and after the course has completed to inform future cohorts. Table 5.4 Components to Measure Reactions to the Program outlines the methods that will be implemented to gauge engagement, relevance and customer service. Table 5.6 Components to Measure Reactions to the Program. Method(s) or Tool(s) Timing Engagement Attendance records Attendance taken every class session, weekly emails sent to absent students Asking meaningful questions Within every class session Completion of practice scenario Within every class session Feedback of community partners When students are in the community engaging in service learning project SENSE (Survey of Entering Student Engagement) End of first semester Relevance Pulse surveys (anonymous) At the end of each theme (three times throughout the semester) EXPERIENTIAL LEARNING CURRICULUM 74 Discussion Within the majority of class sessions opportunities to gauge relevance of course content Customer Satisfaction Anonymous survey for students and community partners End of course In-person interviews of select community partners End of course Observer who gauges student commentary and body language Throughout course (randomly) Evaluation Tools There are several sources of evaluative data collected by College of the East Bay which will be leveraged to capture elements outlined in Table 5.1 and Table 5.2 focused on Level 4 and Level 3. Additionally, three evaluation instruments directly engage learners and offered before the class begins, immediately after the class ends and at the end of the following semester (see Appendix D). A pre-course assessment in the form of a brief survey will be administered before class begins which will gauge career and college interests and knowledge before the class begins, and the other evaluations that will be administered in person or online, through surveys and focus groups, depending on response rates and access to students post-program. Immediately following the program implementation. An evaluation instrument will be administered to learners immediately after the course completes (see Appendix D). This tool focuses on elements from Level 1 and Level 2 to gauge learner’s experience and the extent they think they gained relevant knowledge as a result of the class not easily captured from external sources. The evaluation instrument was adopted from Kirkpatrick’s hybrid evaluation tool (Kirkpatrick, 2018). EXPERIENTIAL LEARNING CURRICULUM 75 Delayed for a period after the program implementation. An evaluation tool will be administered an the end of the following semester after learners have had an opportunity to apply the knowledge and skills from the course to their other courses, to their college goals, and to novel experiences. The instrument is also adopted from Kirkpatrick’s hybrid evaluation tool (Kirkpatrick, 2018) and draws on the Level 1 and Level 2 elements in the earlier survey augmented with additional questions to decipher the impacts connected with Level 3 and Level 4. See Appendix D for the proposed evaluation tool. Conclusion to the Curriculum Design Community colleges lose students every semester to the lure of jobs, promises of shorter programs of for-profit colleges and hopelessness due to confusing forms, processes and unclear paths and requirements. 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EXPERIENTIAL LEARNING CURRICULUM 85 Appendix A: Lesson Overview by Week and Session Week Session 1 (75 minutes) Key Outcomes (Unit, module) Session 2 (75 minutes) Key Outcomes (Unit, module) 1 Gain a baseline understanding of a compelling community issue or need (Unit 1, module A) Gain a baseline understanding of a compelling community issue or need (Unit 1, module B) 2 Gain foundational knowledge of service learning, generate proposal concepts projects that supports the community issue aligning with a related non profit agency’s mission and aligns with student interest. (Unit 2, module A) Gain foundational knowledge of service learning, generate proposal concepts projects that supports the community issue aligning with a related non profit agency’s mission and aligns with student interest. (Unit 2, module B) 3 Identify required skills and resources for the project (Unit 3, module A) Identify required skills and resources for the project (Unit 3, module B) 4 Create a workplan to implement the project and acquire skills and resources. (Unit 4, module A) Create a workplan to implement the project and acquire skills and resources (Unit 4, module B) 5 Implement the work plan, engaging in ongoing reflection, troubleshooting and skill development. (Unit 5. Module A) Implement the work plan, engaging in ongoing reflection, troubleshooting and skill development. (Unit 5. Module B) 6 Implement the work plan, engaging in ongoing reflection, troubleshooting and skill development. (Unit 5. Module C) Implement the work plan, engaging in ongoing reflection, troubleshooting and skill development. (Unit 5. Module D) 7 Implement the work plan, engaging in ongoing reflection, troubleshooting and skill development. (Unit 5. Module E) Implement the work plan, engaging in ongoing reflection, troubleshooting and skill development. (Unit 5. Module F) 8 Implement the work plan, engaging in ongoing reflection, troubleshooting and skill development. (Unit 5, module G) Implement the work plan, engaging in ongoing reflection, troubleshooting and skill development. (Unit 5. Module H) 9 Implement the work plan, engaging in ongoing reflection, troubleshooting and skill development. (Unit 5, module I) Implement the work plan, engaging in ongoing reflection, troubleshooting and skill development. (Unit 5. Module J) 10 Implement the work plan, engaging in ongoing reflection, troubleshooting and skill development. (Unit 5, module K) Implement the work plan, engaging in ongoing reflection, troubleshooting and skill development. (Unit 5. Module L) 11 Upon project completion engage in a Upon project completion, engage in a EXPERIENTIAL LEARNING CURRICULUM reflection on the workplan implementation, connecting course concepts, agency needs and experiencing occurring within the project. (Unit 6, module A) 12 Develop or refine college and career goals and conduct research to augment knowledge about pathways to reach aforementioned life goals. (Unit 7. module A) 13 Develop or refine college and career goals and conduct research to augment knowledge about pathways to reach aforementioned life goals. (Unit 7, module C) 14 Develop a plan to implement college and career goals including troubleshooting, reflection and skills acquisition. (Unit 8, module B) 15 Transfer knowledge into an individual education plan (including selection courses for year two, degree/majors and/or transfer colleges). (Unit 9, module B) 16 Make a final presentation to the community including your reflection, skills acquisition and impact on educational plan/path (college and career). (Unit 10, module B) 86 reflection on the workplan implementation, connecting course concepts, agency needs and experiencing occurring within the project. (Unit 6, module B) Develop or refine college and career goals and conduct research to augment knowledge about pathways to reach aforementioned life goals. (Unit 7. module B) Develop a plan to implement college and career goals including troubleshooting, reflection and skills acquisition. (Unit 8, module A) Transfer knowledge into an individual education plan (including selection courses for year two, degree/majors and/or transfer colleges). (Unit 8, module C) Make a final presentation to the community including your reflection, skills acquisition and impact on educational plan/path (college and career). (Unit 10, module A) Make a final presentation to the community including your reflection, skills acquisition and impact on educational plan/path (college and career). (Unit 10, module C) EXPERIENTIAL LEARNING CURRICULUM 87 Appendix B: Scope and Sequence Curriculum Outcome Introduced (skill introduction) Reinforced (near transfer, applying to new context) Mastery U 1 U 2 U 3 U 4 U 5 U 6 U 7 U 8 U 9 U 10 Identify & analyze community needs I R R R R M Identify skills & interest I R R R R R R R R M In person and online research, navigate & procure relevant resources I R R R R M College & career knowledge I R R R R M Self reflection I R R R R R R R R M Planning & goal setting I R R R R M Implementation & troubleshooting challenges I R R M Transfer knowledge into education plan and career/other goals (identification of major, transfer goal and/or career goal) I R R R R R M EXPERIENTIAL LEARNING CURRICULUM 88 Appendix C: Evaluation Instruments Pre-course Survey (Sent or administered before the course overview session. The survey indicate the clarity and strength of learners college and career goals and indicates the additional prescribed exploration and interest tools based on the strength/weakness of students goal, knowledge of required education and certainty of choice) 1. Name 2. College ID 3. Do you have an assigned counselor? Yes No a. When was your last meeting? 4. Have you identified a major (or meta major/interest area)? a. If yes, what is it? b. From 1 to 5, how confident do you feel about your choice? 1 = not very confident, 5 = extremely confident c. What or who influenced or informed your decision? 5. What are three of your current career interests (you can be specific or broad/general)? 1. 2. 3. 6. What is most helpful for you to be successful in college? a. On campus: b. Off campus: 7. What is the biggest challenge to you in reaching your college and/or career goals? 8. Do you have a resume? Yes No a. If yes, please email to: instructor’s email or link to a shared folder. EXPERIENTIAL LEARNING CURRICULUM 89 Appendix C: Evaluation Instruments Immediate Evaluation 1 Please clearly circle the number that best describes your response. 1=Strongly Disagree 2 3 4 5 6 7 8 9 10 = Strongly Agree LEVEL 1 (ENGAGEMENT) 1. I took responsibility for being involved in this class 1 2 3 4 5 6 7 8 9 10 2. I was engaged in what was going on in this class 1 2 3 4 5 6 7 8 9 10 3. The class environment helped me learn 1 2 3 4 5 6 7 8 9 10 4. My learning was enhanced by the instructor 1 2 3 4 5 6 7 8 9 10 5. This class held my interest 1 2 3 4 5 6 7 8 9 10 Was there anything about your experience that interfered with your learning? If so, what? What suggestions do you have that would have increased your involvement? 1 Adopted from Kirkpatrick Hybrid Evaluation Tool (kirkpatrickpartners.com) EXPERIENTIAL LEARNING CURRICULUM 90 (RELEVANCE) 1. I understand how to apply what I learned. 1 2 3 4 5 6 7 8 9 10 2. The course material will be helpful for my future success. 1 2 3 4 5 6 7 8 9 10 3. I will be able to use what I learned immediately. 1 2 3 4 5 6 7 8 9 10 4. What I learned in this class will help me in college. 1 2 3 4 5 6 7 8 9 10 5. I understand why this program was offered. 1 2 3 4 5 6 7 8 9 10 6. Information in this class is relevant and applicable to my life. 1 2 3 4 5 6 7 8 9 10 7. I have more clarity about what will make me more successful as a result of this class. 1 2 3 4 5 6 7 8 9 10 What additional information do you suggest be added to the class? Which modules did you find to be the most relevant to you? Which modules did you find to be the least relevant to you? (STUDENT SATISFACTION) I received helpful information prior to the class beginning. 1 2 3 4 5 6 7 8 9 10 Taking this class was worth my time. 1 2 3 4 5 6 7 8 9 10 I will recommend this program to my classmates. 1 2 3 4 5 6 7 8 9 10 I would be glad to help others with what I learned. 1 2 3 4 5 6 7 8 9 10 EXPERIENTIAL LEARNING CURRICULUM 91 I would like follow-up to help me apply what I learned. 1 2 3 4 5 6 7 8 9 10 The teaching style of the instructor contributed to my learning experience. 1 2 3 4 5 6 7 8 9 10 How could this class be improved? What are the major concepts that you learned during this class? What were the most meaningful concepts you learned? Please share any other comments you may have. LEVEL 2 (ATTITUDE) I believe this course is important to succeeding at college. 1 2 3 4 5 6 7 8 9 10 (CONFIDENCE) I feel confident about applying what I learned back on at school next semester. 1 2 3 4 5 6 7 8 9 10 (COMMITMENT) I am committed to applying what I learned to my work. 1 2 3 4 5 6 7 8 9 10 If you circled 6 or below, check all that apply. My commitment is not high because: ❏ I do not have the necessary knowledge and skills. ❏ I do not have a clear picture of what is expected of me. EXPERIENTIAL LEARNING CURRICULUM 92 ❏ I have other, higher priorities. ❏ I do not have the necessary resources to apply what I’ve learned. ❏ I do not have the human support to apply what I’ve learned. ❏ I don’t think what I learned will work. ❏ There is not an adequate system of accountability to ensure the application of what I learned. ❏ Other (please explain): __________________________________________ (PREDICTIVE) LEVEL 4 What barriers to applying what you learned do you anticipate? What could be done to remove them? What specific skills do you plan to apply when you get back to campus? What additional support will you need to implement what you learned? What specific outcomes are you hoping to achieve as a result of your efforts? What initial successes will likely occur as you consistently apply what you learned? What types of positive impact do you expect to see as a result of applying what you learned back on the job? EXPERIENTIAL LEARNING CURRICULUM 93 Appendix C: Evaluation Instruments Delayed Evaluation 2 Please clearly circle the number that best describes your response. 1=Strongly Disagree 2 3 4 5 6 7 8 9 10 = Strongly Agree (DELAYED) LEVEL 1 (RELEVANCE) The timing of this course was appropriate for me. 1 2 3 4 5 6 7 8 9 10 What information from this course has been most relevant to your job? What information should be added to this course to make it more relevant to your work? (CUSTOMER SATISFACTION) I would recommend this course to other new students. 1 2 3 4 5 6 7 8 9 10 Taking this course was a good use of my time. 1 2 3 4 5 6 7 8 9 10 Looking back, how could this program have been improved? Looking back, what would you change about this course? 2 Adopted from Kirkpatrick Hybrid Evaluation Tool (kirkpatrickpartners.com) EXPERIENTIAL LEARNING CURRICULUM 94 LEVEL 2 (KNOWLEDGE & SKILL) Looking back on the course, what content do you remember most? Looking back on the course, what content do you wish had been covered that wasn’t? LEVEL 3 (ON-CAMPUS BEHAVIOR) I have successfully applied on the job what I learned in training. 1 2 3 4 5 6 7 8 9 10 I have been able to apply on the job what I learned in class. 1 2 3 4 5 6 7 8 9 10 (DRIVERS) I have received on camus support in order to apply what I learned successfully. 1 2 3 4 5 6 7 8 9 10 I receive support and encouragement for applying my learning to my college success. 1 2 3 4 5 6 7 8 9 10 I have the necessary resources to apply what I learned successfully. 1 2 3 4 5 6 7 8 9 10 A system of accountability helps me to apply what I learned. 1 2 3 4 5 6 7 8 9 10 When I apply what I learned, I am rewarded appropriately. EXPERIENTIAL LEARNING CURRICULUM 95 1 2 3 4 5 6 7 8 9 10 (PREDICTED) LEVEL 4 (LEADING INDICATORS) I am already seeing positive results from the training. 1 2 3 4 5 6 7 8 9 10 I am expecting positive results from this initiative in the future. 1 2 3 4 5 6 7 8 9 10 What results have you seen since attending this course? Please give an example of the success you have achieved since attending this course. EXPERIENTIAL LEARNING SUPPORTING GUIDED PATHWAYS 96 Appendix D: Unit Lesson Plans, Materials and Assessments Appendix D: Unit Lesson Plans, Materials and Assessments Introduction and Course Goal: This introductory course, Exploring Community, College and Career ( Exploring C 3 ), is designed to support exploration through the lens of providing service to the community ultimately aiding students in strengthening their college and career goals. The course provides an introduction to service learning as an experiential method to develop practical skills and knowledge required to serve as effective volunteers. The curriculum provides a platform to discuss specific issues within the community from project conceptualization, design, to the application of service projects within community organizations or schools and civic engagement related to coursework. Purpose for the Course: S tudents will have formulated an understanding and awareness of society and of their civic/social responsibility, examine and reflect the practical skills within the field of study that addresses social issues at a local, national, or global level through a direct service experience. Students will also have the ability to investigate and apply course concepts related to service projects and/or volunteer service positions and be able to use those experiences to inform future career & college goals. Students will acquire or develop leadership skills and be able to experiment with competencies for effective and competitive college and career capabilities. By having a guided experience, students will strengthen their goals which will increase the likelihood they will reach degree and transfer plan. Course Overview : This course consists of three major themes taught over 16 weeks providing students with the opportunity to assess current community needs related/against their skills and interest (Community & Self), apply and augment their skills and knowledge by providing service to the community (Service Project) and strengthen future plans by reflecting on their experience and applying to college and career goals (Future). Overview Unit/ Module 1. Community & Self (Connection to community issue & project planning) These modules are focused on gaining an understanding of a pressing community issue and “locating” yourself within the issue by identifying the ways you can offer service to address the issue based on interest and skills. Units 1‐4 Sessions 1‐8 2. Service Project (Project Implementation) This part of the course is split between work in the community through your service project and in class reflecting, troubleshooting and developing new skills. Unit 5 Sessions 9‐20 3. Planning for the Future (College and career goal setting and research) The last class sessions are focused on synthesizing the service learning experience with your future plans by applying knowledge to college & career goals. Units 6‐10 Sessions 21‐32 Course Overview and Lesson Plan 1 Appendix D: Unit Lesson Plans, Materials and Assessments Course Overview Duration: One 75 minute session (75 mins is equal to one class session of a 3 Carnegie unit course) Lesson Materials Presentation tools: Printed “future” images , Padlet to post photos of the community, post‐its, Big (white) Board, slides , syllabus, flip chart paper, chart pens. Tutorial to use Padlet: HERE Learner Characteristic Accommodations Learners are new college students who are motivated to enroll community college but may lack self‐efficacy, ability to reflect and troubleshoot, have clarity of their transfer or degree goals or the resources needed to reach goals. As adult learners, the practicality and usefulness of the course must be emphasized throughout. Facilitator’s Notes To informally assess learners prior knowledge, before beginning, ask questions of your learners relating to their: (see Appendix D for survey questions): ‐prior experience with community agencies ‐past experience of providing service to the community ‐current college major and career goals ‐ability to reflect on past experiences that have been transferred into goals and plans informing their future In advance of the first session the instructor needs to identify a compelling community issue/s that align with known interests of students and several community agencies that are working to address them. These tasks are completed in advance because of the time needed to research and identify community partners or if the topics are covered/aligned within other courses (topics, research). Ideally these issues align with meta majors/ interest clusters within the College’s Guided Pathways. More resources to help support that process can be found in the resources section of this Plan. Populate your slides and class discussions with examples of assignments and projects after you’ve determined the focus of your class. There are notes throughout the Lesson Plan to help denote where examples need to be generated based on your context. Questions and prompts recommended to the Instructor are in italics. Course Overview and Lesson Plan 2 Appendix D: Unit Lesson Plans, Materials and Assessments Instructional Activities Instructional Sequence Time (mins) Description of the Learning Activity Instructor Action/Decision (Supplantive) Learner Action/ Decision (Generative) Gain Attention (Slides 2 & 3) 20 Create a context for the course that is grounded in student interests, career goals and college majors/paths by asking learners to begin the course exploring future visions. This, along with the student survey, will be a touchpoint throughout the course. Students explore the photos provided and select 3‐5 images that represent possible visions the students have for their future. Instructor guides students through an activity to explore future selves. Ask learners to explore the images/photos provided and have each student select 3‐5 images that represent visions for their future. Ask learners to share one of the photos verbally, along with introducing themselves/name: ‐What does this photo mean to you? ‐When will it be true for you? Instructor posts the image each student selects on the Big Board by student name written on a small post‐it. Begin to group photos into three broad categories: college/education, career and community (family, relationships). Learners select photos and begin to share their interests and goals as they currently understand them. Introduction (Slide 4 with link to Padlet, Slide 5) 20 (40) Encourage motivation by drawing the learner’s attention to a relevant community issue. Provide the overall purpose of the course: provide a service experience in the community to help clarify student academic and career goals. Learners meet each other and make connections through the community issue and their college goals/major. Asks learners to find one image on their phones of their community and post to a Padlet. Add the learner pictures to the pictures already procured of learners’ community in various places, times of year, landmarks. Ask learners to partner with someone they don’t know and interview each other on a problem they see in their community that they think needs to be addressed as well as learning their current college goal. Learners post photos and then engage with their classmates by interviewing another person, introducing the other and sharing what they learned with the class. Connection between the course and the learner’s lived experience whenever possible. This places the learner in an immediate “expert” position. Learner listens to baseline class agreements, contributes ideas and questions and agrees to use the agreements throughout the course. Course Overview and Lesson Plan 3 Appendix D: Unit Lesson Plans, Materials and Assessments Instructor shares class agreements and asks for additional agreements that the class agrees to use. Ask the learners to introduce their partner, share their responses to the problem and their college goal. Before moving on, instructor shares class agreements (the conditions to support learning) and asks learners for feedback/additions and their consensus. Course Goal (Slide 6 & 7) 5 (45) Introduce the course goals and outcomes by reviewing the syllabus. This course is designed to provide an introduction to service learning as an experiential method to develop practical skills and knowledge required to serve as effective volunteers in the community and provide platform to discuss specific issues within the community from project conceptualization, design to the application of service projects within community organizations or schools; civic engagement related to coursework. Share the three themes as the way/methods these goals will be achieved. Present the course goals and outcomes. Instructor asks students: Select/choose three words/concepts in the course goals that most interests them and circle on their syllabus. So how are we going to achieve this together? Instructor shared the three major sections of the course: 1. Community & Self 2. Service Project 3. Planning for the Future This course consists of three major sections taught over 16 weeks comprehensively providing your with the opportunity to assess current community needs related/against their skills and interest (Community & Self), apply and augment your skills and knowledge by providing service in the community (Service Project) and strengthen and refine your future plans by reflecting your experience into college and career goals (Future). Learners connect and match the goal and outcomes to their interest. Students identify three words/concepts in the course goals that most interests them and circle on their syllabus. Course Overview and Lesson Plan 4 Appendix D: Unit Lesson Plans, Materials and Assessments Purpose for the Course 10 (55) Ask a student to read the purpose of the course aloud (from the syllabus): Provide a description of the activities, tools, and artifacts that will be used in each unit. Stimulate motivation by describing the opportunity being provided to the student and the risk that will be avoided if the course is mastered. Instructor asks the learner to read the purpose of the course. Instructor explains the units of the course. Ask the learners to answer questions such as: “What is the value for me in this course” “How can I use this experience beyond gaining college credit?” Ask learner to make notes of their responses on the syllabus Learners listen and respond by writing down their answers on their syllabus. Course Overview (Back to Slide 6) 5 (60) Show all the units in the course to provide a mental model and assist the learners to organize their learning connecting the units/modules with the section/themes. Provide a description of the activities, tools, and artifacts that will be used in each unit. Instructor uses a visual model to show the units in the course and how each relates to achieving the course goal. Describe the reasoning for sequencing the units. Describe how the units are structured, the overarching design of the units, and some of the common components and activities that each unit provides. Instructor asks learners if they have questions about the course and if there is a part of the course in which they are most interested. Learner follows the model and make notes of how each unit applies to their personal goals and reasons for taking the course. Learner asks questions and share the part of the course that they are most interested in as it relates to their current interest and goals. Big Ideas 10 (70) Connect the course content with goals. Provide additional opportunity to generate connections using a “check out”question. Instructor asks learners to share the one element of the course where they see a connection with their current goals (college major, knowledge or skill development). Learner reflect on the session and share their response with the class. Ask questions as needed. Course Overview and Lesson Plan 5 Appendix D: Unit Lesson Plans, Materials and Assessments What connections do you see to your current college goals with the goals of this class? Advance Organizer for the Next Unit (Slide 8) 5 (75) Briefly preview the first class session. Instructor shares the goal of the first session: to discuss the community issue we will focus on this semester (without revealing what it is). Learner listens and asks questions as they arise. Total Time 75 Course Overview and Lesson Plan 6 Appendix D: Unit Lesson Plans, Materials and Assessments Unit Overview (by week, session & module) Week Session 1 (75 minutes) Key Outcomes (Unit, module) Session 2 (75 minutes) Key Outcomes (Unit, module) 1 Gain a baseline understanding of a compelling community issue or need (Unit 1, module A) Gain a baseline understanding of a compelling community issue or need (Unit 1, module B) 2 Gain foundational knowledge of service learning, generate proposal concepts projects that supports the community issue aligning with a related non profit agency’s mission and aligns with student interest. (Unit 2, module A) Gain foundational knowledge of service learning, generate proposal concepts projects that supports the community issue aligning with a related non profit agency’s mission and aligns with student interest. (Unit 2, module B) 3 Identify required skills and resources for the project against goals (Unit 3, module A) Identify required skills and resources for the project against goals (Unit 3, module B) 4 Create a workplan and goals to implement the project and acquire skills and resources. (Unit 4, module A) Create a workplan and goals to implement the project and acquire skills and resources. (Unit 4, module B) 5 Implement the work plan, engaging in ongoing reflection, troubleshooting and skill development. (Unit 5, module A) Implement the work plan, engaging in ongoing reflection, troubleshooting and skill development. (Unit 5, module B) 6 Implement the work plan, engaging in ongoing reflection, troubleshooting and skill development. (Unit 5, module C) Implement the work plan, engaging in ongoing reflection, troubleshooting and skill development. (Unit 5, module D) 7 Implement the work plan, engaging in ongoing reflection, troubleshooting and skill development. (Unit 5, module E) Implement the work plan, engaging in ongoing reflection, troubleshooting and skill development. (Unit 5, module F) 8 Implement the work plan, engaging in ongoing reflection, troubleshooting and skill development. (Unit 5, module G) Implement the work plan, engaging in ongoing reflection, troubleshooting and skill development. (Unit 5, module H) 9 Implement the work plan, engaging in ongoing reflection, troubleshooting and skill development. (Unit 5, module I) Implement the work plan, engaging in ongoing reflection, troubleshooting and skill development. (Unit 5, module J) Course Overview and Lesson Plan 7 Appendix D: Unit Lesson Plans, Materials and Assessments 10 Implement the work plan, engaging in ongoing reflection, troubleshooting and skill development. (Unit 5, module K) Implement the work plan, engaging in ongoing reflection, troubleshooting and skill development. (Unit 5, module L) 11 Upon project completion engage in a reflection on the workplan implementation, connecting course concepts, agency needs and experiencing occurring within the project. (Unit 6, module A) Upon project completion, engage in a reflection on the workplan implementation, connecting course concepts, agency needs and experiencing occurring within the project. (Unit 6, module B) 12 Develop or refine college and career goals and conduct research to augment knowledge about pathways to reach aforementioned life goals. (Unit 7, module A) Develop or refine college and career goals and conduct research to augment knowledge about pathways to reach aforementioned life goals. (Unit 7, module B) 13 Develop or refine college and career goals and conduct research to augment knowledge about pathways to reach aforementioned life goals. (Unit 7, module C) Develop a plan to implement college and career goals including troubleshooting, reflection and skills acquisition. (Unit 8, module A) 14 Develop a plan to implement college and career goals including troubleshooting, reflection and skills acquisition. (Unit 8, module B) Transfer knowledge into an individual education plan (including selection courses for year two, degree/majors and/or transfer colleges). (Unit 8, module C) 15 Transfer knowledge into an individual education plan (including selection courses for year two, degree/majors and/or transfer colleges). (Unit 9, module A) Make a final presentation to the community including your reflection, skills acquisition and impact on educational plan/path (college and career). (Unit 10, module A) 16 Make a final presentation to the community including your reflection, skills acquisition and impact on educational plan/path (college and career). (Unit 10, module B) Make a final presentation to the community including your reflection, skills acquisition and impact on educational plan/path (college and career). (Unit 10, module C) Course Overview and Lesson Plan 8 Appendix D: Unit Lesson Plans, Materials and Assessments Unit 1: How to gain an understanding of a compelling and relevant community need or issue and the community agencies who are working to address the need or issue. Week 1, Unit 1, Session 1 (Module A) & Session 2 (Module B) Terminal learning objective. Based on the specific College curricular context, resources and relationships with community agencies, the learner will be able to communicate an understanding of a critical community issue inclusive of key community agencies by completing an analysis vis‐á‐vis community issue scan . Prerequisite analysis (enabling objectives). ● Know the meaning of community needs and issues ● Know the meaning of community agency ● Know the impact the issue has on the community ● Able to identify a community issue ● Able to present an impact summary/reflection ● Present a community issue scan Learning activities. ● After introductions and attention (issue or problem‐solving) activities, assess prior knowledge of the meaning of community needs/issues and community agency. ● Teach any necessary prerequisite knowledge by providing definitions and examples and nonexamples. ● Provide opportunities for learners to generate their own examples and nonexamples of conceptual knowledge. ● Model the procedure for presenting the summary/reflection. ● Provide practice and feedback for the procedure using a scenario. ● Teach the concept and components of a summary/reflection. ● Model the procedure for creating a presentation. ● Provide opportunities to transfer knowledge to create an impact presentation. Assessment. ● Learners will develop a community issue scan. Course Overview and Lesson Plan 9 Appendix D: Unit Lesson Plans, Materials and Assessments Unit 1 Overview Unit Duration: Approximately two 75 minute sessions (75 mins is equal to one class session of a 3 Carnegie unit course) Introduction: These are the first modules of the course held over two class sessions focused on making connections to a community issue as the basis for the service learning experience you will have later in the class. The purpose of this unit is to ensure you have a context for the service learning experience, making connections between the issue to your experience and knowledge. This community issue will be the container for projects that you will develop and implement later in the course, so it is important that you are engaged in answering the “WHY” question of the topic. Learning Objective(s) Terminal Objective: Based on community context, resources and relationships with community agencies, the learner will gain and be able to communicate an understanding of a critical issue and the connections with the issue against their personal experience and prior knowledge. Enabling Objective(s): ● Know the meaning of interest ● Know the meaning of community needs and issues ● Know the meaning of community agency ● Have an understanding of the impact the issue has on individuals, relationships, community and/or society ● Able to identify a community issue ● Able to develop and present a community issue scan ● Present an impact (scan) summary/reflection Lesson Materials Access to computer with internet for learning platform (with speakers) Supplies: Butcher paper, flip chart pens, tape and small sticky dots (each student will need three dots) Videos/Podcasts: Impact of Community Issue (4‐7 mins) video and/or infographics (TBD, dependant on community issue/focus) Worksheets/Handouts: 1.1 Community issue scan , 1.2 What is a Community Agency? Assessments and rubrics: Common rubric Presentation slides: Unit 1 Slides Learner Characteristic Accommodations Learners will take the course in person using multiple modalities to increase engagement. Facilitator’s Notes This is an in‐person, synchronous course. The presentation, practice, and feedback occur in person The instructor needs to provide a context for the students to engage in the community issue and generate interest and connection. See the the table below for specific Instructor Action/Decision (supplantive events of instruction). Course Overview and Lesson Plan 10 Appendix D: Unit Lesson Plans, Materials and Assessments Instructional Activities (Week 1, Unit 1, Session 1, Module A) Instructional Sequence Time (mins) Description of the Learning Activity Instructor Action/Decision (Supplantive) Learner Action/ Decision (Generative) Gain Attention (Slide 3) 20 After briefly welcoming the students, the instructor plays a short video of an overview of a national/international/local issue or need that provides a high‐level perspective of the issue’s impact as well as several narrative voices on the real world experience of people affected and facilitates a brief conversation. (Note: It’s important when selecting the video or speakers that the content demonstrates the community issue and the people shown as well as the information reflects the real life experience between the topic and the student population. Recommend having a similar student population review the video to ensure it is powerful, compelling and relevant if you are unsure.) Instructor welcomes the class briefly and plays the video for the class. After the video ends, instructor asks student to answer the question: In 140 characters, what is the problem and what are the ways it affects our community/people? Each student shares (or types on a Padlet/Tweets) thiur answer along with their first/preferred name. Learner listens and watches video. Learner thinks about the questions being asked, attaching personal experience to the community problem. Connection between the issue and the learner’s lived experience whenever possible. Places learner in an immediate “expert” position of communicating the ways the issue is and could be creating impact. Share and type their response and introduce themselves. Learning Objectives (Slide 4) 5 (25) Objectives for two modules in unit 1 are shared on a slide (in question and task form): ● Have an understanding of the impact the issue has on the community ● Know the meaning of community issues and community agencies (both definitionally and the specific issue the class is focused one) Instructor shares the objectives and allows learners to read the guiding questions for the unit and checks for understanding. Learner listens to and reads objectives. Asks questions for instructor to gauge their understanding. Purpose for Learning ‐ Benefits ‐ Risks Avoided (Slide 5 & 6) 30 (55) The narrative (video or reading) should have content to demonstrate the impact but the learners need to imagine it themselves. After reading/viewing ask the class: Why should we care about this issue? The class is divided into dyads to create a vision of a future where this issue has been solved and one where the issue grown and perpetuated. Instructor engages the learners on the reasons for learning the material and the risk avoided by recalling the listening/watching narratives of those directly impacted in the video or interview (see if there is a persuasive video created by the agencies themselves before researching too long). Learner engages in a discussion about the root causes of the issue by recalling their experience whenever possible. Learner listens and helps to generate the reasons for learning from the narratives and information in the video. Learners works with a partner to create a visual (depending on issue) Course Overview and Lesson Plan 11 Appendix D: Unit Lesson Plans, Materials and Assessments Group 1: What would the future look like for (place or person/people) if this issue no longer existed? Group 2: What does the future look like for (place or person/people) if this issue gets larger, more severe? Dyads share out with their keywords adding to a T chart on a flip chart that says: benefits and risks, then share any additional information about what the research says about solving this issue. The class generates two futures: one where the the issue is “solved” (benefits) and one where the issue grows, gets more severe and impacts more people, etc. (risks) of a community that no longer has the issue and one that has a much larger issue. Learner generates from prior knowledge, inference and the video/content from the beginning of class and presenting their keywords to the large group to create additional risks and benefits. Big Ideas 10 (65) Review the “take aways” from this module on learning about the community issue and the risks and benefits to doing something to address it. Connect the importance of the procedural knowledge to goals for the course. Instructor asks the learners to vote with sticky dots from the list generated on the three biggest risks and benefits from their perspective. Learner engages in class discussion to evaluate the most compelling reasons for addressing the issue. Advance Organizer for the Next Unit 10 (75) Connections made in this module to the next lesson where learners will build on their the future scenarios from today’s class to understanding direct impacts to their lives/well being (if they are not yet clear). Students list their current college of career goals in preparation for the next session. Instructor “previews” next module and engages learners to reflect on today’s class. Instructor asks learners to post their top college or career goals on a big white board. Learner listens to the preview of the next module and asks clarifying questions. Learner answers a check out question: one thing I learned or still wonder about (the community issue)... Learner recalls their to college and career goals and post on a common space (Big Board) with classmates Total Time 75 Course Overview and Lesson Plan 12 Appendix D: Unit Lesson Plans, Materials and Assessments Instructional Activities (Week 1, Unit 1, Session 2, Module B) Instructional Sequence Time (mins) Description of the Learning Activity Instructor Action/Decision (Supplantive) Learner Action/ Decision (Generative) Gain Attention 3 This activity activates thinking and allows students to consider ways in which the questions relates to previous personal experiences. Moreover, using relatable examples, the students can engage with the content without anxiety or immediate need for scaffolding. After welcoming students, the instructor reviews the lists generated from last session (risks and benefits). Instructor asks guiding questions to focuses attention and connect with the last session/module. Ask the learners: What were the top vote getters of each? Now choose one of the future impacts from the benefit/risks list that has an (direct) impact on you, people you know or care about. Ask learners to write their selection down for future use in the class session. Learner thinks about the questions being asked, attaching personal experience to the proposed problem. Learner engages in a discussion recalling their experience. Connection between the issue and the learner’s lived experience whenever possible. Learning Objectives (Slide 8) 2 (5) Objectives for two modules in unit 1 are shared on a slide (in question and task form): ● Have an understanding of the impact the issue has on the community (Module A) ● Know the meaning of community issues and community agency (both definitionally and the specific issue the class is focused one) (Module A) ● Able to identify known and potential impacts of the issue (Module B) ● Able to present a scan of the issue, the impact and agencies working on the issue. Instructor states the objectives aloud through audio/video narration, relating the guiding question to the learning objectives and purpose of the lessons. Instructor will verbally “check off” those objectives covered in last module by reviewing. Learner listens to and reads objectives. Responds to instructor when asked about what was covered in previous module/session. Asks questions when instructor gauges their understanding. Course Overview and Lesson Plan 13 Appendix D: Unit Lesson Plans, Materials and Assessments ● Present an impact scan of the issue (Module B) Prerequisite Knowledge (Slide 9, 10, 11) 15 (20) Given this is the first unit of the course, the instructor will need to activate prior knowledge and prepare students for new learning material by generating their own examples and nonexamples of conceptual knowledge with the topics: (1) What is a community issue? (2) What are community agencies? (3) What types are the services and structures types of community agencies? Teach any necessary prerequisite knowledge by providing definitions and examples and nonexamples. (Use Handout 1.1 ) Instructor presents a working definition of community issue then asks the students to generate examples and nonexamples (start/pre‐populate with the issue that is the focus of the class) Instructor presents a working definition of community agency and asks learners to think of community agencies they know from prior experience. Instructors shares the typography of community agencies (the types and services of non profit agencies) and offers examples and nonexamples of agencies and types, asking students to correctly identify examples and nonexamples. Learner reads and content of prerequisite