Service Learning
Major Learning Outcomes for Service Learning
1. Self and Social Awareness
Students deepen their understanding and analysis of the social, cultural and civic aspects of their personal and professional identities.
a) Define, describe, analyse and integrate the concepts of individual social and cultural group identities and the concepts of social privilege and marginalization.
b) Demonstrate critical analysis of their own assumptions, values, and stereotypes, and evaluate the relative privilege and marginalization of their identities.
2. Service and Social Responsibility
Students deepen their understanding of the social responsibility of professionals in their field or discipline, and analyze how their professional activities and knowledge can contribute to greater long-term societal well-being.
a) Articulate the relationship between individual, group, community and societal well-being.
b) Analyze how individual and professional actions contribute to short-term well-being and/or greater long-term societal well-being.
c) Develop a critical understanding of ethical behavior in the context of their profession or discipline with regard to issues of societal well-being.
3. Community and Social Justice
Students evaluate the actions of professionals and institutions in their field or discipline to foster both equity and inequity in communities and society.
a) Examine the demographics, socio-cultural dynamics and assets of a specific community through a social justice framework.
b) Analyze a community issue(s) in the context of systemic inequity, discrimination and social justice.
4. Multicultural Community Building/Civic Engagement
Students learn from and work responsively and inclusively with diverse individuals, groups and organizations to build more just, equitable, and sustainable communities.
a) Demonstrate intercultural communication skills, reciprocity and responsiveness in service work with community.
b) Enter, participate in, and exit a community in ways that are sensitive to systemic injustice.
c) Develop and Implement personal, professional and institutional strategies, policies and/or practices that work towards creating greater equity and social justice in communities.
1. Self and Social Awareness
Students deepen their understanding and analysis of the social, cultural and civic aspects of their personal and professional identities.
a) Define, describe, analyse and integrate the concepts of individual social and cultural group identities and the concepts of social privilege and marginalization.
b) Demonstrate critical analysis of their own assumptions, values, and stereotypes, and evaluate the relative privilege and marginalization of their identities.
2. Service and Social Responsibility
Students deepen their understanding of the social responsibility of professionals in their field or discipline, and analyze how their professional activities and knowledge can contribute to greater long-term societal well-being.
a) Articulate the relationship between individual, group, community and societal well-being.
b) Analyze how individual and professional actions contribute to short-term well-being and/or greater long-term societal well-being.
c) Develop a critical understanding of ethical behavior in the context of their profession or discipline with regard to issues of societal well-being.
3. Community and Social Justice
Students evaluate the actions of professionals and institutions in their field or discipline to foster both equity and inequity in communities and society.
a) Examine the demographics, socio-cultural dynamics and assets of a specific community through a social justice framework.
b) Analyze a community issue(s) in the context of systemic inequity, discrimination and social justice.
4. Multicultural Community Building/Civic Engagement
Students learn from and work responsively and inclusively with diverse individuals, groups and organizations to build more just, equitable, and sustainable communities.
a) Demonstrate intercultural communication skills, reciprocity and responsiveness in service work with community.
b) Enter, participate in, and exit a community in ways that are sensitive to systemic injustice.
c) Develop and Implement personal, professional and institutional strategies, policies and/or practices that work towards creating greater equity and social justice in communities.
Reflective Narrative
Service learning was a large part of my education at CSUMB. I believe service learning helped me see a bigger picture when it comes to the importance of learning new cultures and languages (1). After reading many academic articles regarding second language learning, there are no arguments that can be negative towards learning a language. This class prepares the student to think critically about the responsibility and relationships they should have with their communities (2). I learned that to change stereotypes, misunderstandings, and marginalization, the essence of a globalized society with many cultures needs to be taught to our younger generations now to affect the future (1). We cannot survive forever unless we have the concept of service in our minds. The service is meant as a moral imperative and should be valued as the right thing, not for pity or justifying an ego of righteousness. Service should be global with no price which it can be if we start by learning to teach others. I have examined the demographics around the community and evaluated actions of professionals by asking many questions (3). The work that I did with the after school programs will always be remembered by the students because i believe the kids and the program increase their equity as time progresses. We communicate multiculturally to help develop personal, professional, and institutional practices by being part of the community for 6 months (4).
For an explanation on how I met those outcomes, please refer to my final essay here, JAPN 320s Final Essay (SL Outcomes).
The ability to analyze and interpret the language and then turn around and teach the same thing to elementary kids is daunting but fun. I talk about service learning in this portfolio in 3 different occasions. One that you are reading now kind of like a preface. And two others which fall under immersion and actual class under "terms or semesters".
To get a full understanding of how service learning influenced the outcomes regarding immersion, please refer to MLO 5.
Service learning was a large part of my education at CSUMB. I believe service learning helped me see a bigger picture when it comes to the importance of learning new cultures and languages (1). After reading many academic articles regarding second language learning, there are no arguments that can be negative towards learning a language. This class prepares the student to think critically about the responsibility and relationships they should have with their communities (2). I learned that to change stereotypes, misunderstandings, and marginalization, the essence of a globalized society with many cultures needs to be taught to our younger generations now to affect the future (1). We cannot survive forever unless we have the concept of service in our minds. The service is meant as a moral imperative and should be valued as the right thing, not for pity or justifying an ego of righteousness. Service should be global with no price which it can be if we start by learning to teach others. I have examined the demographics around the community and evaluated actions of professionals by asking many questions (3). The work that I did with the after school programs will always be remembered by the students because i believe the kids and the program increase their equity as time progresses. We communicate multiculturally to help develop personal, professional, and institutional practices by being part of the community for 6 months (4).
For an explanation on how I met those outcomes, please refer to my final essay here, JAPN 320s Final Essay (SL Outcomes).
The ability to analyze and interpret the language and then turn around and teach the same thing to elementary kids is daunting but fun. I talk about service learning in this portfolio in 3 different occasions. One that you are reading now kind of like a preface. And two others which fall under immersion and actual class under "terms or semesters".
To get a full understanding of how service learning influenced the outcomes regarding immersion, please refer to MLO 5.
Sample 1
Fukuwarai Vocabulary Sample 2 Community Scan Sample 3 Youkai Brochure Sample 4 Onigiri Explanation |
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