CommunityBased ServiceLearning in Your Courses: A Nuts and Bolts Workshop

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Community-Based Service-Learning in Your
Courses A Nuts and Bolts Workshop

• Lynn Donahue, Jim Schwartz, Sally Vaughan
• Students Christine Isselhard and
• Amanda Vandermark

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Questions will Address

• What is Community-Based Service-Learning?
• Why do it?
• Is it for me?
• What are the steps?
• How can I create service opportunities in the
  community?
• How can I link theory with practice in the
  classroom?
• How can I incorporate Service-Learning in My
  Course?
• How can I use the Service-Learning Course
  Development Model in my course?
• What do other courses look like? (i.e. PSJS 250
  Social Change through Service)

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Definition of Community-Based Service-Learning(de
veloped by the Service-Learning Advisory Board)

• Service-learning is the combination of learning
  objectives with service objectives to enhance the
  learning experience and address real community
  needs. Service-learning is different than
  volunteerism or internships in that it
• is integrated into the academic curriculum.
• uses structured classroom assignments to engage
  students in critical thinking and problem-solving
  and exploration of individual and social values.

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Definition of Community-Based Service-Learning

• fosters in students the acquisition of life
  skills and practical knowledge and a sense of
  civic pride, responsibility, and care for others.
• requires an active collaboration between Fisher
  students and Rochester community organizations,
  schools and agencies.
• emphasizes mutual respect and acknowledges the
  wisdom and skills of both community partners and
  student participants.

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Community service example

• If students remove trash from a streambed
• they are providing a service to the community as
  volunteers

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Service-Learning Example

• When students remove trash from a streambed,
• analyze what they found,
• share the results and offer suggestions for the
  neighborhood to reduce pollution,
• and then reflect
• on their experience
• THAT is
• service-learning!
• (National Service-Learning Clearinghouse)

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Why Do It?

• Research demonstrates service-learning benefits
  students, faculty, and the community
• Students Enhances the meaningfulness of
  learning, professional, personal and academic
  skills, course performance, civic responsibility,
  understanding of social, global and multicultural
  issues, and values education.
• Faculty Provides enhancement of faculty
  development in teaching, research, professional
  recognition, interdisciplinary and collaborative
  learning, and community-faculty partnerships.
• Community Addresses real community needs,
  builds mutually beneficial relationships between
  Fisher and the community, and keeps Fisher
  students rooted in and contributing to the
  Rochester community.

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Why Do It? Voices from Faculty and Students

• I encourage my students to do their statistical
  studies for community organizations. The quality
  of the work is better because the questions and
  data are real and the conclusions drawn make a
  difference. Students learn concepts better when
  their application has consequences beyond a
  grade (Mulligan, pg. 9).
• When you read a book and you kind of
  understand it, but until you experience it, its
  harder to make a change. You read a book oh,
  man, it really affected me and then you put the
  book down. But you go and experience it and the
  book turns into a person, and then that person
  affects you. And its harder to put that person
  aside and say, Oh, that really didnt happen.
  or Okay, I understand now, but Im going to go
  on the way Ive always lived (Univ. of Colorado
  Student).
• Community service experiences are a nearly
  inexhaustible resource for innovative teaching
  and active learning. By placing students at the
  intersection of people and ideas,
  service-learning pedagogy illuminate their
  prejudices, challenges their assumptions, and
  help them understand the connections between
  broad political, social, and economic forces and
  the life situations of real people (Jarosz,
  Geography Instructor, Univ. of Washington).

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Why Do It?

• Meaningful service is not about doing good to
  someone it is about dignity and growth of the
  giver and the receiver.
• Harry C. Silcox
• (Photos from Learn and Serve America Photo
  Gallery)

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Is It For Me?

