SLICE Member Handbook (2010-2011)

8/7/2019 SLICE Member Handbook (2010-2011)

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SLICE

MemberHandbook

2010-2011

Thayne Center for

Service & Learning

Taylorsville Redwood

Student Center 020

801-957-4555

www.slcc.edu/thaynecenter
http://www.slcc.edu/thaynecenterhttp://www.slcc.edu/thaynecenter


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Table of Contents

Mission Statements .........................................................................................................................

Salt Lake Community College ....................................................................................................... 2

Thayne Center for Service & Learning......................................................................................... 3

About Emma Lou Thayne ............................................................................................................. 4History of the Thayne Center for Service & Learning ............................................................. 4-5

Thayne Center Organizational Chart........................................................................................... 6Thayne Center Web Page and The Exchange ........................................................................... 7-8

SLICE: Student Leaders in Civic Engagement Vision & Mission ................................................ 9

Commitments and Responsibilities of SLICE Members ........................................................... 10

Commitments and Responsibilities of Thayne Center Staff.................................................... 11

Reflection Activity ....................................................................................................................... 12

Service Council Contact List....................................................................................................... 13

Frequently Asked Questions ................................................................................................ 14-15

Team Brainstorm for Year Ahead .............................................................................................. 16

Appendices.......................................................................................................................................

Project Planning Form ................................................................................................. Appendix A

Sign-In Sheet................................................................................................................. Appendix B

SLCC Plasma Screen Guidelines .................................................................................. Appendix C

SLCC Posting Guideline...............................................................................................

Appendix D

KWL Chart.................................................................................................................... Appendix EWhat? So What? Now What?: A Reflection Model ..................................................... Appendix F


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Mission Statement

Salt Lake Community College is a public, open-access, comprehensive community college

committed to serving the broader community. Its mission is to provide quality higher

education and lifelong learning to people of diverse cultures, abilities, and ages, and to serve

the needs of community and government agencies, business, industry and other employers.

The College fulfills its mission by:

offering associate degrees, certificate programs, career and technical education,developmental education, transfer education, and workforce training to prepare

individuals for career opportunities and an enriched lifetime of learning and

growing;

offering programs and student support services that provide students opportunitiesto acquire knowledge and critical thinking skills, develop self-confidence, experience

personal growth, and value cultural enrichment;

Maintaining an environment committed to teaching and learning, collegiality, and therespectful and vigorous dialogue that nourishes active participation and service in a

healthy democracy.


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Our Vision:

basic needs are met and in which

the values of equality and social justice are realized. We believe institutions of higher

education have a responsibility to cultivate an engaged citizenry. We are therefore

dedicated to empowering our students and faculty to realize they have the knowledge and

skills to affect positive change in their community.

Our Mission:To this end, the mission of the Thayne Center is to establish capacity-building relationships

with community organizations, facilitate service-learning development opportunities for

faculty, and coordinate service leadership programs for students who are out to change the

world. We accomplish our mission by managing the following programs:

National Honors Received by the Thayne Center for Service & Learning

Education Community Service Honor Roll

2008 Service-Learning Collaboration Award for Partners in Service & Learning initiative

Community College National Center for Community Engagement

2007 President's Higher Education Community Service Honor Roll

2006-2009 "Community Colleges Broadening Horizons Through Service Learning" Mentor

American Association of Community Colleges

2006 President's Higher Education Community Service Honor Roll

2003-2006 Learn and Serve America Higher Education Grantee

2009-2011 American Association of Community Colleges Grantee
http://www.mc.maricopa.edu/other/engagement/2007Awards.jsphttp://www.learnandserve.gov/about/programs/higher_ed_honorroll.asp#2005http://www.aacc.nche.edu/Content/NavigationMenu/ResourceCenter/Projects_Partnerships/Current/HorizonsServiceLearningProject/AACC_Grantee_Colleges/Horizons_Colleges_(2006-2009).htmhttp://www.learnandserve.gov/about/programs/higher_ed_honorroll_2006.asphttp://www.learnandserve.org/about/newsroom/releases_detail.asp?tbl_pr_id=36http://www.learnandserve.org/about/newsroom/releases_detail.asp?tbl_pr_id=36http://www.learnandserve.gov/about/programs/higher_ed_honorroll_2006.asphttp://www.aacc.nche.edu/Content/NavigationMenu/ResourceCenter/Projects_Partnerships/Current/HorizonsServiceLearningProject/AACC_Grantee_Colleges/Horizons_Colleges_(2006-2009).htmhttp://www.learnandserve.gov/about/programs/higher_ed_honorroll.asp#2005http://www.mc.maricopa.edu/other/engagement/2007Awards.jsp


