When asked how the service learning project connected with course material, one of our members was able to find a clear connection.
"This service learning project connects the most with the content in chapter 6 in the textbook. The second learning outcome in the chapter, which discusses the associations that people make between stimuli and responses, was applied throughout our project presentation; the reason for this is that the content of our presentation was meant to act as a stimuli for students to respond to in the form of written and verbal responses." -Daniel Rodriguez
Another member was surprised to find that the project fulfilled all of Miami Dade College's Learning Outcomes.
"As I was reading Miami Dade College's Learning Outcomes, I was surprised to find that the ISHR Academic Service Learning project incorporated all of the outcomes in the following ways: a. Communicate effectively using listening, speaking, reading, and writing skills. Throughout the process of organizing and executing the project, a large amount of communication skills was needed, from interacting amongst group members to the verbal presentation to our audience. b. Use quantitative analytical skills to evaluate and process numerical data. Numerical data was surely present in our project. Statistical information is often what captures the attention of the viewers. For example, we mentioned that only 4% of young adults and 8% of adults are aware of their human rights. c. Solve problems using critical and creative thinking and scientific reasoning. One of the problems we faced was deciding how we were going to present to ESL students. By using critical thinking skills, we decided we would show a Spanish video and create an interactive game in their native language. We also had the students participate by writing down their thoughts on sticky notes d. Formulate strategies to locate, evaluate, and apply information. When my group first started working on this project, we were unsure as to what we should implement to entertain our crowd. By conversing in a group chat we created, we were able to evaluate all the strategies we had in mind, and finally reached a consensus. e. Demonstrate knowledge of diverse cultures, including global and historical perspectives. Due to the fact that we were teaching a group of, predominantly, Hispanic immigrants, we were immersed in each and every one of their cultures. It was a fascinating experience and I would love to hear from other cultures as well. f. Create strategies that can be used to fulfill personal, civic, and social responsibilities. The entire ISHR project was a strategy created by each group based on the presentation from the directors of the organization. We fulfilled our civic and social responsibilities by spreading awareness on issues that are too often disregarded. g. Demonstrate knowledge of ethical thinking and its application to issues in society. Most, if not all, of the issues we face in our society are rooted in the violation of human rights. By being knowledgeable of our rights, we are now able to flourish our ethical thinking and back it up with factual information. By doing this, we gain a deep understanding of the topic at hand and are able to apply it to the many issues we face as a society and ways to overcome them. h. Use computer and emerging technologies effectively. Technology was the basis of our presentation. We communicated and presented our ideas with the use of a cellular device or computer. The project exercised that skill and allowed us to further expand our knowledge on computers and emerging technologies. i. Demonstrate an appreciation for aesthetics and creative activities. This project gave us the freedom to execute the importance of human rights in any way we could think of. Some of the many ways we used our creativity was when we made a crossword puzzle out of the 30 human rights. We were also able to make a Kahoot game using technology. It was truly an exercise in demonstrating our creative skills. j. Describe how natural systems function and recognize the impact of humans on the environment. Considering PSY2012 is a GSELS course, this is the learning outcome we will tackle in our projects. From human rights to electricity consumption, almost everything we do as human beings is detrimental to the environment. The best way to stop these negative actions is by acting upon them; that is what we do in our course." -Sabrina Martin
Our group members have learned a lot from being human rights ambassadors. The following remarks are just a couple of the responses we gave in regards to both the advantages and disadvantages of the process involved in developing the project.
"One of the most difficult things to accomplish in a group project is to collaborate effectively amongst each other. We came across many difficulties such as disagreements. I would create a piece of writing and get constructively criticized by a team member. However, we all grew together as a group and successfully presented our project to a class of ESOL students. All in all, team work was the main factor that I have learned the most. Effective planning and research is key for a group project." -Bryan Natera
"Through this service learning project, I learned how much I enjoy public speaking. Often times I avoid having to speak in front of crowds because of the uneasy feeling it produces however, having to present this project forced me to realize how rewarding it can all be. A few minutes into the presentation I felt myself adjusting to the situation and enjoying the moment. I am glad I got the opportunity to present the declaration of human rights now only because of the many lives I will be impacting but because it has helped me discover something within myself." -Marian Ruiz