and prior knowledge in order to prepare for learning material. Learner generates examples and nonexamples to the concepts of community issue and community agencies. Learner engages in content shared by instructor, class discussion and a quick quiz to review prerequisite knowledge. Learner identities examples and nonexamples of the community agencies by type. Learning Guidance ‐ Lecture ‐ Demo (Slide 12) 25 (40) The instructor introduces the concept of community agencies and demonstrates the process of the assignment of completing a community issue scan ( Handout 1.2 ) and generates a shared rubric. Students work in small groups assigned to one agency to identify the agency’s typology, the services they offer and where they are placed on the issue impact scan. Using the demonstration of the impact, ask groups to complete the scan and be ready to discuss their rationale for their scan on where they “placed” the agency. The instructor offers an overview of the partners agencies (on slides or video) that includes their background, mission, the services they provide, and their target population/intended impact. (If there is time/opportunity, students can do the research on the community agencies) Instructor will explain the activity and model the procedure for completing the community issue scan by using another real or fictitious agency (that is not a partner with the class). Learner watches and listens to the instructor who provides the agency overview and demonstrates the procedure for completing the issue impact scan and related presentation. Learner engages in developing the shared rubric for the activity. Learner engages in small group activity providing ideas for the analysis and in the presentation. Course Overview and Lesson Plan 14 Appendix D: Unit Lesson Plans, Materials and Assessments (Be sure to emphasize that the agency they select or assigned for small groups will not determine their projects or agency partner) Instructor generates a rubric with the learners’ participation for the issue impact scan and presentation. Instructor randomly assigns learners to small groups (the same number of agencies as groups) to complete the presentation of the issue impact scan. Practice and Feedback 20 (60) Each group presents verbally and visually their issue scans (on large paper) and shares their rationale about why (the agency, typology and what their contribution is to addressing this issue) to the class. Learners are provided scenario‐based questions and asked to apply the classification procedure of the issue impact map enabling objective and the terminal objective. The learners who are not presenting engage in know and wonder activity. Instructor offers direction on presenting the issue impact scan and asks each group to present their map and narration of their rationale. Instructor offers corrective feedback about the content of their presentation by asking questions to have learners provide a detailed rationale for misidentifying the agency’s type, services or impact. If learners correct their misplacement of impacts then they will be assessed as meeting the terminal learning objective. If learners do not respond correctly, then feedback will include a detailed explanation about the incorrect answer and learners can engage in additional practice. In small groups, learners generate their issue impact scan and analysis and engage questions from the instructor and classmates in order to correct conceptual knowledge as needed. (Non presenting) learners are active listeners by identifying and writing three things they now know as a result of the presentation and at least one thing they are still wondering (about agency or analysis) on post‐its. Authentic Assessment N/A (60) Assessment is completed live during the previous activity presentation using the criteria in the rubric as questions. Instructor provides assessment during the presentation, along with classmates who are demonstrating the knowledge they are gaining by writing their know/wonder. Learner will be asked to respond to questions related to their scenarios, their impact, type and service provision on their issue impact maps. Retention and Transfer N/A (60) Performance observation and self‐report from the students indicating level of success the student had in achieving his or her learning goal based on the responses to assessment is done Instructor generates the rubric with learners input to assess for performance using auditory and visual cues of what to look for in the map and what to listen for in the analysis. Learner assesses their classmates and self‐report about the application of knowledge verbally through their presentation. Course Overview and Lesson Plan 15 Appendix D: Unit Lesson Plans, Materials and Assessments live after presentation by reviewing the rubric generated earlier. Instructor asks each learner to complete and turn in their own individual issue impact scan as the assessment. Learner generates their own individual issue impact scan (handout) with their group’s information and the content they gathered from the other groups (who shared the services of different community agencies). Big Ideas 10 (70) Review the post‐its (know and wonder) on the issue impact scans and the application of the procedure of the assignment. Connect the importance of the procedural knowledge to the goals of the unit and course. Instructor reviews the issue impact scans, post‐its (know and wonder) and the procedure learners in which the engaged. Learner engages in class discussion, explaining their knowledge and answering remaining questions. Advance Organizer for the Next Unit 5 (75) Instructor “previews” next unit/module by connecting the content from this module to the development of projects that will be the focus of unit 2. In the next session we will move into exploring the potential projects with the community agencies we discussed today. Learner writes down the agency they found most interesting to connect in the next module. Total Time 75 Course Overview and Lesson Plan 16 Appendix D: Unit Lesson Plans, Materials and Assessments Unit 2: How to gain foundational knowledge of service learning, generate project ideas that address the community issue and align with a related non profit agency’s mission and student interests . Week 2, Unit 2, Session 4 (Module A) & Session 5 (Module B) Terminal learning objective. Using the community issue scan that the learner created in module 2 in unit 1, the learner will generate project concepts that connect learner’s interest with the needs of community based agencies. Prerequisite analysis (enabling objectives). ● Know the meaning of service learning. ● Know the meaning of interest and experience. ● Know the meaning of college and career goals. ● Know the meaning of community issue. ● Know the meaning of a community based agency and mission. ● Know the meaning of a connection map. ● Know how to generate a connection map. ● Know how to generate project concepts using the connection map and the components in the rubric. Learning activities. ● After introductions and attention (issue or problem‐solving) activities, assess prior knowledge of the meaning of service learning, interests and experiences, college and career goals, community issues and the community based agencies who are working to solve the issue. ● Teach any necessary prerequisite knowledge by providing definitions and examples and nonexamples. ● Provide opportunities for learners to generate their own examples and nonexamples of conceptual knowledge. ● Model the procedure for mapping learner’s interest, goals and community issue. ● Provide practice and feedback for the procedure using a scenario. ● Teach the concept and components of a connections map. ● Model the procedure for creating a connections map. ● Provide opportunities to transfer knowledge to create a connections map. Assessment. ● Learners will develop a connection map between the community issue, a community based agency’s mission or needs and the learner’s skills and interests resulting in project concepts. Course Overview and Lesson Plan 17 Appendix D: Unit Lesson Plans, Materials and Assessments Unit 2 Overview Unit Duration: Approximately two 75 minute sessions (75 mins is equal to one class session of a 3 Carnegie unit course) Introduction: These are the two modules of unit 2 focused on generating ideas for projects that support the community agencies you learned about last session. These concepts will become the projects you implement with the community agency as your partner. The purpose of this unit is to connect the needs of the community agency with your interests resulting a clear concept for a project. Learning Objective(s) Terminal Objective: Using the community issue scan that the learner created in module 2 in unit 1, the learner will generate project concepts that connect learner’s interest with the needs of community based agencies. Enabling Objective(s): ● Know the meaning of service learning. ● Know the meaning of interest and experience. ● Know the meaning of college and career goals. ● Know the meaning of community issue. ● Know the meaning of a community based agency and mission. ● Know the meaning of a connection map. ● Know how to generate a connection map. ● Know how to generate project concepts using the connection map and the components in the rubric. Lesson Materials Access to computer with internet for learning platform (with speakers) Videos/Podcasts: Video 1 (Optional): Silicon Valley Video 2: Instruction for SWOT analysis Worksheets/Handouts: 2.1 Connection map/SWOT analysis , 2.0 Examples of Service Learning Projects Assessments and rubrics: Common Rubric Presentation slides: Unit 2 Slides Project Board (ideally a whiteboard that can stay up throughout the semester), dry erase pens Learner Characteristic Accommodations Learners will take the course in person using multiple modalities to increase engagement. Facilitator’s Notes This is an in‐person, synchronous course. The presentation, practice, and feedback occur in person See the the table below for specific Instructor Action/Decision (supplantive events of instruction). Course Overview and Lesson Plan 18 Appendix D: Unit Lesson Plans, Materials and Assessments Instructional Activities (Unit 2, Session 1, Module A) Instructional Sequence Time (mins) Description of the Learning Activity Instructor Action/Decision (Supplantive) Learner Action/ Decision (Generative) Gain Attention (Slide 3) 25 After briefly welcoming the students, the instructor shares an attention‐gaining video. Video 1: Creative Problem‐Solving TED Talk Asks students to define the concept of JAGAAD together (from video). Instructor welcomes the class briefly, shares a video on creative innovation when faced with limited resources. Asks learners to generate a shared definition of JAGAAD (the Hindi word used to describe frugal innovation). Asks generative questions to connect examples in the community. What are the examples they saw that thought were innovative? How did they exhibit JAGAAD? What are examples of JAGAAD in our community/context? If needed/available, show learners an example of frugal innovation directly tied to the community issue of focus. Learner watches the talk (video) considers the question being asked, attaching personal experience to the primary reasons for the issue existing as well as information from past sessions. Places learner in an immediate “expert” position of communicating the root causes. Learners engage with the class discussion, generate examples of frugal innovation. Learning Objectives (Slide 4) 5 (30) Transition from the concept of JAGAAD to the objectives for two modules in unit 2 are presented in writing on a slide (in question and task form): ● Know the meaning of service learning ● Know the meaning of interest and experiences ● Know the meaning of community issue ● Know the meaning of a community based agency and mission ● Know the meaning of a connection map ● Know how to generate project concepts using a connection map per the Instructor asks how the concept of JAGAAD can be used to address the community issue and telling the learner that today’s session is aimed to generate projects that maximize the resources available. Instructor shares the objectives and allows learners to read the guiding questions for the unit and checks for understanding. Learner listens to and reads objectives, asks questions to help instructor gauge their understanding. Course Overview and Lesson Plan 19 Appendix D: Unit Lesson Plans, Materials and Assessments components in the rubric Purpose for Learning ‐ Benefits ‐ Risks Avoided (Slide 5) 5 (35) Instructor engages the students on the reasons for learning the material and the risk avoided. Asks for additional input and for clarity. Instructor shared the purpose for learning the content in this module: Benefits: conceptualizing creative service project that have maximal impact to the issue and connect with the learner’s interest and goals. Risks Avoided: being uncreative and implementing a ‘vanilla’ project, missing opportunities to connect with learner’s interests and goals or develop their professional network. Instructor will share Slide 5 and facilitate a conversation about finding the overlap between learner interest, community agency mission and gaps in the community. Learner listens to instructor describe the benefits and risks of the session and engage in discussion about the overlap (mission, interest and community gaps). Overview 5 (40) Instructor describes and explains prior knowledge connection to new knowledge: ‐ the scan that mapped the community impact and key community agencies. ‐ projects that could be developed that are creative approaches to address the issue Introduces SWOT analysis. Use this video (funny): https://www.youtube.com/watch?v=XfB0g_JDIds Instructor says: Previous class sessions were focused on gaining a common grounding on the community issue, including the impact and root causes and introducing learners to the community agencies who will partner on service projects by creating a scan. This session builds on the scans by generating ideas for projects that connect between the impact, the mission of agencies and student interests and prior knowledge. Learner listens and watches presentation of overview with guiding questions and reviews their scans from last session. Course Overview and Lesson Plan 20 Appendix D: Unit Lesson Plans, Materials and Assessments Instructor also provides the guiding question that will support new knowledge. What are the possible projects that positively impact the issue AND connect with your interests or goals AND the mission of community based agency (reviewed in in week 1)? Prerequisite Knowledge (Slides 6, 7 & 8) 10 (50) The instructor activates prior knowledge and prepare students for new learning material by generating their own examples and nonexamples of conceptual knowledge with the topics: (1) Know the meaning of community issue (2) Know the meaning of a community based agency’s mission (3) Know the meaning of service learning (4) Know the meaning of interest and experiences (5) Know the meaning of a connection map Instructor presents definitions of SERVICE LEARNING and COMMUNITY SERVICE then asks the students to correctly identify examples of each. Instructor presents a definition of a (community agency) MISSION then asks learners to read the mission of the agency they are most interested in from last session and identify key information in each agency’s mission based on the definition. Learner reads and watches short presentation of prerequisite and prior knowledge in order to prepare for learning material. Learner engages in a class discussion and quick review of agency’s mission to review prerequisite knowledge. Learning Guidance ‐ Lecture ‐ Demo 15 (65) The instructor introduces the concept of a connection map and demonstrates the process of the assignment and generates a shared rubric. Using the demonstration of the connection map, which is a SWOT analysis applied to the community needs and learner interests, learners first generate a frame (context or constraints) and project concepts/ideas. Video 2: Instruction for SWOT analysis Instructor introduces the concept and purpose of the connection maps and explains the activity and models the procedure for completing the connection map by using another real or fictitious idea. Instructor generates a rubric with the learners’ participation for the connection map and shared broad project areas to brainstorm. JAGAAD talks a lot about limited resources...what are the constraints for the project? What are the possible projects that positively impact this issue AND connect with your interests or goals Learner watches and listens to the instructor demonstrate the procedure for completing the connection map. Learner engages in developing the rubric. Learner engages in large group activity providing ideas to fill in the connection map. Course Overview and Lesson Plan 21 Appendix D: Unit Lesson Plans, Materials and Assessments AND the community based agency’s mission?” Instructor distributes the worksheet for students to complete as ideas/concepts are generated. Big Ideas 5 (70)) Review the “take aways” from this module: learning about service learning, mission and generation of creative concepts for service projects. Connect the importance of the procedural knowledge to goals for the course. Instructor review the “take‐aways” from this module. Asks learners to circle the two concepts on their worksheet in which they are most interested. Learner selects the concepts in which they are most interested. Advance Organizer for the Next Unit 5 (75) Connections will made to this module in the next session where students will build on their the future scenarios from today’s class to understanding direct impact. Instructor “previews” next module and encourages students to reflect on today’s class. Instructor ask learners to share the two concept in which they are the most interested. Learners listen and ask clarifying questions. Learners share the two concepts they are most interested in. Total Time 75 Instructional Activities (Unit 2, Session 2, Module B) Instructional Sequence Time (mins) Description of the Learning Activity Instructor Action/Decision (Supplantive) Learner Action/ Decision (Generative) Gain Attention 5 Instructor asks a guiding question to focus attention and connect with the last session/module, this activates thinking and allows a learner to consider ways in which the question relates to previous personal experiences. Moreover, using relatable examples, the learners can engage with the After welcoming learners, the instructor reviews the concepts that were generated in the last session and connect with their interests and goals and asks learners to consider the criteria. Let’s assess the concepts using the criteria we created. Learner thinks about the questions being asked, attaching personal experience and interests to the proposed problem. Course Overview and Lesson Plan 22 Appendix D: Unit Lesson Plans, Materials and Assessments content without anxiety or immediate need for scaffolding. [Students check off the concepts that meet the criteria, address community issue root causes or impact, align with community agencies’ mission, project criteria in 2.1.] Which projects met the criteria? Are there any that we are missing? New ideas since last session? Learning Objectives (Slide 10) 5 (10) Recall risks and benefits from last session, then transition the remaining concepts to the objectives for Unit 2 are presented in writing on a slide (in question and task form): ● Know the meaning of service learning ● Know the meaning of interest and experiences ● Know the meaning of community issue ● Know the meaning of a community based agency and mission ● Know the meaning of a connection map ● Know how to generate a connection map ● Know how to generate project concepts and the components in the rubric Instructor reminds the learners of the unit objectives and allows students to read the guiding questions for the unit and checks for understanding. Learner listens to and reads objectives. Asks questions when instructor gauges their understanding. Prerequisite Knowledge (Slide 10) 10 (20) This section will have been taught at an earlier lesson but a review of the information will be provided in order to activate prior knowledge and prepare learners for new learning material. Topics include: (1) Know the meaning of community issue (2) Know the meaning of a community based agency’s mission (3) Know the meaning of service learning (4) Know the meaning of interest and experiences (5) Know the meaning of a connection map Instructor reviews the definitions of SERVICE LEARNING and COMMUNITY SERVICE then asks the students to correctly identify examples of each that instructor gives to learners and explain their reasons. Instructor presents a definition of a (community agency) MISSION then asks learners to read/review the mission of the agency they are most interested in (from last session) and identify key information in each Learner reads and watches short presentation of prerequisite and prior knowledge in order to prepare for learning material. Learner engages in a class discussion and quick review of agency’s mission to review prerequisite knowledge. Course Overview and Lesson Plan 23 Appendix D: Unit Lesson Plans, Materials and Assessments agency’s mission based on the definition. Learning Guidance ‐ Lecture ‐ Demo. 20 (40) The instructor re‐introduces the concept and purpose of the connection maps. Instructor recalls the rubric for the connection map. Instructor demonstrates how students’ skills and interest will help students determine which projects ideas are most viable. Instructor re‐introduces the concept of a connection map and the process of the assignment and the shared rubric from previous session layering in the interest/goals of learners. What are the possible projects that demonstrate JAGAAD (frugal innovation) to positively impact this issue AND connect with your interests or goals AND the community based agency’s mission? What was the purpose of the connection map? (Instructor recalls the rubric for the connection map) Instructor demonstrates the “layering in” of skills and interest to help learners determine which projects ideas are the most viable. Learner watches and listens to the instructor reintroducing the procedure for completing the connection map. Learner engages in recalling the rubric. Learner generates a list of their current interest and/or goals to determine which projects are their top choices. Practice and Feedback (Slide 13) 20 (60) Each learner selects top choices for projects using the rubric as the criteria, describing how they connect with their interest or goals (See criteria in 2.1) Instructor offers direction to select a project. Asks each learner to vote on their choice and document their selection on the worksheet. Instructor offers corrective feedback about the project selections by asking questions about the criteria being met. If learners correct their responses then they will be assessed as meeting the Learner individually selects their top choices and engages in questions of the instructor and classmates in order to correct conceptual knowledge as needed. Course Overview and Lesson Plan 24 Appendix D: Unit Lesson Plans, Materials and Assessments terminal learning objective. If learners do not respond correctly, then feedback will include a detailed explanation about the incorrect answers and learners can engage in additional practice. Authentic Assessment (Slide 13) N/A (60) Assessment is completed live during the previous activity presentation using the criteria in the rubric as questions. Instructor provides assessment during the presentation. Learners are demonstrating the knowledge they are gaining by selecting projects that meet criteria (per the project criteria in 2.1). Learner asked to respond to questions related to their selection. Retention and Transfer N/A (60) Performance observation and self‐report from the learners indicating level of success the student had in achieving his or her learning goal based on the responses to assessment is done live after presentation by reviewing the rubric generated earlier. Instructor generates the rubric with learner’s input to assess for performance using auditory and visual cues of what to look for in the selection of projects. Instructor asks each learner to complete and turn in their own individual connection map as the assessment and name their projects and team name (if applicable). Learners assess their classmates and self‐report about the application of knowledge. Learners generate their own individual connection map (worksheet) and identify the project they want to develop. See Appendix for authentic assessment rubric. Big Ideas 10 (70) Instructor asks students to transfer their proposed project name, community agency and team members (if applicable) to a large board that remains for the rest of the semester. The board has columns for key information that will be tracked throughout the course. Instructor facilitates the process for learners to “own” their projects and asks learners to synthesize the criteria in three short sentences and share with the class. Learners engage in transferring their project to the project board, and share three sentences capturing how the proposed project meets the criteria. Advance Organizer for the Next Unit 5 (75) Instructor “previews” next unit/module by connecting the content from this module to the development of projects that will be the focus of unit 3. Instructor says: Next session we will move into project planning . Learner asked to write down five words that describe a successful project (for use in next class). Total Time 75 Course Overview and Lesson Plan 25 Appendix D: Unit Lesson Plans, Materials and Assessments Unit 3: How to develop goals and identify the skills and resources required for the proposed project. Week 3, Unit 3, Session 6 (Module A) & Session 7 (Module B) Terminal learning objective. Using the projects identified in the connection map (in Unit 2), the learner will develop goals and identify the skills and resources required for the project. Prerequisite analysis (enabling objectives). ● Know the meaning of a project. ● Know the meaning of a goal and goal setting. ● Know the meaning of skills. ● Know the meaning of resources. ● Know how to create meaningful goals. ● Know how assess the skills and resources that students have and those that are needed for the project. ● Know how to plan to acquire skills and resources that are needed. Learning activities. ● After introductions and attention (issue or problem‐solving) activities, assess prior knowledge of the meaning of skills and resources. ● Teach any necessary prerequisite knowledge by providing definitions and examples and nonexamples. ● Provide opportunities for learners to generate their own examples and nonexamples of conceptual knowledge. ● Model the procedure for assessing project resources and skills. ● Provide practice and feedback for the procedure using a scenario. ● Teach the concept and components of an skills and resources assessment. ● Model the procedure for assessing and acquiring resources and skills. ● Provide opportunities to transfer knowledge to create and resource and skills analysis. Assessment. ● Learners will develop an assessment of the resources and skills against identified goals for one project per the rubric. Course Overview and Lesson Plan 26 Appendix D: Unit Lesson Plans, Materials and Assessments Unit 3 Overview Unit Duration: Approximately one 75 minute session (75 mins is equal to one class session of a 3 Carnegie unit course) Introduction: These are the two modules focused on identifying the skills and resources you will need to successfully implement the project in service to the community issue. The purpose of this unit is to ensure you have thought through the gaps of the service learning experience in preparation for unit 4 where you will create the project workplan. The purpose of this unit and module is to analyze the resources and skills needed against the project goals. Learning Objective(s) Terminal Objective: Given the projects that learner’s identified in the connection map (in unit 2), learners will develop an analysis of the resources and skills against identified goals for one project. Enabling Objective(s): ● Know the meaning of a project. ● Know the meaning of a goal and goal setting. ● Know the meaning of skills. ● Know the meaning of resources. ● Know how to create meaningful goals. ● Know how assess the skills and resources that students have and those that are needed for the project. ● Know how to plan to acquire skills and resources that are needed. Lesson Materials Access to computer with internet for learning platform (with speakers) Videos/podcasts: Video 1: SMART Goals Worksheets/Handouts: 3.0 Priority setting method ; 3.1 Creating SMART goals ; 3.2 Identifying skills and resources Assessments and rubrics: Common Rubric Presentation slides: Unit 3 Slides Learner Characteristic Accommodations Learners will take the course in person using multiple modalities to increase engagement. Facilitator’s Notes This is an in‐person, synchronous course. The presentation, practice, and feedback occur in person See the the table below for specific Instructor Action/Decision (supplantive events of instruction). Course Overview and Lesson Plan 27 Appendix D: Unit Lesson Plans, Materials and Assessments Instructional Activities (Unit 3, Session 1, Module A) Instructional Sequence Time (mins) Description of the Learning Activity Instructor Action/Decision (Supplantive) Learner Action/ Decision (Generative) Gain Attention (Slide 3) 15 Engage students in envisioning their “future selves” to begin to connect the strategy of goal setting for the service project and for their own college and career pathways. Instructor welcomes the class and asks students to individually respond to questions: 1. List 5 things you most hope you will become this year 2. List the 5 things you are most likely to become this year 3. List the 5 things you fear you will become the year Then engage class in discussion around these questions: What are the hopes, fears and expectations you have? Do they align with your college and career goals? How do you think they motivate you? Learner considers and responds to the questions on the worksheet. Learner shares with a partner and consider their hopes, fears and expectations and then engages in classroom conversation. Learning Objectives (Slide 4) 5 (20) Transition to objectives for two modules in unit 3 are shared on a slide (in question and task form): ● Know the meaning of a project ● Know the meaning of goals and goal setting ● Know the meaning of skills ● Know the meaning of resources Instructor transitions the discussion to the learning objectives by having learners recall the project they named on the board in the last session. Instructor asks learners to shares their projects with the class. Asks learners to read the guiding questions for the unit and gauges checks understanding. Learner listens to and reads objectives. Asks questions when instructor gauges understanding. Purpose for Learning ‐ Benefits ‐ Risks Avoided 10 (30) Share the video on SMART goals to demonstrate the impact and need for goal setting. Instructor engages the learners on the reasons for learning the material and the risk avoided by integrating goal setting. After reading/viewing ask the class: What are the reasons we set goals? Learner engages in a discussion about goal setting and recalling their experience whenever possible. Learner listens and helps to generate the reasons for learning from the narratives and information in the video. Course Overview and Lesson Plan 28 Appendix D: Unit Lesson Plans, Materials and Assessments What is the likely outcome if we don’t set goals? Learner is building upon prior knowledge and experiences they have in setting goals. Prerequisite learning (Slide 5) 10 (40) Recall key concepts from previous session to activate prior knowledge and prepare learners for new learning material. Topics include: (1) Know the meaning of a project (2) Know the meaning of project goals and goal setting (3) Know the meaning of skills (4) Know the meaning of resources (5) Know how assess the skills and resources that students have and those that are needed for the project (procedural knowledge) (6) Know how to plan to acquire skills and resources that are needed Instructor asks: What is a project? How are we defining a service project for purposes of this class? What is a goal for your project? Instructor presents the five steps to goal setting (Denbo & Seli) and gives the definition of the first step: SMART GOALS. Instructor gives examples and non‐examples. Today and next class, we are going to start to plan out your project by setting SMART goals and identifying what you may need to reach them. Learner engages in discussion, reads and watches short presentation of prerequisite and prior knowledge in order to prepare for learning material. Learner engages in a class discussion and quick review of project and prior knowledge to help support terminal learning objective for this unit, developing goals for project. Learning Guidance ‐ Lecture ‐ Demo. 10 (50) The instructor introduces the concept of goal setting for the project and the rubric for assessing their effectiveness. Uses the Handout 3.1. ( Handout 3.1 ) Instructor demonstrates process to identifying SMART goals, factoring in the limitations, skills and resources. Learner watches and listens to the instructor introduce the procedure for developing SMART goals. Learner sets one SMART goal for their service project. Practice and Feedback (Slides 6 & 7) 15 (65) Instructor asks students to practice the procedure demonstrated above by applying to their project and demonstrating conceptual knowledge of the enabling objectives. Practice with feedback is untimed and ungraded. Instructor offers feedback to their SMART goal and asks learners to also contribute their feedback per the rubric in Handout 3.1. Instructor offers corrective feedback about the procedure by asking questions about the criteria being met. Learner practice the procedure using their project. Learners support correcting conceptual knowledge as needed (based on criteria included in rubric included in worksheet). Course Overview and Lesson Plan 29 Appendix D: Unit Lesson Plans, Materials and Assessments Authentic Assessment N/A Assessment is built into practice and feedback and big ideas, per the rubric in Handout 3.1. Instructor assesses learners SMART goals verbally and against the shared rubric (what is a SMART goal)? Learner integrates feedback and demonstrates learning in big ideas when they share their revised goals. Big Ideas 5 (70) Review the “take aways” from this module on goal settings and the risks and benefits to goal setting. Connect the importance of the procedural knowledge to goals for the course. Instructor asks students to share their revised goal and write on the big board. Recalls prior knowledge re: frugal innovation, the concept of JAGAAD. Instructor asks: What are the resources and skills you will need to reach the goals for the project? Instructor asks learners to write them for use in next module. Learner shares their SMART goal and generates ideas about the needed skills and resources to use in the next module. Advance Organizer for the Next Unit (Slide 8) 5 (75) Connections made to building on this module in the next lesson when they will further analyze the resources and skills they will need. Instructor “previews” next module and engages students to reflect on today’s class. Next session you will complete an analysis for the project that will lead to your workplan. Instructor asks learners to name one things that they need to be successful in their project. Learner listens to preview of the next module and asks clarifying questions. Learner answers a check out question: one thing I will need to be successful in this project is... Total Time 75 Course Overview and Lesson Plan 30 Appendix D: Unit Lesson Plans, Materials and Assessments Instructional Activities (Unit 3, Session 2, Module B) Instructional Sequence Time (mins) Description of the Learning Activity Instructor Action/Decision (Supplantive) Learner Action/ Decision (Generative) Gain Attention (Slide 10 & 11) 15 Review the goals the learners began to set in module A and connect to their own goal setting to reach college and career goals. Read the story about Warren Buffett's methodology to setting priorities and ask students to take the steps ( Handout 3.0 ) Ask questions about goals that connect with college and career aspirations and the project goals. Instructor welcomes the class and asks students to share their goal from last session. Asks learners to read the story and follow steps in the story. List the 25 top college and career goals, circle the top five, create two columns one with the five and one with the 20. What is a SMART goal for you to reach the goals you have this year? What is a project goal you could include to reach that goal? Learner shares their goal from last session. Learner reflects on letting go of the 20 things to focus on the five and implications for doing so. Learner names one goal to reach college and career aspirations and a goal related to the project that could help support that goal. Learning Objectives (Slide 12) 5 (20) Connect goal setting work in last session to the objectives for this module and share on a slide (in question and task form): ● Know the meaning of skills ● Know the meaning of resources ● Know how assess the skills and resources that students have and those that are needed for the project (procedural knowledge) ● Know how to acquire needed skills and resources Instructor reminds students of the 5 steps of goal setting and connects goal setting to the process of identifying the resources and skills needed to complete a successful project. Shares the objectives on the slide and checks for understanding. Learner listens to and reads objectives. Asks questions to gauge their understanding. Purpose for Learning ‐ Benefits ‐ Risks Avoided (Slide 13) 5 (25) Recall the risks and benefits of goal setting from last session and discuss the addition of identifying the resources and skills needed to be successful. Instructor engages learners to recall the reasons for learning the material and the risk avoided by integrating goal setting. Learner engages in a discussion about goal setting and identifying resources and skills, recalling their experience whenever possible. Learner listens and helps to generate the reasons for learning. Course Overview and Lesson Plan 31 Appendix D: Unit Lesson Plans, Materials and Assessments Prerequisite learning (Slide 15) 5 (30) Recall key concepts from previous session to activate prior knowledge and prepare learners for new learning material. Topics include: (1) Know the meaning of a project (2) Know the meaning of project goals and goal setting (3) Know the meaning of skills (4) Know the meaning of resources (5) Know how assess the skills and resources that students have and those that are needed for the project (procedural knowledge) (6) Know how to plan to acquire skills and resources that are needed Instructor asks: What were the resources or skills you identified in last session? Instructor presents a definition of RESOURCES and SKILLS and gives examples and non‐examples. Today you will learn a process to name and gain the skills and resources you will need to complete the project. Learner engages in discussion, reads and watches short presentation of prerequisite and prior knowledge in order to prepare for learning material. Learner engages in a class discussion and quick review of project and prior knowledge to help support terminal learning objective for this unit (analyzing needed skills and resources for project). Learning Guidance ‐ Lecture ‐ Demo (Slide 16) 10 (40) Instructor introduces the process of resource and skill identification and discusses the rubric for the analysis of skills and resources ( Handout 3.2 ). Instructor demonstrates the process of identifying resources and skills against a SMART goal. Instructor introduces the concept and purpose of the resource and skills analysis and connects with work from prior session. Instructor offers a worked example, demonstrating the process of identifying resources and skills. Learner watches and listens to the instructor introduce the procedure for completing the resource and skills analysis. Learner observes the instructor demonstrate the worked example. Practice and Feedback 15 (55) Instructor asks learners to practice the procedure demonstrated above. This requires students to apply concepts to their project and demonstrate their conceptual knowledge of the enabling objectives. Practice with feedback is untimed and ungraded. Instructor offers feedback to their individual project resource and skills analysis ( Handout 3.2 ) and asks learners to also contribute their feedback. Instructor offers corrective feedback about the procedure by asking questions about the criteria being met. Learner practices the procedure using three project goals. Learner corrects conceptual knowledge as they receive feedback. Authentic Assessment * 5 (65) Assess the application of the procedure to their own project as related to each enabling objective and the terminal objective. Instructor provides assessment questions, mastery criteria, and corrective feedback as needed. Learner incorporates the feedback provided and responds to a variety of questions related to their resource and skills analysis. Course Overview and Lesson Plan 32 Appendix D: Unit Lesson Plans, Materials and Assessments Retention and Transfer N/A (65) Complete the transfer of this process to the workplan document within the assessment. Instructor provides performance assessment using auditory and visual cues during assessment. Cues to learners that skills and resources will inform their workplan. Learner self‐assesses the application of knowledge and skills developed during the lesson. Big Ideas 5 (70) Review the “take aways” from this module on analyzing skills and resources to meet goals. Connect the importance of the procedural knowledge to goals for the course. Instructor asks the learners to complete the column on their planning document of the skills and resources they remain unmet. Learners generate their outstanding needs (skills and resources) to reach project goals. Advance Organizer for the Next Unit (Slide 17) 5 (75) Connections made to building on this module in the next lesson where learners will complete their project workplan and communicate to community agencies. Instructor “previews” next module and engages students to reflect on today’s class. Next session will we complete your project workplan and communicate to community agency partners. Ask learners: What do you need most to be successful? Who can help? Learners listen to the preview on the next module and ask clarifying questions. Learner answers a check out question: what do you need to be successful? Who can help? Total Time 75 Course Overview and Lesson Plan 33 Appendix D: Unit Lesson Plans, Materials and Assessments Unit 4: How to create a plan to implement the proposed project with clear goals, acquiring skills and feedback. Week 4, Unit 4, Session 8 (Module A) and Session 9 (Module B) Terminal learning objective. Using the project skills and resource analysis from unit 3, learners will create an implementation (work) plan inclusive of the strategies they will use to acquire skills identified as gaps in the skills analysis per the rubric. Prerequisite analysis (enabling learning objectives). ● Know the basic elements of a work (implementation) plan. ● Know the meaning of outcomes. ● Know the meaning of goals. ● Able to identify steps/sequence steps against the allotted time in the semester to complete the project. ● Able to anticipate possible outcomes for the project. ● Know how to create a project workplan. ● Know how to secure feedback and approval to move the project forward. Learning activities. ● After introductions and attention (relevance) activities, assess prior knowledge of the meaning of workplan, goals, project planning skills (including time management) and outcomes. ● Teach any necessary prerequisite knowledge by providing definitions and examples and nonexamples. ● Provide opportunities for learners to generate their own examples and nonexamples of conceptual knowledge. ● Model the procedure for creating an effective workplan. ● Provide practice and feedback for the procedure using a scenario. ● Teach the concept and components of an effective workplan. ● Model the procedure for developing an effective workplan. ● Model the procedure for securing feedback and approval for the workplan. ● Provide opportunities to transfer knowledge to create a workplan used for implementation for the proposed project. Assessment. ● Learners will develop an implementation workplan of the proposed project per the rubric. Course Overview and Lesson Plan 34 Appendix D: Unit Lesson Plans, Materials and Assessments Unit 4 Overview Unit Duration: Approximately two 75 minute sessions (75 mins is equal to one class session of a 3 Carnegie unit course) Introduction: The two modules in this unit are focused on developing a plan to implement the service project. You will be taught a structure to use to track progress and set intermediate benchmarks which will be used for weekly troubleshooting