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Emma Lou Thayne

Thayne Center Namesake

The Thayne Center for Service & Learning is named for Emma Lou Thayne. She has written

14 books of poetry, fiction, essays and travel stories. She has been widely anthologized and

has published internationally concerning kinship and peace among people and nations. She

has been active in encouraging public attention to mental health, spirituality, and the

advancement of women. Her words to the hymn, "Where Can I Turn for Peace?," have been

translated into dozens of languages, recorded on tapes and CDs, as have her poems about

war and the environment, "How Much for the Earth?"

She has been married to Mel Thayne for 58 years, has five daughters and sons-in-law, 18

grandchildren, and nine "greats." Emma Lou has been a teacher of English and women's

tennis coach at the University of Utah, where she was awarded an Honorary Doctorate of

Humane Letters in 2000. She also received an Honorary Doctorate from Salt LakeCommunity College in 2003.

History of the Thayne Center

The Thayne Center, originally called the Community Service Center, was created in 1994

and housed under the Alumni Association at Salt Lake Community College. That same year,

six professors received small grants to incorporate service-learning into their curriculum,

beginning the service-learning movement at SLCC. In 1995 the Community Service Center

separated from the Alumni Association and became the Emma Lou Thayne Community

Service Center. The first full-time director was hired in 1996 and the Thayne Center moved

to its own office, a portable north of the Business Building on the Taylorsville Redwood

Campus. Between 1995 and 1998, six VISTA volunteers served at the Thayne Center,

building infrastructure and creating programs such as Alternative Spring Break (establishedin 1996) and America Reads (established in 1998).

In 1998 the Thayne Center held its first Humanitarian Banquet to honor students, faculty,

staff, and community members engaged in service, a tradition that continues today. In 1999

the Thayne Center gained a second full-time staff member, who coordinated the America

Reads program. The Service-Learning Scholars program was also established that year, with

the first graduates in 2001. The UCAN Serve AmeriCorps program started in 2002, with ten

members.

In 2003, the Thayne Center grew dramatically. It received institutional funding to hire a full-

time service-learning coordinator and a part-time coordinator for student volunteerprojects. The Thayne Center also received a substantial three-year grant from Learn and

Serve America. This allowed for two part-time staff to become full-time, resulting in four

full-time and two part-time Thayne Center staff. In addition, the Thayne Center moved into a

new office on the second floor of the Student Center. In 2004, the Thayne Center expanded

to South City Campus, with a part-

also changed to the Thayne Center for Service & Learning.


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That same year an official designation process was established for creating and approving

service-learning courses. Through the Service-Learning Grant and Designation program,

faculty could receive funding to develop service-learning courses. Faculty development

initiatives, such as the Service-Learning Faculty Research Fellows (2003-2004), the Service-

Learning Faculty Cohort (2005-2006), and the Service-Learning Faculty Mentor program

(2007-to date) helped institutionalize service-learning at Salt Lake Community College. The

-learning program received national recognition in 2006, when theAmerican Association of Community Colleges selected Salt Lake Community College to serve

as one of four service-learning mentor institutions in the country during a three-year grant

period.

The Service Council was created during the 2005-2006 school year, involving civically-

minded students in a leadership capacity. In 2010 the Service Council was renamed Student

Leaders In Civic Engagement (SLICE). In 2006, the Thayne Center also moved into new and

larger offices at both Taylorsville Redwood and South City campuses. In 2007, the Service-

Learning Scholar program expanded to become the Civically-Engaged Scholar program.

Today, the Thayne Center involves over 3,000 students a year in service initiatives.

