Affective Domain
Cognitive Domain
The feelings, emotions,
and general moods a
learner brings to a task
or that are generated in
response to a task1.
Student conceptions and
understanding of
content.
Addressed through a
variety of pedagogical
interventions.
Educational psychology research reveals that student adoption of cognitive strategies
may be influenced by affective factors such as motivation, attitudes, feelings and
emotions.
Students leaving STEM fields often cite affective factors such as loss of motivation or
interest in topic or development of interest in another field2.
1
Ormond, J., 2006, Essentials of Educational Psychology; 2 Seymour & Hewitt, 1997, Talking about
leaving: Why undergraduates leave the sciences.
Why should a student care about this stuff?
Watch the 10-minute You-Tube video clip at the link below. The author,
Daniel Pink, is describing how different aspects of the work environment can
enhance motivation.
http://www.youtube.com/watch?v=u6XAPnuFjJc&feature=player_embedded
Why should a student care about this stuff?
In your teams, suggest ways in which an instructor could introduce
• autonomy
• mastery
• purpose
to enhance aspects of student learning when teaching your module.
Autonomy
• Choose how to
answer something
(creative
representation).
Mastery
• Teaching a
classmate
something.
Purpose
• Develop
community
projects.
Interest
Triggered situational interest
•
•
•
Emerging individual interest
•
Short term, from tasks that are surprising,
novel, emotional, personal.
Opportunity for students to form a
connection to content.
Questions provided by instructor.
•
Students have positive feelings, value
topic, generate questions unprompted, or
seek out resources independent of class.
Instructors/peers model behavior,
communicate well, demonstrate
enthusiasm.
Maintained situational interest
Well-developed individual interest
•
•
•
•
Successful completion of meaningful tasks
(and understanding of content).
Positive feelings developed in a supportive
learning environment.
Lesson designed to motivate students to
ask “curiosity” questions and may present
students with choice of tasks.
•
Students internally driven to reengage
with material for which they have a
personal interest.
Student can sustain long-term creative
tasks and generates successful selfregulated learning strategies.
(Hidi, S., and Renninger, K. A., 2006, The four-phase model of interest development. Educational Psychologist, v. 41, no. 2, 111-127.)
ENVR 319
Environmental Engagement in the Community
Indirect service
addresses community needs through
research, organizing, and/or community
action
Problem-Based Service-Learning:
students (or teams of students) relate to
the community much as "consultants"
working for a "client."
Direct service
addresses immediate needs
of community.
Types of
Service
Projects
Indirect service
addresses community
needs through research,
organizing, and/or
community action
Research and Advocacy
student bring about
change in social, political
or environmental
conditions that contribute
to community needs
(Excerpted from Heffernan, Kerrissa. Fundamentals of Service-Learning Course Construction. RI:
Campus Compact, 2001, pp. 2-7, 9) http://serc.carleton.edu/introgeo/service/project_type.html
"Pure" Service-Learning:
Discipline-Based Service-Learning:
Students in community to serve.
Intellectual core is service to communities
by students, volunteers, or engaged
citizens. Typically multidisciplinary
Service Internships:
Like traditional internships,
experiences more intense,
students work 10 to 20 hours
a week in a community
setting.
Undergraduate CommunityBased Action Research:
community-based action research,
independent study for students highly
experienced in community work.
students are present in the community for
the semester, regularly reflect on
experiences, and use course content as basis
for analysis and understanding.
ServiceLearning
Approaches
Capstone Courses:
Designed for a given
discipline and offered to
students in their final
year.
Problem-Based Service-Learning:
students (or teams of students) relate to the
community much as "consultants" working
for a "client."
(Excerpted from Heffernan, Kerrissa. Fundamentals of Service-Learning Course Construction. RI:
Campus Compact, 2001, pp. 2-7, 9) http://serc.carleton.edu/introgeo/service/project_type.html
More Examples of Service Learning
http://serc.carleton.edu/introgeo/service/examples.html
Resources for Service Learning
http://serc.carleton.edu/introgeo/service/resources_design.html