sessions. In this module all the pieces from previous units are brought together in a clear work plan which you will present to the community agencies for their feedback and approval. Learning Objective(s) Terminal Objective: Using the project skills and resource analysis from unit 3, learners will create an implementation (work) plan inclusive of the strategies they will use to acquire skills identified as gaps in the skills analysis. Enabling Objective(s): ● Know the basic elements of a work (implementation) plan. ● Know the meaning of outcomes. ● Know the meaning of goals. ● Able to identify steps/sequence steps against the allotted time in the semester to complete the project. ● Able to anticipate possible outcomes for the project. ● Know how to create a project workplan. ● Know how to secure feedback and approval to move the project forward. Lesson Materials Access to computer with internet for learning platform (with speakers) Video/Podcasts: Video 1: Don’t be Afraid to Fail Video 2: Power of Feedback Worksheets: 4.1 Workplan Template 4.2 Feedback Email Assessments and rubrics: Common rubric Presentation slides: Unit 4 Slides Learner Characteristic Accommodations Learners will take the course in person using multiple modalities to increase engagement. Facilitator’s Notes This is an in‐person, synchronous course. The presentation, practice, and feedback occur in person. See the the table below for specific Instructor Action/Decision (supplantive events of instruction). Course Overview and Lesson Plan 35 Appendix D: Unit Lesson Plans, Materials and Assessments Instructional Activities (Unit 4, Session 1, Module A) Instructional Sequence Time (mins) Description of the Learning Activity Instructor Action/Decision (Supplantive) Learner Action/ Decision (Generative) Gain Attention (Slide 3 & 4) 15 Students asked to recall past experiences of goal setting and begin to reflect on what was effective and not effective in reaching goals, and strategies for creating alternative plans/approaches. Instructor asks learners to write down one goal they have had in the past. Questions: ‐On a scale of one to five, how successful do you think you were in reaching this goal? ‐Who helped you achieve the goal? ‐What are the ways you would approach the goal next time? Instructor then asks learners to share with a partner what they learned and generate 3‐5 lessons they have learned. Instructor gathers those insights with the rest of the class for future use. Connects to the need to create alternative plans to reach goals. Learner responds to instructor and answers the questions about past experiences of achieving goals. Learners write their responses and share with a partner and creates 3‐5 lessons learned that they both experienced. (ie. Give yourself enough time to complete tasks) Learning Objectives (Slide 6) 2 (17) Transition to objectives for unit 4 are shared on a slide (in question and task form): Know the meaning of goals and goal setting (1) Know the meaning of skills (2) Know the meaning of resources (3) Know the basic elements of a work (implementation) plan. (4) Know the meaning of outcomes. (5) Able to identify steps/sequence steps against the allotted time in the semester to complete the project. (6) Able to anticipate possible outcomes for the project. (7) Know how to create a project workplan. (8) Know how to secure feedback and Instructor transitions the discussion to the resources and skills analysis they completed in the last session, along with their SMART goal/s. Instructor shares the objectives for this session. Learner listens to and reads objectives. Asks questions to gauge their understanding. Course Overview and Lesson Plan 36 Appendix D: Unit Lesson Plans, Materials and Assessments approval to move the project forward . Purpose for Learning ‐ Benefits ‐ Risks Avoided (Slide 7) 8 (25) Share VIDEO with content to demonstrate the impact on planning to help learners imagine what lack of planning can have on reaching goals. After viewing the video (4 mins) discuss the purposes for creating plans. Instructor engages the learners on the risks avoided by integrating planning into their project. Plays the video to demonstrate the benefits of goal setting. Instructor asks the learners: ‐What did you hear? ‐Why create plans? ‐What is the purpose of planning? Learner engages in a discussion about planning, recalling their prior experience whenever possible. Learner listens and helps to generate the reasons for learning from the narratives and information in the video. Learner is generating from prior knowledge and experiences they have had in creating goals. Prerequisite learning (Slide 8) 5 (30) Recall key concepts from previous session to activate prior knowledge and prepare learners for new learning material. Topics include: ● Know the meaning of goals and goal setting ● Know the meaning of skills and resources ● Know the basic elements of a implementation (work) plan. ● Know the meaning of outcomes. ● Able to identify steps/sequence steps against the allotted time in the semester to complete the project. ● Able to anticipate possible outcomes for the project. ● Know how to create a project workplan. Instructor recalls prior knowledge as the content that will be used to create an implementation plan. Instructor reviews prior knowledge (goal setting, elements of effective (SMART) goals, setting (SMART) goals and identifying needed resources. Instructor asks: ‐What needs to be included in a plan for it to be effective? (Build on the academic goal/examples used in unit 3 of writing an A paper) Learner engages in discussion, reads and watches short presentation of prerequisite and prior knowledge in order to prepare for learning material. Learner engages in a class discussion and quick review of project and prior knowledge to help support terminal learning objective for this unit (developing goals for project). Learning Guidance ‐ Lecture ‐ Demo. (Slide 9‐15) 10 (40) The instructor introduces the concept of a creating a workplan for the service project and embedded questions to assess their effectiveness. Use Handout 4.1 Instructor demonstrates how to use workplan template (Handout 4.1) using information gathered in previous sessions to complete it. Learner watches and listens to the instructor introduce the procedure for creating a project implementation work plan. Learner begins to fill in the template using content from past sessions. Practice and Feedback 20 Instructor asks students to practice the procedure of work plan development, applying the process Instructor offers feedback to their implementation plans and asks Learner practices the procedure using their project work planning Course Overview and Lesson Plan 37 Appendix D: Unit Lesson Plans, Materials and Assessments (60) to their project goals and demonstrating conceptual knowledge of the enabling objectives. Practice with feedback is untimed and ungraded. learners to also contribute their feedback. Instructor offers corrective feedback about the procedure by asking questions about the criteria being met. template. Learner corrects conceptual knowledge as needed. Authentic Assessment N/A Assessment is built into practice and feedback and big ideas. Instructor verbally assesses learners project work plans which is embedded within the big ideas activity. Learner integrates feedback and demonstrates knowledge in big ideas when their revised goals are shared. Retention and Transfer 5 (65) Complete the transfer of this process to the the implementation plan. Self‐assessment of application of the planning process. Instructor provides and explains rubric for performance assessment using auditory and visual cues. Learner assesses own knowledge and skills that they developed during the lesson as they created their implementation work plan. Big Ideas 5 (70) Review the “take aways” from this module on planning, the risks and benefits of planning and lessons learned from attention gaining activity. Connect the importance of the procedural knowledge to goals for the course. Instructor asks students to share their revised project plans. Recalls prior knowledge re: lessons learned from attention gaining activity. Instructor compiles the lessons learned from earlier activity and writes on a flip chart. This begins to be the ongoing guidance/evaluation for the project. Asks learners to review, add, revise the Lesson Learned. Instructor asks: Are these lessons integrated into your plan? Learner reviews and revises the Lesson Learned from attention gaining activity. Advance Organizer for the Next Unit (Slide 16) 5 (75) Connections made to building on this module in the next lesson when they will engage community agency partners in their plan. Instructor “previews” next module and engages students to reflect on today’s class. Next session you will implement your first task in your plan: securing feedback from the community partner and including them in your plan. Learner listens to the preview of the next module and asks clarifying questions. Learner answers a check out question: what is one question or resource I need from my community Course Overview and Lesson Plan 38 Appendix D: Unit Lesson Plans, Materials and Assessments Instructor asks learners to answer: What is one question or resource you need from your community agency partner to complete this project is … (Learners write this down for future use). agency partner to complete this project? (Learners write this down for future use). Total Time 75 Instructional Activities (Unit 4, Session 2, Module B) Instructional Sequence Time (mins) Description of the Learning Activity Instructor Action/Decision (Supplantive) Learner Action/ Decision (Generative) Gain Attention 15 Share the video (10 mins) on the power of feedback and facilitates a conversation with students about the content. Video Instructor welcomes the class and asks learners to view the TED Talk on feedback. Instructor asks: What is feedback? When is it used? What’s the benefit? Why is it hard/difficult? What are you “metric for success?” Learner listens and watches the video. Learner responds to questions about feedback. Learning Objectives 2 (17) Connect goal setting work in last session to the objectives for this module and share on a slide (in question and task form): ● Know how to secure feedback and approval to move the project forward. Instructor connects planning to the process of securing feedback and approval from the community partner for the project. Instructor shares the objectives on the slide and checks for understanding. Learner listens to and reads objectives. Asks questions to gauge understanding. Purpose for Learning ‐ Benefits ‐ Risks Avoided 3 (20) Recall the risks and benefits of planning from last session and discuss the addition of engaging the community partner in order to to be successful. Instructor engages the learners to recall the reasons for learning the material and the risk avoided by using planning and engaging the community partner. Learner engages in a discussion about planning and partnership, recalling their experience whenever possible. Learner listens and helps to generate the reasons for learning. Course Overview and Lesson Plan 39 Appendix D: Unit Lesson Plans, Materials and Assessments Instructor asks: ‐Why get feedback? ‐What happens when partners/people aren’t involved in a plan? Learner generates benefit and risks drawing from class discussion, prior knowledge and experience they have in setting goals and getting feedback. Prerequisite learning (Slide 18) 5 (25) Recall key concepts from previous sessions to activate prior knowledge and prepare learners for new learning material. Topics include: (1) Know the meaning of goals and goal setting (2) Know the meaning of skills (3) Know the meaning of resources (4) Know the basic elements of a work (implementation) plan. (5) Know the meaning of outcomes. (6) Be able to identify steps/sequence steps against the allotted time in the semester to complete the project. (7) Be able to anticipate possible outcomes for the project. (8) Know how to create a project workplan. (9) Know how to secure feedback and approval to move the project forward . Instructor asks the learners to describe the elements that are included in a work plan. (Tasks, resources, timeline, deliverables) Ask learners to describe what each element’s function/purpose is in completing a project. Learner explains the major elements and functions in a work plan. Learning Guidance ‐ Lecture ‐ Demo. (Slide 19) 10 (35) Instructor introduces the process of sharing the plan with the community partners and gaining feedback and approval. Use Handout 4.2 , the draft email (template) for the students to write to the staff/point person to get feedback. Instructor introduces the concept and purpose of securing feedback and approval to move the project forward by offering an example and using a template for an email to the community partner (4.2 Handout) Learner watches and listens to the instructor introduce the procedure for completing the step of securing feedback and approval. Practice and Feedback 10 (45) Instructor asks learners to practice the procedure of securing feedback and approval of the Instructor assesses partner feedback and approval form. Learner practices the procedure. Learner supports correcting conceptual knowledge as needed Course Overview and Lesson Plan 40 Appendix D: Unit Lesson Plans, Materials and Assessments community partner, demonstrating conceptual knowledge of the enabling objectives. Practice with feedback is untimed and ungraded. Instructor offers corrective feedback of the procedure, asking questions about the criteria being met. (based on criteria included in rubric embedded in the form). Authentic Assessment * 5 (50) Assess the application of the procedure to their project, related to each enabling objective and the terminal objective. Instructor provides assessment questions, mastery criteria, and corrective feedback as needed. Learner responds to a variety of questions related to their partner feedback and approval form and incorporates changes as needed. Retention and Transfer 15 (65) Complete the transfer of this process by writing an email (or setting up a call) to the community agency and attaching the workplan. Self‐assessment of application of the analysis to partner feedback. Instructor requests that the learners write an email using the template to the community agency and attach the work plan. Learners asked to add the email response to the bottom of their work plan where it says Feedback from Agency. Instructor asks learners to assess their knowledge and ability to secure feedback and approval. Learner write an email with work plan using the template in handout. Learner will copy the feedback they receive to their work plans. Learner self‐assesses their application of knowledge and skills developed to gather input and approval from the partner agency. Big Ideas 5 (70) Review the “take aways” from this module on gathering feedback from partners. Connect the importance of the procedural knowledge to goals for the course. Instructor asks the learners to anticipate the feedback partners may offer on their work plan and develop possible solutions. Learner responds to possible feedback question and generates solutions to anticipated challenges to reach project goals. Advance Organizer for the Next Unit 5 (75) Connections made to the next lesson where learners will begin their project and develop a process to reflect, troubleshoot and continue to develop skills. Instructor “previews” next module and engages students to reflect on today’s class. Instructor asks: What is troubleshooting? Learner listens to preview of the next module and asks clarifying questions. Learne answers a check out question: what is troubleshooting? Total Time 75 Course Overview and Lesson Plan 41 Appendix D: Unit Lesson Plans, Materials and Assessments Unit 5: How to implement the work plan and engage in ongoing reflection, troubleshooting and skills development. Weeks 5‐10, Sessions 9‐20, Modules A‐L Terminal learning objective. After securing and incorporating feedback on the work plan, learners will implement the workplan, engaging in ongoing reflection, troubleshooting and skill development, against their own plan and goals. Prerequisite analysis (enabling learning objectives). ● Know the meaning of workplace, team norms and behaviors. ● Know the meaning of troubleshooting. ● Know the meaning of reflection. ● Know how to engage in reflection and troubleshooting, making adjustments to workplan and skills development. ● Know how to locate and utilize resources to support skills development. Learning activities. ● After introductions and attention‐gaining activity, assess prior knowledge of workplace and team norms and behaviors, troubleshooting and reflection. ● Teach any necessary prerequisite knowledge of workplace behavior by providing definitions and examples and nonexamples. ● Provide opportunities for learners to generate their own examples and nonexamples of conceptual knowledge. ● Model the procedure for implementing the workplan in the community. ● Provide practice and feedback for the procedure of implementing the workplan incorporating workplace and team norms. ● Teach the concepts and components of workplan implementation. ● Model the procedure for effective workplan implementation. ● Provide opportunities to transfer knowledge to implement the workplan by implementing the project. ● Teach the concepts and components of skills development, reflection and troubleshooting. ● Model the procedure for skills development, reflection and troubleshooting. ● Provide opportunities to transfer knowledge to develop skills, reflection and active troubleshooting by applying to project implementation. Assessment. ● Learners will implement the project workplan and engage in ongoing skills development, reflection and troubleshooting guided by the outcomes they set for themselves. Course Overview and Lesson Plan 42 Appendix D: Unit Lesson Plans, Materials and Assessments Unit 5 Overview Unit Duration: Six sessions which are approximately 75 minutes each. Modules B, D, F, H, J, K & L are completed independently in the community working on service learning projects. Introduction: The first module in this unit is focused on creating a strong framework for you to implement their service project work plan over the next six weeks. You will be taught a process to monitor your workplan and reflect on what you are experiencing in order to make needed adjustments to improve the learning and outcomes. Learning Objective(s) Terminal Objective: After securing and incorporating feedback on the work plan, learners will implement the project, engaging in ongoing reflection, troubleshooting and skill development, against their own plan and goals. Enabling Objective(s): ● Know the meaning of workplace and team norms and behaviors. ● Know the meaning of troubleshooting. ● Know the meaning of reflection. ● Know how to engage in reflection and troubleshooting, making adjustments to workplan and skills development. Lesson Materials Access to computer with internet for learning platform (with speakers) Videos/podcasts: 1: Reflection in Learning Worksheets/Handouts: 5.1 Field notes Assessments and rubrics: Common Rubric Presentation slides HERE Learner Characteristic Accommodations Learners will take the course in person using multiple modalities to increase engagement. Facilitator’s Notes This is an in‐person, synchronous course. The presentation, practice, and feedback occur in person. See the the table below for specific Instructor Action/Decision (supplantive events of instruction). Course Overview and Lesson Plan 43 Appendix D: Unit Lesson Plans, Materials and Assessments Instructional Activities (Unit 5, Session 10, Module A) Instructional Sequence Time (mins) Description of the Learning Activity Instructor Action/Decision (Supplantive) Learner Action/ Decision (Generative) Gain Attention (Slide 3 & 4) 10 Generate a shared understanding of “norms” and answering: what are they? what is their purpose? where are they used? Instructor asks learners to recall the class norms for this course. Instructor asks: ‐What purpose have they served? ‐What are the “norms” student have in their family? with friends? (ie. we text each other, we are always five minutes late, etc.) Learner responds to instructor and answers the questions about group norms and their use in multiple settings (formal and informal). Learner generate a list and then group together by type (communication, language, behaviors) Learning Objectives (Slide 5 & 6) 2 (12) Transition to objectives for unit 5 are shared on a slide (in question and task form): ● Know the meaning of workplace and team norms and behaviors. ● Know the meaning of troubleshooting. ● Know the meaning of reflection. ● Know how to engage in reflection and troubleshooting, making adjustments to workplan and skills development. Instructor transitions the discussion to the objectives for this session and shares them (via slide) with the learners. Learner listens to and reads objectives. Asks questions to gauge their understanding. Purpose for Learning ‐ Benefits ‐ Risks Avoided (Slide 7 & 8) 10 (22) Instructor discusses the benefits and risks of self reflection. What is self reflection? Why do it? Instructor engages the learners on the reasons for learning the material and the risk avoided by integrating planning into their project. Why self‐reflection? It allows you to examine your behavior and outcomes and make adjustments. Reflection is required to learn. Instructor asks the learners: ‐Recall a time when you reflected on a situation and then changed your Learner engages in a discussion about planning, recalling their experience about reflection. Learner listens and helps to generate the reasons for learning from the narratives and information in the video. Learner generates responses from prior knowledge and experiences they have in self reflection. Course Overview and Lesson Plan 44 Appendix D: Unit Lesson Plans, Materials and Assessments behavior. How did it affect the outcome? Prerequisite learning (Slide 9) 5 (27) Ask students what important feedback student gained from previous session to activate prior knowledge and prepare learners for new learning material. ‐What is reflection? ‐What is troubleshooting? Instructor recalls prior knowledge as the content that will be used to create field notes. Instructor asks: ‐What feedback did you receive from your partner? ‐Does the feedback require adjustments in the workplan? (this a kind of troubleshooting) Learner engages in discussion, reads and watches short presentation of prerequisite and prior knowledge in order to prepare for learning material. Learner engages in a class discussion of prior knowledge to help support terminal learning objective for this unit to reflect and troubleshoot throughout the project. Learning Guidance ‐ Lecture ‐ Demo. (Slide 10, 11, 12) 23 (50) The instructor introduces the concept of reflection by sharing video (7 mins) and demonstrates the process of using the field notes. Video 1: Reflection in Learning Learners work individually with their workplan and field notes ( Handout 5.1 ) and follow along with the instructor’s example. Instructor demonstrates the implementation of the work plan by beginning on the tasks in week one. Instructor describes how to use the field notes and provides an an example of how they will be used each week for purposes of ongoing improvement (troubleshooting and skills development) Learner watches and listens to the instructor introduce the procedure for implementing the work plan and using the field notes. Practice and Feedback (Slide 13) 25 (60) Instructor asks students to practice the procedure demonstrated above by applying to their project and demonstrating conceptual knowledge of the enabling objective. Practice with feedback is untimed and ungraded. Instructor asks learners to complete the first entry of their field notes by reflecting on questions against their workplan. Instructor offers corrective feedback about the procedure by asking questions about the criteria being met (in the video instructions). Learner practices the procedure using their field notes handout. Learner supports correcting conceptual knowledge as needed. Course Overview and Lesson Plan 45 Appendix D: Unit Lesson Plans, Materials and Assessments Authentic Assessment N/A Assessment is built into practice and feedback and “Big Ideas”. Instructor is assessing learners field notes verbally and auditorily within the “Big Ideas”. Learner integrates feedback and demonstrates learning in “Big Ideas” when they share their revised goals. Retention and Transfer 5 (65) Complete the transfer of this process to their field notes. Self‐assessment of application of the procedure. Instructor provides and explains rubric for performance assessment using auditory and visual cues. Learner self‐assesses their knowledge and skills developed during the lesson. Big Ideas (Slide 14) 10 (70) Review the “take aways” from this module on planning, the risks and benefits of field notes/reflection and lessons learned from attention gaining activity. Connect the importance of the procedural knowledge to goals for the course. Instructor asks learners to share one questions from their first entry in their field notes. Recalls prior knowledge of analyzing skills against the project goals. Asks learners to describe the Gibbs reflective cycle using the experience of getting feedback from the community agency. Instructor asks: What happened? What were you thinking/feeling? What was good or bad about the experience? What else could you have done? If you had to get feedback from a community partner again, what would you do? Learners review the elements of the Gibbs reflective cycle from the earlier video and applies to their interaction with the community partner by responding to questions. Advance Organizer for the Next Unit 5 (75) Connections made to building on this module in the next lesson when students will reflect on the implementation of their workplan as they begin their service learning project. Instructor “previews” next module and engages students to reflect on today’s class. Instructor says: Next session we will reflect on the implementation of your workplan and review field notes and learn ways to troubleshoot within a project. Learner listen to preview slide on the next module and asks clarifying questions. Learner answers check out questions: what is one expectation or concern you have about starting the project? Course Overview and Lesson Plan 46 Appendix D: Unit Lesson Plans, Materials and Assessments Instructor asks: What is one expectation or concern you have about starting the project? Total Time 75 Unit 5, Session 11, Module B is completed in the community as students begin their service learning projects. As such, there are no instructional, in class activities listed. Students are implementing the tasks in the workplan and completing their field notes for week 1. Instructional Activities (Unit 5, Session 12, Module C) Instructional Sequence Time (mins) Description of the Learning Activity Instructor Action/Decision (Supplantive) Learner Action/ Decision (Generative) Gain Attention (Slide 17) 20 Students review their field notes from week 1 and generate a list of topics they want to discuss and complete action‐research in small groups. Instructor asks learners to review their field notes from week 1. Instructor asks: What happened with the project this week? What did you observe about your team or the workplace? Anything surprise or interest you? Instructor assists learners to identify the commonalities in responses (ie. communication, organization, etc.) Learner responds to instructor and answers the questions about their work during week 1. Learner generates a list of experiences (ie. our group wasn’t communicating well, the organization wasn’t ready for me/us, we got all the tasks done). Learning Objectives (Slides 18 & 19) 2 (22) Transition to objectives for unit 5 are reshared on a slide (in question and task form): ● Know the meaning of workplace and team norms and behaviors. ● Know the meaning of troubleshooting. ● Know the meaning of reflection. ● Know how to engage in reflection and Instructor transitions the discussion to the objectives for this session and shares them (via slide) with the learners. Instructor highlights that this session is focused on troubleshooting. Gaining Learner listens to and reads objectives. Asks questions to gauge understanding. Course Overview and Lesson Plan 47 Appendix D: Unit Lesson Plans, Materials and Assessments troubleshooting, making adjustments to workplan and skills development. a deeper understanding of what it is and how to use it to improve outcomes. Purpose for Learning ‐ Benefits ‐ Risks Avoided (Slide 20) 5 (22) Shares the risks and benefits of troubleshooting by viewing slide and asking questions of the students. Benefits: being able to identify problems accurately helps to find a viable solution. Getting troubleshooting skills support your ability to effectiveness reach goals. Risks Avoided: without reflection and troubleshooting, improvement is nearly impossible. Instructor engages the learners on the reasons for learning the material and the risk avoided by integrating troubleshooting into their project. Instructor asks: Why do we troubleshoot? Learner recalls their prior experience in troubleshooting. Learner listens and helps to generate the reasons for learning from the narratives and information in the video. Learner generates from prior knowledge and experiences they have in troubleshooting. Prerequisite learning 5 (27) Recalls previous session to activate prior knowledge and prepare students for new learning material. Generates a deeper understanding of the meaning and purpose of troubleshooting. Creates a shared definition and ways to analyze a situation to support troubleshooting. Instructor asks learners to recall the concept of troubleshooting from last class. Instructor asks the learners: ‐What is “troubleshooting”? ‐When is it used? ‐Why use it? ‐How does is it used in your project (workplan and fieldnotes)? Instructor facilitates a generated definition of troubleshooting and examples of when and how it is used related to student examples.. Learner engages in a class discussion of prior knowledge to help support terminal learning objective for this unit to use troubleshooting throughout the project. Learning Guidance ‐ Lecture ‐ Demo. (Slides 21‐23) 23 (50) The instructor introduces the concept of troubleshooting and demonstrates the process of diagnosing a problem and capturing in the field notes and workplan. Instructor demonstrates how to “troubleshoot” (diagnose an issue and generate potential solution). Instructor describes the process of troubleshooting and provides an example of how students can apply to their week 1 field notes. Learner watches and listens to the instructor introduce the procedure for diagnosing a problem (to troubleshoot). Course Overview and Lesson Plan 48 Appendix D: Unit Lesson Plans, Materials and Assessments Practice and Feedback 25 (60) Instructor asks students to practice the procedure demonstrated above by applying to their project and demonstrating conceptual knowledge of the enabling objective. Practice with feedback is untimed and ungraded. Instructor asks learners to diagnose the problem (in attention gaining activity) and develop a list of possible solutions. Instructor offers corrective feedback about the procedure by asking questions about the criteria being met verbally as each group reports out. Learner practice the procedure using their troubleshooting handout. Authentic Assessment N/A Assessment is built into practice and feedback and Big Ideas. Instructor is assessing learners troubleshooting plans verbally. Learner integrates feedback and demonstrates learning in Big Ideas when they share their revised goals. Retention and Transfer 5 (65) Complete the transfer of this process to their field notes and workplan for week 1. Self‐assessment of application of the troubleshooting process. Instructor reinforces the criteria in the handout and provides assessment using visual and verbal cues. Learner self‐assesses their knowledge and skills developed during the lesson, against the criteria in the Handout. Big Ideas 10 (70) Review the “take aways” from this module on planning, the risks and benefits of planning and lessons learned from attention gaining activity. Connect the importance of the procedural knowledge to goals for the course. Instructor asks learners to share one of the possible solutions for the issues the students raised at the beginning of class. Recalls prior knowledge of analyzing skills against the project goals. Learner reviews the steps of troubleshooting and share one possible solution to the issue they raised earlier in the class. Advance Organizer for the Next Unit 5 (75) Connections made to building on this module in the next lesson when students will reflect again on the implementation of their workplan and gain skills in an specific area. Instructor “previews” next module and engages students to reflect on today’s class and asks a check out question. Next session we will reflect on the implementation of your workplan and review field notes. Instructor asks: What is one thing you’d like to learn that supports your work in the project (project management, public speaking, software) Learners listen to preview slide of the next module and ask clarifying questions. Learner answers a check out questions: what is one thing you’d like to learn that supports your work in the project (project management, public speaking, software) Total Time 75 Course Overview and Lesson Plan 49 Appendix D: Unit Lesson Plans, Materials and Assessments Unit 5, Session 12, Module D is completed in the community as students begin their service learning projects. As such, there are no instructional, in class activities listed. Students are implementing the tasks in the workplan and completing their field notes for week 2. Instructional Activities (Unit 5, Session 13, Module E) Instructional Sequence Time (mins) Description of the Learning Activity Instructor Action/Decision (Supplantive) Learner Action/ Decision (Generative) Gain Attention (Slide 26) 15 Students review their week 2 field notes and generate additional topics they want to discuss and complete action‐research in small groups. Instructor asks learners to review their field notes from week 2. What happened with the project this week? What (if any) additional area arose that you want to work on building your skills? (recall their choices from last session) Instructor assists students to identify the commonalities in responses (ie. communication, organization, etc.) Learner responds to instructor and answers the questions about the work on week 2. Learner generates a list of experiences (ie. our group wasn’t communicating well, the organization wasn’t ready for me/us, we got all the tasks done) Learning Objectives (Slide 27) 2 (17) Transition to objectives for unit 5 are reshared on a slide (in question and task form): ● Know the meaning of workplace and team norms and behaviors. ● Know the meaning of troubleshooting. ● Know the meaning of reflection. ● Know how to engage in reflection and troubleshooting, making adjustments to workplan and skills development. Instructor transitions the discussion to the objectives for this session and shares them (via slide) with the students. Instructor asks the learners to identify on area they want to skillbuild from the list in attention getting. Learner listens to and reads objectives. Asks questions to gauge understanding. Purpose for Learning ‐ Benefits ‐ Risks Avoided (Slide 28 & 29) 5 (22) This is a action‐research troubleshooting session where students gather resources to develop skills to improve their experience. Benefits: when we target that areas we would like to develop skills, we are more likely to be successful. Risks: stagnation and lack of growth Instructor reminds the learners the purpose of troubleshooting as a way to address issues and improve outcomes. Engages the learners on the reasons for learning the material and the risk avoided by integrating troubleshooting into their project. Instructor asks: Learner engages in a discussion on their experience troubleshooting. Learner listens and helps to generate the reasons for ongoing learning from the narratives and information in the video. Learner generates from prior knowledge and experiences they Course Overview and Lesson Plan 50 Appendix D: Unit Lesson Plans, Materials and Assessments ‐Recall a time when you found something you wanted to improve on. What happened? How did you get better at it? Who helped? have in getting better at something by training, practicing, etc. Prerequisite learning (Slide 29) 5 (27) Ask students about feedback student sought out from previous session to activate prior knowledge and prepare learners for new learning material. ‐What is troubleshooting? ‐What is skill building? Instructor recalls prior knowledge in diagnosing problems (aka troubleshooting) and when troubleshooting involves gain a new or strengthening a skill. Instructor asks: ‐What were the solutions from last session? Which required you to gain more skills/knowledge? Learner engages in a class discussion of prior knowledge to help support terminal learning objective for this unit to reflect and troubleshoot throughout the project. Learning Guidance ‐ Lecture ‐ Demo. (Slide 30) 23 (50) The instructor introduces the concept of skill building and demonstrates the process of identifying an area to develop new/strengthened skills in order to improve outcomes. Instructor shows students the resources available and asks students to get into small groups (ideally not in same teams as their project) to research an area of common challenges. Instructor demonstrates online research and the short presentation of an identified skills gap from last session. Instructor describes how to find relevant research/resources online and provides an example (using learners topics/issues they have discussed from week 2) of a presentation and archiving and how to add the skill development to the work plan and field notes. Learner watches and listens to the instructor introduce the procedure to research resources to develop skills and documenting in the work plan and field notes. Practice and Feedback 25 (60) Instructor asks students to practice the procedure demonstrated above by applying to their project and demonstrating conceptual knowledge of the enabling objective. Practice with feedback is untimed and ungraded. Instructor asks learners to get into groups and collect resources (or complete skills development activities). Instructor offers corrective feedback about the procedure by asking Learner practices the procedure of gathering resources and/or developing skills. Course Overview and Lesson Plan 51 Appendix D: Unit Lesson Plans, Materials and Assessments questions about the criteria being met. Authentic Assessment N/A Assessment is built into practice and feedback and Big Ideas. Instructor is assessing learners troubleshooting plans verbally. Learner integrates feedback and demonstrates learning in Big Ideas when they share their revised goals. Retention and Transfer 5 (65) Complete the transfer of this process to their field notes and workplan of newly developed skills. Self‐assessment of application of the skills development process. Instructor reinforces online research skills instruction and provides assessment using visual and verbal cues. Learner self‐assesses their knowledge and skills developed during the lesson. Big Ideas 10 (70) Review the “take aways” from this module on planning, the risks and benefits of developing skills and being creative about navigating online and in‐person resources (from attention gaining activity). Connect the importance of the procedural knowledge to goals for the course. Instructor asks students to share a skill they gained today (from research or from reviewing existing resources). Recalls prior knowledge of analyzing skills against the project goals. Asks learners to identify another topic/area they could research on their own. Learner reviews the resources that were gathered in today’s session and apply at least one to their workplan and field notes. Learner identifies one topic/area that they can research on their own. Advance Organizer for the Next Unit 5 (75) Connections made to building on this module in the next lesson when students will reflect on the mid‐point of their service learning project. Instructor “previews” next module and engages students to reflect on today’s class. Next session we will reflect of the project mid way through and identify adjustments that need to be made. Instructor asks: From 1‐5, how well do think the project is meeting intended goals? How can skills (from today or other resources) help? Learners listen previews next module and ask clarifying questions. Learner answers check out questions: from 1‐5, how well do think the project is meeting intended goals? How can skills (from today or other resources) help? Total Time 75 Unit 5, Session 14, Module F is completed in the community as students continue their service learning projects. As such, there are no instructional, in class activities listed. Students are implementing the tasks in the workplan and completing their field notes for week 3. Course Overview and Lesson Plan 52 Appendix D: Unit Lesson Plans, Materials and Assessments Instructional Activities (Unit 5, Session 15, Module G) Instructional Sequence Time (mins) Description of the Learning Activity Instructor Action/Decision (Supplantive) Learner Action/ Decision (Generative) Gain Attention (Slide 32) 15 Students review their week 3 field notes and write a “tweet” on the progress of the project at midterm. Instructor provides an example and posts on the Padlet for the activity. Posts will be used/reviewed later. Instructor asks learners to review their field notes from week 3. In 140 characters, write a BRIEF assessment of how the project is going (use a win you’ve had, something you have learned or a metaphor). Post on the Padlet for later use. Learner responds to instructor and answers the questions about the progress of the project. Students generate a 140 character Tweet and post to the Padlet. Learning Objectives (Slide 33) 2 (17) Transition to objectives for unit 5 are reshared on a slide (in question and task form): ● Know the meaning of workplace and team norms and behaviors. ● Know the meaning of troubleshooting. ● Know the meaning of reflection. ● Know how to engage in reflection and troubleshooting, making adjustments to workplan and skills development. Instructor transitions the discussion to the objectives for this session and shares them (via slide) with the learners. Instructor asks the learners to share the skill building work they implemented from last session. Learner listens to and reads objectives. Asks questions when instructor gauges their understanding. Learners share any/all application of troubleshooting and skills building since the last session. Purpose for Learning ‐ Benefits ‐ Risks Avoided (Slide 34) 3 (20) This is an opportunity to reflect on how the work is going and make adjustments to the work plan. (The students have four more sessions in the community). Benefits: when reflection is used to make adjustments to goals, the recalibration can be useful to ensuring successful experience and maximize learning. Risks: when goals are not re‐evaluated they become stagnant and out of touch with reality. Instructor reminds learners of the purpose of troubleshooting as a way to address issues and improve outcomes. Recalibration is a kind of troubleshooting that reassesses goals. Engages learners on the reasons for learning the material and the risk avoided by integrating the use of recalibration. Instructor asks: ‐Recall a time when you have adjusted after taking into account new Learner engages in a discussion, recalling their experience about recalibration. Learner generates from prior knowledge and experiences they have in getting better at something by training, practicing, etc. Course Overview and Lesson Plan 53 Appendix D: Unit Lesson Plans, Materials and Assessments information or changes in circumstances. How did you adjust? Who did you share those changes with? Did it help? What were the outcomes? Prerequisite learning 5 (25) Ask students the key feedback they sought out from previous session to activate prior knowledge and prepare learners for new learning material. ‐What is troubleshooting? ‐What is skill building? Instructor recalls prior knowledge in diagnosing problems (aka troubleshooting) and when troubleshooting involves getting a new skill or strengthening a skill. Instructor asks: ‐What adjustments have you made to your work plan based on the feedback from the community partner or how things are actually going on the ground in the project? Learner engages in a class discussion of prior knowledge to help support terminal learning objective for this unit to reflect and troubleshoot throughout the project. Learning Guidance ‐ Lecture ‐ Demo. 10 (35) The instructor introduces the concept of reclabration and demonstrates the process of making adjustments to goals (and associated outcomes). Instructor demonstrates an example of how goals could be adjusted. Instructor demonstrates recalibrating the work plan. Instructor describes how to make adjustments and make new predictions about about goals or outcomes and