• Required within a course
• Optional within a course
• 4th Credit Option
• Once or twice class-
• wide Service Projects
• Research based Service
• Disciplinary or Capstone Projects
• Client contact

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Service-Learning can be integrated in all
disciplines (101 Ideas for Combining Service
and Learning http//www.fiui.edu/time4chg/Libra
ry/ideas.html)

• Anthropology (Design, implementation, and
  dissemination of an evaluation of the growth
  status of children attending low-income
  neighborhood school)
• Accounting/Business (Assist in the running and
  staffing of a cooperative food store and credit
  union)
• Computer Science (Develop personalized software
  for non-profits to better manage volunteers,
  finances, inventory)
• Education/English (Develop a literacy program for
  adults and instructional strategies for teaching
  reading to adults)
• English/Philosophy (How does one move from an
  intellectual analysis of moral issues to a
  socially responsible life through working for
  Habitat for Humanity)
• Communication (Create innovative noncommercial
  radio and television programs or public service
  announcements for nonprofits.
• History (Using research methodologies, develop a
  history of LA Mexican Community)
• Political Science (Examine micro-political
  structure of low-income neighborhoods through
  neighborhood association service)
• Sociology (Conduct a needs assessment and
  evaluation of a project assisting those that are
  homeless)

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Service-Learning Course Development Model
(Adapted from Center for Community-Service
Learning. California State University Rubin,
2001 in Canada Speck)
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Step 1 Define Learning Outcomes
(Adapted from Driscoll, 1988 Canada and Speck,
2001) Student Learning
Outcomes (includes both course and
service-specific) Service Outcomes
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Step 1 Learning Outcomes Example fromPSJS 250
Social Change through Service
Student Learning Outcomes
Service Outcomes
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Step 2 Plan Community Collaborations and
Partnerships

• Steps
• Identify appropriate partnerships with community
  agencies and organizations. Use personal and
  professional resources.
• Discuss over the phone or in-person how
  partnerships can be mutually beneficial.
  Opportunities need to be worthwhile and
  challenging for the students and address a real
  community need.
• Determine how learning and service outcomes can
  match (i.e. environmental clean-up is not a good
  match, but testing water and proposing solutions
  to septic tank spillage would be).
• Provide opportunities for students that
  facilitate good matches with their skills, majors
  and career interests, disciplinary interests, and
  developmental stages.
• Provide a wide variety of options for students
  working in diverse settings and with diverse
  populations.

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Step 2 Plan Community Collaborations and
Partnerships

• Other Tips
• Successful partnerships with the community are
  based on mutual understanding, respect, and
  trust.
• Solicit support from supervisors in regards to
  assessment, accountability, and creation of
  reciprocally beneficial projects.
• Provide clear, negotiated, written agreements
  (service contracts) and maintain communication
  (confirmation letters, thank-you letters,
  meetings, phone)
• Ask the important questions i.e. how many
  students can they take, what are transportation
  options, who will conduct orientation, are there
  health tests required?

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Step 1 Service Outcomes Example fromPSJS 250
Social Change through Service
Student Learning Outcomes
Service Outcomes
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Sample Service Partnerships and Projects from
PSJS 250

• Cerebral Palsy Association
• Goals To support people with physical and
  developmental disabilities in choosing and
  accomplishing successive individualized life
  goals.
• Sample Project Address resource needs of an
  integrated classroom.
• Bridges Program
• Goals Youth-based, boat building, and river
  advocacy project involving both Harley School and
  city of Rochester youth using inquiry learning.
  
• Sample Project Research environmental and water
  quality issues of the Genesee River for
  educational program.

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Other PSJS 250 Service Partnerships and Projects

• School 35 Tutoring (create tutor training
  manual)
• Corner Place Adult Literacy Program (research
  existing models, obtain funding, market program)
• Eastern Service Workers (advocate for homeowners
  facing high heating costs)
• Friendly Home (create career program for
  residents)
• Dining Room Ministry (survey existing and future
  needs)

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Southwedge Public Market
Colin and Chris, PSJS 250 students, promoting the
eat local campaign
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Public Market Continued
Rochester Roots leadership, vendors Guest
speakers for PSJS 250
Vicki Hartman, co-founder of Public Market
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Step 4 Design Course and Arrange Logistics

• Include key components in course syllabus
• Connection between academic content and service
  content
• Course objectives related to service
• Service requirements
• Requirements for reflection and deliverables
• Description of evaluation process.
• Create handouts regarding expectations
• Service-learning guidelines and expectations
• Standards (code of ethics) for working in the
  community
• Site placement addresses, phone numbers, etc.

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Step 4 Design Course and Arrange Logistics Cont.

• Develop academically rigorous assignments
• Make explicit how service furthers course goals.
• Provide opportunities for reflection and critical
  analysis
• Create connections between service outcomes and
  course theory.
• Assess service-learning elements
• Service-learning should contribute significantly
  to course grade (minimum 20)
• Evaluate service-learning outcomes at mid-point
  and conclusion.

