Service-Learning

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Service-Learning

• An introduction

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• A couple of definitions
• National Service-Learning Clearinghouse
• National Commission on Service-Learning

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Service-Learning

• National Service-Learning Clearinghouse (2006)
• Service-learning combines service objectives
  with learning objectives with the intent that the
  activity change both the recipient and the
  provider of the service. This is accomplished by
  combining service tasks with structured
  opportunities that link the task to
  self-reflection, self-discovery, and the
  acquisition and comprehension of values, skills,
  and knowledge content.

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Service-Learning

• National Commission on Service-Learning
• Service-learning is a teaching and learning
  approach that integrates community service with
  academic study to enrich learning, teach civic
  responsibility, and strengthen communities.

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The Process of Reflection
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Components of the Process

• Pre-service Preparation
• Action
• Reflection
• Assessment and Evaluation
• Celebration

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Components of the Process

• Pre-field Preparation
• Awareness of cultural, safety, and ethical issues
  involved in off-campus projects
• Classroom education
• Off-campus and university contacts as required by
  project design
• Modified from Stanford University Policy
  regarding community-based undergraduate research
  projects

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Components of the Process

• Action
• Exercising course content to project
• Reflection
• Tied to course content and project experiences
• Ex. Journaling, small group discussions

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Components of the Process

• Assessment and Evaluation
• Tied to project and educational objectives
• Celebration
• Celebrate after each success
• Recognizes people for their efforts
• Builds and sustains relationships

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10 concepts to a sound experience

• connection to learning, also integrated learning
• partnerships, also reciprocity
• preparation
• genuine need
• systematic reflection
• assessment and evaluation
• participant voice
• recognition

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Integrated Learning

• Students learn skills and content through varied
  modalities the service informs the content, and
  the content informs the service.
• -Cathryn Berger Kaye
• The Complete Guide to Service Learning

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Reciprocity

• Barbara A. Holland
• Director, NSLC
• By reciprocity, I mean our respect for
  different sources of knowledge, different
  contributions of each participant, a fair
  exchange of value, and the assurance of benefits
  to all participants.

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6 Keys for Reciprocity

• Jointly explore separate and common interests
• Understand the capacity, resources, expected
  contribution for every partner, up front
• Identify opportunity for early success and
  celebrate the success
• -Barbara A. Holland
• Director, NSLC

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6 Keys for Reciprocity

• Focus of projects and interaction is on the
  relationship
• Shared control of the partnership direction
• Assess the relationship itself, in addition to
  outcomes
• -Barbara A. Holland
• Director, NSLC

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Preparation

• Preparatory study of the context, problems,
  history, and policiesenriches student youth
  learning as do deliberate discussion and other
  classroom (school-based) or related
  (community-based) activities. Preparation also
  should introduce the skills and attitudes needed
  for the service to be effective.
• -ASLER
• Standards of Quality

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Systematic Reflection

• Cathryn Berger Kaye
• -The Complete Guide to Service Learning
• Donald Schon
• - The Reflective Practitioner
• Steven Sek-yum Ngai
• -Hong Kong

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Genuine need

• National Service-Learning Clearinghouse
• "...addresses complex problems in complex
  settings..."
• "...engages problem-solving in the specific
  context of service activities and community
  challenges, rather than generalized or abstract
  concepts."

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Genuine need

• ASLER
• features of a program effectively meeting a need
• must tackle a recognized need
• must be developmentally appropriate
• partners must be part of what makes up "the
  community"
• tangible or visible outcome or product

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Assessment/Evaluation

• Assessment that involves all partners is the
  glue that creates trust, generates new lines of
  work and funding, and keeps shared goals and
  expectations visible to all.
• -Barbara A. Holland
• Director, NSLC

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Participant Voice

• Participants play an active role in the
  selection, design, implementation and evaluation
  of the project.
• The Institute for Global Education
  Service-Learning

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Participant Voice

• Honorine Nocon
• -University of Colorado-Denver
• Rea Kirk
• -University of Wisconsin-Platteville

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Recognition

• Young people engaged in service benefit from
  effective recognition. Recognition makes youth
  feel good about what they have done, it
  strengthens their self-esteem and can provide
  closure to projects. When youth feel good about
  their involvement they are motivated and likely
  to stay involved.
• -Points of Light Foundation

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Benefits

• What are some of the benefits for agencies?
• Is it effective?

