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Appendix A................................................................................................................................................. 25
APPENDIX B ................................................................................................................................................. 27
APPENDIX C .................................................................................................................................................. 28
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INTRODUCTION
Situational Factors:
Student workers are diverse in terms of race and faith but the minority gender is male.
Student workers are highly involved on campus and leaders in other organizations.
However this does create scheduling issues and the student workers are very busy.
Student workers have majors across disciplines and are required to maintain a 3.0 grade
point average.
All of the student workers have participated in service learning before.
Student workers do not have a strong understanding social justice and are nervous about
facilitating reflection sessions.
Student workers are apprehensive about their professional and administrative skills when
working with faculty and community partners.
Learning Goals:
Learning goals were selected for each activity in order to create a strong design for each section.
Our goals for the overall program were to:
Create an enhanced professional development curriculum related to service-learning for
undergraduate students working in the program.
Integrate the eight course topics throughout the 10 sessions in a creative and engaging
manner.
Scaffold the themes by switching between professional development & social justice.
Built-up the difficulty of topics, starting with knowledge about the self and moving to
civic concerns.
Create an ongoing reflection alternating journal entries throughout the sessions and
creating a final group statement from the students shared ideas throughout the sessions.
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Teaching and Learning Activities:
Students will participate in activities that will allow them to develop professionally and
personally. Our goal for each activity was for students to engage in reflection and application of
tools and foundational knowledge being learned in each section. The combination of professional
development and self-development we created throughout the curriculum will engage and
empower students to be agents of change. Every activity have clearly define learning goals,
implementation instructions and assessment activities.
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SESSION 1: WHAT IS MY TYPE?
TOPIC(S) covered in Professional Development meeting:
__X_ Team building
__X_ Leadership
Learning Outcomes
Integration
Students will be able to name all members in the cohort including Kim & Tianna
Students will be able to connect how individuals find energy and how they focus their
attention (extraversion or introversion).
Students will be able to articulate ways in which individual chooses to take in and
process information make decisions (sensing and intuition)(thinking or feeling).
Students will perceive differences in the way their teammates relate to the external world
(judging or perceiving).
Assessment Activities
Completion of the Myers-Briggs test (to be done before the session)
End of the session written reflection
o Guiding Questions: How you feel about the accuracy or inaccuracy of your
MBTI?
o How do you feel your MBTI type will show up, if at all, as a leader?
o How do you feel your MBTI type will show up, if at all, as a service-learning
facilitator at Marquette?
Learning Activities
Taking the Myers-Briggs test
Partnered Sharing
Large Group Discussion
Introduction to the culminating Serving-Learning Manifesto project and passing out of
the journals
Budget required
Journals for students- pack of 5 notebooks @ $8.00 X4: Total: $32.00
Outline of Session:
Introductions (10 minutes)
Grade the MBTI during training (15 minutes)
o Explaining the concepts of introversion/extraversion, sensing/intuition,
thinking/feeling, and judging/perceiving while grading
Students talk with a partner about their reaction to their type. Compare and contrast types
with each other (10 minutes)
Open the dialogue up to the group to share their reaction of their type or their partners
type (5 minutes)
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Orally explain and answer questions about the culminating project, The Service-Learning
Student Manifesto & pass out a physical copy of the Manifesto Guideline (see Appendix
A) (10 minutes)
End of the session written reflection (5 minutes)
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SESSION 2: LEARNING THE ART OF GUESTOLOGY
TOPIC(S) covered in Professional Development meeting:
__x__ Classroom management
__x__ Leadership
Assessment Activities
Complete Guestology Table (Needs, Wants, Stereotypes, Emotions) for different populations:
students in facilitations, community partners, and students participating in sites.
Learning Activities
Role Playing with different populations using Guestology.
5 minutes reflection
Outline of Session:
Pose the question: What companies are known for their customer service? Allow students
to give a few answers and then show them this video of a Disney Example:
https://www.youtube.com/watch?v=StLmmsJGNQ8&list=PLflf8xbnbx66z84XtlYNcLt3j
NBNnf-95 (10 minutes)
Explanation of Guestology and Importance in Current Role (15 minutes)
Recognize that guests will have:
Needs = Specific items that must be addressed
Wants = Desiring something greater than a need
Stereotypes = Preconceived notions that customer has about your
organization or industry
Emotions = Feelings that customers experience through their contact with
your organization
Have students complete Guestology Worksheet (20 minutes)
https://drive.google.com/file/d/0B1MSCCtUyx2cQWRyTUtSQmtkaTA/view?usp=sharing
Debrief of Worksheet Exercise (15 minutes)
Reflection of how they will use Guestology in their current role. Give them a situation as
an example and have them reflect on how they would use Guestology to deal with that. (5
minutes)
Resources or artifacts needed for lesson plan (e.g., links, etc.)
