Introduction to Service-Learning Jim Burling & Anna Cummings Americorps*Vista Project Beloit College 700 College St. Beloit, 53511 608-363-2382 [email_address] , [email_address]

Beloit College Mission Statement Beloit College engages the intelligence, imagination, and curiosity of its students, empowering them to lead fulfilling lives marked by high achievement, personal responsibility , and public contribution in a diverse society. Our emphasis on international and interdisciplinary perspectives, the integration of knowledge with experience , and close collaboration among peers, professors, and staff equips our students to approach the complex problems of the world ethically and thoughtfully. - (adopted by the Board of Trustees on October 8, 2005)

Beloit College engages the intelligence, imagination, and curiosity of its students, empowering them to lead fulfilling lives marked by high achievement, personal responsibility , and public contribution in a diverse society. Our emphasis on international and interdisciplinary perspectives, the integration of knowledge with experience , and close collaboration among peers, professors, and staff equips our students to approach the complex problems of the world ethically and thoughtfully.

- (adopted by the Board of Trustees on October 8, 2005)

What does the AmeriCorps*VISTA Project at Beloit College do? Strengthens connection between various approaches to service-learning and their common goals Improves communication between practitioners of those approaches Raises awareness of the legitimacy of different approaches, and document their methods and results. Increases the capacity for sustainability Acts as a resource for those interested in participation in a service-learning relationship

Strengthens connection between various approaches to service-learning and their common goals

Improves communication between practitioners of those approaches

Raises awareness of the legitimacy of different approaches, and document their methods and results.

Increases the capacity for sustainability

Acts as a resource for those interested in participation in a service-learning relationship

What is service-learning? Service-learning is a credit bearing, educational experience in which students participate in an organized service activity that meets identified community needs and reflect on the service activity in such a way as to gain further understanding of course content, a broader appreciation of the discipline and an enhanced sense of civic responsibility 1 . 1 Robert Bringle & Julie Hatcher, “A Service-Learning Curriculum for Faculty.” The Michigan Journal of Community Service-Learning, Fall 1995, pages 112-122.

Service-learning is a credit bearing, educational experience in which students participate in an organized service activity that meets identified community needs and reflect on the service activity in such a way as to gain further understanding of course content, a broader appreciation of the discipline and an enhanced sense of civic responsibility 1 .

1 Robert Bringle & Julie Hatcher, “A Service-Learning Curriculum for Faculty.” The Michigan Journal of Community Service-Learning, Fall 1995, pages 112-122.

What is service-learning? Service-learning is a form of experiential education in which students engage in activities that address human and community needs together with structured opportunities intentionally designed to promote student learning and development. Reflection and reciprocity are key concepts of service-learning 2 . 2 Barbara Jacoby (Ed.), Service-Learning in Higher Education: Concepts and Practices. San Fransisco: Jossey-Bass, 1996.

Service-learning is a form of experiential education in which students engage in activities that address human and community needs together with structured opportunities intentionally designed to promote student learning and development. Reflection and reciprocity are key concepts of service-learning 2 .

2 Barbara Jacoby (Ed.), Service-Learning in Higher Education: Concepts and Practices. San Fransisco: Jossey-Bass, 1996.

Service-Learning is a balanced approach Tasks chosen because they meets student learning needs Student input, academic course material and community need determine tasks Volunteer interests or ability determine tasks Internship or Practicum Service- Learning Community Service

Mark C. Falbo & Nicholas R. Santilli, Serving to Learn: A Faculty Guide to Service Learning, Ohio Campus Compact, 2002, p. 8.

Key Components in the Design of Quality Service-Learning Experiences Clear identification of desired outcomes of the learning experience Partnering with a community-based organization or agency with a need that directly relates to the course learning goals. Presenting students with a project to accomplish or a problem to solve that directly relates to desired learning goals and demands some type of product to present to or for the client partner.