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Step 5 Reflect, Analyze, and Deliver

• Reflection is about deriving meaning and
  knowledge from the experience and is central to
  service-learning.
• Addresses the context and larger issues of the
  experience.
• Enhances learning outcomes such as links between
  course content and service, critical thinking and
  problem-solving skills, and civic engagement.
• Addresses students concerns and questions,
  re-energizes participants, and leads to sense of
  accomplishment.
• Can occur before, during, and after service. Can
  be completed alone, with classmates, and/or with
  community partners

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Service-Learning Reflection and Assignments

• Structured Journals (fact, feeling, and
  relationship to course content Kolb learning
  cycle)
• Critical response essays and in-class writing
  (linkages between service and course content)
• Deliverable (product for community)
• Individual and Team Presentations (on project,
  research)
• Agency Profile Four Frames Analysis of Community
• Evaluation of Transferable Academic Skills
• Case Study Analysis Role play

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Assignments from PSJS 250

• PSJS 250 Social Change Through Service
• Course Description (See handout)
• This course explores the ways in which service
  can promote social justice and create social
  change.
• Question/Part 1 What are the characteristics
  of citizen activism and service-learning?
• Question/Part 2 How can we create a plan for
  change and overcome obstacles?
• Question/Part 3 In what ways can greater
  understanding of underlying social justice issues
  help us create change?
• Demographics 18 students ½ seniors, ½
  sophomores and juniors (2 freshman) mix of
  majors, ¾ female

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PSJS 250 Assignments

• Portfolio (see handout)
• Links theory with practice and provides a forum
  for reflection on the issues presented during the
  service experience.
• Service-Learning Plan
• Philosophy and Practice of Service Essay
• Service-Learning Accomplishments
• In-class writing on text, service, and guest
  speakers
• Project and PowerPoint Presentation (see handout)
• Addresses community needs by creating a mutually
  beneficial product.
• Project is presented to the class through a
  PowerPoint.

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Step 1 Learning Outcomes Example fromPSJS 250
Social Change through Service
Student Learning Outcomes
Service Outcomes
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Step 1 Learning Outcomes Example fromANTHRO
301 Anthropological Methods (Trinity College)
Student Learning Outcomes
Service Outcomes
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Step 6 Assess and Evaluate

• Collect both formative and summative feedback and
  use for course improvement.
• Tie assessments to learning and service goals.
• Ideally use multiple forms of assessment
  (course-specific site-specific from supervisor
  student self-assessment college-wide of all
  service-learning courses)

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Interested?

• Other information may be available
• PSJS 250 syllabus
• Sample Student Service-Learning Plan
• Service-Learning guidelines/expectations handout
• Sample communication to community partners
• Service-Learning reflection tools and assignments
• Resources books, journals, articles
• Campus Compact National Service Learning
  Clearinghouse (start-up information, sample
  syllabus)

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• If youre interested in adding a service
  component to an existing course, or creating a
  new service-learning course, please contact
• Jim Schwartz, jeschwartz_at_sjfc.edu 7291
• Lynn Donahue, ldonahue_at_sjfc.edu 271-4498
• (Co-Chairs, Service-Learning Advisory Board)
• LeChase Family Fellowships are available to
  support faculty course development. See Tom
  Toole at ttoole_at_sjfc.edu for further information.

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Sample References

• National Service-Learning Clearinghouse (2004,
  October). Partnerships for Higher Education
  Service-Learning. Retrieved April, 2007, from
  http//www.servicelearning.org/article/view/10/1/
  35/
• Jackson, E.T. (October 20, 2005). Making
  Community-Based Research Work Managing the
  Politics, Carleton University. University
  Lecture, Lansdowne Lecture Series, University of
  Victoria, Victoria
• Butin, D.W. (2005). Service-learning in higher
  education Critical issues and directions. New
  York, NY Palgrave/MacMillan.
• Canada, M. Speck, B.W. (Eds.). (Summer 2001).
  Developing and implementing service-learning
  programs AND Creating Your Reflection Map. New
  Directions in Higher Education, Number 114, San
  Francisco, CA Jossey-Bass.
• Howard, J. (Ed.). (2001, Summer).
  Service-learning course design workbook.
  Michigan Journal of Community Service Learning.
  University of Michigan Edward Ginsberg Center
  for Community Service and Learning/OCSL Press.

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• Questions?