The document discusses different types of service programs including volunteerism, community service, service-learning, field education, and internships. It provides examples and discusses the focus and benefits for providers and recipients of each. Service-learning is described as having equal emphasis on service and learning, with equal reciprocity between providers and recipients. The document also discusses components of quality service programs including education, direct service, and reflection, and provides suggestions for getting involved in service both on and off campus through various student organizations and volunteer opportunities.

1. SERVICE-LEARNING
MAKING A DIFFERENCE

2. WHICH IS CORRECT?
service-LEARNING
SERVICE-learning
service learning
SERVICE-LEARNING

3. WHICH IS CORRECT?
service-LEARNING
SERVICE-learning
service learning
SERVICE-LEARNING
• Equal emphasis on service
and learning.
• The student is able to apply
knowledge from the
classroom to the service,
and in turn can use the
service experience to
deepen their understanding
of learning components.

4. VOLUNTEERISM
“The engagement of students in activities where the primary emphasis is
on the service being provided and the primary intended beneficiary is
clearly the service recipient.” (Furco, 1996)
• More service than learning
• Little reciprocity (recipient benefits the most)
• Example: A student volunteers occasionally at the local hospital
and visits with patients who have Alzheimer's. The patients benefit
most from this situation.

5. COMMUNITY SERVICE
“Community service is the engagement of students in activities that
primarily focus on the service being provided as well as the benefits the
service activities have on the recipients.” (Furco, 1996)
• Slightly more service than learning
• Some reciprocity (recipient & provider both benefit)
• Example: A student helps serve food to the homeless during the
holidays. The student gets to see how they are making a
difference, and the homeless population benefits from the service.

6. INTERNSHIPS
“Internship programs engage students in service activities primarily for the
purpose of providing students with hands-on experiences that enhance
their learning or understanding of issues relevant to a particular area of
study.” (Furco, 1996)
• More learning than service
• Little reciprocity (provider benefits the most)
• Example: A student gets an internship at City Hall to learn more
about local government. The student participates in the internship
primarily to enhance their own learning.

7. FIELD EDUCATION
“Field education programs provide students with co-curricular service
opportunities that are related to, but not fully integrated with, their formal
academic studies.” (Furco, 1996)
• Slightly more learning than service
• Some reciprocity (recipient & provider both benefit)
• Example: An education major spends a semester as a student-
teacher in a local school district. The school benefits from the
service, but the focus is on the learning and experience the student
is gaining.

8. SERVICE-LEARNING
“Service-learning programs are distinguished from other approaches to
experiential education by their intention to benefit the provider and the
recipient of the service equally, as well as to ensure equal focus on both
the service being provided and the learning that is occurring.” (Furco,
1996)
• The learning & service are equal.
• Equal reciprocity
• Example: A psychology student studying the affects of age on the
brain visits a local senior citizen center and applies what they have
learned from their course in creating activities for the residents that
help stimulate their brains. The student benefits from being able to
apply their knowledge, and the residents benefit from the service.

9. DISTINCTIONS AMONG SERVICE
PROGRAMS
Volunteerism
Community Service
Service-learning
Field Education
Internship
Recipient
Service
Provider
Learning
Who Benefits?
Focus
Source: “Service-Learning: A Balanced Approach to Experiential Education”

10. Source: “Break Away: The National Break Connection, Inc.”

11. CONTINUUM ACTIVITY

12. QUESTIONS FOR DISCUSSION
1. Where would you say your student falls on the active citizenship
continuum?
2. How could they be encouraged to move towards being an active
citizen?
3. What challenges might be faced in trying to move up the
continuum?

13. STUDENT #1
Amanda is a freshman at the FHSU. She thinks she wants to join
some kind of service organization, but quite honestly she
doesn’t have a lot of motivation. She doesn’t understand why
anyone needs her help or how she could have any real impact.
She just knows she likes the way she feels when she volunteers.
1. Where would you say Amanda falls on the active citizenship continuum?
2. How could she be encouraged to move towards being an active citizen?
3. What challenges might be faced in trying to move up the continuum?