Clear identification of desired outcomes of the learning experience

Partnering with a community-based organization or agency with a need that directly relates to the course learning goals.

Presenting students with a project to accomplish or a problem to solve that directly relates to desired learning goals and demands some type of product to present to or for the client partner.

Key Components cont. Preparing the students for their service-learning work by building knowledge, skills, and abilities to ensure successful learning and service. Employing on-going reflection and assessment practices to provide feedback and support for students, faculty, and community partners 3 . 3 Rick Gordon, Ed., Problem Based Service Learning: A Fieldguide for Making a Difference in Higher Education, Education by Design, 2000 , p.3.

Preparing the students for their service-learning work by building knowledge, skills, and abilities to ensure successful learning and service.

Employing on-going reflection and assessment practices to provide feedback and support for students, faculty, and community partners 3 .

3 Rick Gordon, Ed., Problem Based Service Learning: A Fieldguide for Making a Difference in Higher Education, Education by Design, 2000 , p.3.

Best Practices for Academic credit is for learning, not for service. Do not compromise academic rigor Establish learning objectives Establish criteria for the selection of service placement Prepare students for learning from the community Minimize the distinction between the students’ community learning role and classroom learning role. Be prepared for variation in student learning outcomes 4 4 Adapted from Jeffery Howard, Ed, Service-Learning Course Design Workbook :, MJCSL/OCSL Press/Univ of Mich,, Summer 2001 , pp. 16-19.

Academic credit is for learning, not for service.

Do not compromise academic rigor

Establish learning objectives

Establish criteria for the selection of service placement

Prepare students for learning from the community

Minimize the distinction between the students’ community learning role and classroom learning role.

Be prepared for variation in student learning outcomes 4

4 Adapted from Jeffery Howard, Ed, Service-Learning Course Design Workbook :, MJCSL/OCSL Press/Univ of Mich,, Summer 2001 , pp. 16-19.

COURSE DESIGN

Models for Service-Learning Placement Presentation Project Product *Adapted from Marquette University

Placement

Presentation

Project

Product

*Adapted from Marquette University

Key Ingredients for Successful Service-Learning Course/Project Design Community Partner Relations Community Building Project Management & Assessment Reflection Rick Gordon, Ed., Problem Based Service Learning: A Fieldguide for Making a Difference in Higher Education, Education by Design, 2000 , p. 7.

Course/Project Design

Community Partner Relations

Community Building

Project Management & Assessment

Reflection

Rick Gordon, Ed., Problem Based Service Learning: A Fieldguide for Making a Difference in Higher Education, Education by Design, 2000 , p. 7.

Structuring Reflection Assignments Goals of reflection assignments Reflection before experience Reflection during experience Reflection after experience Methods of reflection assignments Journals Discussion Portfolios

Goals of reflection assignments

Reflection before experience

Reflection during experience

Reflection after experience

Methods of reflection assignments

Journals

Discussion

Portfolios

Criteria for Service-Learning Syllabi Description of how service and other coursework enhances academic and civic learning Relevant and meaningful service options Reasonable expectations for students in class and at service sites Explanation of how service-based assignments will be graded

Description of how service and other coursework enhances academic and civic learning

Relevant and meaningful service options

Reasonable expectations for students in class and at service sites

Explanation of how service-based assignments will be graded

What can motivate community agencies to try service-learning? Meet the real needs they have Present service-learning as a stabilizing influence Take feedback and evaluations seriously, and make changes so projects are more mutually beneficial Understand that partnerships are always evolving Nonprofits are typically under-funded and understaffed.

Meet the real needs they have

Present service-learning as a stabilizing influence

Take feedback and evaluations seriously, and make changes so projects are more mutually beneficial

Understand that partnerships are always evolving

Necessary Organizational Paperwork Memorandum of Agreement Service-Learning Agreement Evaluation forms

Memorandum of Agreement

Service-Learning Agreement

Evaluation forms

What now?