Some Thayne Center statistics, 1994-2010:

24 Alternative Spring Break trips have been held, placing 274 students to work oncommunity issues in California, Colorado, Florida, Hawaii, Louisiana, Mississippi,

New Mexico, New York, Washington, and southern Utah.

148 students have graduated as Civically-Engaged Scholars or Service-LearningScholars.

Over 900 service-learning courses have been taught, involving more than 15,700students in the community.

669 students have participated in the UCAN Serve AmeriCorps program, contributing180,040 service hours.420 students have been part of the America Reads program at eight partner schools.


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FTLC&Vice Presidentof Instruction

Deneece HuftalinVice President,

Student Services

Marlin ClarkDean of Students

Gail JessenDirector,

Thayne Center

Lesa BirdSecretary

Linnie SporService Leadership Coordinator

S.L.I.C.E

Alternative Spring BreakCivically Engaged Scholar

Lisa WalzService Learning Coordinator

Service Learning Classes

Service Learning Faculty

Ann SchaarCampus-Community PartnershipsCoordinator

Volunteer OpportunitiesPartner Relations

Lynne McCue-HamiltonCommunity Outreach Coordinator

AmeriCorps

America Reads

Treva WoodyCampus-Community PartnershipsCoordinator

Volunteer OpportunitiesPartner Relations

Student EmployeeGeneral Office Support


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Thayne Center Web Page

http://www.slcc.edu/thaynecenter/
http://www.slcc.edu/thaynecenter/http://www.slcc.edu/thaynecenter/


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The Exchange

http://thaynecenter.slpro.net
http://thaynecenter.slpro.net/http://thaynecenter.slpro.net/


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VISION | SLICE: Student Leaders in Civic Engagement

SLICE members work toward a more just and

democratic society, seeking an end to the social

problems we face. These students become leaders

among their SLCC peers, raising awareness and

inspiring actions that address community needs

MISSION | SLICE: Student Leaders in Civic Engagement

Through structured training and guided practice, SLICE

members develop the strong leadership skills necessary

to bring about social change. These skills empower them

to raise awareness, inspire others to become engaged,

and become agents of change.

LEARNING OUTCOME SLICE: Student Leaders in Civic Engagement

LEARNING OUTCOMES

SLICE: STUDENT LEADERS IN CIVIC ENGAGEMENT

Critical Thinking Skills:

Suggestions: SLICE members will be able to . . .

Identify a problem, opportunity, or challenge

Analyze the elements/facts of a specific situation/problem

Identify action steps

Reflective Skills:SLICE members develop reflective skills through using the KWL chart at each service

project.

Reflective Skills:

With the help of KWL charts students will reflect on previous experiences that will help

them learn from the past to develop future plans for success.

Leadership:

SLICE members will be able to employ democratic principles as a leader by working with

their peers in diverse teams.

Community Engagement:

SLICE member will be able to apply their critical thinking & leadership skills in response to

their themes to address community needs. The primary themes of focus in 2010-2011 arehunger and poverty, environmental /sustainability issues, and new media outreach.


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Responsibilities and Commitments for SLICE: Students Leaders in Civic

Engagement

RESPONSIBILITIES:

Students are placed into SLICE members and becomeengaged in the following issues:

Hunger and Poverty Outreach

Environmental Sustainability

Local Issues Team

Each team plans five to six activities a year to involve other SLCC students. (See thecalendar for direct

service project. Other activities could include a tour of a local agency, a speaker, a

panel discussion, a dialogue on an issue, etc.

Each SLICE

Projects will already be set up for September, either by staff or in conjunction withstudents who can help organize the project before school starts.

The teams will meet during the last 30 minutes of each meeting. Other meetings willinclude time for one-on-ones (2 times a semester); training; and reporting/reflection.

Members are encouraged to work on individual projects as well.

