Seminar Explanations:
Each of the four developmental seminars will focus on four different issues:

(S1) What is service learning and why at Creighton?
-Facilitated by Dr. Donna Pawlowski
(S2) Service learning and diversity
-Facilitated by Dr. Kevin Graham
(S3) Service learning and justice
-Facilitated by Mr. Roger Bergman
(S4) Service learning curriculum development
-Facilitated by Dr. Donna Pawlowski

During the first semester, faculty participate in S1. In the second semester, faculty choose to participate in either S2 or S3 (faculty will roughly split in half for these). In the third semester, faculty participate in the opposite of what faculty did not do in the previous semester; thus faculty will again take either S2 or S3. Finally, in the forth semester, faculty work on curricular issues, and possibly develop a syllabus for faculty service-learning course in S4. Each seminar meets six times during the given semester and will culminate in individual written reports in which faculty will evaluate faculty service- learning experience.

Details for each of the seminars are as follows:

Fall 2000
Seminar 1 (S1)- What is service learning and why at Creighton University?

This first seminar will raise critical awareness about service learning as a legitimate pedagogy as faculty are guided through key literature in the field of scholarship. Faculty will examine the various models of service learning and engage in discussions about how to incorporate service-learning at Creighton. Other discussions will include the identification of various national organizations that provide service-learning sources and how service-learning fits within the scholarship of teaching. Most importantly, faculty will engage in critical reflection upon their service experiences. Faculty may have the opportunity to work with the Office of Multicultural Affairs, the Creighton Center for Service and Justice, and the Service Learning Advisory Board to identify community-based agencies (such as the Chicano Awareness Center, Food Bank, Urban League of Nebraska, and Catholic Charities) that would form natural alliances for courses in faculty academic fields. Faculty will begin to think about how service-learning can enhance faculty teaching and prepare students for civic responsibility.

Spring 2001/Fall 2001
Seminar 2 (S2)- Service Learning and Diversity

The awareness that service learning facilitates understanding, appreciation and attitudinal change in the student toward diverse populations will be explored in this seminar. At the same time, the need for greater sensitivity to the racial, ethnic, gender and other diversities of service-site populations will be addressed and developed. Guest speakers (including students, service agencies, and community members) will help faculty understand a variety of diversity issues related to service-learning. Faculty again will have involvement with the populations at designated service sites. Faculty also will be encouraged to participate in Service Trips and immersions sponsored, in part, by the Creighton Center for Service and Justice.

Spring 2001/Fall 2001
Seminar 3 (S3)- Service Learning and Justice

The purpose of S3 will be to encourage and assist faculty to integrate a concern for justice and justice issues more fully and appropriately into faculty course syllabi and pedagogical activities. Personal encounter with poor and marginalized people through various forms of service is often considered essential to a personal commitment to justice, both conceptually and developmentally. The seminar will examine issues of justice and their implications for integrating service into teaching and learning in regard to faculty disciplinary settings.

During the third semester of the program, faculty will be participating in a 10-day immersion experience during Fall Break in the Dominican Republic that will reinforce lessons of service learning in relation to justice and diversity issues in a global context.

 

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