Definition of Service Learning
Community Service Learning is a pedagogical model that
connects meaningful community servic...
What Students Want
From Their Courses:
 Clear Expectations
 Structure
 Involvement
 Variety
 Relevance
 Acceptance a...
What Students Get From Quality
Service Learning Partnerships:
 Connections
 References
 Skills
 Communication
 Leader...
Context For This Session
If Service-learning is a transforming movement that is also:
• An effective and engaged pedagogy
...
#1 Do: Include These Three Key
Characteristics In Your Partnerships
1. Do projects correspond directly to the academic cur...
#2 Do: Include True Reciprocity
 Symbiotic not Parasitic
 Inclusive rather than exclusive
 Student Development:
 enabl...
#3 Do: Include The Six P’s
 Proper
 Prior
 Planning
 Prevents
 Poor
 Performance
This seems very obvious but let’s p...
#4 Do: Mandate Meaningful Service
 Discussions with partners
 Issue orientation for students
 Defining
 Refining
 Des...
Social Issues: Define, Refine, Design
http://forums.xkcd.com/viewtopic.php?f=8&t=22069
#5 Do: Consider A Variety Of Options
 Independent 4th
credit option
 Required within a course
 Option within a course
...
#6 Don’t: Underestimate The
Importance of Communication
 Faculty and Service Learning Office
 Service Learning Office an...
#7 Don’t: Let Up On Rigor
 Academic credit is for learning, not for service
 Do not compromise academic rigor
 Set Lear...
#8 Don’t: Skimp On Reflection
#9 Don’t: Worry About Getting
Started?
Working with Service Learning Office and/or Partner:
 Determine how service could ...
#10 Don’t: Forget to Nurture Partners
 First day of class: Promote service learning and
your partnership
 Help students ...
Student Comments
 ... I fell that this was a good learning experience. I felt I walked
away with more knowledge… I would ...
Empowering Your Community: Do’s and Don’ts of Service-Learning Partnerships
Empowering Your Community: Do’s and Don’ts of Service-Learning Partnerships
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Empowering Your Community: Do’s and Don’ts of Service-Learning Partnerships

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This preconference session will take participants through the “must haves” and “Don’t Do’s” of community partners and collaborations. This session will provide participants with the key characteristics of high performance community collaborations. Topics include: Key characteristics in high-performance partnerships; Coordinating community needs to the academic curricula; Identifying and meeting real community needs; Providing properly structured refl ection time; Genuine community reciprocity; Diversity: breaking stereotypes for partners and students; Proper prior planning; Meaningful service; Issue orientation for students; Community partner voice; Collaboration options; Nurturing partnerships and collaborations; The importance of communication; and Assessing and evaluating collaborations. There will be several activities to help participants identify their partnership needs, identify best practices and form a plan for their partnerships.
Nicholas Holton
Associate Dean
Kirtland Community College

Published in: Education
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Empowering Your Community: Do’s and Don’ts of Service-Learning Partnerships

  1. 1. Definition of Service Learning Community Service Learning is a pedagogical model that connects meaningful community service experiences with academic course learning Assumptions For This Session 1. We want to develop meaningful partnerships 2. We will be initiating the partnerships 3. We are looking for ways to strengthen current partnerships 4. What are your assumptions? What are you looking for today? Goal: Make Our Partnerships The Best They Can Be!
  2. 2. What Students Want From Their Courses:  Clear Expectations  Structure  Involvement  Variety  Relevance  Acceptance and Respect  Flexibility  Humor  Credibility  Concern for their Goals
  3. 3. What Students Get From Quality Service Learning Partnerships:  Connections  References  Skills  Communication  Leadership  Teamwork  Fundraising  Problem solving  Public Speaking
  4. 4. Context For This Session If Service-learning is a transforming movement that is also: • An effective and engaged pedagogy • A way to increase retention • How Do We Convince Community Partners To Join Us? • What Should We Do More and What Should We Do Less? Then: Procedure: Defining Refining Designing
  5. 5. #1 Do: Include These Three Key Characteristics In Your Partnerships 1. Do projects correspond directly to the academic curriculum? 2. Do projects meet a real community need? 3. Do projects provide for structured reflection time?  Group  Individual
  6. 6. #2 Do: Include True Reciprocity  Symbiotic not Parasitic  Inclusive rather than exclusive  Student Development:  enabling to empowering;  from observation, to experience;  from following to leadership.  Diversity: breaking stereotypes for Partners and Students
  7. 7. #3 Do: Include The Six P’s  Proper  Prior  Planning  Prevents  Poor  Performance This seems very obvious but let’s practice and see!
  8. 8. #4 Do: Mandate Meaningful Service  Discussions with partners  Issue orientation for students  Defining  Refining  Designing  Community Partners need to have a say  Formally – meetings, constant communication  Informally – networking, connections, web resources.  Unheard Voices, Randy Stoecker and Elizabeth Tyron  The Promise of Partnerships, (Scheibel, Bowley, and Jones)
  9. 9. Social Issues: Define, Refine, Design http://forums.xkcd.com/viewtopic.php?f=8&t=22069
  10. 10. #5 Do: Consider A Variety Of Options  Independent 4th credit option  Required within a course  Option within a course  Class Service Projects  Capstone Projects  Service Research Projects
  11. 11. #6 Don’t: Underestimate The Importance of Communication  Faculty and Service Learning Office  Service Learning Office and Community Partners  Initial discussions (Direct mail, phone solicitation, invites)  Planning (surveys, meal meetings, workshops)  Maintenance (yearly checkups, semester events, monthly’s)  Evaluation (focus groups)  Between Service Learning Office and College  Assessment  Self evaluation  Regular Discussions  Media coverage
  12. 12. #7 Don’t: Let Up On Rigor  Academic credit is for learning, not for service  Do not compromise academic rigor  Set Learning goals for students  Establish criteria for student assessment  Partners can be co-evaluators  Establish clear rubrics for partners
  13. 13. #8 Don’t: Skimp On Reflection
  14. 14. #9 Don’t: Worry About Getting Started? Working with Service Learning Office and/or Partner:  Determine how service could enrich learning.  Consider your motives in using the service learning  Based on your goals, choose a course service option  Keep goals and objectives realistic  Evaluation and assessment  Choosing Partners:  How do you know?  Based on passions and social network  Asset-Based Community Engagement  Hammerlink and Plaut
  15. 15. #10 Don’t: Forget to Nurture Partners  First day of class: Promote service learning and your partnership  Help students develop individual service learning objectives.  Teach students how to harvest knowledge from the service experience
  16. 16. Student Comments  ... I fell that this was a good learning experience. I felt I walked away with more knowledge… I would definitely volunteer more.  ... You grow up taking math classes and you question why you need to know this, ” I’m never going to use it”. The… activity helps you realize that you do use math some of it consciously and sometimes unconsciously.  ... My experience was wonderful. I like volunteering because I meet people and if you mess up something you can’t get fired…  ... I think it’s weird that it’s required in a math class. I would expect it in a speech, English or Health class but not math. I always think of math as a class you have to take to get out of the way, not to have to apply to your everyday life.  ... I would not trade this experience in for any other that I have experienced at school and I am also considering helping out as much as I can.

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