documenting the work plan and field notes. Learner watches and listens to the instructor introduce the procedure to adjust goals and making changes to the work plan and documenting in the field notes. Practice and Feedback 25 (60) Instructor asks students to practice the procedure demonstrated above by applying to their project and demonstrating conceptual knowledge of the enabling objective. Practice with feedback is untimed and ungraded. Instructor asks learners to work individually on making adjustments (recalibrating) the goals for 10 minutes. Then asks students to share their earlier Tweets on the Padlet from the attention getting activity and the Learner practices the procedure of making adjustments (recalibrating) the goals individually. Learner supports correcting conceptual knowledge as needed. Course Overview and Lesson Plan 54 Appendix D: Unit Lesson Plans, Materials and Assessments adjustment they are considering making to the goals. Instructor asks: ‐What was your Tweet? ‐Which goal/s are you recalibrating? ‐What’s the adjustment to the workplan? Authentic Assessment N/A Assessment is embedded when students are sharing out and in the Big Ideas. Instructor is assessing learners plans goals verbally and against the shared rubric. Learner integrates feedback and demonstrates learning in their workplan and field notes. Retention and Transfer 5 (65) Complete the transfer of this process to their field notes and work plan of revised goals. Self‐assessment of application of the recalibration process. Instructor provides and explains performance assessment using auditory and visual cues. Learner self‐assesses their knowledge and skills developed during the lesson. Big Ideas 10 (70) Review the “takeaways” from this module on recalibrating plans, the risks and benefits of developing skills and being creative about making adjustments and being honest and communicative about progress against goals. Connect the importance of the procedural knowledge to goals for the course. Instructor asks learners to share their plan for communicating these changes to others (team members, community agencies, etc.) Recalls prior knowledge of analyzing skills against the project goals. Asks learners to identify who should be communicates with regarding any changes and to add documentation in the field notes. Learner reviews the process of adjusting goals gathered in today’s session and shares the person/people they need to share updated goals with, when they will share by and and the method they will use to communicate. Advance Organizer for the Next Unit 5 (75) Connections made to building on this module in the next lesson when students will complete another skill builder workshop. Instructor “previews” next module and engages learners to reflect on today’s class. Next session we will continue to identify the skills needed to complete the service project. Instructor asks: Learner listens to preview of the next module and ask clarifying questions. Learner answers check out question: in one word, what is the experience you have had so far in implementing the project? Course Overview and Lesson Plan 55 Appendix D: Unit Lesson Plans, Materials and Assessments In one word, what is the experience you have had so far in implementing the project? Total Time 75 Unit 5, Session 16, Module H is completed in the community as students continue their service learning projects. As such, there are no instructional, in class activities listed. Students are implementing the tasks in the workplan and completing their field notes for week 4. Instructional Activities (Unit 5, Session 17, Module I) Instructional Sequence Time (mins) Description of the Learning Activity Instructor Action/Decision (Supplantive) Learner Action/ Decision (Generative) Gain Attention (Slide 36) 15 Students review their week 4 field notes and generate additional topics they want to discuss and complete action‐research in small groups. Instructor asks learners to review their field notes from week 4. What happened with the project this week? What (if any) additional area arose that you want to work on building your skills? (recall their choices from last session) Instructor assists learners to identify the commonalities in responses (ie. communication, organization, etc.) Learner responds to instructor and answers the questions about the work on week 4. Learner generates a list of experiences (ie. our group wasn’t communicating well, the organization wasn’t ready for me/us, we got all the tasks done) Learning Objectives (Slide 37) 2 (17) Transition to objectives for unit 5 are reshared on a slide (in question and task form): ● Know the meaning of workplace and team norms and behaviors. ● Know the meaning of troubleshooting. ● Know the meaning of reflection. ● Know how to engage in reflection and troubleshooting, making adjustments to workplan and skills development. Instructor transitions the discussion to the objectives for this session and shares them (via slide) with the learners. Instructor asks the learners to identify one area they want to skillbuild from the list in attention getting activity. Learner listens to and reads objectives. Asks questions to help gauge their understanding. Purpose for Learning ‐ Benefits 5 (22) This is another action‐research troubleshooting session where students gather resources to develop skills to improve their experience. Instructor reminds the learners of the purpose of troubleshooting as a way Learner engages in a discussion about planning recalling their experience about troubleshooting. Course Overview and Lesson Plan 56 Appendix D: Unit Lesson Plans, Materials and Assessments ‐ Risks Avoided (Slide 38 & 39) Benefits: when we target the areas in which we would like to develop skills, we are more likely to be successful. Risks: stagnation and lack of growth to address issues and improve outcomes. Engages the learners on the reasons for learning the material and the risk avoided by integrating planning into their project. Instructor asks: ‐How did you use the skills developed a few classes ago? What happened? Did it help? Learner listens and helps to generate the reasons for ongoing learning from the narratives and information in the video. Learner generates from prior knowledge and experiences they have in getting better at something by training, practicing, etc. Prerequisite learning (Slide 40) 3 (25) Ask student the key feedback student sought out from previous session to activate prior knowledge and prepare learners for new learning material. ‐What is troubleshooting? ‐What is skill building? Instructor recalls prior knowledge in diagnosing problems (aka troubleshooting) and when troubleshooting involves getting a new or strengthening a skill. Instructor asks: ‐Given the adjustment you made in the work plan from last session, are there skills/knowledge you need to finish the project? Learner engages in a class discussion of prior knowledge to help support terminal learning objective for this unit to reflect and troubleshoot throughout the project. Learning Guidance ‐ Lecture ‐ Demo. (Slide 41) 10 (35) The instructor reintroduces the concept of skill building and demonstrates the process of identifying an area to develop new/strengthened skills in order to improve outcomes. Instructor remind students the resources available and asks students to get into small groups (ideally not in same teams as their project) to research an area of common challenges. Instructor demonstrates online research and the short presentation of an identified skills gap from last session. Instructor reminds learners how to find relevant research/resources (and any new resources as applicable) and provides an an example of archiving and how to add the skill development to the workplan and field notes. Learner watches and listens to the instructor review the procedure to research resources to develop skills and documenting in the workplace and field notes. Practice and Feedback 25 (60) Instructor asks students to practice the procedure demonstrated above by applying to their project and demonstrating conceptual knowledge of the enabling objective. Practice with feedback is untimed and ungraded. Instructor asks learners to get into groups and collect resources (or complete skills development activities) Instructor offers corrective feedback about the procedure by asking Learner practices the procedure of gathering resources and/or developing skills. Course Overview and Lesson Plan 57 Appendix D: Unit Lesson Plans, Materials and Assessments questions about the criteria being met. Authentic Assessment N/A Assessment is included in each of the skill development areas, each is different so assessment accountability is included in the field notes. Instructor assesses learners online research verbally and against the shared rubric. Learners are integrating feedback and demonstrates learning in their field notes. Retention and Transfer 5 (65) Complete the transfer of this process to their field notes and work plan of newly developed skills. Self‐assessment of application of the skills development process. Instructor reinforces online research skills instruction and provides assessment using visual and verbal cues. Learner self‐assesses their knowledge and skills developed during the lesson. Big Ideas 10 (70) Review the “take aways” from this module on planning, the risks and benefits of developing skills and being creative about navigating online and in‐person resources (from attention gaining activity). Connect the importance of the procedural knowledge to goals for the course. Instructor asks learners to share a skill they gained today (from research or from reviewing existing resources). Recalls prior knowledge of analyzing skills against the project goals. Asks learners to identify another topic/area they could research on their own. Learner reviews the resources that were gathered in today’s session and apply at least one to their work plan and field notes. Advance Organizer for the Next Unit 5 (75) Connections made to building on this module in the next lesson when students will reflect on the mid‐way of their project. Instructor “previews” next module and engages learners to reflect on today’s class. Next session we will reflect of the project at the completion to move into the future‐oriented work of college and career goals. Instructor asks: So far, what is the number of skills you have developed as part of the project? (ie. working as a team, researching, planning, working in the community, etc.) Learner listens to preview of the next module and ask clarifying questions. Learner answers check out questions: so far, what is the number of skills you have developed as part of the project? (ie. working as a team, researching, planning, working in the community, etc.) Total Time 75 Unit 5, Sessions 18, 19 & 20, Modules J, K & L are completed in the community as students completed their service learning projects. As such, there are no instructional, in class activities, listed. Students are implementing the tasks in the workplan and completing their field notes for week 5 & week 6. Course Overview and Lesson Plan 58 Appendix D: Unit Lesson Plans, Materials and Assessments Unit 6: How to reflect on the implementation of the workplan, connecting course concepts, agency needs and key experience occurring within the project. Week 11, Session 21 (Module A) & Session 22 (Module B) Terminal learning objective. As project implementation is completing, learners will synthesize their reflections on the implementation of the service learning work plan, including their skill development and ongoing troubleshooting. Prerequisite analysis (enabling learning objectives). ● Know the meaning of reflection. ● Know the meaning of future interests and goals. ● Able to engage in reflection on the service experience, course concepts, agency needs and skills acquisition. Learning activities. ● After attention and relevancy activities, assess prior knowledge of the meaning of reflection and their connection with future goals. ● Teach any necessary prerequisite knowledge by providing definitions and examples and nonexamples. ● Provide opportunities for learners to generate their own examples and nonexamples of the conceptual knowledge. ● Model the procedure for culminating the student’s reflection and making connections with future interests and goals. ● Provide practice and feedback for the procedure using a scenario. ● Teach the concept and components of a reflection process. ● Model the procedure for documenting reflection to make connections to future interest and goals. ● Provide opportunities to transfer knowledge to document reflection (throughout the project and course). Assessment. ● Learners will engage in reflection process to make initial connections to interests and future and near goals. Unit Duration: Approximately two 75 minute sessions Introduction: The first of two modules in unit 6 focused on synthesizing the learning after completed the implementation of the service learning project. Course Overview and Lesson Plan 59 Appendix D: Unit Lesson Plans, Materials and Assessments Unit 6 Overview Unit Duration: Approximately two 75 minute sessions (75 mins is equal to one class session of a 3 Carnegie unit course) Introduction: There are two modules offered over two sessions focused on making meaning of your service learning project by reviewing your field notes and reflecting on what you learned. This unit is focused to transition from the service project into honing in on your interests and future plans. You will be learning an approach to test out pathways that may be of interest to you by borrowing the concept of prototyping from technology. Learning Objective(s) Terminal Objective: As project implementation is completing, learners will synthesize their reflections on the implementation of the service learning work plan, including their skill development and ongoing troubleshooting. Enabling Objective(s): ● Know the meaning of reflection. ● Know the meaning of future interests and goals. ● Able to engage in reflection on the service experience, course concepts, agency needs and skills acquisition. Lesson Materials Access to computer with internet for learning platform (with speakers) Videos/podcasts: Video 1: Personal SWOT analysis Video 2: Personal SWOT analysis 2 Video 3: Unstuck (Hidden Brain) Worksheets/handouts: 6.0 Personal SWOT Analysis, 6.1 Reflection Summary, 6.2 Unstuck Discussion Questions Assessments and rubrics: Common Rubric Presentation slides: Unit 6 Slides Learner Characteristic Accommodations Learners will take the course in person using multiple modalities to increase engagement. Facilitator’s Notes This is an in‐person, synchronous course. The presentation, practice, and feedback occur in person. See the the table below for specific Instructor Action/Decision (supplantive events of instruction). Course Overview and Lesson Plan 60 Appendix D: Unit Lesson Plans, Materials and Assessments Instructional Activities (Unit 6, Session 21, Module A) Instructional Sequence Time (mins) Description of the Learning Activity Instructor Action/Decision (Supplantive) Learner Action/ Decision (Generative) Gain Attention (Slide 3) 20 Engage in a brief summary of the project by creating a news headline with photos taken throughout the project. Instructor asks learners to review all the “headlines” from their field notes and compile a headline for the project and type in newspaper font. Also select one photo that best illustrates the headline. Instructor demonstrates a relevant example. Learner generates (individually or in small groups) responses to the questions about connecting planning and troubleshooting. Learning Objectives (Slide 4) 2 (22) Transition to objectives for unit 6 are shared on a slide (in question and task form): ● Know the meaning of reflection. ● Know the meaning of future interests and goals. ● Able to engage in reflection on the service experience, course concepts, agency needs and skills acquisition. Instructor transitions the discussion to the objectives for this session and shares them (via slide) with the students. Learner listens to and reads objectives. Asks questions to gauge their understanding. Purpose for Learning ‐ Benefits ‐ Risks Avoided (Slide 5) 8 (30) Reflection is critical to getting maximum benefit of the course. Reflection provides an opportunity to develop analytical and critical thinking skills important to future success and decision making. If reflection is neglected, the project can apathy into volunteerism. Instructor engages the learners on the reasons for learning the material and the risk avoided by integrating planning into their project. Instructor asks: ‐What is helpful about reflection? How has the process of reflection the past six weeks impacted you? Have you noticed any changes to your thinking or behavior? Learner engages in a discussion about reflection and recalling their experience the past six weeks. Prerequisite learning 5 (35) Instructor asks students the key feedback sought out from previous session to activate prior Instructor recalls prior knowledge about the use of reflection in setting goals. Learner engages in a class discussion of prior knowledge to help support terminal learning objective for this Course Overview and Lesson Plan 61 Appendix D: Unit Lesson Plans, Materials and Assessments (Slide 6) knowledge and prepares students for new learning material. Instructor asks: ‐What are your interests and goals and how can reflection help you reach them? unit to transition the reflection of the project into future goals. Learning Guidance ‐ Lecture ‐ Demo. 10 (45) The instructor introduces the concept of reflection to inform goals and demonstrates the process of using the field notes and work plan and generates a shared rubric. Learners work individually with their work plan and field notes to answer questions in the handout ( 6.1 reflection summary ) and follow along with the instructor’s example. Instructor demonstrates the process of reflecting on the project. Instructor describes how to use the work plan to evaluate the project for purposes of reflection on future goals using the handout. Learner watches and listens to the instructor introduce the procedure for implementing the work plan and using the field notes. Practice and Feedback 30 (60) Instructor asks students to practice the procedure demonstrated above by applying to their project and demonstrating conceptual knowledge of the enabling objective. Practice with feedback is untimed and ungraded. Instructor asks learners to reflect on questions against their work plan. Instructor offers corrective feedback about the procedure by asking questions about the criteria being met as students share their answers with a partner. Learner practices the procedure using 6.1. Authentic Assessment N/A Assessment is built into practice and feedback and Big Ideas, per the rubric. Instructor is assessing learners reflection verbally and against the shared rubric. Learner integrates feedback and demonstrates learning in Big Ideas when they share their revised goals. Retention and Transfer N/A (60) Complete the transfer of this process to their reflection summary (part 1). Self‐assessment of application of the reflection summary. Instructors asks learners “report out” from their partner discussion on the project during Big Ideas. Learner self‐assesses their knowledge and skills developed during the lesson. Big Ideas 10 (70) Review the “take aways” from this module on reflection, the risks and benefits of reflection and lessons learned from attention gaining activity. Connect the importance of the procedural knowledge to goals for the course. Instructor asks learners to “report out” from their partner discussion on the project reflection. Recalls prior knowledge of analyzing skills against the project goals. Learner reviews the rubric of reflection from the earlier content and applies to their reflection of the project (by way of the workplan). Course Overview and Lesson Plan 62 Appendix D: Unit Lesson Plans, Materials and Assessments Advance Organizer for the Next Unit 5 (75) Connections made to building on this module in the next lesson when students will further consider their future goals. Instructor “previews” next module and engages learners to reflect on today’s class. Next session we will work on connecting the learning you have had inthe service learning project with your future goals. Instructor asks: What is the one thing you are most proud of that you achieved in the project? Learner listens to preview of the next module and asks clarifying questions. Learner answers check out question: ‐What is the one thing you are most proud of that you achieved in the project? Total Time 75 Instructional Activities (Unit 6, Session 22, Module B) Instructional Sequence Time (mins) Description of the Learning Activity Instructor Action/Decision (Supplantive) Learner Action/ Decision (Generative) Gain Attention (Slides 9 & 10) 10 Engage in a brief discussion about how SWOT, troubleshooting and planning are used in college and career planning. Video 1: Personal SWOT analysis video (2 mins) Students can also complete 6.0 Personal SWOT analysis if time allows and the instructor thinks students would benefit from additional reflection activities. Instructor asks learners to consider SWOT after watching video, troubleshooting and planning skills they have been using in service learning in their future plans. Instructor asks: ‐How is troubleshooting used in college? How could planning support you to reach goals? ‐What is the first step in creating a work plan? (Setting goals) ‐What were/are you the goals you had coming into the class? Learner generates (individually or in small groups) responds to the questions about how the planning and troubleshooting skills are applied to college and career paths. Recall their goals (college and career) coming into the course. Course Overview and Lesson Plan 63 Appendix D: Unit Lesson Plans, Materials and Assessments Learning Objectives (Slide 11) 2 (12) Transition to objectives for unit 6 are shared on a slide (in question and task form): ● Know the meaning of reflection. ● Know the meaning of future interests and goals. ● Able to engage in reflection on the service experience, course concepts, agency needs and skills acquisition. Instructor transitions the discussion to the objectives for this session and shares them (via slide) with the students. Learner listens to and reads objectives. Asks questions to gauges their understanding. Purpose for Learning ‐ Benefits ‐ Risks Avoided 5 (17) Recall the purpose of reflection as being critical to getting maximum benefit of the course. Reflection provides an opportunity to develop analytical and critical thinking skills important to future success and decision making. Connect reflection to planning and troubleshooting skills. Instructor asks learners to recall the reasons for learning the material and the risk avoided by integrating planning into their project. Instructor asks the learners: ‐How is reflection impact planning and troubleshooting? How are the skills in planning and troubleshooting applied to your life? Learner engages in a discussion about reflection and recalling their experience the past six weeks. Learner generating from prior knowledge and experiences they have in self reflection. Prerequisite learning 5 (22) Students recall content from previous sessions, activating prior knowledge and prepare learners for new learning material. Instructor recalls prior knowledge about the use of reflection in setting goals. Instructor asks: ‐What are your interests and goals and how can reflection, planning and troubleshooting help you reach them? Learner engages in a class discussion of prior knowledge to help support terminal learning objective for this unit to transition into future goals. Learning Guidance ‐ Lecture ‐ Demo. 40 (62) The podcast ( Unstuck ) is a (28 minutes) recording about how to use design thinking in career planning. Students listen to the podcast and answer questions from handout ( 6.2 Unstuck ). Discussion of key concepts in small groups and group questions. Instructor demonstrates the concept of planning (through design thinking) via podcast. Distributes the handout before the podcast is played so learners can write notes as the podcast is played. Plays podcast and reviews questions after learners discuss in small groups (10 minutes). Instructor asks: Learner watches and listens to the instructor (and podcast) introduce the use of design thinking as a career planning approach. Learner responds to the questions on handout, discusses in small groups. Course Overview and Lesson Plan 64 Appendix D: Unit Lesson Plans, Materials and Assessments In the podcast they say "with design thinking, your goal is to fail early and often." What do you think of this sentiment? Why is it important to learn from failure? What's an example you have of learning from failure? How is that different from traditional ways we are taught to think about failure and being certain of the goal? Practice and Feedback (Slide 13) 8 (70) Instructor asks students to practice the procedure demonstrated above by applying the procedure to their college and career goals. Students identify three possible career paths they may want to pursue. Instructor asks learners to reflect on questions against their college and career goals by considering three career paths (Odyssey planning referred in the Podcast). Instructor offers corrective feedback about the procedure by asking questions about the criteria being met as learners share their answers with a partner. Learner practices the procedure using their handout (writing down three paths). Authentic Assessment N/A Assessment is built into practice and feedback and big ideas, per the rubric. Instructor assessed learners understanding of design thinking verbally and against the shared rubric. Learner integrates feedback and demonstrates learning in Big Ideas when they share their revised goals. Retention and Transfer N/A Self‐assessment of application of comprehension of “Unstuck” embedded in class discussion and completion of three paths (handout 6.2) Instructor supports the transfer of this content within class discussion and completion of handout. Learner self‐assesses their knowledge and skills developed during the lesson through class discussion. Big Ideas 10 (70) Review the “take aways” from this module on planning, the risks and benefits of planning and the concepts of design thinking. Connect the importance of the procedural knowledge to goals for the course. Instructor asks learners to “report out” the paths they are considering (from handout). Recalls prior goals and high‐level interests learners have (three paths to be used in Unit 7) Learner reviews the rubric of reflection from the earlier content and applies to their future career and college goals. Advance Organizer for the Next Unit 5 (75) Connections made to building on this module in the next unit where students will further consider Instructor “previews” next module and engages learners to reflect on Learner listens to preview of the next module and ask clarifying questions. Course Overview and Lesson Plan 65 Appendix D: Unit Lesson Plans, Materials and Assessments their future goals through the lens of design thinking. Asks students to consider a “check out” question. today’s class. Asks learners to answer a “check out question” Next session we will work on planning for three paths by prototyping. Instructor asks: ‐When you think about the idea that there's more than one "right answer" when figuring out how to live your life, do you find this scary? Exciting? Both? Neither? Why? Learner answers check out question/s: ‐When you think about the idea that there's more than one "right answer" when figuring out how to live your life, do you find this scary? Exciting? Both? Neither? Why? Total Time 75 Course Overview and Lesson Plan 66 Appendix D: Unit Lesson Plans, Materials and Assessments Unit 7: How to develop and refine college and career goals and conduct research to augment knowledge about potential paths to reach aforementioned life goals. Week 12, Session 23 (Module A), Session 24 (Module B) & Week 13, Session 25 (Module C) Terminal learning objective. Using the synthesis reflection and the connection with interest and future goals, the student will develop and refine college and career goals by conducting primary and secondary research about potential paths to goals per the rubric. Prerequisite analysis (enabling learning objectives). ● Know the meaning of college and career goals. ● Able to make connections between the reflection of interests and future college and career goals. ● Able to write goals. ● Able to conduct primary research to further inform goals and approaches to reaching goals. ● Able to conduct primary research to augment knowledge on how to reach college and career goals. Learning activities. ● After attention and relevancy activities, assess prior knowledge of the meaning of college and career goals. ● Teach any necessary prerequisite knowledge by providing definitions and examples and nonexamples. ● Provide opportunities for learners to generate their own examples and nonexamples of the conceptual knowledge. ● Model the procedure for connecting reflection with setting college and career goals. ● Provide practice and feedback for the procedure using a scenario. ● Model the procedure for conducting interviews and secondary research to inform paths towards college and career goals. ● Teach the concepts and components of college and career research. ● Model the procedure for conducting research. ● Provide opportunities to transfer knowledge to a planning document that begins to form their personal workplan. Assessment. ● Learners will engage in setting college and career goals by connecting with reflection from their service learning experience, augmenting their knowledge with additional research which culminates in the completion of a planning documentation process to develop their personal workplan. Course Overview and Lesson Plan 67 Appendix D: Unit Lesson Plans, Materials and Assessments Unit 7 Overview Unit Duration: Approximately three, 75 minute sessions (one class session of a 3 unit course) Introduction: This three session unit is focused on supporting you to explore career and college paths, applying strategies you used in developing your service project towards setting and planning for your own goals. You will be prototyping several career options in this unit and gaining skills and resources to aid you in your thinking about your choices. Learning Objective(s) Terminal Objective: Using the synthesis reflection and the connection with interest and future goals, the student will develop and refine college and career goals by conducting primary and secondary research about potential paths to goals per the rubric. Enabling Objective(s): ● Know the meaning of college and career goals. ● Be able to make connections between the reflection of interests and future college and career goals. ● Able to write SMART goal ● Able to conduct online research to further inform goals and approaches to reaching goals. ● Able to conduct interviews to augment knowledge on how to reach college and career goals. Lesson Materials Access to computer with internet for learning platform (with speakers), laptops or computer stations need to be available for in class research. Videos/podcasts: Video 1 Imposter syndrome ; Video 2 I nformational interviews Worksheets/handouts: 7.1 Ikigai graphic map , 7.2 Odyssey Planning , 7.3 Informational interviewing 7.4 Creating SMART Goals 2.0 Assessments and rubrics: Common Rubric Presentation slides: Unit 7 Slides Learner Characteristic Accommodations Learners will take the course in person using multiple modalities to increase engagement. Facilitator’s Notes This is an in‐person, synchronous course. The presentation, practice, and feedback occur in person. See the the table below for specific Instructor Action/Decision (supplantive events of instruction). Course Overview and Lesson Plan 68 Appendix D: Unit Lesson Plans, Materials and Assessments Instructional Activities (Unit 7, Session 23, Module A) Instructional Sequence Time (mins) Description of the Learning Activity Instructor Action/Decision (Supplantive) Learner Action/ Decision (Generative) Gain Attention (Slides 3 & 4) 20 Engage in a brief discussion about the concept of ikigai, the Japanese word/idea of reason for being. Offer and generate examples for passion, mission, vocation and profession. (Handout 7.1) (Handout 7.0 also in Appendix C for additional background on Ikigai) Instructor asks learners to consider the concept of ikigai in their lives. Shares the ikigai visual (slides and handout). ‐What is it? ‐Is it possible to reach this kind of alignment in ikigai? Why or why not? Do you know anyone who has? ‐What are examples of ikigai (in each area)? ‐Considering your interests and goals, where do they fit into this concept? Learner responds to the questions about the concept of ikigai. Asks to recall goals (college and career) coming into the course and the three paths from last class and write the on where they fit into the hand out 7.1 (Ikigai graphic map) Learning Objectives (Slides 5 & 6) 2 (22) Transition to objectives for unit 7 are shared on a slide (in question and task form): ● Know the meaning of college and career goals. ● Able to make connections between the reflection on interests and future college and career goals. ● Able to write SMART goals. ● Able to conduct online research to further inform goals and approaches to reaching goals. ● Able to conduct interview to augment knowledge on how to reach college and career goals. Instructor transitions the discussion to the objectives for this session and shares them (via slide) with the learners. Learner listens to and reads objectives. Asks questions to gauge their understanding. Purpose for Learning ‐ Benefits ‐ Risks Avoided 3 (25) Engages students in a discussion about why finding meaningful work is important. Instructor asks: Think of a person who hates their job and has a discussion about the quality of life issues that arise when one doesn’t feel connected to their work. Learner responds to the question about people who do and do not enjoy their work. Discuss the benefits to having work you love. Course Overview and Lesson Plan 69 Appendix D: Unit Lesson Plans, Materials and Assessments (Slide 7) Prerequisite learning (Slide 8) 5 (30) Recall that students listened to the podcast in the last class session and were asked to consider three path in which they are interested. This unit it about exploring those three paths in order to develop an individual plan to guide their future. Recall the concept of prototyping as a way to explore pathways borrowed from design thinking. Instructor engages the learners to recall the reasons for learning the material and the risk avoided by integrating planning into their project. Instructor asks the learners: ‐What is prototyping? ‐What are examples of prototyping? ‐What were the three paths you placed in the ikigai handout developed last class? Learner engages in a discussion about possible paths drawn from prior knowledge and experience from the past six weeks in the service learning project. Learner responds to questions: ‐ What is prototyping? ‐What are examples of prototyping? ‐What were the three paths you placed in the ikigai handout developed last class? Learning Guidance ‐ Lecture ‐ Demo. (Slide 9) 10 (40) In the podcast (Unstuck) a strategy was discussed called Odyssey Planning that will be the basis for Unit 7. This requires students to consider and plan for prototyping three different options for their future by experimenting to know more about this path. Instructor demonstrates the concept of planning (through design thinking and Odyssey Planning). Instructor distributes the Odyssey Planning ( Handout 7.2 ) and demonstrates its use. Instructor offers additional resources and online tools and time to coach and help brainstorm. Learner watches and listens to the instructor introduce the use of design thinking through Odyssey Planning as a career planning approach. Learner follows the demonstration using the handout 7.2. Practice and Feedback 20 (60) Instructor asks students to practice the procedure demonstrated above by applying Odyssey Planning for three versions of their career paths using the hand out. Instructor asks learners to reflect on questions against their college and career goals by considering three career paths (Odyssey planning). Instructor offers corrective feedback about the procedure by asking questions about the criteria being met as learners share at least one of three paths (completed handout) with a partner. Learner practices the procedure using their handout (thinking of one career path). Learner supports correcting conceptual knowledge, thoughtfulness and creativity. For those who haven’t finished their Odyssey Planning handout, learner asked to finish before the next class. Authentic Assessment N/A Assessment is built into practice and feedback and into Big Ideas.. Instructor assessed learners understanding of Odyssey verbally and against the shared rubric. Learner integrates feedback and demonstrates learning in Big Ideas when they share their revised handout (paths). Course Overview and Lesson Plan 70 Appendix D: Unit Lesson Plans, Materials and Assessments Retention and Transfer N/A Self‐assessment of application of comprehension of concepts embedded in class discussion and completion of three paths (handout 7.2) Instructor supports the transfer of this content within class discussion and completion of handout 7.2. Learner self‐assesses their knowledge and skills developed during the lesson through class discussion. Big Ideas 5 (70) Review the “take aways” from this module on planning, the risks and benefits of finding your Ikigai aka “reason for being”. Connect the importance of the procedural knowledge of applying prototyping and planning into goals for the course. Instructor asks learners to report out one path they are considering by posting on the board in the classroom including their “scores” and their 6 word titles. Instructor asks: ‐How can you prototype one of the three paths in the next two weeks? Learner reviews rubric for reflection from the earlier content and applies to their future career and college goals. Learner answers the question: ‐How can you prototype one of the three paths in the next two weeks? Advance Organizer for the Next Unit 5 (75) Connections made to building on this module in the next unit where students will further consider their future goals through continuing the Odyssey Planning. Asks students to consider a “check out” question. Instructor “previews” next module and engages students to reflect on today’s class. Asks learners to answer a “check out question” Next session we will continue working on planning by adding interviews as a resource for informing out paths. Instructor asks: ‐Which of the three paths is most interesting to you (like it score)? Who could help you learn more about this path and option? Learner listens to previews of the next module and ask clarifying questions. Learner answers check out question/s: ‐Which of the three paths is most interesting to you (like it score)? Who could help you learn more about this path and option? Total Time 75 Instructional Activities (Unit 7, Session 24, Module B) Instructional Sequence Time (mins) Description of the Learning Activity Instructor Action/Decision (Supplantive) Learner Action/ Decision (Generative) Gain Attention (Slide 12) 25 Engage in a brief discussion about imposter syndrome. View the TED talk (10 mins). Instructor shares the TED talk and asks learners to consider the role of the imposter syndrome in their lives. Learner responds to the questions about the concept of imposter syndrome. Course Overview and Lesson Plan 71 Appendix D: Unit Lesson Plans, Materials and Assessments Instructor asks: ‐What is it? ‐What are examples of imposter syndrome? ‐Have you or your friends had this experience? ‐What’s the role of imposter syndrome in going to college? Learning Objectives (Slides 13 & 14) 2 (27) Transition to review the objectives for unit 7 are shared on a slide (in question and task form): ● Know the meaning of college and career goals. ● Able to make connections between the reflection on interests and future college and career goals. ● Able to write SMART goals. ● Able to conduct online research to further inform goals and approaches to reaching goals. ● Able to conduct interview to augment knowledge on how to reach college and career goals. Instructor transitions the discussion to the objectives for this session and shares them (via slide) with the students. Learner listens to and reads objectives. Asks questions to gauge their understanding. Purpose for Learning ‐ Benefits ‐ Risks Avoided (Slide 15) 3 (25) Engages students in a discussion about why finding meaningful work is important and the role of professionals. Instructor asks learners about people working in an interest field/area who are resources and the benefits of interviews to gain more information. Learner responds to the question about informational interviews. Discuss the benefits of connecting to people who have actually done the work and the risks of not using an opportunity to talk with people when exploring careers. Prerequisite learning 5 (30) Recall that last session students created three paths on the Odyssey Planning handout. This session will be focused on learning how people can help inform your career paths through (informational) interviews as one way to “prototype” Instructor engages the learners to recall the reasons for learning the material and the risk avoided by integrating informational interviews into their planning. Instructor asks: ‐What is an informational interview? Learner engages in a discussion about interviewing professionals drawn from prior knowledge and video content and how it help planning. Learner answers questions: ‐What is an informational interview? Course Overview and Lesson Plan 72 Appendix D: Unit Lesson Plans, Materials and Assessments ‐How can they help tell you more about career options? ‐How can they help tell you more about career options? Learning Guidance ‐ Lecture ‐ Demo. 15 (45) Informational interviews are an effective way to meet more people in a field that you are interested and learn more about the work that is difficult to find except from those doing the work. Share informational interview questions ( 7.3 ) and instructional video (3 mins) about informational interviewing. Instructor views the interview video and reviews questions. ‐What were the five tips to informational interviews? Who are three people who you could interview about your interest? Learner engages in a discussion about interviewing professionals drawn from prior knowledge and video content (5 tips to informational interviews) Practice and Feedback 20 (65) Instructor asks learners to practice the procedure demonstrated above in video and handout 7.3 by practicing with a partner using the informational interview questions. Each partner has five minutes to interview the other person using a variation of questions to use strategies that are similar to informational interviews. Instructor asks learners to reflect on questions against their college and career goals reviewing the handout (7.3). Instructor asks learners to adapt the questions to ask a partner to learn more about the partner and practice interviewing. Instructor offers corrective feedback about the procedure by asking questions about the criteria being met. Learner practices the procedure using their handout to guide their practice interview making necessary adjustments to learn more about their classmate. Authentic Assessment N/A Assessment is built into practice and feedback and Big Ideas, per the rubric. Instructor assessed learners understanding of informational interview verbally and against the shared rubric. Learner integrates feedback and demonstrates learning in Big Ideas when they share their learning and next steps. Retention and Transfer N/A Self‐assessment of application of comprehension of concepts embedded in class discussion and completion of practice interview using Handout 7.3 Instructor supports the transfer of this content within class discussion and completion of Handout 7.3. Learner self‐assesses their knowledge and skills developed during the lesson through class discussion. Big Ideas (Slide 16) 5 (70) Review the “take aways” from this module on planning, the risks and benefits of informational interviews. Instructor asks learners to report out about people they are considering interviewing by pathways identified in Odyssey Planning. Learner reviews the rubric of reflection from the earlier content and applies to planning for their future career and college goals. Course Overview and Lesson Plan 73 Appendix D: Unit Lesson Plans, Materials and Assessments Connect the importance of the procedural knowledge of informational interviewing into career and college planning. Learner shares who they are thinking about interviewing and if they don’t know, share next steps in determining who they can speak to about career pathways. Advance Organizer for the Next Unit 5 (75) Connections made to build on this module in the next unit where students will develop SMART goals for their Odyssey Plans. Asks students to consider check out question/s. Instructor “previews” next module and engages students to reflect on today’s class. Asks learners