Community Service-Learning
Class Description
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Overview: Since 1989, Winona Senior High School has offered an elective Community Service-Learning Class. Each semester, six sections of 27 seniors each meet for 90 minutes per day, four days a week at service placements in the community. Placements range from Early Childhood Special Education to Hospice care. Course instructors; John Ruggeberg, Joan Heydt-nelson, and Dwayne Voegeli set aside the fifth day for class discussion and for workshops on topics such as learning styles, discipline for young children, or Alzheimers disease. Each class also plans and implements a group service project.
Focus on "Character": Because the course enrolls more than 150 students each semester, it has a powerful impact on the overall life of the school. John Ruggeberg, creator of the course, speaks passionately about the development of students' moral character that he sees happen each year. Students who rarely excel in other school settings, often shine in community-service learning. Conversely, some academic "stars" in convential classrooms are sometimes uncomfortable with the complexity of real-world settings. The course and it's creator, John Ruggeberg, have been recognized both at the local and national levels for their work.
Face-to-Face Interactions: The power of the program is due in part to student's substantial contribution in face-to-face service. Typically, students serve more than 100 hours of service time. They have the opportunity to interact with and truly get to know people in a variety of real life situations. Placements include; day care centers, nursing homes, hospitals, community education, Head Start, English as a Second Language programs, a hospice , schools, and a center for people with mental handicaps. Click here for student perspectives on the power of this kind of learning.
Start of the Class: Students write an introductory letter to site supervisors. Instructors also send a sheet detailing the characteristics of quality experiences. Each student receives a tip sheet based on student ideas, outlining the high quality performance expected.
Assessment: Students receive feedback on their learning and credit for the course in a variety of ways. Assessments are largely done a personal basis, since their major purpose is to deepen student growth. Some examples include:
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