Psychology 417A: Psychology and Developing Societies

Class Session 8

Topic Socioeconomic Privilege and

Service Learning as a Pedagogical Tool

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Agenda

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1. Summary of readings: Alejandra, Johanna, Nidhi.

2. Discussion questions.

5. Workshop: Assignment 3.

3. Workshop: Assignment 2.

4. Course evaluations.

6. Final thoughts.

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Workshop: Assignment 2Articulated Learning (AL) Journal Entries

• Critical reflection transforms “experiences” into learning.

• AL journal entries are designed to engage students in critical reflection while in the field.

• Assignment 2 requires that you write 5 AL journal entries over the course of your field placement.

Analytical and rigorous. Guided by standards of critical thinking. An opportunity to engage in “transformative” learning. An opportunity to develop aptitudes and skills. A means by which to document learning.

• Critical reflection is:

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• Critical reflection is not:

A stream of consciousness, similar to a diary entry. Limited to your feelings. Limited to your personal opinions. Therapy. “Busy work,” irrelevant to “real” learning.

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• Each AL journal entry should identify a “critical moment”—this moment is an opportunity for learning.

A critical moment may be characterized by emotion (e.g., surprise, disappointment); perplexity, hesitation, discomfort, or doubt; or the experience of insight.

Examples: Encountering street children, experiencing ‘unfair’ gender relations, having more money than your hosts, being treated as “different.”

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• Critical reflection on this moment can foster learning through:

Personal growth.

Academic enhancement.

Civic engagement.

Personal growth: Difficulties working with program recipients may make you aware of implicit and negative stereotypes that you hold.

• Examples:

Academic enhancement: Difficulties implementing a seemingly “simple” theory in practice may make you aware of the theory’s limitations.

Civic engagement: The limited impact of your project may make you aware of the need to work on more fundamental, systemic issues.

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• With practice in critical reflection, you will develop the ability to engage in “reflexivity-in-action” vs. “reflexivity-on-action.”

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• In a student’s words (Ben):

“Journaling was the single best thing that happened to me on my placement because it forced me to really examine the tough situations I found myself in—that’s where the biggest learning opportunities came. I would not have reflected in such a methodical way had I not been asked to complete journaling as an assignment.”

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• Dharamsi et al., 2010, p. 979:

“I have volunteered both locally and internationally. What was different for me this time is that I kept a reflective journal to record my experiences, thoughts, feelings and concerns. At first I felt that keeping a journal would be a burden. I soon realized that journaling during service-learning is the key to learning …. I learned more than I ever could have from lectures or from a textbook.”

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DDescribe experience objectively

EExamine each category

Personal growth

Academic enhancement

Civic engagement

Write ALAL journal entry

The Process of Writing an AL Journal Entry: The DEAL Model(Ash & Clayton, 2009)

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• Each AL journal entry should include responses to four questions (Ash & Clayton, 2009):

(a) What did I learn? I learned that ….(b) How did I learn it? I learned this when ….(c) Why does it matter? This learning matters because ….(d) What will I do in light of my learning? In light of this

learning ….

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“I learned that” should…Be expressed in general terms, not just in the context of your service-learning experience, so that it can be applied more broadly to other contexts.“I learned this when” should….Connect your learning to your specific service-learning related activities, making clear what happened in the context of that experience so that someone who wasn’t there could understand it.“This learning matters because” should…Consider how the learning has value, both in the short-term and long-term.“In light of this learning” should…Set specific goals, consider the benefits and challenges associated with meeting these goals, and suggest ways that success in meeting these goals could be assessed.

Recommendations For Your ResponsesAsh & Clayton (2009)

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• Each AL journal entry should be guided by the 10 standards of critical thinking:

“Critical thinking is a systematic way to form and shape one’s thinking .... It is thought that is disciplined, comprehensive, based on intellectual standards, and as a result, well-reasoned” (Paul, 1993, p. 20).

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Standards of Critical Thinking (see handout for definitions)

Integration Depth

Clarity Breadth

Accuracy Logic

Precision Significance

Relevance Fairness

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• Remember, AL journal entries:

Require depth and honesty. Take time and practice; you may need to write

several drafts for one entry. May be challenging; they shift learning from

reproducing knowledge to developing knowledge (i.e., cultivating your own ideas and insights).

Require that you decide what is relevant; you must determine what is to be learned.

Foster lifelong skills: critical reflection and reflexivity-in-action.

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Workshop: Assignment 3Program Review and Assessment

• Assignment 3 requires that you review a program implemented by your partner organization and assess the program, adopting a psychological lens.

• The bulk of the paper should focus upon your assessment of the program.

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Syllabus, p. 5:

“Program assessment: What psychological variables were addressed by the program (e.g., in its design, training, and/or implementation)? Did the program address any indigenous psychological variables? Were there any psychological variables that were not addressed by the program that could contribute to its success? How could these psychological variables be incorporated into the program in the future? How could the psychological impact of the program be assessed? What measures and research design could be used to examine the psychological effects (i.e., efficacy) of the program?”

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• Your assessment of the program will require you to draw upon theory and research from all of the psychology courses that you have completed to date.

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Brainstorm pertinent topics in psychology and resources that you can use to facilitate your completion of Assignment 3.

BRAINSTORMBRAINSTORM

• Small group activity:

Create pairs.

Final Thoughts

• Identify one major point of learning (i.e., “take home” message) for you from this course.

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• Summarize this point of learning in 1-2 sentences.

• Share this point of learning with the class.

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BE SAFEBE SAFEHAVE FUNHAVE FUN

LEARN LOTSLEARN LOTSTHINK LIKE A PSYCHOLOGISTTHINK LIKE A PSYCHOLOGIST

Agenda

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1. Summary of readings: Alejandra, Johanna, Nidhi.

2. Discussion questions.

5. Workshop: Assignment 3.

3. Workshop: Assignment 2.

4. Course evaluations.

6. Final thoughts.