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Use to broaden instructors understanding of Guestology in order to effectively explain to
students how to employ it in their current roles:
http://www.fastcompany.com/3005566/taking-direction-disneys-customer-care-philosophy
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SESSION 3: BECOMING AN ALLY
TOPIC(S) covered in Professional Development meeting:
__X_ Social Justice
_ X_ Caring
__X_ Human dimension
Learning Outcomes
Foundational Knowledge
Identify prejudices and privileges related to gender.
Identify fundamental concepts related to sexism and heterosexism.
Identify the variety of social skills needed to be a good ally.
Caring:
Develop new feeling related to gender equality.
Develop interest in topics related to gender equality.
Identify their own values around gender equality.
Human Dimension:
Connect with other people from different gender identities
Reflect about their gender identity and performativity
Assessment Activity:
5 minute free-write reflection
Learning activity:
Activity: What is an Ally?
Students will evaluate the meaning of the world ally in the context of gender equality. Small
groups are designed to encourage students to actively participate of the discussion.
Outline of activity:
Learning activity: (30 minutes)
Participants will break into small groups to brainstorm the definition of the word ally. After they
have finished, all groups will come together to share their ideas. Following this, the facilitator
will expand on and clarify the definition. Duration: 20 minutes. Materials: for this exercise you
will need: flip chart paper (about 4-5 sheets), markers, ally definition (prepared earlier)
1. Go around the room and have participants count off into 3s1, 2, 3. Ask for all 1s to get
in one group in one part of the room, 2s in another part of the room and 3s in another.
Give each group a piece of chart paper and a marker.
2. In this group youre going to brainstorm about what it means to be an ally.
3. Try thinking about who an ally is and what an ally does or should do. Pick a person in
each group to be the recorder and write your definition on the flip chart paper. Ill give
you a few minutes.
4. Give the group 15 minutes to discuss and develop their definition.
Note: its helpful to warn groups before their time is up. If the group will discuss for 5 minutes,
make sure to tell them when they have one minutes remaining.
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Now each group is going to present their definition to the group. Select one person to
present. Each group will have one minute. Who wants to go first?
If no one wants to go first, select group 1 to begin.
Note: be sure to encourage each group and compliment them on their definition. Creating
definitions is tough; make sure to recognize that theyre working hard!
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SESSION 4: SERVING AND LEARNING: THE BASICS
TOPIC(S) covered in Professional Development meeting:
__X_ Students as creative educators
__X_ How to facilitate Critical Reflection
Learning Outcomes
Foundational Knowledge
Compare different types of service experiences.
Identify the characteristics of a well-integrated service learning experience.
Application
Judge the virtues of different service learning experiences.
Assessment Activities:
5 minute free-write reflection
Learning Activity:
Students will be acquiring fundamental knowledge on student-service and the creation of an
integrated curriculum. This activity will allow student to manage basic knowledge and apply it in
their current work.
Outline of activity:
Learning activity: (30 minutes)
1. Students will be divided into 3 groups where they will be given written materials about
foundational knowledge about service-learning, students will read the material for 10 to
15 minutes, and will do a summary of the material in each piece. Students will present to
the class a summary of the information of their written material.
What is service-learning? Christine M. Cress. Chapter 1: p. 7-16
2. Student will create a final outline of a service-learning experience using the fundamental
ideas of the writing in 10 to 15 minutes. They should make sure to identify a population,
and the objectives of the experience. This outline is not meant to be a final product but a
group exercise students might reproduce in their job further on.
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We consider this is foundational knowledge which will allow students to be creative educators.
They will be learning about experiential learning and integrated course design, knowledge from
which they can create a better service-learning experience for their peers. This experience will
allow students to find creative ways to communicate ideas to their peers at conferences or
workshops.
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SESSION 5: CRITICAL REFLECTION
TOPIC(S) covered in Professional Development meeting:
__x__ How to facilitate Critical Reflection
Learning Outcomes
Foundational Knowledge
Identify the parts of the DEAL model.
Human Dimension- Others
Interact with others regarding how critical reflection creates long lasting learning for
those that experience it.