COMMITMENTS:

Complete a minimum of 100 hours per semesterFill out timesheets weekly and turn into Linnie or her assistantAttend weekly Thursday meetings from 1:00-2:30 pmBe on time for meetings and projectsMaintain a 2.5 GPATake at least 12 creditsCreate a personal e-portfolioEnroll as a Civically Engaged Scholar (optional, but strongly encouraged)Enroll as AmeriCorps members (optional, but strongly encouraged)Reflect at least once a month on the Thayne Center Face Book/BlogComplete project planning form for all proposed projects and activitiesConduct reflection activities for each project using the KWL formTrack participation at all projects and activitiesFollow SLCC protocol for advertising, using Food Services, and getting donations (seeFrequently Asked Questions for more details)


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Thayne Center Commitments and Responsibilities to SLICE: Student Leaders in

Civic Engagement

As a member of SLICE you are a valuable contributor to the Thayne Center for Service &

Learning. You are more than a volunteer logging service hours and we are more than paid

employees. Together we are the lifeblood of the Center.

COMMITMENTS:

We are committed to your personal growth and development as leaders. We will help you

progress in the following ways:

We will be available to assist you and answer questionsWe will promote an environment that is open to suggestionsWe will promote an environment that is welcoming and safeWe will mentor each team to accomplish project goals

RESPONSIBILITIES:We will provide training that gives you the tools you need to meet the goals of SLICE:Social change, student leadership, empowerment, and heightening awareness

Linnie will meet with you individually twice a semester to review your participationin the program

We will provide you with a workspace to plan and implement your activitiesWe will provide access to computers, a phone, and a copy machine for you to use forSLICE activities


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Reflection ActivityTake a few moments to reflect on the following questions:

How do you like to communicate with others?

What leadership skills do you possess?

What types of things do you expect to discuss in one-on-one meetings with your mentor?

What kinds of training would be useful for you during our Thursday meetings?


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Frequently Asked Questions

Why do I need to complete the project planning form?

There are many steps involved in planning a project. To ensure that no steps are

overlooked, the project planning form (Appendix A) serves as a reminder of all that needs to

be done to create a successful and safe activity.

Why do I need to track participants at my projects?

The Thayne Center needs to maintain accurate records of the activities we provide and the

number of students we serve. It is important to show our funders, including the Student

Fees Board, how their money is involving SLCC students. It also helps us track growth in our

programs from year to year. Use the sing in sheet at every event found in Appendix B.

How do I contact community partners?

Before attempting to contact the Community Partner, inquire with the AmeriCorps VISTAs

at the Thayne Center. Their mission is to go out into the community and strengthen the

partnerships between students, faculty, staff, and non-profits in the area. VISTAs interview

non-profits about their volunteer needs, and formalize the partnership by introducing and

signing a contract between the SLCC Thayne Center and the partner.

Please be aware that many non-profits are under-staffed and extremely busy. You might

want to e-mail as well as make a phone call. When calling a community partner, always start

by telling them your name and that you are a student at SLCC. Explain what information you

are requesting and how to get in touch with you. If you are leaving a message, say your phone

number slowly and spell your name if necessary. When sending an e-mail, you also need to

tell them who you are, why you are contacting them, and how you would like them to contact

you.

How do I organize a project with a community partner?

We will go over this in detail during our weekly meetings, but here are some basic things to

think about. First, do your research before approaching the community partner and

understand their mission. Make sure this is something that the community partner actually

needs. Communicate clearly about the scope of the project, with both the agency

representative and your SLICE team mentor. Find out how many volunteers are needed to

have them look your promotional material over before you put it anywhere public. Make

sure that your volunteers understand the project and the mission of the agency. The

volunteers also need clear instructions on how to get to the agency or, if carpooling, where

to meet. After the event, write a thank you note or e-mail to the volunteers and the-25, in The

Activist Toolkit.

How can I recruit volunteers?

There are many ways to recruit participants for your activities. These include information

tables, class announcements, phone calls, and other types of advertising. For more

The Activist Toolkit.


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The Activist Toolkit. To place something on the plasma screens, follow the

directions in Appendix C. The contact for the plasma screens is Peggy Hoffman, 957-4577. If

What information do I need to include on fliers?Make sure you have the name of the event, the date, the time, and the location. Also list a

contact number or e-, Salt Lake

and, if applicable, the logo of your partnering agency. All flyers

need to be branded with the SLCC branding guidelines.

How do I set up an info table?

