STUDENT WORK IN SERVICE LEARNING
UNIVERSITY OF HAWAI'I CLASSES DID THEIR PROJECTS
Chinese 202 Spring 2002
Chinese 202 is the final course in the two-year sequence typically taken by students
fulfilling the foreign language requirement for undergraduates at UH Manoa.
is a four-skills course, meaning that listening, speaking, reading, and writing
are all focused on. In the past, students finishing 202 did not have the chance
to wrap up their two years of study in a truly meaningful way by using their
language to create an informational resource or artistic creation. In Spring
in one section of 202 got to change all that by participating in this project.
Here are the steps carried out in CHN 202 for this project:
- On the first day of class, students were told that a service-learning project
would be one of their options for the final class project. The service-learning
option was "to create a Web page in Chinese that will help Chinese students
in Honolulu to get around town; deal better at school with administrative
or academic matters; find food, clothing, shelter, and entertainment; and
so forth." The instructor offered this single service-learning option,
rather than a range of options, so that the students' collective efforts could
be focused on the creation of a single, topically connected, rich source of
useful information for Chinese students. Other (non-service) options for the
final class project included writing a paper or giving a well-developed oral
presentation at the end of term. The course final project was to count for
20% of the course grade, as was pointed out in the syllabus.
- A first handout was given
to students about one-third of the way through the term to remind them of
what the project was all about and to help them think ahead in terms of deadlines
for completion and presentation.
- The instructor located potential speaking partners for the students. In
line with the focus of the project, these were experienced native-speaking
Chinese students who could inform the CHN 202 students about things they thought
it would be useful for a newcomer from China to know.
- In class, the teacher and students discussed together how to conduct interviews,
and brainstormed together how to request repetition and clarification, how
to press for details, and so forth. The students came out of this class session
with a set of "crib notes" for their first interview.
- A second handout was given
to students to schedule their appointments with their assigned speaking partner.
The handout was filled in with the student's name and the Chinese partner's
name and contact information. Filling in appointments was left to the student.
- The instructor kept track every few days of students' progress on the project,
and encouraged them to submit early drafts, which (with the author's permission)
everyone looked at together and made suggestions for further development and
improvement. Students were encouraged to submit their project in Web-ready
form if possible, relying on the Chinese sample page (Big5
or GB) as a possible template.
However, the instructor did provide support to students unable to produce
finished Web pages. For example, the instructor helped some students scan
photos and convert text-only files into HTML files.
- The instructor took files submitted by the students and arranged them on
the class Web site (see Chinese
student pages). At two class meetings in the computer lab late in the
term, each student presented his or her Web page to classmates.
- The URL for the Web pages was publicized to Chinese foreign student organizations
on campus as a resource for newly arrived Chinese students.
Japanese 212 Spring 2002
Japanese 212 is the last of a two-year series of courses that are described
in the UH Catalog as "focusing on speaking and listening skills necessary to
performing in common situations in Hawai'i and Japan." Usually, there is
no way for students to demonstrate to the world at large that at the end of
212 they have acquired these skills. This project gave them to create and publish
a project that showed their skills and was useful at the same time.
Although there is a substantial amount of information in Japanese about Hawaii
produced for the Japanese-speaking visitor by the tourist industry, the idea
of developing an information page generated by students for students had interesting
possibilities. JPN 212 students would be providing Japanese students studying
at the university with information that they, as their peers, deemed interesting
and worth having, fun information about 'local' life and leisure... like the
best way to get around the university campus or where you can hear the best
live music or eat the best Hawaiian food. Here are the steps carried out in
JPN 212 for this project:
- The concept of an FYI (For Your Information) Page was introduced to students
as a possible JPN 212 class project. Students were to work in small groups
of three or four to create at least two or three entries to contribute to
a class FYI Page that would help visitors or other new arrivals from Japan
orient themselves to life in Honolulu. The development of the FYI Page would
harmonize with the topics covered in JPN 212, which included, among others,
Guiding Visitors in Hawai'i; Introducing Hawai'i; and Comparing Life in Hawai'i,
the Mainland USA, and Japan.
- Native speakers of Japanese were recruited from English language classes
and through International Student Services using the flyer "Calling
All Japanese Students" (also distributed by email). These speakers
were recruited to serve as native-speaking informants who would help JPN 212
students identify the kinds of information a Japanese student studying in
Hawai'i might be interested in having, and who would assist students in the
development of their entries.
- A "Getting Acquainted" session was organized for JPN 212 and Japanese
students to allow them to meet and get to know one another. The handout "Getting
Acquainted" was used at the session. Also at this session, they set
the dates and times for their future meetings.
- In conjunction with JPN 212 curriculum, various handouts and worksheets
were made available to JPN 212 students to assist and guide them in the development
of their entries.The form "Life
and Leisure in Hawai'i" helped JPN 212 students gather information
from their speaking partner -- information which might subsequently serve
as information on the Web page. The "FYI
Page" handout gave JPN 212 students an idea of the teacher's expectations
regarding the form and content of the Web page.The language worksheet "The
Very Best" helped JPN 212 students focus on topics and language forms
(i.e., patterns) that they would need to interview their native-speaking partner
and make their Web page entry.
- A questionnaire was also
created for participating Japanese students to complete, in a further attempt
to ascertain the kinds of information Japanese students would like to have.
- After meeting with their native-speaking informants and gathering sufficient
information, JPN 212 students created Web page content on their own, saving
it as text files in Japanese. The instructor took files submitted by the students
and arranged them on the class Web site (see Japanese
student pages). At two class meetings in the computer lab late in the
term, each student presented his or her Web page (or portion thereof) to classmates.
- The URL for the Web pages was publicized to Japanese civic organizations
and Japanese student clubs on campus as a resource for newly arrived Japanese
Korean 202 Spring 2003
Korean 202 is the final course in the two-year sequence typically taken by students
fulfilling the foreign language requirement for undergraduates at UH Manoa. Much
as in the Chinese 202 section described above,
2003 students in one section of 202 were given the chance to provide a useful
service for Korean-speaking newcomers to Honolulu by publishing informational
pages. Here are the steps the instructor took during the semester to accomplaish
- For the first two months, the instructor required students to meet at
the computer lab during class time on a bi-weekly basis.
At the computer lab, students began practicing to type the Korean alphabet
- After two
months of practice, students visited the web site you
are now browsing to read over the web pages created by the Japanese and the
students. The instructor indicated that their assignment was
in Korean using information from other web sites. Thereafter,
selected categories which they would focus on, e.g.,
restaurants, leisure, beaches,
- After selecting their categories, they were given two weeks to create
the web page and turn in a hard copy. The instructor
then corrected their errors and returned the paper copy to them.
They were told
and return it to the instructor on a floppy disk.
- Once again the instructor
reviewed their web pages and corrected any mistakes.
All the disks were then given to one of the students who had advanced
He accumulated all the pages into one folder and
the opening page for this class' portion of the site. After
he was finished,
instructor looked over the page one last time to see
that everything was
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