Integration
Use DEAL model to create critical reflection activities within reflection sessions.
Learning How to Learn
Be able to identify the need for critical reflection in reflection sessions and how it can be
done in many different formats.
Assessment Activities
Group work- how to implement DEAL in the reflection sessions you lead
Five minute free write reflection
Mid-semester check-in
Learning Activities
Example DEAL: Group Activity and Reflection (Meanings of Service)
Explanation of DEAL model
Outline of Session:
As a group, define in your own words what is Critical Reflection? (5 minutes)
1st Handout about What is Critical Reflection
Explanation of DEAL model (10 minutes)
https://drive.google.com/file/d/0B1MSCCtUyx2cUFZ2RWtZM0RZODQ/view?usp=sharing
Example DEAL: Group Activity and Reflection (Meanings of Service) (20 minutes)
https://static1.squarespace.com/static/51a00182e4b00ebfe3c66f62/t/522645cbe4b05edb5
0d791a6/1378239947935/DEAL+Model+for+Critical+Reflection.pdf pg. 4
2nd Handout about Designing Critical Reflection
Group work- how to implement DEAL in the reflection sessions you lead (15 minutes)
Share out ideas based on upcoming or past reflection sessions (5 minutes)
Reflection on how you will use the DEAL model in your current role.What surprised you
about the DEAL model? Give an example of where you think this could apply in a
session that you lead. (5 minutes)
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2. https://static1.squarespace.com/static/51a00182e4b00ebfe3c66f62/t/522645f4e4b00963d
1eed76f/1378239988414/10+Tips+for+Designing+Critical+Reflection.pdf
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SESSION 6: PRIVILEGE & OPPRESSION
TOPIC(S) covered in Professional Development meeting:
__X_ Classroom management
__X_ Social Justice
__X_ Operating in multicultural spaces
Learning Outcomes
Foundational Knowledge
Students will be able to articulate how privilege and oppression are manifested in society
Application
Students will be able to engage in meaningful conversations with peers around privilege
and oppression
Assessment Activities
Five minute free-write reflection
Learning Activities
Recycling bin activity: https://www.youtube.com/watch?v=2KlmvmuxzYE
Privilege Walk Small Group Activity
Outline of Session:
Recycling Bin Activity and group discussion of initial thoughts (10 minutes)
Power and Privilege Key Terms Matching activity- students will be given a sheet of
terms to match to the definition and go over answers in larger group (10 minutes)
Privilege Walk Small Group activity- instead of a larger group activity, students will get
into groups of 3-4. Each group will be given a piece of paper with rings of circles and
each student will be given a game piece that will represent themselves. Like the larger
group activity, different statements (Peggy McIntosh's Invisible Knapsack) of privilege
and oppression will be read aloud by the facilitator. (10 minutes)
Discussion with smaller groups about activity (10 minutes)
Larger group discussion (15 minutes)
Five minute free-write reflection (5 minutes)
o Guiding question: How did the activities (Recycling bin and privilege walk) help
you understand your own privileges? How will you help others who are unaware
of their privileges understand the concept?
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privileged group. The recycling bin and privilege walk activities are interactive and will give
students a firsthand experience in power and privilege. Students will then be able to reflect on
the activities and share with the larger group their thoughts. As a result of this session, student
workers will have a greater understanding of the privilege and oppression concepts, and be able
to articulate the ideas in the service learning setting.
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SESSION 7: ROLE PLAY & FACILITATION
TOPIC(S) covered in Professional Development meeting:
_X__ Facilitation techniques
Learning Outcomes
Foundational Knowledge
Students will be able name at least five elements of an effective group discussion.
Application
Students will be able to facilitate service learning reflections.
Human Dimension- Others
Students will be able to collaborate with others to create more powerful ways of
facilitating.
Assessment Activities
Students will provide each other real-time feedback and affirmations using FIDeLity
feedback techniques
Five minute free write reflection
Learning Activities
Big group discussion on facilitation experiences and techniques.
Facilitation techniques
Small groups
Brainstorming
Discussion exercises
Buzz groups
Debates
Lectures and presentations
Using visual images and diagrams diagram, photo and video exercises
Producing songs, posters, poems
Personal reflection diaries and logs
Role plays
Lead coordinators and staff share tips from previous facilitation experiences
Examples
Introduce yourself and any other facilitators with you
Body language
Seating arrangements
Facilitators are not experts
Role Play (5 minutes per person). The first person will mock facilitate a topic for the
current semester. Cohort members will decide whether to add positively or negatively to
the dialogue. Take the next few minutes for cohort members to provide constructive
criticism for the facilitator. Repeat.