When a table is set up well, it can build the reputation of an organization as being credible

-5, in The Activist Toolkit. The Thayne Center has a tabling

box. Learn where it is and become familiar with where to get the information to keep it

stocked. This means knowing at least the name of all the Thayne Center programs and

Service Council projects. Things that should always be in the box:

Volunteer interest formsFliers from all Thayne Center and Service Council programs and projects (consider quarsheets or business card size announcements)

Thayne Center bannersCalendar of eventsspinning wheel, using prizes such as candy or pens

Consider having one or more laptops with the Thayne Center web site displayed

How do I arrange food for an activity?Students, staff, and faculty must go through Salt Lake Community College Food Services for

all food and beverages. If you plan to have food or drinks for an event you must work with

Linnie. There are strict regulations that Salt Lake Community College must follow that

pertain to food safety. All food needs to be approved by Linnie Spor and Gail Jessen before it is

ordered.

How do I reserve a room in the Student Center?

All rooms must be reserved by Linnie Spor. Research what room you size you need and how

you want the room to be set up. You need to let Linnie know if you need a white board or

other needs for your event.

How can I get donations for projects?

The Thayne Center must get all potential donations approved by the Development Office.

Work with your team mentor and Linnie to fill out the Gift and Donation Report.

Where can I find ideas for reflection? (Reflection Toolkit, Appendix X)

See Also

Use the KWL charts.


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Team Brainstorm for Year Ahead

Team Focus: ____________________________________________________________________________________

Possible projects:

Assignments:

Time line:


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STUDENT LEADERS IN CIVIC ENGAGEMENT

PROJECT PLANNING FORM

Project/Event: ____________________________________________________________

Date of project: ________________________ Organized by: _______________________

Contact person for your project: ___________________ Phone: ____________________

Location of project/set-up of space: ___________________________________________

Description of project plans and goals: _________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Supply list: _______________________________________________________________

________________________________________________________________________Food: ___________________________________________________________________

Proposed Budget: __________________________________________________________

Keynote speaker or special guests: _____________________________________________

Decorations/displays/theme: _________________________________________________

How are you advertising for your event/project? __________________________________(See posting guidelines)

Volunteers/committee needed? Minimum: ______________Maximum:_________________

Date for orientation for volunteers: ____________________________________________

Check-off list:Assignments made to committee members/volunteersSign-in sheet for activity (or other method to track participants)Project evaluation for participants Reflection planned for participants Team reflection and project debriefing (within one week of project completion)


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SLCC PLASMA SCREEN GUIDELINES

MATERIAL SUBMISSION GUIDELINES

Please submit your material to the Student Life & Leadership office ONE WEEK prior to

intended air date. If material is not submitted on time there is no guarantee it will be

shown.You will need to fill out a SLCC NETWORK PROGRAMMING FORM which is available in the

Student Life & Leadership office or online. Please note that all content will be reviewed before

it is aired to make sure it complies with the Student Code of Conduct.

Material, such as videos, should be delivered to Tyler Anderson in the Student Life and

Leadership Office. Materials should be put in his mail slot with description of what is contained

in the material. If there is a specific time the material needs to be show at or at a specific

campus please note that and we will do our best to accommodate that request. Power Point

presentations should be emailed to Peggy Hoffman [email protected].

ACCEPTED FORMATS: Please follow these guidelines when submitting material to be aired.

VIDEO

-The Globe can provide video services for you (see attached pricing sheet).

-The video, if possible, should be in either Quick Time Movie format or a Quick Time format.

File should be delivered on a flash drive (scan disk).

-If the QuickTime format is not possible, other acceptable video formats are MPEG2, MPEG 4,

VOB, and AVI. MPEG2 is preferred.

-We want to put one big file together instead of a bunch of tiny files. Videos will be converted

to MPEG2 and we have the ability of doing that. This is why we want either QuickTime or

Quick Time Movie because it will be put together on Final Cut Pro.

-If you have footage that you would like edited into a promo or announcement that tape can begiven to Tyler Anderson and he will edit it for you. The footageMUST BE ON MINI-DV TAPE

(SP) in order for it to be edited. This material must be submitted1 to 2 WEEKS IN ADVANCE.