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Benefits of

• allows students to help their community while
  simultaneously gaining an understanding of why
  the services are important
• applying knowledge learned in the classroom to
  real situations
• strengthening the student's experience in
  career-related activities

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Benefits of

• Green Mountain College
• Community Benefits
• aids in community's efforts to address social
  issues and problems
• utilizes the available wealth of knowledge and
  resources of the college
• brings the community and college together,
  enhancing town-grown relations
• increases understanding of community problems and
  processes

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Benefits of

• William Woods University
• Community Benefits
• Infusion of people power
• Client/agency needs met
• More informed/involved citizenry
• New ideas and energy
• Access to University resources
• Reinvigorate supervisors/staff

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Benefits of

• George Mason University
• Community Benefits
• Provides the community with substantial human
  resources to meet its educational, human, safety,
  and environmental needs.
• Develops a commitment to a lifetime of
  volunteering, creating a democracy of civic
  participation.
• Implements the opportunity to participate in an
  educational partnership.
• Promotes students as one of the community's most
  valuable resources.

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Learning Retention
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Models of Service-Learning

• Heffernan, Kerrissa. Fundamentals of
  Service-Learning Course Construction. RI Campus
  Compact, 2001, pp. 2-7, 9.

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Models

• Pure Service-Learning
• Discipline-based Service-Learning
• Problem-based Service-Learning
• Capstone Courses
• Service Internships
• Undergraduate Community-Based Action Research

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Models

• Pure Service-Learning
• Students are sent out into communities
• Service to the community by engaged citizens
• Interdisciplinary

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Models

• Discipline-based Service-Learning
• Students are sent out into the community
• Service linked to course content
• Analysis and understanding based upon course
  content

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Models

• Problem-based Service-Learning
• Consultant-Client relationship
• May work alone or in teams
• Shared experience to understand need
• Students have some initial knowledge

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Models

• Capstone Courses
• Defined by academic program
• Usually students in final year
• Students use prior knowledge to address need
• The goal
• explore new topics
• synthesize student understanding

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Models

• Service Internships
• More time-intensive than a course
• Student generates work of value to community
• Reflection used to analyze experience
• A focus on reciprocity

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Models

• Undergraduate Community-Based Action Research
• Work along side faculty
• Can be in teams
• Students learn research methodology to community
  benefit
• Students serve as advocates

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4 Ps of Service-Learning

• Placement
• Presentation
• Project
• Product
• Courtesy Marquette University

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4 Ps of Service-Learning

• Placement
• Definition Students work with clients regularly,
  usually 2-3 hours a week for duration of the
  semester.
• Considered the most time consuming of all the
  models
• ENG/TED 252 Falcon Tutors

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4 Ps of Service-Learning

• Presentation
• Definition Students take what they learn in the
  course and then present it to the community
• Work can be done within course time
• Math - students present lessons before elementary
  students

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4 Ps of Service-Learning

• Project
• Definition Students learn by doing a project
  with or for the agency
• ESM 411 complete major projects for townships
  and cities
• AGEC 365 Agricultural Finance

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4 Ps of Service-Learning

• Product
• Definition Students take what they are learning
  and create a product to give to the agency
• AFES 495 developed a solar panel heating kiln
  for a third world country

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Why do Service-Learning?

• Fundraising
• Publicity
• Continue your education
• Awards
• Intrinsic value
• Refine your knowledge of issues

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Partnerships

• Each partner (school, student, community, agency)
  has to take ownership and participate to make
  genuine Service-Learning experiences.
• Service-Learning is a collaboration of efforts.