Outline of Session:
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Discussion about what makes a good facilitator (10 minutes)
What makes a good workshop facilitator?
What makes a facilitator not so good?
Types of facilitation (5 minutes)
Tips for facilitation reflections (5 minutes)
Role Play (30 minutes)
End of the session written reflection (5 minutes)
o Guiding Questions: How did it feel to facilitate during the role play?
o How did it feel to give or receive feedback?
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SESSION 8: THE KALEIDOSCOPE
TOPIC(S) covered in Professional Development meeting:
__X_ Social Justice
__X_ Operating in multicultural spaces
__X_ Team building
Assessment Activities
5 minute free-write reflection
Learning Activity
Living at the intersections
Kaleidoscope activity
Outline of Session:
Watch TedTalk: https://www.youtube.com/watch?v=uRGqgNuJDIk (5 minutes)
Kaleidoscope activity (10 minutes)
o During this activity students will be given round blank pieces of paper and they
should fill their kaleidoscope with different colors and size identities based on
how salient an identity is for each student.
Group share (10 minutes)
Living at the Intersections activity (20 minutes)
o For this activity students will need to identify their most salient identity. Then be
broken up into small groups and handed an envelope with small pieces of papers
with other identities listed on them. In their small groups, students will pick out
one other identity and discuss how their most salient identity intersects with the
chosen identity. So for example, if a student chooses their race as the most salient
and then gender is picked out of the envelope students will need to share their
experiences and their own understanding of how those two identities intersect
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with each other in the small group. Depending on the size of the groups students
can pick a second identity out of the envelope and discuss multiple times. If a
student's salient identity is the same one picked out of the envelope them for that
turn they wont speak about the interaction between those identities.
Debrief of Living at the Intersection activity (10 minutes)
5 minute free-write reflection about their understanding of intersectionality (5 minutes)
o Guiding question: Was it hard to map out your identities in the Kaleidoscope?
Which identities were easier than others and why?
o Think of a time that you realized you had an intersecting identify and what did
you learn from that experience
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SESSION 9: CRITICAL EDUCATION FOR SOCIAL JUSTICE
TOPIC(S) covered in Professional Development meeting:
__X_ Facilitation techniques
__X_ How to facilitate Critical Reflection
__X_ How to operate in multicultural spaces
Learning Outcomes
Foundational Knowledge
Identify the most important characteristics of participatory education.
Recognize their role as educators-students within a community.
Application
Coordinate their own activity utilizing participatory techniques.
Connect the participatory techniques with social justice.
Critically analyze the ideas of others and challenge them respectfully.
Create new ways to communicate with others in effective ways.
Learning How to Learn
Question new topics related to their communities and oppressed communities.
Assessment Activities
5 minute free-write reflection
Learning Activities
How to create a participatory activity?:
Students will be participating in a hands-on activity where they will be creating a participatory
activity. First, students will receive a brief explanation on the participatory techniques and
problem-posing questions. Then, students will work in groups to create the activity. They must
choose a theme, objective, or intervention and they must create a question to for the discussion.
Outline of Session:
Learning activity: (30 minutes)
1. In groups of 3 to 4, students will learn how to create their own participatory
activity, first facilitators will introduce the topic and answer these three questions (15
minutes)
Participatory Learning and Action: A trainer's guide http://pubs.iied.org/6021IIED.html
Why participatory techniques?
How do I identify an objective for my participatory activity?
What are problem-posing questions?
2. Students in groups will construct each element (theme, objective, technique, and
questions) needed for a participatory activity, each group will show their work to the rest
of the group for feedback. These can be display in the programs office for future
reference (15 minutes).
3. Elements of the construction of participatory techniques
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oThemes: Choose one theme (e.g. empowerment, sexism, racism, heterosexism,
ageism, etc.)