to answer a “check out question” Next session we will continue working on planning by using SMART goals to add to your Odyssey Planning. Instructor asks: Do you think successful people (still) experience imposter syndrome? What are questions you may consider asking in your informational interviews to find out from professionals to learn how they have coped? Learner listens and views slide on the next module and ask clarifying questions. Learner answers check out question/s: ‐Do you think successful people (still) experience imposter syndrome? What are questions you may consider asking in your informational interviews to find out from professionals to learn how they have coped? Total Time 75 Instructional Activities (Unit 7, Session 25, Module C) Instructional Sequence Time (mins) Description of the Learning Activity Instructor Action/Decision (Supplantive) Learner Action/ Decision (Generative) Gain Attention (Slide 19) 20 Instructor provides instructions for small groups to create a game to set goals. Instructor asks learners to work in small groups to develop a game for younger students to learn goal settings. Learner works in small groups using the provided materials (can also use technology like quiz‐based games) for younger students to learn how to set goals. Course Overview and Lesson Plan 74 Appendix D: Unit Lesson Plans, Materials and Assessments Learning Objectives (Slide 20) 3 (23) Transition to review the objectives for unit 7 are shared on a slide (in question and task form): ● Know the meaning of college and career goals. ● Able to make connections between the reflection on interests and future college and career goals. ● Able to write SMART goals. ● Able to conduct online research to further inform goals and approaches to reaching goals. ● Able to conduct interview to augment knowledge on how to reach college and career goals. Instructor transitions the discussion to the objectives for this session and shares them (via slide) with the learners. Learner listens to and reads objectives. Asks questions to gauge their understanding. Purpose for Learning ‐ Benefits ‐ Risks Avoided (Slide 21) 2 (25) Engages students in a discussion recalling why goals are important by debriefing the goal setting activity used in the attention‐gaining section. Instructor asks learners to recall the benefits of goal setting. Learner responds to the question about goal setting drawing from prior knowledge and the activity in attention gaining. Discuss the benefits of setting goals as a secret to success. Prerequisite learning 5 (30) Recall prior session on SMART goals whens students were developing their work plans for the project. This session will be focused on applying SMART goal setting to three career paths. Instructor reminds students that there will be missing information about details needed but those will be filled or planned for in future sessions. Instructor asks learners to recall their prior experience setting SMART goals. Instructor asks: ‐How would SMART goals be different when they are used to set your individual goals? ‐How did they help you in the service project? What did you learn about goals through the project implementation? Learner engages in a discussion about goal setting from prior knowledge and video content. Learner answers/responds to instructor’s questions. Learning Guidance ‐ Lecture ‐ Demo. 20 (50) SMART goals were developed for the service goals. We are going to turn those skills to your future goals. Instructor asks learners to consider imposter syndrome in their lives. Shares the TED talk on goal setting (13 mins). Learner engages in a discussion about goal setting drawn from prior knowledge and video content. Course Overview and Lesson Plan 75 Appendix D: Unit Lesson Plans, Materials and Assessments Engage in a brief discussion in goal setting. View the TED talk: https://www.youtube.com/watch?v=pRgPulzYcnI Provides reminder about SMART goals and offers examples using the Odyssey planning that have been posted on the big board. Instructor asks: ‐What are the four types of people the speaker met to understand the reasons why goals aren’t set/written? ‐What”type” are you? ‐What would a system of goal setting (and monitoring) look like? ‐What worked in setting goals for the project that you can borrow for your own personal goals? ‐What’s the role of reflection in goal setting? Learner engages in a refresher discussion/instruction about goal setting and its connection with reflection. Learner responds to question about personal goal setting. Practice and Feedback 15 (65) Instructor asks students to practice the procedure demonstrated above by using SMART goal ( Handout 7.4 ) Each partner has five minutes to interview the other person using a variation of questions to use strategies that are similar to informational interviews. Instructor asks learners to reflect on five year goals for each of the three pathways. Instructor asks learners to create a goal for each using SMART goals handout and share with a partner. Instructor circulates in the room and offers corrective feedback. Learner practices the procedure using their handout to guide setting a five year goal for each alternative path (three) in the Odyssey Plan and shares with a partner. Authentic Assessment N/A Assessment is built into practice and feedback and Big Ideas, per the rubric. Instructor assesses learners understanding of setting SMART verbally and against the shared rubric. Learner integrates feedback and demonstrates learning in Big Ideas when they share their learning and next steps. Retention and Transfer N/A Self‐assessment of application of comprehension of concepts embedded in class discussion and completion of practice interview using Handout 7.4. Instructor supports the transfer of this content within class discussion and completion of 7.4. Learner self‐assesses their knowledge and skills developed during the lesson through class discussion. Big Ideas 5 (70) Review the “take aways” from this module on planning, the risks and benefits of goal setting. Instructor asks learners to report out by sharing one of their SMART goals. Asks learners to offer feedback, Learner reviews the rubric from the earlier content on SMART goals and Course Overview and Lesson Plan 76 Appendix D: Unit Lesson Plans, Materials and Assessments Connect the importance of the procedural knowledge of goal setting into career and college planning. asking questions about the criteria of SMART goals. applies to planning for their future career and college goals. Learner shares their SMART goal and incorporates feedback of their classmates. Advance Organizer for the Next Unit 5 (75) Similar to the process used when developing their service project, the next unit will advance their SMART goals into a work plan that will become their educational plan to support future goals. Asks students to share one of their SMART goals as a check out question. Instructor previews next module and engage learners to reflect on today’s class. Asks learners to answer a check out question as a way to check for understanding of SMART goal setting procedure. Next class we will move these goals and interests into your individual plan. Instructor asks: .‐What is one SMART goals you wrote today? Does it meet the criteria (of a SMART goal)? Learner listens to preview of the next module and asks clarifying questions. Learner answers check out question/s: ‐What is one SMART goals you wrote today? Does it meet the criteria (of a SMART goal)? Total Time 75 Course Overview and Lesson Plan 77 Appendix D: Unit Lesson Plans, Materials and Assessments Unit 8: How to develop an individual college and career goals including troubleshooting, reflection and skills acquisition. Week 13, Session 26 (Module A); Week 14, Session 27 (Module B) & Session 28 (Module C) Terminal learning objective. Using the service learning project workplan as a template, learners will create a plan to reach intended college and/or career goals that they identified in their research and reflection. Learners will include the use the tools they acquired in their service project (reflection, skills/resource development and troubleshooting) Prerequisite analysis (enabling learning objectives). ● Know the meaning of plan. ● Know the meaning of goal and goal setting. ● Able to identify, research and analyze impacts of experience on student’s (college) education plan (transfer, major or degree goals). ● Able to identify, research and analyze short term and longer term goals to support educational plan (goal clarity). ● Able to develop a plan to work towards identified goals. ● Present a goals in a customized format/method. Learning activities. ● After introductions and attention (issue or problem‐solving) activities, assess prior knowledge of the meaning of plan and college and career goals. ● Teach any necessary prerequisite knowledge by providing definitions and examples and nonexamples. ● Provide opportunities for learners to generate their own examples and nonexamples of conceptual knowledge. ● Model the procedure for presenting the individual plan inclusive of goals and embedded opportunities to reflect, troubleshoot and incorporate new resources and skills. ● Provide practice and feedback for the procedure using a scenario. ● Teach the concept and components of a goal setting and plans to support goals. ● Model the procedure for creating a plan. ● Provide opportunities to transfer knowledge to create a college and career plan. Assessment. ● Learners will create goals and transfer into student’s personal plan per the rubric. ● Learners will develop an individual plan to support personal, college and career goals per the rubric. Course Overview and Lesson Plan 78 Appendix D: Unit Lesson Plans, Materials and Assessments Unit 8 Overview Unit Duration: Approximately three 75 minute sessions (75 mins is equal to one class session of a 3 Carnegie unit course) Introduction: This unit is comprised of three modules of three sessions focused on developing your game plan for college and career goals. Hopefully you have an idea of the paths that are most appealing to you and are strengthening your understanding of what you really enjoy. This unit is where you can bring it all together in a plan that speak to you. By using the skills you have in developing a workplan for the service project, you will use a similar process to create your plan which will include research on college paths and adding to the career exploration you will continue after the class. With a clear plan, you are on your way to reaching your goals (even if they are still evolving!). Learning Objective(s) Terminal Objective: Using the service learning project work plan as a template, learners will create a plan to reach intended college and/or career goals that they identified in their research and reflection. Learners will include the use the tools they acquired in their service project (reflection, skills/resource development and troubleshooting). Enabling Objective(s): ● Know the meaning of plan. ● Know the meaning of goal and goal setting. ● Able to identify, research and analyze impacts of experience on student’s (college) education plan (transfer, major or degree goals). ● Able to identify, research and analyze short term and longer term goals to support educational plan (goal clarity). ● Able to develop a plan to work towards identified goals. ● Present a goals in a customized format/method. Lesson Materials Access to computer with internet for learning platform (with speakers), laptops or computer stations need to be available for in class research, especially in module B and module C. Videos/podcasts: Video 1: How to Graduate College with a Job you Love Video 2: Finding your Why Worksheets/handouts: 8.1 NYT Article, 8.2 Game Plan template, 8.3 College Resources, 8.4 Your Golden Circle Assessments and rubrics: Common Rubric Presentation slides: Unit 8 Slides Learner Characteristic Accommodations Learners will take the course in person using multiple modalities to increase engagement. Facilitator’s Notes This is an in‐person, synchronous course. The presentation, practice, and feedback occur in person. See the the table below for specific Instructor Action/Decision (supplantive events of instruction). Course Overview and Lesson Plan 79 Appendix D: Unit Lesson Plans, Materials and Assessments ADDITIONAL NOTE: This unit requires instructor to gauge interests, resources needed to explore against instructor’s background and knowledge. If the instructor is not a counselor, this unit and the next are good opportunities to invite counselors to discuss options and be a resource for students as they develop their plans. Course Overview and Lesson Plan 80 Appendix D: Unit Lesson Plans, Materials and Assessments Instructional Activities (Unit 8, Session 26, Module A) Instructional Sequence Time (mins) Description of the Learning Activity Instructor Action/Decision (Supplantive) Learner Action/ Decision (Generative) Gain Attention (Slide 3) 20 Engage in a brief discussion about the New York Times article: Six myths about choosing a college major ( Handout 8.1 ). Instructor asks learners to read the article aloud and make notes of the myths that students have heard about college major (Handout 8.1). Instructor asks: ‐What are the myths your have heard? ‐Which one/those are those you found most surprisingly that they are no true? ‐Which apply to you in your career and college goals/options? ‐What’s the role of education (and a major) in your goals? Learner responds to the questions about the article. Learner recalls goals (college and career) and to consider this article implications to their lives/futures. Learning Objectives (Slide 4) 2 (22) Transition to objectives for unit 8 are shared on a slide (in question and task form): ● Know the meaning of plan. ● Know the meaning of goal and goal setting. ● Able to identify, research and analyze impacts of experience on student’s (college) education plan (transfer, major or degree goals). ● Able to identify, research and analyze short term and longer term goals to support educational plan (goal clarity). ● Able to develop a plan to work towards identified goals. ● Present a goals in a customized format/method. Today we are going to focus on the education Instructor transitions the discussion to the objectives for this session and shares them with the students. Learner listens to and reads objectives. Asks questions to gauge their understanding. Course Overview and Lesson Plan 81 Appendix D: Unit Lesson Plans, Materials and Assessments that is needed to reach your goals. Purpose for Learning ‐ Benefits ‐ Risks Avoided (Slide 5) 3 (25) Engages students in a discussion about why getting a personal plan is important to making goals real. Good goal are clear AND flexible. Instructor asks learners to recall all the reason why creating their own game plan is important to reaching goals. Offers examples of goals that are set without a plan are set up to fail. You plan likely requires some level education and today’s conversation will focus on educational paths. Learner responds to the question about planning and the examples in previous discussions about the importance of planning, including education, to reach future success. Prerequisite learning (Slides 6 & 7) 10 (35) Recall that students developed a work plan to implement their service learning goals and that a similar process and plan will be used in their college and career gameplan. This doesn’t mean that students know exactly what career they want, they are getting more clarity over time by having more experiences and using reflection to refine their interests. Instructor engages the learners to recall their prior knowledge in developing the work plan. Instructor says: Today we are going to start on the first part of your three year goals within the work plan (aka game plan) to find out what education options exist to help support you. If we focus on the education component of your goals, you likely need to collect additional information about the choices you have here, at the college and the transfer or additional training required to reach goals. Instructor asks: What are the paths to reach your goals? What information and tools are needed to help you make choices about the paths? Learner engages in a discussion about their prior experience using a work plan and make connection between using it for the service project and applying it to their goals. Specifically learner will focus on their education goal/component of their goals. Course Overview and Lesson Plan 82 Appendix D: Unit Lesson Plans, Materials and Assessments Learning Guidance ‐ Lecture ‐ Demo. (Slide 8) 15 (50) The instructor introduces the concept of a creating a game plan to support their individual goals. Creates a shared rubric for assessing their effectiveness. ( Use Handout 8.2 ) Focusing on the education component, students will receive a resource to help them understand the transfer requirements for the CSU using assist.org. Instructor demonstrates a work plan (8.2 Game Plan template) and how to use information gathered in previous sessions to complete it. Instructor asks: ‐What makes a good plan? ‐What system will you use to support yourself? ‐How will you troubleshoot? Use reflection? Who will be your coach? Instructor demonstrates assist.org by walking through an example of a CSU and a major. Learner watches and listens to the instructor introduce the procedure for creating a personal game plan and using assist.org. Learner responds to questions. Learner follows the demonstration using the template drawing from content from past sessions (goals, paths, information gathered) so they can practice using the website and including into their gameplan. Practice and Feedback (Slide 9) 10 (60) Instructor asks students to practice the procedure demonstrated above by applying to their personal college and career goals and demonstrating conceptual knowledge of the enabling objectives. Students choose one of their paths and use assist.org or determine what their coursework would be using the online tool. (Use Handout 8.2) Instructor offers feedback to their game plans and asks learners to also contribute their feedback per the rubric. Instructor offers corrective feedback about the procedure by asking questions about the criteria being met in Handout 8.2. Instructor asks those who haven’t finished their handout to finish a minimum of one educational goal of one path before the next class. Learner practices the procedure using their game plan template by plugging in one major/program of study that could support their goal. Learner supports correcting conceptual knowledge as needed (based on criteria in shared rubric: What makes a good plan?). For learner who hasn’t finished their handout, asked to finish a minimum of one educational goal of one path before the next class. Authentic Assessment N/A Assessment is built into practice and feedback and Big Ideas, per the rubric. Instructor assesses learners understanding verbally and against the shared rubric. Learner integrates feedback and demonstrates learning in Big Ideas when they share their game plan. Course Overview and Lesson Plan 83 Appendix D: Unit Lesson Plans, Materials and Assessments Retention and Transfer N/A Self‐assessment of application of comprehension of concepts embedded in class discussion and completion of three paths (Handout 8.2) Instructor supports the transfer of this content within class discussion and completion of Handout 8.2. Learner self‐assesses their knowledge and skills developed during the lesson through class discussion. Big Ideas (Slide 10) 5 (70) Review the take aways from this module on planning, the risks and benefits of using plans to support goals. Connect the importance of the procedural knowledge of applying planning into goals for the course. Instructor asks learners to report out about objectives they wrote by posting on the board. Instructor asks: ‐What is one major and transfer option that could help you reach the SMART goal you shared last time? How did you decide? Learner reviews the rubric from earlier content and applies to assessing how it will help them in reaching future career and college goals. Learner responds to questions. Advance Organizer for the Next Unit 5 (75) Connections made to building on this module in the next unit where students will add in more resources in their gameplan. Asks students to consider a brief check out question. Instructor previews next module and engages learners to reflect on today’s class. Asks learners to answer a check out question. Next session we will continue working on game planning by exploring more tools so you can complete the education goals for two of your three paths. Instructor asks: ‐What is one word to describe how you feel about your education paths options/choices to reach your goals? Draw a face and share (ie. excited, anxious, confident, questing, etc.) Learners listen to preview on the next module and asks clarifying questions. Learner answers check out question/s: ‐What is one word to describe how you feel about your education paths options/choices to reach your goals? Draw a face and share (ie. excited, anxious, confident, questing, etc.) Total Time 75 Course Overview and Lesson Plan 84 Appendix D: Unit Lesson Plans, Materials and Assessments Instructional Activities (Unit 8, Session 27, Module B) Instructional Sequence Time (mins) Description of the Learning Activity Instructor Action/Decision (Supplantive) Learner Action/ Decision (Generative) Gain Attention (Slide 13) 20 Engage in a discussion about the content in TEDx video (12 mins): https://www.youtube.com/watch?v=29tJAgc54R A Instructor asks learners to watch video and discuss. Instructor asks: ‐What are the points of his 4.0? ‐What are the elements you can include in your game plan? Learner responds to the questions about the video. Learner responds to questions recalling their goals (college and career) and to consider this video’s implications to their lives/futures. Learning Objectives (Slide 14) 2 (22) Transition to objectives for unit 8 are shared on a slide (in question and task form): ● Know the meaning of plan. ● Know the meaning of goal and goal setting. ● Able to identify, research and analyze impacts of experience on student’s (college) education plan (transfer, major or degree goals). ● Able to identify, research and analyze short term and longer term goals to support educational plan (goal clarity). ● Able to develop a plan to work towards identified goals. ● Present a goals in a customized format/method. Today you will finish one plan within a working session. Instructor transitions the discussion to the objectives for this session and shares them (via slide) with the students. Learner listens to and reads objectives. Asks questions to gauge their understanding. Purpose for Learning ‐ Benefits ‐ Risks Avoided 3 (25) Discussion specifically about the usefulness of education to reach goals. Instructor asks: ‐Why is education useful or needed to reach goals? ‐What are the alternatives? Learner engages in discussion and generates responses to the benefit of including education in their plans and risks that are minimized. Course Overview and Lesson Plan 85 Appendix D: Unit Lesson Plans, Materials and Assessments Prerequisite learning 5 (27) Recall prior session where students started their game plan building from their prior experience in a work plan to implement their service learning goals. Recall similarities between plans. This doesn’t mean that students are supposed to know exactly what path to take to reach goals, students are getting more clarity over time by having more experiences and using reflection to refine their interests. Instructor will be there with additional support staff to help students access additional resources to complete their game plan (specifically the education component). Instructor engages the learners to recall their prior knowledge in developing the work plan. Instructor says: Today we are going to continue first part of your three year goal in the work tools exist to help support you. This doesn’t mean that you know exactly what path to take to reach goals, you are getting more clarity over time by having more experiences and using reflection to refine their interests. Instructor will be there with additional support staff to help students access additional resources to complete their gameplan (education component). Learner engages in a discussion about their prior experience using a work plan and makes connection between using it for the service project and applying it to their goals. Specifically learner will focus on their education goal/component of their goals. Learning Guidance ‐ Lecture ‐ Demo. 10 (40) The instructor reminds/reintroduces the concept of a creating a game plan to support their individual goals. Creates a shared rubric for assessing their effectiveness. Instructor provides additional resources ( Handout 8.3 College Resources ) to the class to offer additional support to researching educational options.. Instructor briefly demonstrates a work plan (Handout 8.2 ) and how to use information gathered in previous sessions to complete it. Instructor asks: ‐What makes a good plan? ‐What system will you use to support yourself? ‐How will you troubleshoot? Use reflection? Who will be your coach? Instructor offers additional resources and online tools and time to coach and help brainstorm. Learner watches and listens to the instructor introduce the procedure for creating a personal gameplan. Learner follows the demonstration using the template drawing from content from past sessions (goals, paths, information gathered). Learner responds to questions. Course Overview and Lesson Plan 86 Appendix D: Unit Lesson Plans, Materials and Assessments Practice and Feedback 20 (60) Instructor asks learners to continue to practice the procedure demonstrated above by applying to their personal college and career goals and demonstrating conceptual knowledge of the enabling objectives. One more education should be completed by the end of the class session (two have been completed). Instructor offers feedback to their game plans and asks learners to also contribute their feedback per the rubric. Instructor offers corrective feedback about the procedure by asking questions about the criteria being met. Instructors ask those who haven’t finished their handout, they are asked to finish a minimum of one goal of one path before the next class. It’s important that Handout 8.2 education section is completed for the next session. Learner practices the procedure using their game plan template. Learner supports correcting conceptual knowledge as needed (based on criteria in shared rubric: What makes a good plan?). For learner who hasn’t finished their handout, they are asked to finish a minimum of one goal of one path before the next class. Authentic Assessment N/A Assessment is built into practice and feedback and Big Ideas, per the rubric. Instructor assesses learners understanding verbally and against the shared rubric. Learners integrates feedback and demonstrates learning in Big Ideas when they share their college game plan. Retention and Transfer N/A Learner self‐assessment of application of comprehension of concepts embedded in class discussion and completion of three paths (Handout 8.2) Instructor supports the transfer of this content within class discussion and completion of Handout 8.2. Learner self‐assesses their knowledge and skills developed during the lesson through class discussion. Big Ideas 5 (70) Review the take aways from this module on planning, the risks and benefits of using plans to support goals. Connect the importance of the procedural knowledge of applying planning into goals for the course. Instructor asks learners to report out about the objectives they wrote by posting on the board in the classroom. Instructor asks:.. ‐What is one objective/task you set to reach the SMART goal you shared last time? How did you decide? Learner reviews the rubric from earlier content and applies to assessing how it will help them in reaching future career and college goals. Learner responds to question. Course Overview and Lesson Plan 87 Appendix D: Unit Lesson Plans, Materials and Assessments Advance Organizer for the Next Unit 5 (75) Connections made to building on this module in the next unit where students will add in more resources in their game plan focused on careers. Asks students to consider a brief check out question. Instructor previews next module and engages learners to reflect on today’s class. Asks learners to answer a check out question. Next session we will continue working on game planning by learning about a few tools that are useful in planning for career planning. Instructor asks: What is one word to describe how you feel about this next plan you have worked on today? Draw a face and share with the class (ie. excited, anxious, confident, questing, etc.) Learners listen and view slide on the next module and ask clarifying questions. Learners asked to answer check out question: ‐What is one word to describe how you feel about this next plan you have worked on today? Draw a face and share with the class (ie. excited, anxious, confident, questing, etc.) Total Time 75 Instructional Activities (Unit 8, Session 28, Module C) Instructional Sequence Time (mins) Description of the Learning Activity Instructor Action/Decision (Supplantive) Learner Action/ Decision (Generative) Gain Attention (Slide 17) 30 Engage in a discussion about the content in TEDx video (18 mins): https://www.youtube.com/watch?v=u4ZoJKF_Vu A The plan is the what and how NOT THE WHY. You are most driven from your why, so it it important you know(or start to learn) yours. It is the basis for Ikigai (Unit 7). “What you do PROVES what you believe” Instructor asks students to watch video and discuss. ‐What is the biology behind what he’s saying? ‐What is the difference between Langley and Wright Brothers? ‐What is your why? ‐How does this connect to ikigai from last week back? Asks students to consider: Learner responds to the questions about the video. Learner recalls goals (college and career) and considers this video’s implications to their lives/futures. Course Overview and Lesson Plan 88 Appendix D: Unit Lesson Plans, Materials and Assessments “People don’t buy what you do, they buy why you do it” Learning Objectives (Slide 18) 2 (32) Transition to objectives for unit 8 are shared on a slide (in question and task form): ● Know the meaning of plan. ● Know the meaning of goal and goal setting. ● Able to identify, research and analyze impacts of experience on student’s (college) education plan (transfer, major or degree goals). ● Able to identify, research and analyze short term and longer term goals to support educational plan (goal clarity). ● Able to develop a plan to work towards identified goals. ● Present a goals in a customized format/method. Today you will finish one plan within a working session. Instructor transitions the discussion to the objectives for this session and shares them (via slide) with the students. Learner listens to and reads objectives. Asks questions to gauge their understanding. Purpose for Learning ‐ Benefits ‐ Risks Avoided 3 (35) Discussion specifically about the usefulness of exploring (or prototyping) career options to reach goals. Instructor asks: ‐Why is continuing your career exploration important to reaching your goals? ‐What are the options? Learner engages in discussion and generates responses to their benefit of including career exploration in their plans and risks that are minimized. Prerequisite learning 5 (40) Recall prior session where students started their game plan building from their prior experience in a work plan to implement their service learning goals. Recall similarities between plans. Instructor engages the learners to recall their prior knowledge in developing the work plan. Today we are going to continue your three year goal but focusing this time on the career exploration aspect in the work tools exist to help support you. You plan requires more exploration and today’s work session will focus Learner engages in a discussion about their prior experience using a work plan and makes connection between using it for the service project and applying it to their goals. Specifically learner will focus on developing career exploration goal/component of their plans. Course Overview and Lesson Plan 89 Appendix D: Unit Lesson Plans, Materials and Assessments there. What are the plan you can make to continue to understand the paths in real life? What information and tools are needed to help you make choices about continuing to explore career options? Instructor will be there with additional support staff to help learners access additional resources to complete their game plan (career exploration component) Learning Guidance ‐ Lecture ‐ Demo. 10 (40) The instructor reminds/reintroduces the concept of a creating a game plan to support their individual goals. Reiterates the importance of getting experience and connections in the fields that are of interests throughout college, not only at the end/graduation. Reminds students of the shared rubric for assessing the effectiveness of their game plan. Instructor generates ideas of career exploration using identified resources, support staff in the room and/or students input. ( Handout 8.3 ) Instructor briefly (re) demonstrates the planning template (8.2 Game Plan template) and how to use information gathered in previous sessions to complete it. Instructor asks: ‐What makes a good plan? ‐What system will you use to support yourself? ‐How will you troubleshoot? Use reflection? Who will be your coach? Instructor offers additional resources and online tools and time to coach and help brainstorm using Handout 8.3. Learner watches and listens to the instructor introduce the procedure for creating a personal gameplan. Learner follows the demonstration using the template drawing from content from past sessions (goals, paths, information gathered). Learner responds to questions. Practice and Feedback (Slide 19) 20 (60) Instructor asks learners to continue to practice the procedure demonstrated above by applying to their personal college and career goals and demonstrating conceptual knowledge of the enabling objectives. Instructor offers feedback to their game plans and asks learners to also contribute their feedback per the rubric. Instructor offers corrective feedback about the procedure by asking Learner practices the procedure using their game plan template (Handout 8.2). Learner supports correcting conceptual knowledge as needed (based on criteria in shared rubric: What makes a good plan?). Course Overview and Lesson Plan 90 Appendix D: Unit Lesson Plans, Materials and Assessments Career exploration (plan 3) should be completed by the end of the class session (three paths/plans need to have been completed by the end of this session). questions about the criteria being met. Instructor asks: For those who haven’t finished third plan are asked to finish a minimum of one career exploration goal of one path before the next class. Learner who hasn’t finished third plan will finish a minimum of one career exploration goal of one path before the next class. Authentic Assessment N/A Assessment is built into practice and feedback and Big Ideas, per the rubric. Instructor assessed learners understanding verbally and against the shared rubric (What makes a good plan?). Learner integrates feedback and demonstrates learning in Big Ideas when they share their career game plan. Retention and Transfer N/A Self‐assessment of application of comprehension of concepts embedded in class discussion and completion of three paths (Handout 8.2) Instructor supports the transfer of this content within class discussion and completion of Handout 8.2. Learner self‐assesses their knowledge and skills developed during the lesson through class discussion. Big Ideas 5 (70) Review the take aways from this module on planning, the risks and benefits of using plans to support goals. Connect the importance of the procedural knowledge of applying planning into goals for the course. Instructor asks learners to report out about objectives they wrote by posting on the board in the classroom and answering this question. Instructor asks: ‐What is one career exploration objective/task you set to reach the SMART goal you shared last time? How did you decide? Learner reviews the rubric from earlier content and applies to assessing how it will help them in reaching future career and college goals. Advance Organizer for the Next Unit 5 (75) Connections made to building on this module in the next unit where students will transfer their gameplans into the education plan required by the College. Asks students to consider a brief check out question. Instructor previews next module and engages students to reflect on today’s class. Asks learners to answer a check out question. Next session we will transfer your plans into the education plan. You will learn why the education plans are important, how to change them now and in the future. Learner previews next module and asks clarifying questions. Learner answers check out question/s: ‐What is one word to describe how you feel about this next plan (career exploration) you have worked on today? Draw a face and share with the class (ie. excited, anxious, confident, questing, etc.) Course Overview and Lesson Plan 91 Appendix D: Unit Lesson Plans, Materials and Assessments Instructor asks: ‐What is one word to describe how you feel about this next plan (career exploration) you have worked on today? Draw a face and share with the class (ie. excited, anxious, confident, questing, etc.) Total Time 75 Course Overview and Lesson Plan 92 Appendix D: Unit Lesson Plans, Materials and Assessments Unit 9: Transfer knowledge of college and career goals into an individual education plan that is held with college and other external agencies (including selection courses for year two, degree/majors and/or transfer colleges). Week 14, Session 29 (Module A) Terminal learning objective. Learners will transfer knowledge into education plan and into personal goals per the rubric. Prerequisite analysis (enabling learning objectives). ● Know the meaning of education plan (those used by community colleges and other related agencies i.e. financial aid). ● Able to write goals. ● Able able to transfer knowledge to official education plans and related documents and plans. Learning activities. ● After relevancy and attention activities, assess prior knowledge of education plan, goals and goal setting. ● Teach any necessary prerequisite knowledge by providing definitions and examples and nonexamples. ● Provide opportunities for learners to generate their own examples and nonexamples of conceptual knowledge. ● Model the procedure for transferring goals into education plans. ● Provide practice and feedback for the procedure using a scenario. ● Teach the concept and components of goal setting and revising an education plan. ● Model the procedure for goal setting and education plan revision. ● Provide opportunities to transfer knowledge by creating goals into personal plan and into their education plan (official plan of the community college system). Assessment. ● Learners will create goals and relate revisions into their education plan per the rubric. Course Overview and Lesson Plan 93 Appendix D: Unit Lesson Plans, Materials and Assessments Unit 9 Overview Unit Duration: Approximately one 75 minute sessions (75 mins is equal to one class session of a 3 Carnegie unit course) Introduction: This the only module in the unit which is focused on ensuring you understand the College‐specific process and purpose of student education plans (SEP). This session’s purpose is for you to have the knowledge and support to meet with a counselor to make any changes to your education plan and meet with a counselor to learn of potential implications that may impact their decisions. Every college has nuances to their processes and programs of study that need to be informed by counseling faculty. Ideally, this session is held in tandem with individual counseling meetings. Learning Objective(s) Terminal Objective: Learners will transfer knowledge into education plan and into personal goals per the rubric. Enabling Objective(s): ● Know the meaning of education plan (those used by community colleges and other related agencies i.e. financial aid). ● Able to write SMART goals. ● Able able to transfer knowledge to official education plans and related documents and plans. Lesson Materials Access to computer with internet for learning platform (with speakers), laptops or computer stations need to be available for in class research. Additional support of counselors is ideal for this class session. Counselors should be invited to present (especially if instructor/facilitator is not a college counselor) Video/podcast: N/A Worksheets/handouts: 9.1 Draft Student Education Plan Other materials: College catalogs, transfer worksheets, programs of study brochures, etc. Assessments and rubrics: Common Rubric Presentation slides: Unit 9 Slides Learner Characteristic Accommodations Learners will take the course in person using multiple modalities to increase engagement. Facilitator’s Notes This is an in‐person, synchronous course. The presentation, practice, and feedback occur in person The instructor needs to provide a context for the students to engage in the community issue and generate interest and connection. See the the table below for specific Instructor Action/Decision (supplantive events of instruction). ADDITIONAL NOTE: If the instructor is not a college counselor, this unit is an excellent opportunity to invite a counselor to discuss program of study options and be a resource for students as they develop their plans to connect with required education. Course Overview and Lesson Plan 94 Appendix D: Unit Lesson Plans, Materials and Assessments Instructional Activities (Unit 9, Session 29, Module A) Instructional Sequence Time (mins) Description of the Learning Activity Instructor Action/Decision (Supplantive) Learner Action/ Decision (Generative) Gain Attention (Slides 3 & 4) 10 Engage in an interactive quiz of the ABCs of college plans. This activity is intended to gauge the knowledge students have specifically in this College’s processes, programs and the transfer politics, etc. Instructor engages learners in a Jeopardy‐style game of the College processes, programs and policies that impact their education plans. Learner responds to the questions in the game. Learning Objectives (Slides 5 & 6) 2 (12) Transition to objectives for unit 9 are shared on a slide (in question and task form): ● Know the meaning of education plan (those used by community colleges and other related agencies i.e. financial aid). ● Able to write SMART goals. ● Able able to transfer knowledge to official education plans and related documents and plans. Instructor transitions the discussion to the objectives for this session and shares them (via slide) with the students. Today you will learn about the student education plan and meet with your counselor to talk about changes you may want to make to you plan on file. Learner listens to and reads objectives. Asks quests to gauge their understanding. Purpose for Learning ‐ Benefits ‐ Risks Avoided (Slide 7) 3 (15) Discussion specifically about the College’s SEP and what the risks are for not keeping the plan up to date. Instructor asks: ‐Why is your SEP important? ‐What are the impacts to having an SEP that is not up‐to‐date? Learner engages in discuss and generates responses to their benefit of updating SEP and risks that are minimized including financial aid and time to reach goals. Prerequisite learning 5 (20) Recall prior sessions where students developed their game plan building from their prior experience in a work plan to implement their service learning goals. Plans that were created can inform SEP which are much less dynamic, but important to supporting the college component of their plans as they Instructor engages the learners to recall their prior knowledge in developing the work plan. Instructor says: Today we are going to learn how those plans are translated to your SEP. Learner engages in a discussion about their prior experience in their abbreviated SEP that would have created before starting classes and the revised version (called a comprehensive plan). Learner will transfer their college and career plans into their SEP Course Overview and Lesson Plan 95 Appendix D: Unit Lesson Plans, Materials and Assessments impact financial aid and are limited by the programs of student available at this College. Instructor will be there with additional support staff to help learners answer questions and meet with after class as needed. and/or understand how and why they should update their plans in the future. Learning Guidance ‐ Lecture ‐ Demo. (Slide 8) 15 (40) The instructor (or guest lectures who is counseling faculty) describes the SEP‐‐ it’s purpose, when it’s completed, and its importance. Reiterates the importance of plans being updated when students have decided they want to change course (now or in the future) until they reach their education goals at the College. (Use Handout 9.1 ) Instructor helps to schedule meetings with counselors as needed. Instructor briefly shows examples of the abbreviated and comprehensive education plans. Provides online or paper College catalogs so students can begin to populate their temple (Handout 9.1). Instructor asks: ‐What are the goals that can be