14. STUDENT #2
Jonathan is a junior at FHSU. He has recently begun
volunteering at the Ronald McDonald house. He enjoys the work
he is doing and always feels really good about himself when he
leaves. He tells his friends how important the work he does is
and how much he is changing the lives of those he works with.
When his friends ask about the individuals and organization he
works with and what social issues they are trying to work with,
Jonathan really does not have any answers for them. And he
never makes the effort to talk to or learn from the individuals at
the Ronald McDonald house.
1. Where would you say Jonathan falls on the active citizenship
continuum?
2. How could he be encouraged to move towards being an active citizen?
3. What challenges might be faced in trying to move up the continuum?

15. STUDENT #3
Catherine has become increasingly engaged with a local refugee
center. She consistently helps at the center working with the
refugees in English classes and citizenship classes. She
critically questions the current issues refugees are facing in the
community and around the world, and wonders why these issues
are coming up, and how she can be impactful on a structural
level.
1. Where would you say Catherine falls on the active citizenship
continuum?
2. How could she be encouraged to move towards being an active citizen?
3. What challenges might be faced in trying to move up the continuum?

16. STUDENT #4
Henry is a freshman at the FHSU. He loves to read the local
newspaper, but doesn’t understand or really like most of the
viewpoints. He really doesn’t think he has much of an impact on
the world around him and generally doesn’t care to hear
opinions other than his own. When his friends try to talk about
current issues with him or social justice topics, he generally
diverts the subject or brushes it off as unimportant.
1. Where would you say Henry falls on the active citizenship continuum?
2. How could he be encouraged to move towards being an active citizen?
3. What challenges might be faced in trying to move up the continuum?

17. WHAT ABOUT YOU?
1. Where do you fall on the Active Citizen Continuum?
2. How can you make an effort to more towards being an active
citizen, if you aren’t there already?
3. What are some challenges you might face as you move along the
continuum?

18. COMPONENTS OF
QUALITY SERVICE

19. EDUCATION
“Breakers learn about the complexity of the social issue through reading
materials, speaker panels, documentaries, and guest lecturers related to
current trends and historical context. A strong educational foundation for
the trip will contribute to a meaningful service experience.” – Break Away
• Education can include:
• Becoming informed about the social issue
• Becoming acquainted with the community and culture
• Discovering underlying factors related to the social issue

20. DIRECT SERVICE
“Strong, direct service should provide an opportunity for participants to
engage in direct or “hands on” projects and activities that address unmet
social needs, as determined by the community.” – Break Away
• Direct service:
• Is tangible
• Addresses direct needs of the community
• Can be accomplished by those of varying skill sets

21. REFLECTION
“Thinking begins in what may fairly enough be called a forked-road
situation, a situation that is ambiguous, that presents a dilemma, that
proposes alternatives…Demand for the solution of a perplexity is the
steadying and guiding factor in the entire process of reflection.” – John
Dewey
• The hyphen in service-learning
• It creates the “meaning” of service work
• Reflection is necessary:
• Makes connections
• Allows for personal growth
• Allows participants to take ownership of the experience and its
meaning

22. REFLECTION
• Reflection should be:
• Connected – provides opportunities to integrate learning from service
with academic content or personal development
• Continuous – ongoing, occurring before, during, and after service
experience
• Challenging – supports and challenges students to engage issues by
thinking critically, pushing them to pose stimulating questions and
develop alternative explanations for their initial perceptions
• Contextualized – relies on the context of the issues being discussed
and the service setting. Occurs in many forms (formal, informal,
journaling, artistic expression, video, etc.) and settings (in the
classroom, at the service site, in small and large groups, etc.)
Source: “A Practioner’s Guide to Reflection in Service Learning”

24. GETTING INVOLVED

25. GETTING INVOLVED

26. GETTING INVOLVED
• Circle K International
• Stripes for Hope
• Tiger Pals
• Global Leadership Project
• American Democracy Project
• Women’s Leadership Project
Service-related organizations:

27. GETTING INVOLVED
On-campus volunteer opportunities:
• Victor E. Garden
• Forsyth Library Food Pantry (Tiger Food Exchange)

28. GETTING INVOLVED
Off-campus volunteer opportunities:
• Habitat for Humanity of Ellis County
• Humane Society of the High Plains
• St. Joseph’s Food Pantry
• Jana’s Closet
• Arc of the Central Plains
• Hays Area Children’s Center
• Sternberg Museum
• Local churches and religious organizations
• …and MUCH MORE!