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Partnerships

• Defined a working relationship between two or
  more organizations working to meet an authentic
  community need
• Agency refers to a business or community
  organization.

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Why Partner?

• To accomplish projects that would be difficult to
  complete alone
• To build a shared community responsibility
• To learn from each other
• To share resources
• To engage students as resources

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Why Partner?

• To ensure that everyone who is touched by the
  service is represented in the leadership,
  planning and implementation
• To avoid duplication of efforts among agencies
• To strengthen healthy, caring communities

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Partnerships
Adapted from Abravanel, S. Building Community
Through Service-Learning The Role of the
Community Partner.
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Types of Partnerships
-NSLC
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Establishing Effective Relationships

• Know your objectives. Before contact, build a
  solid base.
• Be able to articulate your goals, your service
  objectives and your learning expectations.
• Know your volunteers. What types, their range of
  interests, their limitations, their talents.

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Establishing Effective Relationships

• Know your resources.
• Can you provide PR, transportation, duplication?
• Know agencies and their programs.
• Understand their structure, their mission, and
  their activities at least well enough to ask
  informed questions.
• Make a strong effort to involve others in
  approaching agencies and to use them in an
  on-going way for program implementation.

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Steps to Effective Partnerships

• Identify Potential Partners
• Identify Needs Which are of Mutual Concern
• Determine Individuals Who Will Serve as Primary
  Liaisons in the Planning and Implementation
  Process

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Steps to Effective Partnerships

• Set Up a Local Advisory Board  Negotiate and
  Agree Upon Desired Outcomes for  
• Recipient of Volunteer Services
• Student/Youth Volunteer
• Nonprofit Organizations
• Educational Institution

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Steps to Effective Partnerships

• Negotiate and Agree Upon Expectations for  
• Recipient of Volunteer Services
• Student/Youth Volunteer
• Nonprofit Organizations
• Educational Institution
• Others

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Steps to Effective Partnerships

• Determine Best Method for On-Going Community and
  Evaluation    
• Periodically, Redesign Relationships Based on
  Changing Needs and Circumstances

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How to partner with the university?

• Through faculty you know
• Remember, its about reciprocity
• Contact the VISTA at 425-3744 with a project in
  mind
• Keep in mind
• Your objectives expectations
• How many students can you handle?
• If theres costs, do I need a grant or in-kind
  donations?
• Does this align with the semester?

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How to partner with the university?

• Without leaving the desk
• Campus Internship Coordinators
• http//www.uwrf.edu/internships/uwrf_coordinators.
  htm
• Campus Directory
• http//www.uwrf.edu/findpeople/
• Course Catalog
• http//www.uwrf.edu/catalog/catalog_03/
• Campus Paper (Student Voice)
• http//www.uwrfvoice.com/

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Resources

• Chalmer Davee Library
• Service-Learning Gold web site
• http//www.uwrf.edu/slg/community
• Under development
• Compact
• http//www.compact.org
• National Service-Learning Clearinghouse
• http//www.service-learning.org

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More Resources

• Common Forms
• Being developed
• Academic Calendars
• http//www.uwrf.edu/registrar/2dates-cal-finals.ht
  m

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UW Service Matrix

• Hutchinson, Mary. "Living the Rhetoric Service
  Learning and Increased Value of Social
  Responsibility." Pedagogy 5.3 (2005)427-444.
• Schmidt, Michelle E, Jaime Marks, and Lindsay
  Derrico. "What a difference mentoring makes
  service learning and engagement for college
  students." Mentoring and tutoring for partnership
  in learning 12.2 (2004)205-217.click here

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Bibliography

• Strage, Amy. "LONG-TERM ACADEMIC BENEFITS OF
  SERVICE-LEARNING WHEN AND WHERE DO THEY MANIFEST
  THEMSELVES?." College student journal 38.2
  (2004)257-261.click here