transferred to your SEP? Instructor offers additional resources and online tools and time to coach and help brainstorm. Learner listens to the instructor introduce the procedure for populating their student education plan template. Learner follows the demonstration using the template drawing from counselors and from content in past sessions (goals, paths, information gathered) and responds to the question. Practice and Feedback (Slide 9) 20 (60) Instructor asks students to continue to practice the procedure demonstrated above by applying to their personal college and career goals to their draft SEP (Handout 9.1) demonstrating conceptual knowledge of the enabling objectives. Students will draft an SEP for one of their paths/goals from their gameplan and then transfer back to the game plan. Instructor offers feedback to their SEP and game plans and asks learners to also contribute their feedback per the rubric. Instructor (and other support counselors) offer corrective feedback about the procedure by asking questions about the criteria being met. Instructor asks: How are the plans affecting each other? What questions do you have? Where can you find additional information? Learner practices the procedure using their draft SEP (Handout 9.1) and game plan templates. Learner responds to instructor and/or counselor questions. Learner who hasn’t finished a draft SEP, will finish before the next class and provide evidence of their counselor meeting by having their counselor “sign off” on their college and career plan. Course Overview and Lesson Plan 96 Appendix D: Unit Lesson Plans, Materials and Assessments Instructor asks learners who haven’t finished a draft SEP to finish before the next class and provide evidence of their counselor meeting by having their counselor “sign off” on their college and career plan. Authentic Assessment N/A Assessment is built into practice and feedback and Big Ideas. Instructor assesses learners understanding verbally and against the shared rubric. Learner integrates feedback and demonstrates learning in Big Ideas when learners share their SEP. Retention and Transfer N/A Self‐assessment of application of comprehension of concepts embedded in class discussion and completion of draft SEP (Handout 9.1) Instructor supports the transfer of this content within class discussion and completion of Handout 9.1. Learner self‐assesses their knowledge and skills developed during the lesson through class discussion of creating an SEP. Big Ideas 5 (70) Review the take aways from this module on planning, the risks and benefits of using plans to support goals. Connect the importance of the procedural knowledge of applying planning into goals for the course. Instructor asks learners to report out about their SEP. Instructor asks: ‐What classes will I need to enroll in next semester if I select _________ (major or interest area) Learner reviews the rubric from earlier discussion about what needs to be included in a comprehensive SEP. Advance Organizer for the Next Unit 5 (75) Connections made to building on this module in the next unit where students will begin to prepare their final presentations. Asks students to consider a brief check out question. Instructor previews next module and engages learners to reflect on today’s class. Next session you will start to develop your final presentation to share what you’ve learn and plans you have for the future. Instructor asks: ‐What is one class I am most interested in that I may need to take with the draft SEP I worked on today? What’s the name of the class? What most interests me? Learners listens to preview of the next module and ask clarifying questions. Learner answers check out question/s: ‐What is one class I am most interested in that I may need to take with the draft SEP I worked on today? What’s the name of the class? What most interests me? Total Time 75 Course Overview and Lesson Plan 97 Appendix D: Unit Lesson Plans, Materials and Assessments Unit 10: How to make a final presentation of your reflection and skills acquisition of the project and its impact on your educational plan/path (college and career). Week 15, Session 30 (Module A) & Week 16, Session 31 (Module B) & Session 32 (Module C) Terminal learning objective. Using the individual work plan and reflection activities, learners will create and make a final presentation, per the rubric. Prerequisite analysis (enabling learning objectives). ● Know the meaning of presentation. ● Able to develop and make (present) a presentation. ● Able to synthesize and reflect between their service learning experience and make connection and communicate their impact of college and career goals into a presentation. Learning activities. ● After relevancy and attention activities, assess prior knowledge of the meaning of presentation and synthesis. ● Teach any necessary prerequisite knowledge by providing definitions and examples and nonexamples. ● Provide opportunities for learners to generate their own examples and nonexamples of conceptual knowledge. ● Model the procedure for creating and making a presentation. ● Provide practice and feedback for the procedure using a scenario. ● Teach the concept and components of creating a presentation. ● Model the procedure for creating and making (presenting) a presentation. ● Model the procedure for transferring their synthesis to a presentation to share with classmates and community partners. ● Provide opportunities to transfer knowledge to create and make a presentation. Assessment. ● Learners will create and present (to the class and select community members) a synthesis of their experience, per the rubric. Course Overview and Lesson Plan 98 Appendix D: Unit Lesson Plans, Materials and Assessments Unit 10 Overview Unit Duration: Approximately three, 75 minute sessions (one class session of a 3 unit course) Introduction: These are the last three modules of the course which is the preparation and final presentation capstone. This is an opportunity to reflect and share your learning and the plan you have created to reach college and career goals. You will likely need to work on the presentation outside of class since it will take one or two sessions for student to make their presentations (depending on the size of the class). You are encouraged to be creative in your exhibition of your learning, but a standard slide template has been provided as a baseline tool. The purpose in these modules is for you to capture your learning in a format that can be shared immediately and also used to remind and engage you after the class to refocus you on your goals and the kills you have acquired. Learning Objective(s) Terminal Objective: Using the individual workplan and reflection activities, learners will create and make a final presentation, per the rubric. Enabling Objective(s): ● Know the meaning of presentation. ● Able to develop and make (present/record) a presentation. ● Able to synthesize and reflect between their service learning experience and make connection and communicate their impact of college and career goals into a presentation. Lesson Materials Access to computer with internet for learning platform (with speakers), laptops or computer stations need to be available for in class research, especially in module B and module C (when students will be doing their presentations). Videos/podcasts: Video 1: How to give an awesome (Powerpoint) presentation ; Video 2: How to use Google Slides Worksheets/handouts: 10.1 Student presentation template; 10.2 Game plan summary and presentation checklist Assessments and rubrics: Common Rubric Presentation slides: Unit 10 Slides How to record audio on Powerpoint Learner Characteristic Accommodations Learners will take the course in person using multiple modalities to increase engagement. Facilitator’s Notes This is an in‐person, synchronous course. The presentation, practice, and feedback occur in person See the the table below for specific Instructor Action/Decision (supplantive events of instruction). Course Overview and Lesson Plan 99 Appendix D: Unit Lesson Plans, Materials and Assessments Module C requires outreach to community partners and other relevant people for student presentations. Support may be required or early outreach once dates have been established or the instructor can opt to have students make the recordings without presenting live, dependant on timing and schedules. Students also need to record their presentations. Instructions/resources at the end of module c. Instructional Activities (Unit 10, Session 30, Module A) Instructional Sequence Time (mins) Description of the Learning Activity Instructor Action/Decision (Supplantive) Learner Action/ Decision (Generative) Gain Attention (Slide 3) 10 Review of the initial goals/visions students had in course overview; connect those plans against their College & Career game plan. Instructor engages learners in a discussion about goals and how they have developed since the first class to their game plan. Instructor questions may include: How have your plans evolved/changed since the beginning of the semester? If they haven’t change, do you feel more confident about them? How have your initial goals shown up in your gameplan? Learner recalls initial goals and responds to questions about how they have changed over the past 15 weeks. Learning Objectives (Slides 4 & 5) 2 (12) Transition to objectives for unit 10 are shared on a slide (in question and task form): ● Know the meaning of presentation. ● Able to develop and make (present/record) a presentation. ● Able to synthesize and reflect between their service learning experience and make connection and communicate their impact of college and career goals into a presentation.. Today you will develop the script for a presentation that connects service learning experience with college and career goals. Instructor transitions the discussion to the objectives for this session and shares them (via slide) with the learners. Learner listens to and reads objectives. Asks questions to gauge their understanding. Purpose for Learning ‐ Benefits ‐ Risks Avoided 3 (15) Discussion about the importance of capturing what students learned and presenting to community. This presentation serves two purposes: Instructor asks: ‐Why is important to present your learning this semester? Learner engages in discussion and generates responses to their benefit of creating a presentation and risks that are reduced when there is Course Overview and Lesson Plan 100 Appendix D: Unit Lesson Plans, Materials and Assessments (Slide 6) 1. Demonstrate your learning this semester. 2. Acts as a resource for you in the future in supporting your goals. ‐Who can help support you that you can share your learning with? clarity about learning and others are clear about goals and can act as a support. Prerequisite learning 5 (20) What makes a good presentation? Show short video (3 mins) about good presentations and discuss the content, building from student’s prior knowledge and experience. Video 1: How to give an Awesome (Powerpoint) Presentation Instructor engages the learners to recall their prior knowledge in making presentations and what elements make an effective presentation? Today you will start creating your final presentation using what we know about what makes an effective presentation. The verison you present to the community will be an abbreviated version, but you are asked to record your full presentation for a final grade. This is how we will achieve both purposes. After learners watch the video: What makes a good presentation? Learner engages in a discussion about their prior experience in making presentations through listening to a video about effective presentations. Learner develops a list of characteristics of an effective oral presentation using visual aids. Learning Guidance ‐ Lecture ‐ Demo. 15 (40) The instructor will provide an overview of the 10.1 slide template and what content is required using the Handout 10.2 final checklist and script . Instructor will offer supplemental resources for students who have not used Google slides. Reiterates the importance of plans being updated when students have decided they want to change course (now or in the future) until they reach their education goals at the College. Instructor helps to schedule meetings with counselors as needed. Instructor briefly shows examples of a completed presentation and described the key elements, and where learners are drawing from (past assignments) Instructor will offer supplemental resources for learners who have not used Google slides. Learner watches and listens to the instructor introduce the procedure for creating their final presentation using the checklist and script (Handout 10.2). Learner follows the demonstration using the slide template and recalls any prior experience using Google slides or making presentation, using the characteristics of effective presentation from the attention gaining activity to gauge understanding. Course Overview and Lesson Plan 101 Appendix D: Unit Lesson Plans, Materials and Assessments Practice and Feedback 20 (60) Students work on writing their script using Handout 10.2. The (visuals) slides will be added once the script has been approved. Students demonstrate their conceptual knowledge of the enabling objectives. Students will create their own presentation and script starting with their script. In order to support effective presentation, learners will first develop their script. Instructor offers feedback to learners script and asks learners to also contribute their feedback per the rubric. Instructor offer corrective feedback about the procedure by asking questions about the criteria being met. Learner practice the procedure using 10.2. Learners support correcting conceptual knowledge as needed (based on criteria in 10. Learner who hasn’t finished their script will be asked to finish before the next class and ensure the instructor has reviewed/approved before moving to the visual elements of the slides. Authentic Assessment N/A Assessment is built into practice and feedback and big ideas, per the rubric. Instructor assessed learners understanding verbally and against the shared rubric. Learner integrates feedback and demonstrates learning in Big Ideas when they share a portion of their script (10.2). Retention and Transfer N/A Self‐assessment of application of comprehension of concepts embedded in class discussion and completion of their script (Handout 10.2). Instructor supports the transfer of this content within class discussion and completion of handout 10.2. Learner self‐assesses their knowledge and skills developed during the lesson through class discussion. Big Ideas 5 (70) Review the take aways from this module on planning, the risks and benefits of documenting learning as a tool to support goals. Connect the importance of the procedural knowledge of applying planning into goals for the course. Instructor asks learners to report out by reading their script thus far. Learner reviews the rubric from earlier discussion about what needs to be included in a final presentation. Advance Organizer for the Next Unit 5 (75) Connections made to building on this module in the next unit where students will begin to prepare their final presentations. Asks students to consider a brief check out question. Instructor previews next module and engages learners to reflect on today’s class. Asks learners to answer a check out question about effective presentations. Next session you will continue developing your final presentation by adding your slides/visual interests. Learner listens to preview of the next module and ask clarifying questions. Learner answers check out question/s: ‐Who is your audience? you do want to see this presentation (live or recorded)? Course Overview and Lesson Plan 102 Appendix D: Unit Lesson Plans, Materials and Assessments (Instructor should gather the names of the people the student lists and invite them to last the last class). Total Time 75 Instructional Activities (Unit 10, Session 31, Module B) Instructional Sequence Time (mins) Description of the Learning Activity Instructor Action/Decision (Supplantive) Learner Action/ Decision (Generative) Gain Attention (Slide 9) 10 Discuss the people that support students to reach their goals. These names and roles will be added to their script/final presentation (10.2). Instructor engages learners in a discussion about who supports them in reaching their goals. Instructor asks: Who is on your team to support your success in reaching your goals? ‐On campus ‐Community ‐Friends and family Learner recalls names and roles of support that they have in their lives (people who bring positivity and future orientation). Learner transfers those names to their final presentation script. Learning Objectives (Slides 10 & 11) 2 (12) Transition to objectives for unit 10 are shared on a slide (in question and task form): ● Know the meaning of presentation. ● Able to develop and make (present/record) a presentation. ● Able to synthesize and reflect between their service learning experience and make connection and communicate their impact of college and career goals into a presentation. Instructor transitions the discussion to the objectives for this session and shares them (via slide) with the learners. Instructor says: Today you will develop the slides for your presentation. Presentations and recording will occur in the last/next class session. Learner listens to and reads objectives. Asks questions to gauge their understanding. Purpose for Learning ‐ Benefits ‐ Risks Avoided (Slide 12) 3 (15) Discussion about the importance of capturing what students learned and presenting to the community. This presentation serves two purposes: 3. Demonstrate your learning this semester. 4. Acts as a resource for you in the future Instructor asks: ‐Why is it important to present your learning this semester? ‐Who can you share your learning with that can help support you? Learner engages in discussion and generates responses to the benefit of creating a presentation and risks that are reduced when there is clarity about learning and others are clear about goals and can act as a support. Course Overview and Lesson Plan 103 Appendix D: Unit Lesson Plans, Materials and Assessments in supporting your goals. Prerequisite learning (Slide 13) 5 (20) What makes a good presentation? Recalls the content of the video from last session about good presentations and discuss the content, building from student’s prior knowledge and experience. Instructor engages the learners to recall their prior knowledge in making presentations and what elements make an effective presentation? Instructor says: Today you will create the slides for your final presentation using what we know about what makes an effective presentation. The verison you present to the community will be an abbreviated version, but you are asked to record your full presentation for a final grade. This is how we will achieve both purposes. Learner engages in a discussion about their prior experience in making presentations through listening to a video about effective presentations. Learner recalls the list of characteristics of an effective oral presentation using visual aids. Learning Guidance ‐ Lecture ‐ Demo. 10 (35) The instructor will provide an overview of the 10.1 slide template and remind students what content is required using the Handout 10.2 final checklist and script . Instructor will offer supplemental resources for students who have not used Google slides (Video 2: How to use Google Slides ) The instructor reiterates the importance of plans being updated when students have decided they want to change course (now or in the future) until they reach their education goals at the College. Instructor briefly shows examples of a completed presentation and described the key elements, and where learners are drawing from (past assignments) Instructor will offer supplemental resources for learners who have not used Google slides. Learner watches and listens to the instructor introduce the procedure for creating their final presentation using the 10.1 slide template. Learner follows the demonstration using the slide template and recalls any prior experience using Google slides or making presentation, using the characteristics of effective presentation from the attention gaining activity to gauge understanding. Practice and Feedback 25 (60) Instructor asks learners to work on writing their slides using 10.1 slide template. Students asked In order to support effective presentation, learners will create slides that visually support the points Learner practices the procedure using 10.1. Learner supports correcting conceptual knowledge as Course Overview and Lesson Plan 104 Appendix D: Unit Lesson Plans, Materials and Assessments to work individually creating slides that correspond to the script in 10.2 Students demonstrate their conceptual knowledge of the enabling objectives. Students create their own presentation and script starting with their script. in their script. Instructor offers feedback on their slides and asks learners to also contribute their feedback per the rubric. Instructor offer corrective feedback about the procedure by asking questions about the criteria being met. needed (based on criteria in 10.1 and the what makes a good presentation list generated in Module a). Learner who hasn’t finished their slides are asked to finish before the next class and ensure the instructor has reviewed/approved before the final presentation. Authentic Assessment N/A Assessment is built into practice and feedback and big ideas, per the rubric. Instructor assessed learners understanding verbally and against the shared rubric. Learner integrates feedback and demonstrates learning in Big Ideas when learner shares some of their slides (10.1). Retention and Transfer N/A Self‐assessment of application of comprehension of concepts embedded in class discussion and completion of their slides 10.1. Instructor supports the transfer of this content within class discussion and completion of 10.1. Learner self‐assesses their knowledge and skills developed during the lesson through class discussion. Big Ideas 5 (70) Review the take aways from this module on planning, the risks and benefits of documenting learning as a tool to support goals. Connect the importance of the procedural knowledge of applying planning into goals for the course. Instructor asks learners to report out by sharing their slides thus far. Instructor asks: Do these slides illustrate the points of the script? Learner reviews the rubric from earlier discussion about what needs to be included in a final presentation. Advance Organizer for the Next Unit 5 (75) Connections made to building on this module in the next unit where students will begin to prepare their final presentations. Asks students to consider a brief check out question. Instructor previews next module and engages learners to reflect on today’s class. Asks learners to answer a check out question about images/words/poem/song that reminds them of their why. Instructor says: Learner listens to preview of the next module and ask clarifying questions. Learner answers check out question/s: ‐What is one “artifact” that helps remind you of your “why”? How does it help? (if artifacts have already been gathered/identified for slides, learner will share). Course Overview and Lesson Plan 105 Appendix D: Unit Lesson Plans, Materials and Assessments Next session you will present or record your final presentation. It’s our last class! Total Time 75 Instructional Activities (Unit 10, Session 32, Module C) Instructional Sequence Time (mins) Description of the Learning Activity Instructor Action/Decision (Supplantive) Learner Action/ Decision (Generative) Gain Attention (Slide 15) 2 Instructor thanks the audience for being there to support the students. (If time does not allow all students to present their entire presentation, instructor will assign 1‐2 slides for each student to present. This requires instructor to make a combined slide deck that corresponds to the assigned slides.) Instructor ask learners and audience to think of one word that describes their community and introduce themselves. Learner/audience member selects one word to describe their community and shared it verbally along with their name with the group. Learning Objectives (Slides 16 & 17) 2 (12) Transition to objectives for unit 10 are shared on a slide (in question and task form): ● Know the meaning of presentation. ● Able to develop and make (present/record) a presentation. ● Able to synthesize and reflect between their service learning experience and make connection and communicate their impact of college and career goals into a presentation. Instructor transitions the discussion to the objectives for this session and shares them (via slide) with the learners. Instructor says: Today we are going to hear from our students about what they have learned this semester in the community and how they now think about their future. Learner listens to and reads objectives. Asks questions to gauge their understanding. Course Overview and Lesson Plan 106 Appendix D: Unit Lesson Plans, Materials and Assessments (Instructor may want to briefly describe the process or have a student talk about the goal setting process to help the audience have more context). Purpose for Learning ‐ Benefits ‐ Risks Avoided (Slide 18) 3 (15) Discussion about the importance of capturing what students learned and presenting to community. This presentation serves two purposes: 1. Demonstrates students learning this semester. 2. Acts as a resource for the student in the future to support the student’s goals. Clarity about learning and goals can help other to support the learners. Instructor says: We have discovered the importance of sharing learning with others. These presentations serve two purposes (read from slide). Learner/audience member listens and asks questions to gauge understanding. Prerequisite learning N/A (15) Audience member has no required prerequisite learning. Any relevant information about the course or the process will be shared in purpose for learning. Instructor shares information about the process in purpose for learning. Learner and audience member listens to prerequisite learning within the purpose for learning activities/discussion. Learning Guidance ‐ Lecture ‐ Demo. N/A (15) The instructor provided learning guidance in Module A and Module B.. Instructor briefly shows examples of a completed presentation and describes the key elements in Module A and Module B. Instructor offers supplemental resources for learners who have not used Google slides in Module B. Learner watches and listens to the instructor introduce the procedure for creating their final presentation in Module A and Module B. Practice and Feedback N/A (15) Practice and feedback occurred in Module A and Module B.. Students demonstrated their conceptual knowledge of the enabling objectives. Instructor offers feedback on their slides and script per the rubric in 10.2. Instructor offers corrective feedback about the procedure by asking questions about the criteria being met in module a and module b. Learner practices the procedure using 10.1 and 10.2. Learners support correcting conceptual knowledge as needed. Authentic Assessment N/A Assessment is built into the completion of 10.1 and 10.2 (checklist is the rubric).. Instructor assesses learners understanding verbally and against the shared rubric. Learner integrates feedback and demonstrates learning in Big Ideas Course Overview and Lesson Plan 107 Appendix D: Unit Lesson Plans, Materials and Assessments when they share their slides and script in Module A and Module B. Retention and Transfer (Slides 19‐21) 50 (65) Self‐assessment of application of comprehension of concepts is embedded in class discussion and completion of their slides 10.1 and the presence of required elements in 10.2. Recording the presentation is required. Instructions are provided in Slide 22. Instructor supports the transfer of this content within class discussion and completion of 10.1 and the checklist 10.2. Learner self‐assesses their knowledge and skills developed during the lesson through class discussion per the rubric in 10.2. Big Ideas 10 (75) Review the take aways from this module on planning, the risks and benefits of documenting learning as a tool to support goals. Connect the importance of the procedural knowledge of tools to motivate/focus into goals for the course. Instructor asks learners to share their artifact they chose/shared in Module B. Instructor asks: As part of understanding their motivation, students selected one artifacts that could help remind them of their goals and their “why”. Learner shares their artifact in slide 8 and how it can/will help them stay focused on their goals. Advance Organizer for the Next Unit N/A (75) N/A N/A N/A Total Time 75 Course Overview and Lesson Plan 108 Exploring C 3 Common Rubric X CURRICULUM OUTCOME DEMONSTRATED BY... EVIDENCE/ASSIGNMENTS Identify & analyze community needs 1 Assets: 2 & 4 Community Issue & Organization -What issue did you address? -How do you know it’s an issue? -What is evidence that it’s an issue? -What is the organization’s mission & programs? 1.1 Community issue scan 1.2 What is a Community Agency? 2.1 SWOT Analysis/Connection map 5.1 Field notes 10.2 Final Presentation Identify skills & interests Assets: 1, 2, 4 Service Learning Project -What was the purpose, goals & outcomes for your project? 2.1 SWOT Analysis/Connection map 3.0 Priority setting method 3.1 Creating SMART goals 3.2 Identifying skills and resources 4.1 Work plan 10.2 Final Presentation Self reflection 2 3 4 Assets: 1, 2, 3, 4 Key Learning -What skills did you develop or strengthen? -What did you learn about yourself (behaviors, thoughts, habits)? 5.1 Field notes 6.1 Reflection Summary 7.2 Odyssey Planning 8.4 Your Golden Circle 10.2 Final Presentation FInding your WHY -What is your why? -What about it motivates you? -Include photos or key words that connect to your purpose, beliefs and/or values 7.1 Ikigai map 8.4 Your Golden Circle Unit 10 Module B 10.2 Final Presentation 1 Kalles & Ryan, 2015. 2 Gibbs, 1988. 3 Krathwohl, 2002. 4 Oyserman, 2015. 1 Exploring C 3 Common Rubric Transfer knowledge into education plan and career/other goals Assets: 1, 2, 3, 4 Three career paths/options -What are the three paths? -How will you prototype and continue to learning about them? -How do they connect with values, skills and interests? -What skills and resources (for each option)? -What are the two college paths you chose? -How do they connect with CEB? 5.1 Field notes 6.1 Reflection Summary 7.2 Odyssey Planning 8.2 Game plan 9.1 Draft SEP 10.2 Final Presentation My Path -What prototyping have you done? -What research have you done? -How does this path reflect your interests, values and strengths? 6.0 Personal SWOT Analysis 7.1 Ikigai map 7.2 Odyssey Planning 10.2 Final Presentation -What is a quote from your field notes that supports your learning? 5.1 Field notes 10.2 Final Presentation College & career knowledge Assets: 1, 4 How will you get there? -What are the possible college majors? -Do you have transfer goals? 7.2 Odyssey Planning 8.2 Game plan 9.1 Draft SEP GOAL AT CEB -What’s your goal and CEB? -Describe the goal and what you learned about the programs and options. 9.1 Draft SEP 10.2 Final Presentation Planning & goal setting 5 6 Assets: 1, 4 What’s your Game Plan -What are three goals & objectives (SMART GOALS) that support your future? 7.4 Creating SMART Goals 2.0 8.2 Game plan 5 Denbo & Seli, 2006. 6 Grant & Dweck, 2003. 2 Exploring C 3 Common Rubric Plan implementation & troubleshooting challenges 7 Assets: 3, 4 Possible Challenges What 2-3 personal and/or academic challenges you may/have faced in reaching your goals? What are 2-3 solutions that might you overcome them? 6.0 Personal SWOT Analysis 10.2 Final Presentation HOW I WILL USE... -How will you use reflection and troubleshooting to support reaching your goals? -How will you celebrate successes? -What’s the next milestone you will celebrate? 8.2 Game plan 10.2 Final Presentation Success Team Who is on your team to support your success in reaching your goals? -On campus, in the community and friends/ family 10.2 Final Presentation Online & in person research, navigate and procure relevant resources Assets: 3, 4 Resources, research & further exploration -What/where to locate information that helped me, and could support me reach my goals -How will you continue to explore? 5.1 Field notes 7.5 Career exploration resources 8.3 College exploration resources 7.2 Odyssey Planning 7.3 Informational interview 8.2 Game plan 10.2 Final Presentation *The curriculum’s terminal and enabling objectives support the development of characteristics predictive of success for affected community college students 8 Those are assets are: 1) the presence of clear goals; 2) a strong motivation and drive to succeed; 3) an ability to manage external demands and 4) are self empowered learners. In addition to the outcome areas identified in the common rubric, less formal assessment of terminal learning objectives will be developed in class to support the central tenet of experiential learning to provide opportunities for learners to make meaning as much as possible. The curriculum outcomes above align with the course scope and sequence (see Appendix B) which delineates the units that content is introduced, reinforced and mastered (M). 7 Denbo & Seli, 2006. 8 Martin, Galentino & Townsend, 2014. 3 Exploring Community, College & Career (C 3 ): Introduction to Service Learning COLLEGE OF THE EAST BAY Professor: TBD Email: TBD Office hours: TBD Duration: TBD Location: College of the East Bay Community Site: TBD “The best way to find yourself is to lose yourself in the service of others” ~Mahatma Gandhi Course Description: Exploring Community, College & Career is an enhanced introductory course to Service Learning. An enhanced awareness of the community, examined and reflected on the practical skills within the field of study that addresses social issues. Discussion of specific problems in the community; conceptualization, design and application of service projects within community organizations or schools; civic engagement related to coursework with an experiential approach to learning. Increased knowledge of interests and options, able to make informed decisions about their program of study. Capstone is the application of experiences to inform future goals by updating and augmenting a college and career plan. Course Objectives As a result of the course, you will have: ● Identified and analyzed a community issue related to your interests/program of study; ● Designed, planned and implemented a related service project by partnering with a non profit/non governmental agency or K-12. You will also have developed/strengthened: ● Critical thinking skills; ● Improved ability to navigate challenges, relevant social skills and ● College and career goals. Course Learning Outcomes: 1. Knowledge of Service Learning and an understanding of how this approach supports long term college, career and community goals. 2. Contemporary issues and problems in the community; programs and agencies that address those issues. 3. Connections between academic work and needs of the community. 4. Connections between community service and professional, academic and/or personal goals. 5. Civic responsibility and the ability to making a difference in your community and in the world. Leadership and innovation within civic engagement. 6. Application of concepts and theory to service learning and college environments. 1 | SAMPLE Introduction to Service Learning Syllabus College of the East Bay Graded Assignments (with Point Allocation) Breakdown Total 1. Formative Assessments 20% -College knowledge, pre-survey 5% -Scoping your project, SWOT 5% -Project Work Plans 10% 2. Summative Assessments 20% -College & Career Game Plan & Presentation 15% -Student Education Plan 5% 3. Professionalism & Skill Development 30% -Weekly Field Notes 25% -Communication and collaboration with community agencies and classmates 5% 4. Attendance and Participation 20% -Attendance 10% -Participation 10% 5. Research College and Careers 10% -Research & Resources 10% TOTAL POINTS POSSIBLE: 90-100 = A 80-89 = B 70-79 = C 60-69 = D </ - 59 = F 2 | SAMPLE Introduction to Service Learning Syllabus College of the East Bay [College Policies] Student Conduct: You are expected to be respectful to guest speakers, the professor and to your classmates in class discussion of any interaction in this course. There will be disagreements on topics covered but you should respect the opinion of others. Everyone should feel free to express their opinion and disagree with each other and with the instructor in a civil way. Unless you are working in group the work you turn in should be your own. The rule is that you cannot put your name on something someone else originally wrote (a form of plagiarism), be mindful that: · You may not copy in whole or in part someone else's assignment, tests, etc. · You may not cut and paste from the internet. · You may not copy something from the readings unless you put it in quotes and cite it. If you paraphrase from a source (i.e. put the information into your own words) and do not cite the source, this is a form of plagiarism. · You MUST always cite your sources. When in doubt, cite! · As a student at College of the East Bay you should be familiar with rules listed in the your Student Handbook ¨ The price of plagiarism in this course is FAILURE, whether intentional or not. You will get an “F” in the course if you are caught plagiarizing or cheating. Yes, cheating or plagiarizing in ONE assignment will earn you an “F” in the course and you will be immediately reported to the administration. By enrolling in this class you agree to abide by the East Bay Community College District Policy on Academic Dishonesty which can be found in the student handbook. Withdrawal and Incomplete Policy: Students who wish to withdraw must do so before the last “W” date and must inform the registrar’s office. No incompletes will be awarded without timely consultation with the instructor prior to any due dates and only with an appropriate reason and where there is only a minimal amount of work to finish. Basic Skills and Language Issues: If English is not your first language, if you have a documented learning disability or if you have difficulties with basic skills of college level performance, you are encouraged to make use of our Learning Resource Center. You can receive one-on-one help from tutors and other professionals with studying, reading, writing and general language issues. Other difficulties (e.g. learning disability) can be addressed as well – however, you must see me so special arrangements can be made to improve your performance on the exams and assignments. See extra credit section as you can earn extra points for attending the Learning Resource Center. Accommodations Policy: Students with disabilities who need reasonable accommodations are encouraged to contact the instructor. The Disabled Students Programs and Services (DSPS) is available to facilitate the reasonable accommodations process. DSPS can be reached by telephone or at the DSPS office on the College of the East Bay campus. Policy Regarding Cheating and Plagiarism: Plagiarism is the use of someone else’s ideas and/or words in part or total without proper academic attribution. Students caught plagiarizing or cheating on an exam in any way will receive a grade of zero (0) for that assignment. THE INSTRUCTOR RESERVES THE RIGHT TO MAKE CHANGES TO THE SYLLABUS IF THE NEED ARISES. 3 | SAMPLE Introduction to Service Learning Syllabus College of the East Bay Course Schedule Week Assignments/Topics 1 Unit 1: Community Issue 101 (module A) Unit 1: Community Issue 101 (module B) Community Issue Scan 2 Unit 2: Addressing the Issue (module A) Unit 2: Addressing the Issue (module B) SWOT Analysis Project Selection 3 Unit 3: Skills and resources (module A) Unit 3: Skills and resources (module B) SMART Goals Skills & Resources 4 Unit 4: Project work plans (module A) Unit 4: Project work plans (module B) Work Plan Feedback 5 Unit 5: Implementing the work plan, troubleshooting & reflection (module A) Unit 5: Implementing the work plan, troubleshooting & reflection (module B) Fieldnotes (Week 1) 6 Unit 5: Implementing the work plan, troubleshooting & reflection (module C) Unit 5: Implementing the work plan, troubleshooting & reflection (module D) Fieldnotes (Week 2) 7 Unit 5: Implementing the work plan, troubleshooting & reflection (module E) Unit 5: Implementing the work plan, troubleshooting & reflection (module F) Fieldnotes (Week 3) 8 Unit 5: Implementing the work plan, troubleshooting & reflection (module F) Unit 5: Implementing the work plan, troubleshooting & reflection (module F) Fieldnotes (Week 4) 9 Unit 5: Implementing the work plan, troubleshooting & reflection (module G) Unit 5: Implementing the work plan, troubleshooting & reflection (module J) Fieldnotes (Week 5) 10 Unit 5: Implementing the work plan, troubleshooting & reflection (module K) Unit 5: Implementing the work plan, troubleshooting & reflection (module L) Fieldnotes (Week 6) 11 Unit 6: Connecting the Dots (module A) Unit 6: Connecting the Dots (module B) Reflection & Troubleshooting Personal SWOT Your Pathway Options 12 Unit 7: College and Career Goals (module A) Unit 7: College and Career Goals (module B) Career Planning Informational Interviews 4 | SAMPLE Introduction to Service Learning Syllabus College of the East Bay 13 Unit 7: College and Career Goals (module C) Unit 8: Your Game Plan (module A) College Planning 14 Unit 8: Your Game Plan (module B) Unit 8: Your Game Plan (module C) Finding Your Why Your Game Plan 15 Unit 9: Your Student Education Plan (module A) Unit 10: Final Presentation (module A) Student Education Plan 16 Unit 10: Final Presentation (module B) Unit 10: Final Presentation (module C) Final Presentation Examples of Service Learning Projects 5 | SAMPLE Introduction to Service Learning Syllabus College of the East Bay Exploring C 3 INTRODUCTION TO SERVICE LEARNING: EXPLORING COMMUNITY COLLEGE CAREER Course Overview Your preferred name and gender pronouns What does this photo mean to you? When will it be true for you? Images of our Community LINK TO PADLET Class Agreements When communities are healthy, what makes them work? What would help us work together this semester? 1. One mic 2. Respect each other’s time, voice and opinions 3. Be open minded to new ideas 4. Learn each other’s names 5. Offer support Course Overview 2. Service Project 3. Future Planning 1. Community Syllabus Review What is most interesting to you about this course? What is the value for you in this course? How can you use this experience beyond gaining college credit? Questions? Plan for Unit 1 Exploring C 3 INTRODUCTION TO SERVICE LEARNING: EXPLORING COMMUNITY COLLEGE CAREER Unit 1: Community Issue & Community Agencies Week 1/Session 1/Module A The Community Issue PLACE LINK TO VIDEO HERE ALSO COULD BE A GUEST SPEAKER WHO IS EXPERT AT THE COMMUNITY ISSUE Guiding Questions ● What is the community issue that’s the focus of this class? ● What are the impacts that the issue has on the community? ● What does the future look like without this issue existing? ● What does the future look like if the issue grows/becomes worse? ● Who are the community agencies working to address this issue? Next session you will develop and present a SCAN, a visual of the issue’s impact and the agencies working to address it. Image the Future... Week1/Session 2/Module B Guiding Questions ● What is the community issue that’s the focus of this class? ● What are the impacts that the issue has on the community? ● What does the future look like without this issue existing? ● What does the future look like if the issue grows/becomes worse? ● Who are the community agencies working to address this issue? Today you will develop and present a SCAN, a visual of the issue’s impact and the agencies working to address it. What is a community issue? What is a community agency? RAPID RESPONSE Correctly match the TYPE of community agency with the SERVICES &/or FUNCTIONS that they generally serve Community Issue Scan What is a Community Agency? COMMUNITY AGENCY is a broad term to describe a variety of organizations dedicated to addressing a community issue or need. They are also known as: ● Non-profits ● Charities ● Non Governmental Organization (NGO) ● 501 (c)(3) (refers to the IRS tax code) COMMUNITY AGENCIES are intended to fill in a gap that government agencies and (for profit) businesses are not addressing. COMMUNITY AGENCIES are classified under a tax code with the Internal Revenue Service (IRS) which makes these agencies exempt from paying federal taxes because of their MISSION (or purpose) that is serving a PUBLIC GOOD ; these are defined as: 1. Charitable (raises money to support a public good) Example: Red Cross 2. Educational (provides learning opportunities) Example: Boys & Girls Club 3. Literary (provides reading enrichment) Example: Bookmobile 4. Religious (provides reading enrichment) Example: Mosque 5. Scientific (provides reading enrichment) Example: Chabot Space Cntr 6. Concerned with public safety Example: Community Watch 7. Promotes amateur sporting activities OR Example: Little League 8. Works for the prevention of cruelty towards children or animals Typically COMMUNITY AGENCIES have these FUNCTIONS that address root causes or provide SERVICES to address community issues. Key Functions What is it? Example Direct Services Awareness Research Raise funding Advocacy Exploring C 3 Unit 1 COMMUNITY AGENCIES COMMUNITY ISSUE: COMMUNITY AGENCY: Exploring C 3 Unit 1 COMMUNITY ISSUE SCAN Exploring C 3 INTRODUCTION TO SERVICE LEARNING: EXPLORING COMMUNITY COLLEGE CAREER Unit 2: Identifying a High Impact Project Week 2/Session 1/Module A Creative Problem Solving Creative Problem-Solving TED Talk Guiding Questions ● What is service learning? ● What is a community agency mission and why is it important? ● What are your current interests or ideas of your future career? ● What are the projects that align with the agency’s mission, your interests and the gaps in the community? Today you will develop and present a map that generates project ideas that align with your interests, the agency’s mission and gaps in the community. 