o Objectives: (e.g. Cooperation Identify the importance of teamwork and the individual
contributions)
o Techniques:
Must be able to achieve the objectives
Number of participants and time
How far along we want to take the conversation
4. Creative and flexible intervention
Active elements (watching people in the bus), symbolic elements (the national
flag),audio techniques, visual techniques, role playing
5. Procedures: Must create clear procedures and must be practice beforehand
6. Review activity: Deepen conversation using problem-posing questions
Comprehension questions, interpretation questions, experiential questions,
opinion questions, context questions, counter opinion questions, power relation
questions, Reconciliation questions
**Reminder, brief discussion, and time for questions about Service-Learning Manifesto due by
the next session! (5-10 minutes)
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SESSION 10: THE SERVICE-LEARNING STUDENT
MANFIESTO & EXPRESS
TOPIC(S) covered in Professional Development meeting:
__X_ Students as creative educators
__X_ Social Justice
__X_ How to facilitate Critical Reflection
__X_ Team building
__X_ Operating in multicultural spaces
Learning Outcomes
Application
Student workers will synthesize what they have learned over the course of the semester
from the sessions in the form of painting and the final Manifesto
Human Dimension- Self
Student workers will reflect on how their thinking of social justice and service learning
has evolved creatively
Caring
Student workers will be able to identify the impact of their time as student workers in the
Service Learning office
Learning Activities
Canvas Painting activity
Outline of Session:
Introduction of activity. For the final cumulative session, the final Service-Learning
Student Manifesto will be created. First, the students will be able to represent their
statement through art. They will have the opportunity to use paint and canvas to convey
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their messages from their Manifesto. This will provide students a way to reflect on their
time in the Service Learning office and the sessions they have completed. (5 min)
Canvas painting activity. Students will be given a small canvas and paint. They will need
to express themselves and their growth through art. They can choose to use quotes from
their journal entries, symbols, and any other way to express themselves on canvas. Play
some relaxing music while they paintthis will give them time to truly sit with
everything they have learned from the semester (25 min)
o Some guiding questions:
How do you see yourself as a social justice leader?
How do you see yourself aligned with the Service Role-Model?
How have you developed (professionally and personally) as a result of
your position in the Service-Learning office?
Group share. Students will go around the room and give a brief explanation of their
paintings and manifest statement. (15 min)
Final conclusion & hanging paintings on wall. As a group, students hang up all their
paintings on the wall in the Service Learning office. This will serve as a reminder for
students on all of their hard work and their learning. The facilitator will also collect
everyones manifestos and create a bound book (15 min)
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FINAL THOUGHTS
Thank you for reviewing our curriculum module for the Service Learning Program Office
at Marquette University! We hope that you found this module interesting and useful in
providing the Service Learning student workers professional development. This group project
for all of us was challenging in various capacities, but we learned a lot about curriculum design
throughout the process. One of the first themes that emerged from our group work was the
assessment piece. Since these ten sessions were not in the formal classroom setting, we believed
that it was inappropriate to have the conventional grading process or rubrics. However, as part
of Finks model, it is necessary to have an assessment piece in a course because they help
students learn better. As a group, we discussed how we wanted to incorporate assessment in our
module and we determined that reflection journal and the Service-Learning Student Manifesto
would be most effective given the situation. The reflection journal and Manifesto would show
the Service Learning staff how the student workers learned and developed over the course of the
sessions.
We also learned that in curriculum design, situational factors play a major role. The
situational factors in the Service Learning Program Office at Marquette provided us with a
unique challenge unlike any traditional classroom. The population for the student workers varied
in academic standing, experience, and background. When designing our module, we had
multiple discussions on these situational factors and how that impacted our learning activities
and assessments. We wanted to make sure that we were cognizant of the varying identities and
backgrounds the student workers. This allowed us to design sessions that would meet the student
workers at their level.
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APPENDIX A
Manifesto Guidelines
Due Date: Session 10
The culminating assignment for the professional development sessions for student
workers in the Marquette Service Learning program will be a final manifesto of all of the
reflections that students engaged in during each session. Each session reflection is meant to
guide students to critically reflect on what they experienced and learned during the sessions,
how they developed professionally and personally, and what they can use in the future.
Before the last session students should take the time to look over past reflections and
consider their experiences throughout all the sessions.
Some guiding questions to consider:
How do you see yourself as a social justice leader?
What is your comfort level with facilitation and critical reflection now?
What is Service-Learning you to?
How have you developed (professionally and personally) as a result of your
position in the Service-Learning office?
What will you take away from this experience and how will you utilize what you
have learned in the future?
Make sure to include ideas from at least seven of the nine reflections.
The quotes and ideas from previous reflections should be used and reflected upon to make
meaning of the experiences after the fact. Student workers should explain why the specific
quote or idea was chosen to be included in the final manifesto.
This assignment is an opportunity to express your journey during this program and
what you gained from it.
Manifesto Guidelines:
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irrelevant to the
assignment.
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APPENDIX B
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APPENDIX C
Budget
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