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)
Definition of Community-Based Service-Learning (developed 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.
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.
“ 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, it’s 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 it’s harder to put that person aside and say, “Oh, that really didn’t happen.’ or ‘Okay, I understand now, but I’m going to go on the way I’ve 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).
Service-Learning can be integrated in all disciplines (“101 Ideas for Combining Service and Learning”; http://www.fiui.edu/~time4chg/Library/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)
Service-Learning Course Development Model (Adapted from Center for Community-Service Learning. California State University; Rubin, 2001 in Canada & Speck) 1. Define Student Learning Outcomes 2. Plan Community Collaboration 3. Define Service Outcomes 4. Design the Course and Arrange Logistics 5. Reflect, Analyze, and Deliver 6. Assess and Evaluate
Step 1: Define Learning Outcomes (Adapted from Driscoll, 1988; Canada and Speck, 2001) Student Learning Outcomes (includes both course and service-specific) Service Outcomes Deliverable (Project) In-class Reflection Exam Writing Assignment Reading Lecture Assignment 3. 2. 1. 3. 2. 1.
Step 1: Learning Outcomes Example from PSJS 250: Social Change through Service Student Learning Outcomes Service Outcomes Deliverable (Project) In-class Reflection Writing Assignment Reading 3.Students will understand the conditions necessary for service and social change. 2.Students will draw cultural comparisons between one’s own and another’s culture. (P5) 1. Students will develop an ethic of caring and commitment to social justice.
Step 2: Plan Community Collaborations and Partnerships
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.
Step 2: Plan Community Collaborations and Partnerships
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?
Step 1: Service Outcomes Example from PSJS 250: Social Change through Service Student Learning Outcomes Service Outcomes Deliverable (Project) In-class Reflection Writing Assignment Reading 2. Increase opportunities for low-income families to purchase from the Farmer’s Market 1. Increase literacy rate among School #35 parents. 3.Students will understand the conditions necessary for service and social change. 2.Students will draw cultural comparisons between one’s own and another’s culture. (P5) 1. Students will develop an ethic of caring and commitment to social justice.
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.
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.
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)
Southwedge Public Market Colin and Chris, PSJS 250 students, promoting the eat local campaign
Public Market Continued Rochester Roots leadership, vendors; Guest speakers for PSJS 250 Vicki Hartman, co-founder of Public Market
Links theory with practice and provides a forum for reflection on the issues presented during the service experience.
Philosophy and Practice of Service Essay
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.
Step 1: Learning Outcomes Example from PSJS 250: Social Change through Service Student Learning Outcomes Service Outcomes Created scholarship program for families Researched conditions necessary for adult literacy. Deliverable (Project) Constituencies Poster Project First Impressions In-class Reflection Marketing plan for recruiting parents. Philosophy and Practice of Service Portfolio Writing Assignment Stick Your Neck Out, Graham Soul of a Citizen, Loeb Reading 2. Increase opportunities for low-income families to purchase from the Farmer’s Market 1. Increase literacy rate among School #35 parents. 3.Students will understand the conditions necessary for service and social change. 2.Students will draw cultural comparisons between one’s own and another’s culture. (P5) 1. Students will develop an ethic of caring and commitment to social justice.
Step 1: Learning Outcomes Example from ANTHRO 301: Anthropological Methods (Trinity College) Student Learning Outcomes Service Outcomes Project Proposal Deliverable (Project) Pointed questions response Statement on Professional Responsiblity In-class Reflection Project Proposal CourseInfo software for field notes. Writing Assignment Project Six: Collecting Life Histories Research Methods in Anth., Bernard Reading Presentation of proposals and life histories of the Project Greater understanding of the Trinity Neighborhood Project 3.Students will learn fieldwork skills and create a research project. 2.Students will address the controversies around ethnographic research. 1. Students will learn about the range of research methods used by anthrop.
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.