2. COMMUNITY AGENCY MISSION 3. YOUR INTERESTS & SKILLS 1. GAPS IN THE COMMUNITY THE IDEAL PROJECT Finding the Overlap What is Community Service? What is Service Learning? Voluntary work intended to help people or issue within a specific area. A credit-bearing teaching and learning experience that integrates meaningful community service with academic instruction focused on critical, reflective thinking and personal and civic responsibility. What is Community Service? What is Service Learning? Can you tell the difference? What is a Mission? STRENGTHS WEAKNESSES OPPORTUNITIES THREATS Week 2/Session 2/Module B Guiding Questions ● What is the community issue that’s the focus of this class? ● What are the impacts that the issue has on the community? ● Who are the community agencies working to address it? Today you will develop and present an ISSUE IMPACT MAP, an analysis of the issue and the agencies working to address it. REVIEW: What is a community issue? What is a community agency? What is a Mission? Project Criteria ❏ Provide service to the partner community organization or program addressing the community issue which is the focus of the class/subject. ❏ Offer opportunities for immersion in the daily activities of the service learning program, including direct service activities, administration or new capacity for the organization. ❏ Be able to engage in one or more of the following dimensions of service learning: planning, implementation or evaluation. ❏ Produces a project that: ❏ Meets the host organization’s needs (assessed from community issue scan 1.1) ❏ Links the experience to the goals of the course (assessed from course goals). ❏ Furthers the students own intellectual and professional goals (assessed from goals in course overview and incoming survey). Examples of Service-Learning Courses across the Disciplines A full range of syllabus examples, in their entirety, can be found at: http://www.compact.org/category/syllabi/ & http://www.servicelearning.org/slice. Art Biology College Success Communication Business/Leadership Studies Chemistry Food Science/Human Nutrition Foreign Languages Education English and Writing Environmental Science Health Math Philosophy Sociology Theater Art Arts and Community Development: Students are introduced to the theory and practice of the arts as a vehicle for community-cultural development. They undertake fieldwork and research in an arts-based community project through direct contact and collaboration with established community based organizations that have within each of their mission the explicit goal of community-cultural development. Readings and class discussions in community psychology, the role of the arts in community and cultural development, methods of community research, creating arts and cultural policy support the fieldwork. Students complete a collaborative research project and create personal narratives in their chosen medium reflecting their fieldwork experience (http://www.compact.org/syllabi/arts-and-community-development/6324/ ) Invisible Populations: The objective of this Service-Learning seminar-type class is to give students an opportunity to learn how visual artists from the Renaissance to the present day have used their powers to make populations living on the fringes of society (religious or racial minorities, the socially disadvantaged, individuals with disabilities, those who construct sexual identities different from the social mainstream, etc.) visible. Each student creates two exhibition displays summarizing “episodes” that explain how art can make invisible populations visible and how it can help cross social, ethnic, and religious boundaries that might exist in other fields of social interaction. Students closely collaborate with their community partner, the United Way, where part of the exhibition will be mounted. After the installation of the exhibition – one part on campus, the other in the United Way Offices– students serve at least two times as community docents for the exhibition while it is on display. Full syllabus at: http://appl003.lsu.edu/slas/ccell/facultyinfo.nsf/$Content/Sample+Syllabi/$file/ART4420.pdf]. Biology Biology 4254: Principles of Ecology: This course is about learning to conduct research with natural populations and communities. This lab is a practical but independent extension of the lecture (Biol 4253). It is a hands-on course in which students apply a number of field and analytical techniques to the study of ecological systems. The semester will be divided into two projects: spider ecology and land management of protected natural areas. For each project, students work in teams to develop and refine project proposals, and then implement your studies. The first project is basic research. Applied research, the focus of the second project, builds on basic research to address practical problems. For the second project, students develop and initiate a biological inventory program for a local public recreation department. This is applied research because it addresses a specific land management need of the recreation department. Students present study design proposals to the agency and then implement a single, refined protocol to gather baseline data, which will be delivered to the agency at the end of the semester. [full syllabus at: http://www.servicelearning.org/sites/default/files/download/slice/Syllabus+Biol+4254+Summer+07.p df]/ Business/Leadership Business 212: The emphasis in the course is on the application of generally acceptable accounting principles to the recording and reporting of financial information, the underlying theoretical foundations of accounting, and the analytical skills needed by business and accounting students. An optional service-learning group assignment involves preparing and presenting financial literacy information to people in transition from homelessness. The project will require keeping a journal on the experience, writing a reflection paper and making a presentation to the class at the end of the term. http://www.servicelearning.org/slice/resource/business-212 Digital Storytelling Project: In this SL course, the McDonough Center for Leadership and Business at Marietta College and the Marietta Family YMCA formed a partnership to create a unique opportunity for Marietta's youth: learning the technology of filmmaking and using it to tell the stories that define and shape their hometown. "Digital Storytelling" is a program where high-risk youth learn marketable skills in filmmaking. This program nationally has had a significant impact on the youths' pursuit of higher education and technology-related careers. Students from two leadership service-learning courses at the College work with youth from the YMCA to help them define the scope of their projects, to assist with the operation of the equipment, and to accompany them as they interview people and create films throughout the City. http://www.servicelearning.org/slice/resource/digital- storytelling-project Marketing 100S - Marketing Concepts : Students learn how marketing activities such as pricing, promotion, packaging, and distributing goods and services in international, national, profit, not-for- profit, service, consumer, and industrial markets are used to facilitate satisfaction of consumer needs.The course requires students to volunteer for 15 hours at an approved non-profit organization. Students final group report highlights how marketing is being utilized by the agency, how they might utilize one or more of the strategies the groups locate, and offers reflection on your experience as a service-learner. In addition, students provide some Internet resources that might be helpful to the organization. [full syllabus at: http://www.servicelearning.org/slice/resource/marketing-100s- marketing-concepts]. College Success College Reading Strategies: Community college students enrolled in a reading and comprehension improvement course will meet with residents in a senior living facility to record their life stories. Students will also research the pros and cons of living in a senior facility and report back to the class. Additionally, students will write pre- and post-visit reflections. From Metropolitan Community College. [full syllabus at: http://www.servicelearning.org/sites/default/files/mcc_slice_5.pdf]. Communication Mass Communication – Public Relations Writing: This course is an intensive laboratory workshop in public relations writing that encompasses a wide range of styles ranging from brief public service announcements to news releases to persuasive speeches and executive presentations. Writing is the foundation of professional public relations since most formal organizational communications begin or intersect with the written word. Thus, all future practitioners must be polished and capable writers, skilled in diverse forms and styles of writing and capable of working quickly. In addition, it is important to establish relationships and work within the community and for organizations that contribute to the community good. This course will be a combination of short lectures, in-class, and out-of-class writing assignments that will simulate the realities of the professional writing environment for future public relations professionals as well as understand how the local community affects the practice. [full syllabus at: http://appl003.lsu.edu/slas/ccell/facultyinfo.nsf/$Content/Sample+Syllabi/$file/Mass+comm+Shipka+ 08+syllabus.pdf]. Chemistry Chemistry 104: The course is the first term of a one-year sequence in General Chemistry. The course is designed for nursing and allied health sciences as well as such disciplines as fire science, respiratory therapists, medical technology, biotechnology, and dental hygiene requirements. The class works in groups of 3‐5 students to complete a chemistry related service project and follow up investigation.The main goals of the service-learning project are to illustrate the relevance and application of chemistry in everyday life and to underscore the importance of civic responsibility. [full syllabus at: http://www.servicelearning.org/slice/resource/chemistry-104]. Food Science and Human Nutrition Community Nutrition: Students explore nutrition-related needs at local community agencies, participate in the agencies’ work, and propose and/or implement strategies to improve clients’ nutritional intake. Working in groups of five, students engage in projects ranging from hosting cooking classes for teens in a substance abuse program to packing boxes of well-balanced, non-perishable food items for homebound seniors. Partner organizations included the local food bank, Meals on Wheels, and The Boys and Girls Club. Foreign languages Spanish Service-Learning: Students actively participate with community-based organizations that require the use of Spanish with clients. Students have the opportunity to encounter real-life experiences that afford them opportunities to expand their knowledge and develop critical thinking and problem solving skills (full syllabus at: http://www.compact.org/syllabi/foreign-language/spanish- service-learning/4193/). Education Sociology of Education: Sociologists use sociological imagination and a wide range of sociological theories to examine a variety of topics related to education, learning, schools, school processes, and educational systems. Students are asked to critically examine these theoretical perspectives, and relate them to their concrete service experiences in public schools. [full syllabus at: http://appl003.lsu.edu/slas/ccell/facultyinfo.nsf/$Content/Sample+Syllabi/$file/Schafer+Sociology+Syl labus.07.pdf]. English & Writing Writing 123 - English Composition: To further develop their substantial skills in writing, reading, critical thinking and creative problem-solving, students supplement their traditional library research with service time working directly with an organization—either on campus or off—providing service in the area that they are researching. The service work is designed to provide students with a number of practical reference points for their inquiry and to help them test the accuracy and legitimacy of the conclusions provided by the "experts" they encounter in their reading. The experience also gives them access to working professionals in these areas who are great interview sources. [full syllabus at:http://www.servicelearning.org/sites/default/files/download/slice/Writing%20English%20Composit ion.pdf]. Writing 121 – “The Politics of Education ”: Students have the option of expanding their understanding of the issues in the course and gathering research for their essays by serving at a low-income elementary school or community educational program. This service option enhances students’ learning experience by helping them to (a) explain in greater depth the causes of the “education gap” that exists between poor children and more advantaged children (b) explain why such a high percentage of minority children fall into this “gap,” (c) contribute to community education by serving and (d) develop citizenship skills by serving in their community. Students keep a writers notebook, meet in writing response groups, write essays and create a final portfolio of their work. [http://www.servicelearning.org/sites/default/files/download/slice/Writing%20The%20Politics%20of %20Education.pdf] . English 164 - Academic Communication: Students participate in service-learning to support the course goals of strengthening their speaking and listening skills, improve their ability to present information clearly, support their opinion, and ask questions for clarification and further discussion. The overall topic is the Environment and students participate in projects where they serve with a local organization that is addressing environmental issues in their community. Students who complete optional service learning component and successfully incorporate this experience into their speaking assignments will receive an additional 10% extra credit on one speaking assignment. [full syllabus found at: http://www.servicelearning.org/sites/default/files/download/slice/Academic- Communication.pdf]. Environmental Science Environmental Science 100: Freshman in Environmental Science 100 learn new techniques for testing soil and water quality, as well as determining forest and ecosystem characteristics. They applied these techniques to a comprehensive long-term project aimed at assisting economic revitalization and development in a depressed locality. Their research will pair with economic research and public policy research to provide adequate information to local municipalities.[full syllabus at: http://www.servicelearning.org/sites/default/files/environmental_sci_syllabus.pdf] Health Community Health: The course Inquires into the causes and potential solutions for current community health issues; overviews health care agencies; and explores career opportunities in community health. Includes service learning experience. Includes a service-learning componentComplete 20 hours of service at a community health agency or organization, complete a final written report and share their experiences with the class. [full syllabus at: http://www.servicelearning.org/slice/resource/community-health]. PSYCH/Health and Wellness: Service-Learning in an Obesity Education Program: Students engaged in service-learning by planning and developing a mulitple-session family-based obesity prevention program, based on reviews of the obesity prevention literature. The course consists of primarily didactic instruction the 1 st half of the semester and the facilitation of the prevention program during the 2 nd half. Weekly reading assignments (journal articles, book chapters, special reports and popular writings) were required only during the initial 7 weeks of the class. During their organizing and implementing of the prevention program, students kept a weekly journal about their experiences [an academic article about the SL experience: Himelein, M., Passman, L., & Phillips, J. (2010). College Teaching and Community Outreaching: Service Learning in an Obesity Prevention Program. American Journal of Health Education, 41(6), 368-378. Math Math 60 – Service-Learning Option: Based on the premise that one of the best ways to learn is by teaching others, students have the option to tutor the elementary/middle school students in basic math or pre-algebra weekly throughout the term at the school of their choice. Students are required to tutor at least once a week, for a minimum of 8 visits. They keep a journal of their experience and meet with the instructor at least twice throughout the term. The goals of service-learning are to help students (a) review previously learned math concepts, (b) explain previously learned math concepts, (c) improve their own confidence in their ability to do math and (d) serve as a positive role model for younger students. [full syllabus at: http://www.servicelearning.org/sites/default/files/download/slice/Math%2060.pdf]. Philosophy Philosophy 209: Business Ethics: The objective of this course is to provide the students with the opportunity to think about the moral problems and questions which they face as individuals, as well as the moral issues facing today's business world, in order to help them determine and express the reasons for their moral decisions. Student serve a total of 20 hours of time with a community agency. At the end of the term students submit a journal describing the work they have done, focusing on the ethical implications of the experience. Sociology Poverty in Alameda County: This course introduces students to the issues of local poverty. The course examined the current state of poverty in Alameda County, systemic causes of poverty, local policy decisions and community responses. Students develop an understanding of their role in affecting change by volunteering at a local organization and participating in a day of action. Class sessions will include readings, group discussion, individual reflection, and interactive activities. Attendance at a student-led conference on poverty is required. [full syllabus at: http://www.servicelearning.org/slice/resource/poverty-issues-alameda-county]. Theater Theatre 4029 - Special Topics in Stage Movement: The goal is to inspire and instill in the emerging artist the necessity of community engagement as a way to contribute to the overall creation of meaningful and relevant physical theatre work. By having students work with a local Language Preschool, the goal is to provide a meaningful and useful service through their narrative, improvisational, and physical gifts while gaining valuable insight into human communication, cues, and body language. Exploring the limitations of our students’ own communication through movement, voice, and body language provides the basis for character and identity formation when they construct a theatrical narrative. Students work with special needs children at the Language Preschool for at least one half hour each week starting week 3 of the semester. They help with behavioral and communication skills necessary for effective social functioning. They take what they learn working with the Preschool and integrate it into character development, movement options and story ideas for the class goal. At the end of the semester, the children and the Language Preschool students are invited to view the final performance presentation in the classroom. COMMUNITY ISSUE: ______________________________ COMMUNITY AGENCY MISSION: IDENTIFIED NEED 1: IDENTIFIED NEED 2: IDENTIFIED NEED 3: STRENGTHS WEAKNESSES OPPORTUNITIES THREATS Exploring C 3 Unit 2 CONNECTING THE DOTS Service Learning Project Selection Criteria Your project must: ❏ Provide service to the partner community organization or program addressing the community issue which is the focus of the class/subject. ❏ Offer opportunities for immersion in the daily activities of the service learning program, including direct service activities, administration or new capacity for the organization. ❏ Be able to engage in one or more of the following dimensions of service learning: planning, implementation or evaluation. ❏ Produces a project that: ❏ Meets the host organization’s needs (assessed from community issue scan 1.1) ❏ Links the experience to the goals of the course (assessed from course goals). ❏ Furthers the students own intellectual and professional goals (assessed from goals in course overview and incoming survey). Ideally projects will provide a window on the cutting edge issues and practices in service learning in higher education in order to further develop knowledge for the broader field. Exploring C 3 Unit 2 CONNECTING THE DOTS Exploring C 3 INTRODUCTION TO SERVICE LEARNING: EXPLORING COMMUNITY COLLEGE CAREER Unit 3: Setting Goals + Identifying Skills & Resources Week 3/Session 1/Module A Begin with the End in Mind... 1. List 5 things you most HOPE you will become this year 2. List the 5 things you are MOST LIKELY to become this year 3. List the 5 things you FEAR you will become the year Today’s Guiding Questions ● What are the steps in GOAL SETTING? ● What are the elements of effective GOALS? ● How are effective goals SET? ● What will you NEED to reach goals? Today you will develop one SMART goal for your project 1. Identify & Define 2. Generate & Evaluate Alternatives 3. Make a Plan 4. Implement the Plan 5. Evaluate & Troubleshoot Why make GOALS anyway? What are the likely outcomes if you set goals? What are the likely outcomes if you don’t set goals? What is a SMART GOAL? NEXT CLASS... Week 3/Session 2/Module B Who is Warren Buffett? What about your GOALS? Consider your college and career goals … What is one SMART goal you could create to support reaching them? What is SMART goal you could make related to the project that supports your goals? Guiding Questions ● What SKILLS & RESOURCES? Why are they important in reaching goals? ● How are effective goals SET? ● What will you need to reach goals? Today you will develop one SMART goal for your project Why make GOALS anyway? What are the likely outcomes if you set goals? What are the likely outcomes if you don’t set goals? 1. Identify & Define 2. Generate & Evaluate Alternatives 3. Make a Plan 4. Implement the Plan 5. Evaluate & Troubleshoot What are RESOURCES + SKILLS? What ACTIONS/STEPS do you need to take? (consider actions from SMART Goals worksheet) What SKILLS might be needed? What RESOURCES will you need to complete this step? Who else could HELP you to complete this step? NEXT CLASS... Warren Buffett’s 5-Step Process for Prioritizing True Success 1. Know what you want – List your top 25. One day a few years back Warren went up to his pilot (we’ll call him Steve) and jokingly said “the fact that you’re still working for me, tells me I’m not doing my job. You should be going after more of your goals and dreams.” Warren then asked Steve to list the top 25 things he wanted to do in the next few years or even his lifetime. Just jot down anything that comes to mind as being important to you that isn’t currently a part of your life. Readers, that’s your queue to start writing. 2. Pick your Top 5. Once Steve completed his list, Warren then asked him to review each item and circle the top five that were most important to him. The ones he wanted more than anything. Steve was hesitant because to him they were all massively important. After all, that’s why he wrote them down. But Warren insisted that he could only pick five. So Steve spent some time with his list and after some deliberation, made five circles. “Are you sure these are the absolute highest priority for you” Warren asked. Steve confidently replied the affirmative. 3. Make your Top 5 Plan. Warren now asked Steve when he planned to get to work on these top 5 and what his approach would be. They spent the next while discussing Steve’s plan. Steve explained “Warren, these are the most important things in my life right now. I’m going to get to work on them right away. I’ll start tomorrow. Actually, no I’ll start tonight.” Exploring C 3 Unit 3 PRIORITY SETTING METHOD Steve went on the explain his plan, who he would enlist to help him and by when all these items would get done. Warren was starting to get excited. With any luck he would be out of a pilot within weeks … 4. Marry your priorities. Once the Top 5 planning session was over, Warren then asked “but what about these other 20 things on your list that you didn’t circle? What is your plan for completing those?” Steve replied confidently “Well the top five are my primary focus but the other twenty come in at a close second. They are still important so I’ll work on those intermittently as I see fit as I’m getting through my top 5. They are not as urgent but I still plan to give them dedicated effort.” To Steve’s surprise, Warren responded sternly, “No. You’ve got it wrong Steve. Everything you didn’t circle just became your ‘a void at all cost list’ . No matter what, these things get no attention from you until you’ve succeeded with your top 5.” 5. Know your ‘ Avoid at all Cost List ‘ and stick to it. Did #4 surprise anyone? It certainly did me. Warren makes a powerful and somewhat unconventional point here. Most people would suggest ranking their second most important items just below their first. Makes sense at first, but as it turns out, this is the type of behavior that creates some of the most detrimental distractions in making big things happen. Exploring C 3 Unit 3 PRIORITY SETTING METHOD How SMART are your Goals? Specific Measurable Action-Oriented Realistic Timely SMART Goal What specifically does the goal seek to attain? How will you measure it? How will you know whether or not it was accomplished? What are some action steps you will take? Is this a realistic goal? If not, why not? What is the time frame for accomplishing this goal? (Combine all S-M-A-R-T elements in one sentence) Exploring C 3 Unit 3 CREATING SMART GOALS Directions: Write 1 to 3 goals below, then convert into SMART goals using the SMART goal table above. 1. 2. 3. First, for each goal fill in which part of the goal would meet the SMART criteria (See the example below). Let the questions guide you as you review each goal. If a component is missing or inadequate, revise the goal to make it a SMART goal. EXAMPLE: Specific Measureable Action-Oriented Realistic Timely SMART Goal (in one sentence) What specifically does the goal seek to attain? How will you measure? How will one know whether or not it was accomplished? What are some action steps you will take? Is this a realistic goal? If not, why not? What is the time frame for accomplishing this goal? I want to secure a work-study job by the end of this month by applying to one campus job a day the entire month. A work study job When the goal is accomplished, a work-study job will be secured. Apply to one campus job per day Yes it is a realistic goal. By the end of this month Exploring C 3 Unit 3 CREATING SMART GOALS PROJECT NAME: GOAL 1: What ACTIONS/STEPS do you need to take? (consider actions from SMART Goals worksheet) What SKILLS might be needed? What RESOURCES will you need to complete this step? Who else could HELP you to complete this step? GOAL 2: What ACTIONS/STEPS do you need to take? (consider actions from SMART Goals worksheet) What SKILLS might be needed? What RESOURCES will you need to complete this step? Who else could HELP you to complete this step? GOAL 3: What ACTIONS/STEPS do you need to take? (consider actions from SMART Goals worksheet) What SKILLS might be needed? What RESOURCES will you need to complete this step? Who else could HELP you to complete this step? Exploring C 3 Unit 3 RESOURCES + SKILLS Exploring C 3 Unit 3 RESOURCES + SKILLS Exploring C 3 INTRODUCTION TO SERVICE LEARNING: EXPLORING COMMUNITY COLLEGE CAREER Unit 4: Making a Plan for Project Success Week 4/Session 1/Module A Lesson Learned in Reaching Goals Think of one goal you have had in the past year … -On a scale of one to five, how successful do you think you were in reaching this goal? -Who helped you achieve the goal? -What are the ways you would approach the goal next time? Lesson Learned in Reaching Goals Thinking of those experiences, what are five things you learned about setting or achieving goals? Share those with a partner, and between the two of you, write down three common things you both learned in your past experience... 1. Identify & Define 2. Generate & Evaluate Alternatives 3. Make a Plan 4. Implement the Plan 5. Evaluate & Troubleshoot Today’s Guiding Questions ● What are the steps in GOAL SETTING? ● What are the elements of an effective work plan? Today you will develop a workplan for your service project Why make GOALS anyway? What are the likely outcomes if you set goals? What are the likely outcomes if you don’t set goals? From last time... ● What are the steps in GOAL SETTING? ● What are the elements of effective GOALS? ● How are effective goals SET? ● What will you NEED to reach goals? What SMART goal did you set? What is an Implementation Plan? OUTCOMES What are the goals you created from last session? OBJECTIVES What are objectives “subgoals” to reach the outcome? ACTIVITIES What are the tasks/actions needed to reach each subgoal? TIMELINE When will this activity be completed? RESPONSIBILITY Who is responsible for leading this task? RESOURCES What resources and skills are needed to complete this task? NEXT CLASS... Week 4/Session 2/Module B Guiding Questions ● What is FEEDBACK? ● Why is it needed? ● How do you get feedback from your community partner? Today you will secure feedback and approval from you community partner. Email your agency partner -Timeline -Resources -Ideas -Dates NEXT CLASS... PROJECT: GOAL: OUTCOME A: Your learning goal COMMUNITY PARTNER: Objective/s (What are the subgoals that need to be accomplished to reach outcome?) Activities (What are the tasks or actions to reach subgoal/objective?) Timeline (When will this activity/task be completed?) Responsible Person (Who is responsible for leading this activity/task?) Resources (What are resources and skills are needed to complete this activity/task?) Feedback from Agency: LEARNING IN COMMUNITY Work plan Unit 4 PROJECT: GOAL: OUTCOME B: COMMUNITY PARTNER: Objective/s (What are the subgoals that need to be accomplished to reach outcome?) Activities (What are the tasks or actions to reach subgoal/objective?) Timeline (When will this activity/task be completed?) Responsible Person (Who is responsible for leading this activity/task?) Resources (What are resources and skills are needed to complete this activity/task?) Feedback from Agency: LEARNING IN COMMUNITY Work plan Unit 4 PROJECT: GOAL: OUTCOME C: COMMUNITY PARTNER: Objective/s (What are the subgoals that need to be accomplished to reach outcome?) Activities (What are the tasks or actions to reach subgoal/objective?) Timeline (When will this activity/task be completed?) Responsible Person (Who is responsible for leading this activity/task?) Resources (What are resources and skills are needed to complete this activity/task?) Feedback from Agency: LEARNING IN COMMUNITY Work plan Unit 4 DRAFT EMAIL To: [Community Partner Staff Name] CC: [Instructor] From: [Your Name] Hello [Agency Staff Name], As you know, I am working with your agency on a service learning project this semester as a part of my studies at College of the East Bay. The past few weeks I have been learning about your agency and have developed a project that aligns with you agency’s mission and my interests and goals to address [community issue]. I have attached the proposed work plan for your review and would appreciate your feedback to help strengthen or improve it. As you will see, I would like to [name the key activities] and be able to [name the SMART goals you have written]. This will help your agency [alignment with their mission and programs] and also help me gain more knowledge about [name your interest or major]. I am available to speak by phone should you have additional questions. Specifically I would like to get you thoughts about: -the timeline of the project -any ideas for improvements or connection with other work at your organization -the people or resources that may be able to help me -the schedule of when I can come to your agency (if site based work is a part of your workplan) In order to keep with my timeline, can you respond to my email or let me know when I can reach you by [give a specific a date/time at least 2 days out but not more than 4 days. This feedback needs to collected before the next class]. I am excited to get started (or some other salutation). [Your name] [Your contact information] LEARNING IN COMMUNITY Feedback email Unit 4 Exploring C 3 INTRODUCTION TO SERVICE LEARNING: EXPLORING COMMUNITY COLLEGE CAREER Unit 5: Start it up! Week 5/Session 9/Module A What are social “norms”? ● What are norms of an average college student? ● What are the norms of your job? ● What are the norms of your family? Your friends? Normalizing Norms What are the kind of norms all of these examples have in common? (Example: they all have a way that communication happens, for instance.) 1. Identify & Define 2. Generate & Evaluate Alternatives 3. Make a Plan 4. Implement the Plan 5. Evaluate & Troubleshoot Today’s Guiding Questions ● What are workplace and team norms and behaviors? ● What is reflection and how does it help learning? ● What is troubleshooting? ● How is troubleshooting applied to the workplan? ● What are the stages/key questions of reflection? Today you will begin writing in your field guide before starting your project (next session) Reflection: More than a selfie? What is reflection? Why do it? Feedback is also a type of cycle... ● What feedback did you receive from your community partner? ● Does the feedback require adjustments within the workplan? What are the elements in the Reflective Cycle? What are Field Notes? For purposes of this class, Field Notes refer to your ongoing reflection on the service learning project which topics could include: Observations & learning Challenges Emerging questions Considerations for future Now let’s try it... 1 2 3 4 5 6 NEXT CLASS... Week 6/Session 11/Module C What happened with the project this week? Today’s Guiding Questions ● What are workplace and team norms and behaviors? ● What is reflection and how does it help learning? ● What is troubleshooting? ● How is troubleshooting applied to the workplan? ● What are the stages/key questions of reflection? Today you will begin writing in your field guide before starting your project (next session) 1. Identify & Define 2. Generate & Evaluate Alternatives 3. Make a Plan 4. Implement the Plan 5. Evaluate & Troubleshoot Why Troubleshooting? Benefits: being able to identify problems accurately helps to find a viable solution. Getting troubleshooting skills support your ability to effectiveness reach goals. Risks Avoided: without reflection and troubleshooting, improvement is nearly impossible. 1. Problem Finding What problem are you trying to solve? 2. Determine the problem or a tame problem Is the problem novel and complex? 3. What are the alternatives? How can the problem to solved in multiple ways? NEXT CLASS... Week 7/Session 13/Module E What happened with the project this week? Today’s Guiding Questions ● What are workplace and team norms and behaviors? ● What is reflection and how does it help learning? ● What is troubleshooting? ● How is troubleshooting applied to the workplan? ● What are the stages/key questions of reflection? Today you will review your field notes and reflect on your week. 1. Identify & Define 2. Generate & Evaluate Alternatives 3. Make a Plan 4. Implement the Plan 5. Evaluate & Troubleshoot Why Troubleshooting? Benefits: ● Accurately identifying problems helps to find a viable solution. ● Getting troubleshooting skills support your ability to effectiveness reach goals. ● Targeting areas we would like to develop skills, we are more likely to be successful. Risks Avoided: ● Without reflection and troubleshooting, improvement is nearly impossible. ● Stagnation and lack of growth Online Research To build skills Week 8/Session 15/Module G Your Headline In 140 characters, write a BRIEF assessment of how the project is going. (Consider using a win you’ve had, something you have learned or a metaphor). Today’s Guiding Questions ● What are workplace and team norms and behaviors? ● What is reflection and how does it help learning? ● What is troubleshooting? ● How is troubleshooting applied to the workplan? ● What are the stages/key questions of reflection? Today you will review your field notes and reflect on your week. Why Troubleshooting? What is recalibration? Week 9/Session 17/Module I What happened with the project this week? Today’s Guiding Questions ● What are workplace and team norms and behaviors? ● What is reflection and how does it help learning? ● What is troubleshooting? ● How is troubleshooting applied to the workplan? ● What are the stages/key questions of reflection? Today you will begin writing in your field guide before starting your project (next session) Why Reflect? Why Troubleshooting? Why Recalibrate? How did the application of your (new) skills go from last session? What additional skills or knowledge do you need to finish the project? Online Research To build skills NEXT CLASS... FIELD NOTES WEEK OF: PROJECT: STUDENT: HEADLINE (What’s the headline for the what happened with the project this week? Did you reach your objective in the work plan?) Don’t forget to take 1 or 2 photos of the work this week and add into your project folder (label by week). DESCRIPTION What happened this week on the project? FEELING What were you thinking/feeling? EVALUATION What was good or bad about the work this week? ANALYSIS 1 What sense do you make of the work this week on the project? ANALYSIS 2 What else could you have done? ACTION PLAN What do you plan to do differently in the future? Exploring C 3 Unit 5 FIELD NOTES CONSIDERATIONS FOR COLLEGE, CAREER & COMMUNITY What did you do or learn this week that may apply to your future? List/name the specific things you learned or did. Career interests College majors/paths Community needs and assets What new ideas or thoughts do/did you have (based on what you experienced this week) about your goals for the future? How did your Strengths “show up” this week? What else did you learn about yourself? Exploring C 3 Unit 5 FIELD NOTES Exploring C 3 INTRODUCTION TO SERVICE LEARNING: EXPLORING COMMUNITY COLLEGE CAREER Unit 6: Connecting to your College and Career Plans Week 11/Session 21/Module A What’s your Headline? Today’s Guiding Questions ● What is reflection? ● What are future interests and goals? Today you will engage in reflection on the service experience, course concepts, agency needs and skills acquisition. Why Self Reflect? Reflection -> Future NEXT CLASS... Week 11/Session 22/Module B L E T ’ S R E V I E W What’s a SWOT analysis? What’s a Personal SWOT? Today’s Guiding Questions ● What is reflection? ● What are future interests and goals? Today you will engage in reflection on the service experience, course concepts, agency needs and skills acquisition. 1. Identify & Define 2. Generate & Evaluate Alternatives 3. Make a Plan 4. Implement the Plan 5. Evaluate & Troubleshoot STUDENT NAME: ______________________________ STRENGTHS WEAKNESSES OPPORTUNITIES THREATS Exploring C 3 Personal SWOT Unit 6 REFLECTION SUMMARY Review your workplan to help to answer: 1. What was the biggest success of the project? 2. Were the objectives of the project met? If not, what were the main reasons? 3. What were the biggest challenges in meeting the objectives? Identify two or three specific challenges you faced. 4. What would have been most helpful in supporting the success of the project? Name two or three resources (skills or knowledge). Name two or three resources (materials, technology, etc.) LEARNING IN COMMUNITY Reflection Summary Unit 6 UNSTUCK: DISCUSSION QUESTIONS 1. Describe the difference between problem f i n d i n g and problem s o l v i n g . 2. How is prototyping like a psychological tool? 3. What are wicked problems? Why are they (wicked problems) particularly good for design thinking? 4. Define the difference between a problem and a circumstance. 5. What is wayfinding? How is it used? Write two quotes or ideas from the podcast that stuck out to you: 1. 2. LEARNING IN COMMUNITY (adopted from Hidden Brain study guide) Reflection Summary Unit 6 Considering the podcast, what are three career paths that you may want to pursue? 1 (Current goal/path). 2 (An alternative path). 3 (Highest risk/least known). LEARNING IN COMMUNITY (adopted from Hidden Brain study guide) Reflection Summary Unit 6 Exploring C 3 INTRODUCTION TO SERVICE LEARNING: EXPLORING COMMUNITY COLLEGE CAREER Unit 7: Building your College and Career Plan Week 12/Session 23/Module A I K I G A I Pronounced: EE - KEY- GUY Source: Toronto Star 1. Identify & Define 2. Generate & Evaluate Alternatives 3. Make a Plan 4. Implement the Plan 5. Evaluate & Troubleshoot Guiding Questions ● What are the connections between reflection on your interests and future college and career goals? ● How do you write SMART that are focused on college and career goals? ● How do you conduct interview to augment knowledge on how to reach college and career goals? ● How do you conduct online research to further inform goals and approaches to reaching goals? Today you will complete Odyssey Planning for three career paths. What is Prototyping? NEXT CLASS... Week 4/Session 2/Module B What is Imposter Syndrome? What is its role in reaching goals? 