-Videos should average in length from 30-60 seconds, but in some circumstances can be up to 5

minutes long depending on what it is (news story, short film, etc.).

POWERPOINT

-PPT, PPS & SXI (PowerPoint, PowerPoint Show and Open Office) presentation formats are

acceptable.

-Please make sure that files do not have any sound or video on them.

-

-Keep as short and as simple as possible-Letters need to be big, bold, and a color that can be seen on the

-Very few transitions used if any

WEB PAGES

-The SLCC Network can connect to your website. If you have information that is already posted and

would like that site to be aired instead of doing a poster or graphic then send us your website

information
mailto:[email protected]:[email protected]:[email protected]:[email protected]


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SLCC Posting Guidelines for All Campuses

Inside Buildings please use blue tape or putty for posting

New plastic holders will be used instead of posting on wallso No bathroom advertisingo No posting on painted surfaceso No posting on glass windows or doorso No posting on classroom doorso Blue tape ok on brick/wood surfaceso No stapling to any wood surfaces or tape (other than blue)o Posting on strip cork oko Only 1 poster per bulletin boardo 11x17 posters only in plastic posting slots on pillars in the Student Centero No posting in stairwells unless there are bulletin boards or holders

Outsideo Garbage cans ok if you use blue tapeo Sidewalk chalk only on sidewalkso Grass chalk ok on grasso Stakes ok

Must be 2 feet from sidewalks Not allowed in grass strips by SCC fountain

o No laminated posters on walkwayso No flyers, handouts, posters, etc. on carso Trees

No stapling to trees Fishing line and string ok (preferably twine) just make sure you remove it, or it

will damage the tree Be cautious with weight

o Grass strips in stakes.

o No rebar allowed for signageo All wood signs need to be self-supported and placed only 2 feet from sidewalks, if there

is not 2 feet, then do not attempt to place a stake there.o You can attach signs to fencingo Do no attach anything to existing signageo Do not attach anything to artwork/sculptures/fountainso Do not attach anything to the marquis on any campuso No helium balloons in several buildings on SLCC campuses, please ask Bob Askerlund

or Student Life & Leadershipo Attaching to lamps posts is ok (do not cover existing banners and use blue tape only)

All advertisements must be taken down within 3 days after event/activity or a cleaning fee will beassessed

Banners are not covered in these guidelines, please contact Student Life & Leadership 957-4015 for information.

For any questions, concerns, or comments please contact Bob Askerlund,(801) 957-4101 w. or (801) 706-5377 c. or email him [email protected]
mailto:[email protected]:[email protected]:[email protected]:[email protected]


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Gift and Donation Report

Development Office

Date Received

Company Name

(if applicable)

Contact Name

First Last

Address

City/State/Zip

Phone Number

CASHDONATIONS Amount $ Check #

GIFT-IN-KIND

DONATIONS

Description of Items

Received

Estimated Value of ItemsDonated(determined by donor) $

(If value is greater than $500.00,donor will receive tax form 8283.)

ALLDONATIONS

Intended Use/Department

SLCC Contact Name Extension

Please have all checks made out to the Salt Lake Community College Foundation.A formal letter of acknowledgement for the donation will be sent to the donor for tax purposes.

Please submit this form to Marianne Buie(957-4883) in the Development Office, AD050. SLCC Foundation Tax ID: 94-2886220


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What? So What? Now What?: A Reflection Model

This is a well-used and successful model to assist you in designing reflection activities. Although

you can derive learning from each question, focusing on all three questions will provide broader

insights. This activity will also keep participants from getting stuck on only the facts or just the

feeling.

What?

Start by reporting what happened objectively. Describe in detail the facts and events of the service

experience. You can do this in a group or by yourself. Do this without judgment or interpretation.

Ask the following questions or add more that apply to your projects:

What happened?

What do you observe?

What issue is being addressed

What population is being served?What are the results of the project?

What was of particular notice and how did you feel about that?

Did someone have a different reaction? If so, listen to how they viewed the project.

So What?

What did you learn? What difference did the event or issue make? You or a group can write or

discuss feelings and ideas pertaining to this service experience.

