eService-Learning Creates Feelings of Connection and Engagement to Course Content
The COVID-19 pandemic has impacted local, statewide, national, and international community organizations. Community partners are seeing record high utilization and have had to change the structure of their organizations on the fly.
Faculty at USM can relate to this rapid change of structure. Our institution has quickly moved traditional service-learning courses into an online format. Many faculty are now looking at ways that online teaching pedagogy can help students feel connected and engaged to the content in online courses. eService-Learning is one of the tools that educators can use to engage and retain students.
The Office of Service-Learning and Volunteering has compiled resources from across the world for you to review resources related to eService-Learning pedagogy.
The Office of Service-Learning and Volunteering At USM
The Office of Service-Learning and Volunteering are exploring hands-on ways that we can support faculty teaching eService-Learning courses during this time. Possible supports that our full-time Service-Learning and Volunteering Specialist can provide to faculty by request are listed below:
Provide best practices on using eService-Learning pedagogy in your course to connect and engage students
Create dialogue about assignments, projects, assessment you are developing as you are transition to an eService-Learning pedagogy
Brainstorm potential community partners for your course
How to facilitate dialogue with community partners to create fully online assignments
Provide 1-on-1 faculty professional development
Provide 1-on-1 student support or student group support to develop service-learning projects for assignments
Develop online training materials for your course
Please email the Service-Learning and Volunteering Specialist Tyler Kalahar at firstname.lastname@example.org to set up a meeting time to discuss your eService-Learning needs.
National Campus Compact COVID-19 Resource Page
The national Campus Compact organization has pulled together a variety of resources for educators to review and is continuously updating their resource page daily. Many new faculty and staff professional development resources are being added rapidly to this site. Here are is a list of links to some current COVID-19 community based learning resources:
- Campus Compact President Andrew Seligsohn's Letter On Compact Members Mobilizing for Communities in a Time of Crisis
eService-Learning Research Literature and Resources
Compiled below are a list of recommended reaching on eService-Learning literature. Please click on each title to go to the PDF of each document.
MAET Mini-MOOC on Remote Teaching
The Master of Arts in Educational Technology Program at Michigan State University is honored to support the amazing work that educators are doing around the world as they transition to a range of remote teaching contexts. Our Mini-MOOC on Remote Teaching focuses on high-priority, digestible topics with the intent of applying them to practice tomorrow.
#coronavirussyllabus | a crowdsourced cross-disciplinary resource
An online Google Document list of readings, podcasts, and many other resources educators across the world related to COVID-19 have found. This is an active document. Faculty that are looking to incorporate COVIC-19 specific items from many disciplines into their curriculum will find great use from the resource.
Social Justice in the Time of Social Distancing
The Design Studio for Innovation has compiled a small PDF on teaching social justice in service-learning courses.
Teaching in Times of Crisis Document From Vanderbilt University
Whether local, national, or international in scope, times of crisis can have a significant impact on the college classroom. The students need not be directly related or personally involved to experience anxiety or trauma. While proximity (a local event) may lead to a more obvious impact on your students, the effects can be just as difficult based on “the sheer magnitude and scale (national events with wide media coverage)” and “the degree to which students are likely to identify with the victim(s) of the tragedy and feel like ’vicarious victims’” (fellow students, fellow women, fellow members of a group targeted by a hate crime, fellow Americans) (Huston & DiPietro, 2007, p. 219).
The resulting anxieties students—and teachers—bring into the classroom in response to a crisis can affect student learning, as documented by psychological, cognitive, and neuroscience research.
This document was compiled in the aftermath of Hurricane Katrina and Hurricane Sandy. It has many transferable pieces of information to the COVID-19 crisis.
Reflection Resources from The Center for Civic Reflection at Salisbury University and Pace University
The Center for Civic Reflection has put out discussion guides that we believe will be helpful to anyone looking for reflection prompts on these topics:
- What is our responsibility as citizen's during a crisis?
- Is a crisis a destructive force or an opportunity for renewal?
How To Make Teaching Accessible for Everyone Online During the COVID-19 Pandemic
As universities declare class cancellations and mandate a shift to online teaching, instructors have the opportunity to design online course materials to be as accessible as possible from the beginning. This will also ensure that your course materials are accessible moving forward.
All of the below suggestions come from disability culture and community. Disabled people have been using online spaces to teach, organize, and disseminate knowledge since the internet was invented. Please recognize that the very types of remote access that universities now mandate for classrooms and conferences have been denied to disabled people. Please also recognize that disabled people have long engaged in refining methods for remote access to protests, classrooms, doctor’s offices, public meetings, and other events.
This webpage is a resource for faculty to review as they move online courses and maintain accessibility for everyone.