This document provides an overview of community-based service-learning and how to incorporate it into college courses. It defines service-learning, discusses its benefits for students, faculty and the community. It also outlines a 6-step model for developing a service-learning course, including defining learning and service outcomes, planning community partnerships, course design, facilitating reflection, and assessment. Examples are provided from existing service-learning courses on how each step can be implemented.

1. Community-Based
Service-Learning
in Your Courses:
A Nuts and Bolts Workshop
Lynn Donahue, Jim Schwartz, Sally
Vaughan
Students: Christine Isselhard and
Amanda Vandermark

2. 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)
2

3. 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.
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4. 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.
4

5. Community service example
If students remove trash from a
streambed:
they are providing a service to the
community as volunteers
5

6. 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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7. 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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8. 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, 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,
8
Geography Instructor, Univ. of Washington).

9. 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)
9

10. 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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11. Service-Learning can be integrated in all disciplines
(“101 Ideas for Combining Service and Learning”;
http://www.fiui.edu/~time4chg/Library/ideas.html)


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

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
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)
11

12. 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
4. Design the Course and
Arrange Logistics
3. Define Service
Outcomes
5. Reflect, Analyze, and
Deliver
6. Assess and Evaluate
12

13. Step 1: Define Learning Outcomes
(Adapted from Driscoll, 1988; Canada and Speck, 2001)
Student Learning Outcomes
(includes both course and service-specific)
1.
2.
3.
1.
Service Outcomes
2.
3.
Assignment
Lecture
Reading
Writing
Assignment
Exam
In-class
Reflection
Deliverable
(Project)
13

14. Step 1: Learning Outcomes Example from
PSJS 250: Social Change through Service
Student Learning Outcomes
1. Students
will develop
an ethic of
caring and
commitment
to social
justice.
2.Students
will draw
cultural
comparisons
between one’s
own and
another’s
culture. (P5)
Service Outcomes
3.Students
will
understand the
conditions
necessary for
service and
social change.
Reading
Writing
Assignment
In-class
Reflection
Deliverable
(Project)
14

15. 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.
15

16. Step 2: Plan Community
Collaborations and Partnerships
Other Tips:
1.
Successful partnerships with the community are based on
mutual understanding, respect, and trust.
2.
Solicit support from supervisors in regards to assessment,
accountability, and creation of reciprocally beneficial
projects.
3.
Provide clear, negotiated, written agreements (service
contracts) and maintain communication (confirmation letters,
thank-you letters, meetings, phone)
4.
Ask the important questions i.e. how many students can
they take, what are transportation options, who will conduct
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orientation, are there health tests required?

17. Step 1: Service Outcomes Example from
PSJS 250: Social Change through Service
Student Learning Outcomes
1. Students
will develop
an ethic of
caring and
commitment
to social
justice.
2.Students
will draw
cultural
comparisons
between one’s
own and
another’s
culture. (P5)
3.Students
will
understand the
conditions
necessary for
service and
social change.
Service Outcomes
1. Increase
literacy rate
among School
#35 parents.
Reading
Writing
Assignment
In-class
Reflection
Deliverable
(Project)
17
2. Increase
opportunities
for low-income
families to
purchase from
the Farmer’s
Market

18. 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.
18

19. 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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20. Southwedge Public Market
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Colin and Chris, PSJS 250 students, promoting the eat local campaign

21. Public Market Continued
Rochester Roots leadership,
vendors; Guest speakers for
PSJS 250
Vicki Hartman, co-founder of Public Market
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22. Step 4: Design Course and
Arrange Logistics

Include key components in course syllabus:

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
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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:


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Service-learning guidelines and expectations
Standards (code of ethics) for working in the community
Site placement addresses, phone numbers, etc.
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23. Step 4: Design Course and
Arrange Logistics Cont.

Develop academically rigorous assignments:

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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

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Service-learning should contribute significantly to course
grade (minimum 20%)
Evaluate service-learning outcomes at mid-point and
conclusion.
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24. Step 5: Reflect, Analyze, and
Deliver
 Reflection is about deriving meaning and
knowledge from the experience and is
central to service-learning.


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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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25. 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
25

26. 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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27. 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.
27

28. Step 1: Learning Outcomes Example from
PSJS 250: Social Change through Service
Student Learning Outcomes
1. Students
will develop
an ethic of
caring and
commitment
to social
justice.
Reading
Soul of a
Citizen, Loeb
Writing
Assignment
Portfolio
2.Students
will draw
cultural
comparisons
between one’s
own and
another’s
culture. (P5)
In-class
Reflection
Deliverable
(Project)
3.Students
will
understand the
conditions
necessary for
service and
social change.
Service Outcomes
1. Increase
literacy rate
among School
#35 parents.
2. Increase
opportunities
for low-income
families to
purchase from
the Farmer’s
Market
Stick Your
Neck Out,
Graham
Philosophy
and Practice of
Service
First
Impressions
Marketing
plan for
recruiting
parents.
Constituencies
Poster Project
Researched
conditions
necessary for
adult literacy.
28
Created
scholarship
program for
families

29. Step 1: Learning Outcomes Example from
ANTHRO 301: Anthropological Methods
(Trinity College)
Student Learning Outcomes
1. Students
will learn
about the
range of
research
methods used
by anthrop.
Reading
2.Students
will address
the
controversies
around
ethnographic
research.
Research
Methods in
Anth., Bernard
Project Six:
Collecting
Life Histories
Statement on
Professional
Responsiblity
3.Students
will learn
fieldwork
skills and
create a
research
project.
Greater
understanding
of the Trinity
Neighborhood
Project
CourseInfo
software for
field notes.
Writing
Assignment
In-class
Reflection
Service Outcomes
Presentation of
proposals and
life histories of
the Project
Project
Proposal
Pointed
questions
response
Deliverable
(Project)
Project Proposal
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30. 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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31. Interested?
 Other information may be available:
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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)
31

32. If you’re interested in adding a service
component to an existing course, or
creating a new service-learning course,
please contact:
Jim Schwartz, jeschwartz@sjfc.edu; 7291
Lynn Donahue, ldonahue@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@sjfc.edu for further information.
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33. 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: JosseyBass.

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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34. Questions?
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