Questions for the participant:

Did you learn a new skill or clarify an interest?

Did you hear, smell, or feel anything that surprised you?

What feeling or thoughts seem most strong today?

How is your experience different from what you expected?

What struck you about your experience and how was it significant?

What impacts the way you view the situation or experience?

What lens are you viewing from?

What do the critical incidents mean to you?

How do you respond to them?

What do you like or dislike about the experience?

Questions about the recipient:

Did the service empower the recipient to become more self-sufficient?

What did you learn about the people or community that you served?


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Questions about the community:

What are some of the pressing needs or issues in the community?

How does this project address those needs?

How, specifically, has the community benefited?

What is the least impact you can imagine from this project?

What is the most impact on the community that you can imagine?

Questions for the group:

In what ways did the group work well together?

What does that suggest to you about the group?

How might the group have accomplished its tasks more effectively?

In what ways did others help you today? (and vice versa)

How were decisions made?

stened to?

Now What?

How will the people or issue act or appear in the future as a result of this experience? Did the

participants consider broader implications of the service experience and apply learning? Be aware

to strike a balance between realistic, reachable goals and openness to spontaneity and change.

Questions for the participant:

What seems to be the root causes of the issue or problem that was addressed?

What kinds of activities are currently taking place in the community related to this project?

What contributes to the success of projects like this?

What hinders success? What learning occurred for you in this experience?

How can you apply this learning?

What would you like to learn more about in relationship to this project or issue?

What follow-up is needed to address any challenges of difficulties?

What information can you share with your peers or community volunteers?

If you were in charge of the project what would you do to improve it?

If you could do the project again, what would you do differently?

What would complete the service?

*These questions came from the Reflection Toolkit created for AmeriCorps members by theNorthwest Service Academy. You can see the complete toolkit by going towww.northwestserviceacademy.org
http://www.northwestserviceacademy.org/http://www.northwestserviceacademy.org/http://www.northwestserviceacademy.org/http://www.northwestserviceacademy.org/


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WHY AND HOW TO USE A KWL CHART

Objectives:

1. To activate students' previous knowledge about the topic(s) studied.2. To make connections between what students know and new knowledge obtained.

Preparation

Create a three-column chart or table on a white board, butcher-block paper, a spreadsheet ortable, or on regular paper.

Time Required: 15 - 20 minutes; periodic updates and reflection

Description

Whenever you are about to learn something new, it helps to start with what you already know.Use a K-W-L chart to help students identify what they know, what they want to know, and whatthey learn.

Have students work independently, with a partner, or with a small group to list everything theyknow about the topic. List these in the K (know) column of the table. Then have students sharethese lists to create a whole class one.

1. Follow the same process to have students list everything they want to know about thetopic. List these in the W (want to know) column. Add these items to the whole class

chart. Use these questions and topics to guide inquiry projects or other learningactivities.

2. Periodically, during the service project or event, review the K-W-L chart to havestudents list what they are learning in the L (learning) column. Also, check to see thatyou are getting answers to items in the W (want to know) column.

3. At the end of the project, have students write a short reflection paper, including adescription of the most important things that they learned. This is where the criticallearning comes into play.

*

McPherson, Service-Learning: Building School-Community Partnerships to Support Career-Related Learning and Extended

Application Standards. Portland, OR: 2006.


25/26

KWL ChartName:______________________ Date:_____________________

Service Project:______________________________________________________

KNOW

What you already know

WHAT

What you would like to learn

LEARNED

What have you learned


26/26

Name:______________________ Date:_____________________

Service Project:______________________________________________________

The Debrief Wheel

Allow everyone 15 minutes to complete the questions. Then take 20 minutes to discuss individual answers and how

those answers apply to the rest of the group. Make sure to have a recorder for the larger group discussions and a

timekeeper.

[Type a quote from the document or the summary of an interesting point. You can position the text box

What was something challenging that

you were faced with during the

project? How did you address it?What did you gain from the

ro ect?

What was your greatest

complishment during the project?How will you connect what you

gained to the next project?

Date post:	08-Apr-2018
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SLICE Member Handbook (2010-2011)

Documents