1. Lessons learned from OSU’s first service learning alternative spring break by Wendy Alemán, Mark Belson, & Kristin Price
2.
3.
4.
5. Accommodator Adapts to circumstances if necessary, will discard theory to address problem. Learns best from “hands-on” experience. Relies on people more than analysis. Diverger Imaginative ability. Can view problem from a variety of personal perspectives. Data gatherer interested in people. Sensitive to feelings. Creator of models. Easily uses inductive reasoning. More interested in logic of ideas and theory and their application. Assimilator Searches for practical uses of ideas and theories. Deductive reasoner, single response to issue/concern. Interested in things. Converger Reflective Observation (observing) Concrete Experience (feeling) Abstract Conceptualization (Thinking) Active Experimentation (doing) PHASE 1 Exploration Comparison of the Experiential Learning Cycle* with the Service Learning Model** *Kolb(1984),**Delve et. al, (1990) Delve’s, Mintz’s, & Stewart’s (1990) Service Learning Model Phase 5 Internalization Transition to PHASE 5 PHASE 3 REALIZATION Transition to Phase 2 Transition to PHASE 4 PHASE 4 Activation PHASE 2 Clarification Transition to PHASE 3
KP- Mark activity How many have been on spring break Never been apart of alt. spring break Has experience with alt. spring break Also curious about representation we have here today. Students University employee Faculty Community Service Agency
Wendy
KP
Mark
Mark-
Wendy
Make sure groups are diverse in representation of (university employees/service agents/faculty/students/) 20 mins.
Before we go into our lessons learned we wanted to show you our specific experience. And show you some of the students voices about the trip. KP
![Introduction ,[object Object],[object Object],[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)