1. Identify & Define 2. Generate & Evaluate Alternatives 3. Make a Plan 4. Implement the Plan 5. Evaluate & Troubleshoot Guiding Questions ● What are the connections between reflection on your interests and future college and career goals? ● How do you write SMART that are focused on college and career goals? ● How do you conduct interview to augment knowledge on how to reach college and career goals? ● How do you conduct online research to further inform goals and approaches to reaching goals? Today you will learn how to conduct an informational interview. What are the five tips to informational interviews? Do you know someone who works in a job you are interest in/connected to your interests/goals? NEXT CLASS... Week 13/Session 24/Module A Why set goals again? Guiding Questions ● What are the connections between reflection on your interests and future college and career goals? ● How do you write SMART that are focused on college and career goals? ● How do you conduct interview to augment knowledge on how to reach college and career goals? ● How do you conduct online research to further inform goals and approaches to reaching goals? Today you will learn how to conduct an informational interview. Risks & Benefits What’s the difference between your job and your work? 3/2/2018 Is this Japanese concept the secret to a long, happy, meaningful life? | World Economic Forum https://www.weforum.org/agenda/2017/08/is-this-japanese-concept-the-secret-to-a-long-life/ 1/5 Is this Japanese concept the secret to a long, happy, meaningful life? Could ikigai lead to longer and better living? Image: REUTERS/Issei Kato 09 Aug 2017 Laura Oliver What’s your reason for getting up in the morning? Just trying to answer such a big question might make you want to crawl back into bed. If it does, the Japanese concept of ikigai could help. Originating from a country with one of the world's oldest populations, the idea is becoming popular outside of Japan as a way to live longer and better. While there is no direct English translation, ikigai is thought to combine the Japanese words ikiru, meaning “to live”, and kai, meaning “the realization of what one hopes for”. Together these definitions create the concept of “a reason to live” or the idea of having a purpose in life. 3/2/2018 Is this Japanese concept the secret to a long, happy, meaningful life? | World Economic Forum https://www.weforum.org/agenda/2017/08/is-this-japanese-concept-the-secret-to-a-long-life/ 2/5 Image: Toronto Star Ikigai also has historic links: gai originates from the word kai, which means shell. These were considered very valuable during the Heian period (794 to 1185), according to Akihiro Hasegawa, a clinical psychologist and associate professor at Toyo Eiwa University, adding a sense of "value in living". To find this reason or purpose, experts recommend starting with four questions: What do you love? What are you good at? 3/2/2018 Is this Japanese concept the secret to a long, happy, meaningful life? | World Economic Forum https://www.weforum.org/agenda/2017/08/is-this-japanese-concept-the-secret-to-a-long-life/ 3/5 What does the world need from you? What can you get paid for? Finding the answers and a balance between these four areas could be a route to ikigai for Westerners looking for a quick interpretation of this philosophy. But in Japan, ikigai is a slower process and often has nothing to do with work or income. In a 2010 survey of 2,000 Japanese men and women, just 31% of participants cited work as their ikigai. Gordon Matthews, professor of anthropology at the Chinese University of Hong Kong and author of What Makes Life Worth Living?: How Japanese and Americans Make Sense of Their Worlds, told the Telegraph that how people understand ikigai can, in fact, often be mapped to two other Japanese ideas – ittaikan and jiko jitsugen. Itaikkan refers to “a sense of oneness with, or commitment to, a group or role”, while jiko jitsugen relates more to self-realization. Matthews says that ikigai will likely lead to a better life “because you will have something to live for”, but warns against viewing ikigai as a lifestyle choice: “Ikigai is not something grand or extraordinary. It’s something pretty matter-of-fact.” Okinawa, a remote island to the south west of Japan, has an unusually large population of centenarians and is often referred to in examinations of ikigai - though not by Gordon. According to Dan Buettner, an expert on Blue Zones, the areas of the world where people live longest, the concept of ikigai pervades the life of these islanders. Combined with a particular diet and support network of friends or “moai”, ikigai is helping people live longer on Okinawa as it gives them purpose, he says, who provides a karate master, fisherman and great-great-great- grandmother, all of whom are more than 100 years old, as examples. Just knowing what your ikigai is is not enough – all of these people put their purpose into action, Buettner explains in a BBC interview. Researchers stress that ikigai can change with age. For anyone whose work is their reason for living, this will come as a relief as they approach retirement and begin the search for a new ikigai. LEARNING IN COMMUNITY (graphic from Toronto Star) Ikigai graphic map Unit 7 PATH 1:________________________ In the next 2 weeks 6 month from now 3 years from now 4 years from now 5 years from now 6 Word Title: _____________________ (From 0 to 100) Resources needed _______ Questions this plan will address: Confidence I have _______ 1._______________________________________ How much I like it! _______ 2._______________________________________ 3._______________________________________ One person I could interview to learn more: __________________________ PATH 2:________________________ In the next 2 weeks 6 month from now 3 years from now 4 years from now 5 years from now Ikigai area:__________________ 6 Word Title: _____________________ (Give a score from 0 to 100) Resources needed _______ Questions this plan will address: Confidence I have _______ 1._______________________________________ How much I like it! _______ 2._______________________________________ 3._______________________________________ One person I could interview to learn more: __________________________ PATH 3:________________________ In the next 2 weeks 6 month from now 3 years from now 4 years from now 5 years from now Ikigai area:__________________ 6 Word Title: _____________________ (From 0 to 100) Resources needed _______ Questions this plan will address: Confidence I have _______ 1._______________________________________ How much I like it! _______ 2._______________________________________ 3._______________________________________ One person I could interview to learn more: __________________________ Exploring C 3 (adopted from Bill Burnett & Dave Evans, Designing your Life) Odyssey Planning Unit 7 Video: Informational Interviews WHAT IS MAIN KEY TO SUCCESSFUL INTERVIEWING? 5 TIPS (from the video) 1. 2. 3. 4. 5 INFORMATIONAL INTERVIEW QUESTIONS ● What are your main responsibilities as a...? ● What is a typical day (or week) like for you? ● What do you like most about your work? ● What do you like least about your work? ● What kinds of problems do you deal with? ● What kinds of decisions do you make? ● How does your position fit within the organization/career field/industry? ● How does your job affect your general lifestyle? ● What current issues and trends in the field should I know about/be aware of? ● What are some common career paths in this field? ● What related fields do you think I should consider looking into? ● How did you become interested in this field? LEARNING IN COMMUNITY (adopted from UC Berkeley career center) Informational interview questions Unit 7 ● How did you begin your career? ● How do most people get into this field? What are common entry-level jobs? ● What steps would you recommend I take to prepare to enter this field? ● How relevant to your work is your undergraduate major? ● What kind of education, training, or background does your job require? ● What skills, abilities, and personal attributes are essential to success in your job/this field? ● What is the profile of the person most recently hired at my level? ● What are the most effective strategies for seeking a position in this field? ● Can you recommend trade journals, magazines or professional associations which would be helpful for my professional development? ● If you could do it all over again, would you choose the same path for yourself? If not, what would you change? ● I’ve read that the entry-level salary range for this field is usually in the range of ______? Does this fit with what you’ve seen? (Don’t ask about the person’s actual salary.) ● What advice would you give someone who is considering this type of job (or field)? ● Can you suggest anyone else I could contact for additional information? Who are three possible people from Odyssey Planning you would like to interview? What is their contact information? Email: Phone: LEARNING IN COMMUNITY (adopted from UC Berkeley career center) Informational interview questions Unit 7 How SMART are your Goals? Specific Measurabl e Action-Orie nted Realistic Timely SMART Goal What specifically does the goal seek to attain? How will you measure it? How will you know whether or not it was accomplished? What are some action steps you will take? Is this a realistic goal? If not, why not? What is the time frame for accomplishing this goal? (Combine all S-M-A-R-T elements in one sentence) PATH 1 PATH 2 PATH 3 LEARNING IN COMMUNITY Unit 7 CREATING SMART GOALS CAREER EXPLORATION RESOURCES https://www.onetonline.org/ https://bigfuture.collegeboard.org/explore-careers http://roadtripnation.com/ https://www.best-job-interview.com/informational-interview-questions.html https://www.careeronestop.org/ Career Toolkits http://www2.cuny.edu/academics/academic-programs/model-programs/cuny-college-transition-programs/adult-literacy/cuny-careerkit-for-hse -esl-learners/#top (by sector) http://www2.cuny.edu/academics/academic-programs/model-programs/cuny-college-transition-programs/adult-literacy/cuny-careerkit-for-hse -esl-learners/#fundamentals Career Quizzes https://www.princetonreview.com/quiz/career-quiz http://www.roguecc.edu/Counseling/HollandCodes/ LEARNING IN COMMUNITY (graphic from Toronto Star) Ikigai graphic map Unit 7 Exploring C 3 Week 13/Session 26/Module A Guiding Questions ● ● ● ● What education do you three paths require? How do educational goals support your paths? 1. Identify & Define 2. Generate & Evaluate Alternatives 3. Make a Plan 4. Implement the Plan 5. Evaluate & Troubleshoot ASSIST http://www.assist.org/web-assist/ welcome.html Now you Try... NEXT CLASS... Week 14/Session 27/Module B Guiding Questions ● ● ● ● NEXT CLASS... Week 14/Session 28/Module C Guiding Questions ● ● ● ● What makes a good plan? NEXT CLASS... What’s the difference between your job and your work? Using ASSIST If you’re reading this you’re probably already familiar with ASSIST. Every new school year means thousands of new ASSIST users, though, and we thought this would be a good time to give everyone a quick general guide to using ASSIST. This article won’t go through every possible selection, but should help a first-time user get started. There are two ways to use ASSIST. Both ways use a lot of the same data, but they go through the selection processes a little differently. In this article, we’re going to only concentrate on one way – Exploring Transfer Information. (The Explore Majors button is the first step of the other available path in ASSIST. We will not explore majors in these steps, so for now don't click that button.) Explore Transfer Information This first path is the one most like the previous ASSIST website. It leads directly to the transfer course lists and articulation agreements. We start by choosing a California Community College or a university campus from the selection list. We can choose the campus we’re attending now, or the campus we plan to attend. “There are two ways to use ASSIST. Both ways use a lot of the same data, but they go through the selection processes a little differently. In this article, we’re going to only concentrate on one way – Exploring Transfer Information.” Inside This Issue Letter from the Director ASSIST: New and Improved Using ASSIST Just the Facts ASSIST Overview Subscribe Once we’ve chosen a campus, more choices become available. Choose a campus and the second screen is quickly displayed. For these examples, I’ve chosen Orange Coast College. Agreements with Other Campuses Agreements with other campuses show us how courses at one institution can be used to satisfy specific lower division requirements at a second institution. Most agreements include specific information for lower division major requirements. For our example, let’s say we plan to major in Biological Sciences, and we want to see the articulation agreement between Orange Coast College and UC Irvine. This agreement will tell us how courses completed at OCC can be used to satisfy lower division requirements for that major at UCI. October 18, 2004 Issue: 1 ASSIST Transfer Channel 2 2 We’ve already selected OCC, so we need to select the university campus now. We could’ve chosen the university campus first and the community college second, but since we started by choosing OCC, we choose UC Irvine as the second institution – October 18, 2004 Issue: 1 ASSIST Transfer Channel Next, new choices are shown for major, department, and general education. Now we can select a major – Some university campuses don’t have articulation with every community college in ASSIST, and every campus has some majors that are not articulated. Many university campuses also have articulation By Department, which show courses sorted by department, rather than for a specific major. We can also choose to all majors or all departments. Some university campuses also have articulation for their local lower division GE requirements. 3 3 October 18, 2004 Issue: 1 ASSIST Transfer Channel The articulation agreement is displayed in the middle frame of the window. Use the report's scroll bar to scroll through the report for the information you need. If you want to print the report, click the large "Print Report" button for a report that is formatted appropriately when printed. Courses Applicable for Transfer To look at the lists of transferable courses, let's return to the previous page. Click the "Change Report or Institution" button at the top of the report. This takes us back to the previous page of selections. Let's look at the lower half of the screen where the various types of Orange Coast College courses applicable for transfer are displayed. Pointing at any link or selection box shows some descriptive information about those courses or selections in the right sidebar. Clicking a link displays a report or allows us to choose a department or an area before displaying a report. NOTE: These links are grayed out, meaning they cannot be selected, when a community college is not chosen in one of the institution selection lists. 4 4 If you’re having trouble seeing or printing information in ASSIST, here are a few tips that might help: 1. Be sure your screen resolution is set to 1024x768 or higher. A different screen setting may make some elements of the layout overlap. This setting lets us have help and explanatory information available at all times in the sidebar. 2. Be sure to maximize your browser’s window when you’re using ASSIST. People work in different ways, and there’s no way to predict how a user might have their windows set. The screen elements can overlap and adapt to different settings, but ASSIST is designed to use a maximized window. 3. Reports in ASSIST should not be printed directly from the browser window. You must use the button labeled "Print Report" to print a report. This button creates a PDF file, which is the only way that the articulation and transfer reports can accurately include footnotes, comments, pagination and other critical information. Adobe Acrobat Reader is used to view pdf files, and once it starts up for the first time each day, getting a pdf takes about the same time as getting an html report. You don’t even need to wait for the entire html report to finish if you know you want a printed report. You can click the "Print Report" button as soon as you see it in the top header. 4. If the report seems to end abruptly, look for a scroll bar inside the window.The reports in ASSIST are displayed in an interior frame, and longer reports scroll vertically within this frame. If your screen resolution is too low, or the window isn’t maximized, you might not see the scroll bar for the interior frame. Scroll the main window until you can see it. In the next newsletter we’ll take the other path in ASSIST – Exploring Majors. If you have any questions about how to use ASSIST, feel free to call the ASSIST Coordination site at (949) 824-4385. October 18, 2004 Issue: 1 ASSIST Transfer Channel 3/3/2018 Six Myths About Choosing a College Major - The New York Times https://www.nytimes.com/2017/11/03/education/edlife/choosing-a-college-major.html 1/6 h t t p s: / / n yt i . ms/ 2 z8 C G XX EDUCATION LIFE Six Myths About Choosing a College Major 查看简体中文版查看繁體中文版 By JEFFREY J. SELINGO NOV. 3, 2017 Many colleges ask you to choose a major as early as your senior year of high school, on your admissions application. Yet there’s a good chance you’ll change your mind. The Education Department says that about 30 percent of students switch majors at least once. Students get plenty of advice about picking a major. It turns out, though, that most of it is from family and friends, according to a September Gallup survey. Only 11 percent had sought guidance from a high school counselor, and 28 percent from a college adviser. And most didn’t think that the advice was especially helpful. Maybe it’s because much of the conventional thinking about majors is wrong. Myth 1: For the big money, STEM always delivers. It’s true that computer science and engineering top all the pay rankings, but salaries within specific majors vary greatly. “Students and parents have a pretty good idea of what majors pay the most, but they have a poor sense of the magnitude of the differences within the major,” said Douglas A. Webber, an associate professor of economics at Temple University who studies earnings by academic field. He points to one example: The top quarter of earners who majored in English make more over their lifetimes than the bottom quarter of chemical engineers. 3/3/2018 Six Myths About Choosing a College Major - The New York Times https://www.nytimes.com/2017/11/03/education/edlife/choosing-a-college-major.html 2/6 But what if you never make it to the top of the pay scale? Even English or history graduates who make just above the median lifetime earnings for their major do pretty well when compared to typical graduates in business or a STEM field. Take the median lifetime earnings of business majors, the most popular undergraduate degree. The typical graduate earns $2.86 million over a lifetime. When you put business graduates side by side with those who graduated with what are considered low-paying majors, you’ll see that those who are slightly above the median salary in their fields are not that far behind the business grads. For example, an English major in the 60th percentile makes $2.76 million in a lifetime, a major in psychology $2.57 million and a history major $2.64 million. Myth 2: Women want to have it all. Women are now the clear majority on college campuses, making up 56 percent of students enrolled this fall. They are also more likely than men to graduate. But when it comes to selecting a major, what women choose tends to segregate them into lower paying fields, such as education and social services, according to a report that Georgetown University’s Center on Education and the Workforce will publish later this year. Just look at some of the highest paying fields and the proportion of women who major in them: business economics (31 percent), chemical engineering (28 percent), computer science (20 percent), electrical engineering (10 percent), mechanical engineering (8 percent). “Women can’t win even as they dominate at every level of higher education,” said Anthony P. Carnevale, director of the Georgetown center. Dr. Carnevale wouldn’t speculate as to why women make their choices. But he notes that if the proportion of women in fields where men dominate increased by just 10 percent, the gender pay gap would narrow considerably: from 78 cents paid to women for every dollar men receive to 90 cents for every dollar men receive. Myth 3: Choice of major matters more than choice of college. 4 SEE MY OPTIONS 3/3/2018 Six Myths About Choosing a College Major - The New York Times https://www.nytimes.com/2017/11/03/education/edlife/choosing-a-college-major.html 3/6 Not so. In seven states — Arkansas, Colorado, Minnesota, Tennessee, Texas, Virginia and Washington — students can search public databases for early earnings of graduates of institutions within the state. And those databases show that students who graduate from more selective schools tend to make more money. After all, the better the college, the better the professional network opportunities, through alumni, parents of classmates and eventually classmates themselves. These undergraduates are more able to pursue majors in lower paying fields because their networks help them land good jobs. Arts, humanities and social science majors are more prevalent on elite campuses than at second-tier colleges, where students tend to pick vocational majors like business, education and health. In all, more than half of students at less selective schools major in career-focused subjects; at elite schools, less than a quarter do, according to an analysis by the website FiveThirtyEight of the 78 “most selective schools” in Barron’s rankings, compared with 1,800 “less selective schools.” “Students at selective colleges are allowed to explore their intellectual curiosity as undergraduates because they will get their job training in graduate school or have access to a network that gets them top jobs, regardless of their undergraduate major,” Dr. Carnevale said. They are also more likely to have two majors than students at second-tier colleges, who tend to be more financially needy and have to work, affording less time to double major. One tip: Complementary majors with overlapping requirements are easier to juggle, but two unrelated majors probably yield bigger gains in the job market, said Richard N. Pitt, an associate professor of sociology at Vanderbilt University who has studied the rise of the double major. “It increases your breadth of knowledge,” he said. Myth 4: Liberal arts majors are unemployable. The liberal arts is a favorite target of politicians, with the latest salvo coming from the governor of Kentucky, Matt Bevin. “If you’re studying interpretive dance, 3/3/2018 Six Myths About Choosing a College Major - The New York Times https://www.nytimes.com/2017/11/03/education/edlife/choosing-a-college-major.html 4/6 God bless you, but there’s not a lot of jobs right now in America looking for people with that as a skill set,” Governor Bevin said in a speech in September. Interpretive dance may not be in demand, but the competencies that liberal arts majors emphasize — writing, synthesis, problem solving — are sought after by employers. A 2017 study by David J. Deming, an associate professor of education and economics at Harvard, found jobs requiring both the so-called soft skills and thinking skills have seen the largest growth in employment and pay in the last three decades. One knock on the liberal arts is that it’s difficult to find a first job. But a study by Burning Glass Technologies, a Boston-based company that analyzes job-market trends, concluded that if liberal arts graduates gain proficiency in one of eight technical skills, such as social media or data analysis, their prospects of landing entry-level jobs increase substantially. The long-held belief by parents and students that liberal arts graduates are unemployable ignores the reality of the modern economy, where jobs require a mix of skills not easily packaged in a college major, said George Anders, author of “You Can Do Anything: The Surprising Power of a ‘Useless’ Liberal Arts Education.” In his book, Mr. Anders profiles graduates with degrees in philosophy, sociology and linguistics in jobs as diverse as sales, finance and market research. “Once C.E.O.s see liberal arts graduates in action,” Mr. Anders said, “they come aboard to the idea that they need more of them.” Myth 5: It’s important to choose a major early. Why settle on a field of study before experiencing the smorgasbord college has to offer, be it study abroad, a club activity or a surprising elective? Of students who said they felt committed to their major when they arrived on campus, 20 percent had selected a new major by the end of their first year, according to a national survey by the University of California, Los Angeles. 3/3/2018 Six Myths About Choosing a College Major - The New York Times https://www.nytimes.com/2017/11/03/education/edlife/choosing-a-college-major.html 5/6 Changing majors can cost you a semester or two, especially if you switch to one unrelated to your first choice. To reduce that risk, several schools, including Arizona State University, Georgia State University and Lehman College in the Bronx, have created “meta-majors,” which group majors under a larger academic umbrella. “We have moved away from trying to get students to choose their majors as they enter,” said Timothy Renick, Georgia State’s vice provost and vice president for enrollment management and student success. Instead, all incoming students choose from one of seven meta-majors, representing large academic and work force fields, such as business, education and STEM. First semester, students gather in learning communities and register for a block of general-education courses within that meta-major. Programming is designed so that students get to know the differences between majors within the field. “Students in our business meta-major get to understand the difference between finance, accounting, management and marketing so they can choose their major from an informed perspective,” Dr. Renick said. They usually do by the end of their first year. Myth 6: You need a major. A handful of colleges, including Indiana University and the Evergreen State College, offer the option to ignore the official list of majors and design a course of study. Will Shortz, the crossword puzzle editor for The Times, designed his at Indiana — enigmatology. “Majors are artificial and restrictive,” said Christine Ortiz, a dean at the Massachusetts Institute of Technology on leave to design a new nonprofit university that will have no majors, and also no lectures or classrooms. “Majors result from the academic structure of the university, tied to the classic academic disciplines. There is no reason they need to be boxed up like that. They don’t take into account emerging fields that cross disciplines.” 3/3/2018 Six Myths About Choosing a College Major - The New York Times https://www.nytimes.com/2017/11/03/education/edlife/choosing-a-college-major.html 6/6 Majors tend to lag behind changes in the workplace. No wonder fewer than a third of college graduates work in jobs related to their majors. And picking one based on today’s in-demand jobs is risky, said Dr. Webber of Temple, especially if the occupation is threatened by automation. “I would argue against majoring in accounting,” he said, “or anything that a computer can be programmed to do.” Jeffrey J. Selingo is the author of “There Is Life After College: What Parents and Students Should Know About Navigating School to Prepare for the Jobs of Tomorrow.” A version of this article appears in print on November 5, 2017, on Page ED8 of Education Life with the headline: Six Myths About Choosing Your College Major. © 2018 The New York Times Company My Gameplan NAME: PATH 1/TITLE: THREE YEAR GOAL: POSSIBLE MAJOR/S: I know this goal has been reached when (what does success look like?) … Objective/s (What are the subgoals that need to be accomplished to reach outcome?) Activities (What are the tasks or actions to reach subgoal/objective?) Timeline (When will this activity/task be completed?) Resources (What are resources and skills are needed to complete this activity/task?) Success! (What does success look like? How will you “measure” your progress?) Exploring C 3 Gameplan Unit 8 NAME: PATH 2/TITLE: THREE YEAR GOAL: POSSIBLE MAJOR/S: I know this goal has been reached when... Objective/s (What are the subgoals that need to be accomplished to reach outcome?) Activities (What are the tasks or actions to reach subgoal/objective?) Timeline (When will this activity/task be completed?) Resources (What are resources and skills are needed to complete this activity/task?) Success! (What does success look like? How will you “measure” your progress?) Exploring C 3 Gameplan Unit 8 NAME: PATH 3/TITLE: THREE YEAR GOAL: POSSIBLE MAJOR/S: I know this goal has been reached when... Objective/s (What are the subgoals that need to be accomplished to reach outcome?) Activities (What are the tasks or actions to reach subgoal/objective?) Timeline (When will this activity/task be completed?) Resources (What are resources and skills are needed to complete this activity/task?) Success! (What does success look like? How will you “measure” your progress?) Exploring C 3 Gameplan Unit 8 COLLEGE EXPLORATION RESOURCES https://www.californiacolleges.edu/#/ TRANSFER RESOURCES http://admission.universityofcalifornia.edu/transfer/transfer-admission-planner/ http://www.assist.org/web-assist/welcome.html Orientation to Assist.org: http://info.assist.org/orientation/introduction.html Tutorials (by pathway): http://info.assist.org/using_assist.html http://www.csumentor.edu/planning/transfer/ge_igetc.asp http://admission.universityofcalifornia.edu/glossary/index.html https://www.onetonline.org/ https://bigfuture.collegeboard.org/explore-careers http://roadtripnation.com/ https://www.best-job-interview.com/informational-interview-questions.html https://www.careeronestop.org/ Career Toolkits (by sector) http://www2.cuny.edu/academics/academic-programs/model-programs/cuny-college-transition-programs/adult-literacy/cuny-careerkit-for-hse -esl-learners/#fundamentals Exploring C 3 College Resources Unit 8 Career Quizzes https://www.princetonreview.com/quiz/career-quiz http://www.roguecc.edu/Counseling/HollandCodes/ Exploring C 3 College Resources Unit 8 Your Golden Circle Exploring C 3 Golden Circle Unit 8 Exploring C 3 INTRODUCTION TO SERVICE LEARNING: EXPLORING COMMUNITY COLLEGE CAREER Unit 9: The College Education Plan Week 14/Session 29/Module A QUICK QUIZ! Guiding Questions ● What is a student education plan (those used by community colleges and other related agencies i.e. financial aid)? ● How can your goals be included? ● How can goals be transferred to official education plans? Today you will learn about the student education plan and meet with your counselor to talk about changes you may want to make to you plan on file. 1. Identify & Define 2. Generate & Evaluate Alternatives 3. Make a Plan 4. Implement the Plan 5. Evaluate & Troubleshoot What’s the purpose of an SEP? Why is it important? Who is required to help you make changes to it? When should it be updated? What is the difference between an ABBREVIATED & COMPREHENSIVE Student Education Plan? Now you Try... NEXT CLASS... STUDENT EDUCATION PLAN (DRAFT) This is NOT an official SEP; a completed version must be in partnership with a College counselor Student ID#:________________ Name: _____________________________Plan Date: _____________ Academic Plan: __________________________ SEP Status: _____________ SEP type: _____________ Other Institutions Attended: Req Term: _____________________ Goal 1: _______________________ Goal 2: _______________________ Goal 3: _______________________ Campus: _________________ Counselor: _________________ Term: _____________________ Course Course Name Campus Units Term: _____________________ Course Course Name Campus Units Term: _____________________ Course Course Name Campus Units LEARNING IN COMMUNITY Draft SEP Unit 9 Exploring C 3 INTRODUCTION TO SERVICE LEARNING: EXPLORING COMMUNITY COLLEGE & CAREER Unit 10: Final Presentation Week 15 Session 30/Module A Remember the picture you selected in our first class? -What was a goal you imagined then? -Is it a goal you can see reaching with the game plan you created? Guiding Questions ● What makes a good presentation? Today you will develop a presentation (script) that connects the service learning experience with college and career goals into a presentation. Presentations will be completed in the last class session. 1. Identify & Define 2. Generate & Evaluate Alternatives 3. Make a Plan 4. Implement the Plan 5. Evaluate & Troubleshoot What is the purpose? 1. Demonstrate your learning this semester. a. Audience: classmates, community partner, college personnel, allies, etc. 2. Act as a resource for you in the future in supporting your goals. a. YOU! b. Counselors, faculty, other supporters. What Makes a Good Presentation? ● Planning ○ Who is the audience? ○ What is the purpose? ● Structure ○ Outline ● Visual Aids ○ Photos, logos Week 16 Session 31/Module B Who is on your Team? -In 10.2, write the name of two or three people who support you. -They can be on campus, in your family or in the community. -What specifically will/do they provide? Guiding Questions ● What makes a good presentation? Today you will develop a presentation (slides and script) that connects the service learning experience with college and career goals into a presentation. Presentations will be completed in the next two class sessions. 1. Identify & Define 2. Generate & Evaluate Alternatives 3. Make a Plan 4. Implement the Plan 5. Evaluate & Troubleshoot What is the purpose? 1. Demonstrate your learning this semester. a. Audience: classmates, community partner, college personnel, allies, etc. 2. Act as a resource for you in the future in supporting your goals. a. YOU! b. Counselors, faculty, other supporters. What Makes a Good Presentation? ● Planning ○ Who is the audience? ○ What is the purpose? ● Structure ○ Outline ● Visual Aids ○ Photos, logos Week 16 Session 32/Module C What is one word that describes our community? Guiding Question ● What was the students’ learning this semester? 1. Identify & Define 2. Generate & Evaluate Alternatives 3. Make a Plan 4. Implement the Plan 5. Evaluate & Troubleshoot What is the purpose? 1. Demonstrate your learning this semester. 2. Act as a resource for you in the future in supporting your goals. PRESENTATION SCHEDULE Questions? Thank you! Recording & sharing your presentation 1. Download your Google Slides into PowerPoint 2. Follow the instructions HERE 3. Save the PowerPoint as: LAST NAME, FIRST NAME YEAR 4. Share with instructor (via email or shared drive) 5. Share with a minimum of two additional people by emailing them the file and cc’ing instructor. 6. This step is REQUIRED to receive full credit [TITLE] By: [Student] THIS PRESENTATION INCLUDES: -Learning from Community -Future Goals -College & Career Plan Guiding Questions 1. What did I Learn from the Project? 2. What are My Future Goals? 3. What are my plans to reach my Goals? 4. What are the supports, tools and resources I have to help me reach me goals? [The Issue you Focused On] Partnering with [Name of Community Agency you worked with] [Community Agency/Partner] What’s their purpose? Where are they located? What do they do? What is the “scope” of the agency (ie. size, budget, number of people served, etc.) Service Project: [Name] [What were the goals?] [What were the outcomes?] Key Learning Skills I developed Learning about myself Finding my WHY Career Goals & Interests Areas Path 1 Path 2 Path 3 [ My Path ] What prototyping have you done in this path? What research have you done? How does this path reflect your interests, values and strengths? [what are the skills and resources needed to for Path 1?] Skills & Resources [what are the skills and resources needed to for Path 2?] [what are the skills and resources needed to for Path 3?] “ Quote from your field notes that connects with your goals and interests... How will I get there? My education at [College name] My Game Plan Goal 1: -[Name two or three objectives] Goal 2: -[Name two or three objectives] Goal 3: -[Name two or three objectives] Potential Challenges Continuing to Explore... [describe one way you will keep explore career options by prototyping] [describe one way you will keep exploring your interests, skills & strengths through working, school and life experiences] How I will use... Reflection [how will you use reflection in your life, especially relating to goal setting?] Troubleshooting [how will you use troubleshooting in your life, especially relating to goal setting?] Celebrating Successes [how will you use reflection in your life, especially relating to goal setting?] Who’s on my Success Team? On Campus Community Friends and Family [what did or will help you in continuing to explore and help you answer new questions?] Resources & research [list the people, website or videos that will help you in the future] Final Checklist & Script X SLIDE/S CONTENT REQUIRED -Key questions being addressed KEY POINT (What visuals will be on the slide?) SCRIPT (What will you say during this slide?) EVIDENCE/ RESOURCES/ ASSIGNMENTS 1 Title -What is your headline of what you learned this semester? It should connect with a summary of your learning Hi, my name is [first and last names]. This presentation is an exhibition of my learning in [course name], Exploring Community, Career & College which I am taking [semester, year] at College of the East Bay. N/A 2 Overview of the presentation -What are the main parts of your presentation? -What will you cover? Today I will discuss learning from our/my service learning project this semester, discuss my future goals and the plan I have to reach those goals. N/A 3 Guiding Questions (optional) What questions will you answer in this presentation? What is your “why?” (Beginning with questions can help engage others in your presentation.) [What’s the headline? What key question/s will you answer in this presentation?] 6.0 Personal SWOT 7.1 Ikigai map 7.2 Odyssey Planning and/or 8.4 Your Golden Circle Exploring C 3 Unit 10 FINAL CHECKLIST & SCRIPT 4 & 5 Community Issue & Organization -What issue did you address? -How do you know it’s an issue? -What is evidence that it’s an issue? -What is the organization’s mission & programs? The community issue we/I studied this semester was [community issue]. [Describe 2-3 reasons why you know this is an important issue, numbers/statistics we studies in class, personal experience, information from the community agency] We/I partnered with [name of the community agency] to address this issue. The agency is based in [city and/or neighborhood] and work to [paraphrase their mission]. Specifically,[agency name] works on this issue by [explain their programs or services and the impact/intended impact of their programs]. 1.1 Community issue scan 1.2 What is a Community Agency? 6 Service learning project -What was the purpose, goals & outcomes for your project? After mapping out the issue and my/our interests and skills, we/I decided that our project would [describe the work your project did/implemented eg. created social media to outreach to teens]. Our goals were [name the goal/s of the project] to [name the outcomes of your project]. 2.1 SWOT Analysis/Connection map 3.0 Priority setting method 3.1 Creating SMART goals 3.2 Identifying skills and resources 4.1 Work plan 7 Key Learning -What skills did you develop or strengthen? -What did you learn about yourself (behaviors, thoughts, habits)? After the six weeks of implementing the project, I made some [interesting/important/new discoveries about myself]. I learned [describe 2-3 learning you had about yourself, the skills you developed, the experience you had]. 5.1 Field notes 6.1 Reflection Summary 7.2 Odyssey Planning 8.4 Your Golden Circle Exploring C 3 Unit 10 FINAL CHECKLIST & SCRIPT As for the issue, I learned [describe what more you learned about the issue after the project. This could be from other programs at the agency, what you saw or who you spoke with.] Of the work we/I did, I am most proud of [describe one or two things that you did and/or learned within the service project}. [Do you want to/plan to keep working on this issue? Did it help to inform your goals? If so, please describe here]. 8 FInding your WHY -What is your why? -What about it motivates you? -Include photos or key words that connect to your purpose, beliefs and/or values As part of this class, I was asked what my “why “ is for my life. A person’s “why” are the reasons they do something, essentially what motivates them. After thinking about that question, I determined that [describe or name 1-3 reasons why you are going to school, what motivates you to pursue goals, etc.] Some of the things I learned about my values were [what are the beliefs, values or purposes you found out during this class/service project?] One [image/idea/song/poem] that reminds me of my “why” is [name the artifact you selected]. I chose this because [why is this artifacts helpful for you in reminding you?] I plan to [how will you keep this artifact in front of you/present as you continue your studies?] 7.1 Ikigai map 8.4 Your Golden Circle Unit 10 Module B Exploring C 3 Unit 10 FINAL CHECKLIST & SCRIPT to help me stay focused on my goals. 9 Three career paths/options -What are the three paths? -How will you prototype and continue to learning about them? -How do they connect with values, skills and interests? -What skills and resources (for each option)? -What are the two college paths you chose? -How do they connect with CEB? Knowing my why helped me to [refine/strengthen] my goals. I came into this class [name you initial career goal/interest or major] and now [have more information or have option I was unaware of]. The three paths I have selected to [pursue/keep exploring] are [name your three paths]. [Path one: describe it further and include 2-3 reasons why you decided this way a good choice for you or how you will keep exploring or prototyping it] [Path two: describe it further and include 2-3 reasons why you decided this way a good choice for you or how you will keep exploring or prototyping it] [Path three: describe it further and include 2-3 reasons why you decided this way a good choice for you or how you will keep exploring or prototyping it] 5.1 Field notes 6.1 Reflection Summary 7.2 Odyssey Planning 8.2 Game plan 9.1 Draft SEP 10 & 11 My Path -What prototyping have you done? -What research have you done? -How does this path reflect your interests, values and strengths? So far, I have testing out [name the activities or path you have done to better understand or learn about you path]. I feel most confident about [which path do you have the most interest in or think may be the best choice for you so far?] 6.0 Personal SWOT Analysis 7.1 Ikigai map 7.2 Odyssey Planning Exploring C 3 Unit 10 FINAL CHECKLIST & SCRIPT 12 -What is a quote from your field notes that supports your learning? 5.1 Field notes 13 How will you get there? -What are the possible college majors? -Do you have transfer goals? [Who are the education providers and companies, agencies, etc. that can help you learn and explore to help you reach your goals?] 8.2 Game plan 9.1 Draft SEP 14 GOAL AT CEB -What’s your goal and CEB? -Describe the goal and what you learned about the programs and options. My studies at College of the East Bay will include [name the class you will need to take and/or college majors that align with your goals]. I am most interested in [name a class, an instructor or major you are most interested in]. 9.1 Draft SEP 15 What’s your Game Plan -What are three goals & objectives (SMART GOALS) that support your future? In order to reach my goals, I have set three goals and objectives. [name/read them from the slide]. I know I will be successful when [name the things you’ll do in the success column in the game plan. Be as descriptive as possible to share the vision of how you’ll celebrate/mark success]. 7.4 Creating SMART Goals 2.0 8.2 Game plan 16 Possible Challenges What 2-3 personal and/or academic challenges you may/have faced in reaching your I know I will face challenges to reach my goals. I can anticipate that [name 2-3 personal or academic barriers you face/may face], but there are resources to help me including [name 2-3 skills, resources or people you have to 6.0 Personal SWOT Analysis Unit 10, Mod A Exploring C 3 Unit 10 FINAL CHECKLIST & SCRIPT goals? What are 2-3 solutions that might you overcome them? help]. Specifically, these challenges can be addressed by [name a solutions for each challenge you described above]. 17 CONTINUING TO EXPLORE I want to/plan to continue to explore my [career and college] choices and will do that by [describe one way you will keep explore options by prototyping]. I also will continue to learn more about my choices by [describe one way you will keep exploring your interests, skills & strengths through working, school and life experiences]. I learned that [name one or two benefits to prototyping your paths/choices.] 7.2 Odyssey Planning 7.3 Informational interview 8.2 Game plan 18 HOW I WILL USE... -How will you use reflection and troubleshooting to support reaching your goals? -How will you celebrate successes? -What’s the next milestone you will celebrate? I also have [name the skills or information you gathered during the course that you found most helpful eg. troubleshooting]. [How will you use reflection in your life, especially relating to goal setting?] [How will you use troubleshooting in your life, especially relating to goal setting?] [How will you use celebrating success in your life, especially relating to reaching goals?] 8.2 Game plan 19 Success Team Who is on your team to I have [many/god/caring] people to support me reach these goals. [Name 2-3 people on Unit 10, Mod B Exploring C 3 Unit 10 FINAL CHECKLIST & SCRIPT support your success in reaching your goals? -On campus -Community -Friends and family your team to support your success in reaching your goals. Describe their name, role/relationship to you and how you think they can be most helpful to you eg. cheerleader]. 20 Resources & Research -What/where to locate information that helped me, and could support me reach my goals This is a list of all the people, websites and resources that helped me. [List all the people, websites and videos that have supported you in developing your goals and how they helped/what information they provide, how they can help you in the future]. 5.1 Field notes 7.5 Career exploration resources 8.3 College exploration resources Exploring C 3 Unit 10 FINAL CHECKLIST & SCRIPT

Abstract (if available)

Abstract Nearly half of new students who enroll California’s community colleges do not persist into their second year. Of those that remain, few reach educational goals within six years. Despite the availability of resources to support the transition into college, students are not connected, unaware or deterred from enrolling in optional courses even those that may strengthen their college or career pathway. Conventional retention approaches deviate from effective engagement practices of students least likely to persist who respond to intrusive support, embedded within a student’s program of study. The curriculum aims to increase student engagement and clarity of goals by applying experiential learning theories to college and career exploration. The service learning curriculum is explicitly designed for affected students and delivered as a 16-week, three unit transferable course within a student’s first year. The course complements California’s Guided Pathway framework and refreshes traditional career exploration approaches. As a result of the course, students will enhance their awareness of their community, develop and experiment with skills required to address social issues and apply their knowledge to a pressing community issue by implementing a service learning project. Through a real-world approach, students will increase their knowledge of individual interests and career options and be better equipped to make choices about their educational path resulting in an enhanced individual college and career plan. The course aligns with the State of California’s key performance indicators aimed to increase completion rates and close equity gaps in California community colleges.

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