Academic Service - Learning 101

Academic Academic Service - Learning Service - Learning

101101

Service-Learning Service-Learning

as a part of a Liberal Educationas a part of a Liberal Education

Adapted from a presentation given by:

Valerie L. Holmes, Assistant Director – Office of Student Life

Dr. Jay Cooper, Assistant Professor of Education

Sponsored by the Community Service Learning Center & Pew Faculty & Teaching Center

OUTLINE OUTLINE Understanding the Spectrum of ServiceUnderstanding the Spectrum of Service Defining Service & Service-LearningDefining Service & Service-Learning(What does the literature say about service?)(What does the literature say about service?) Best Practices Best Practices

what s-l is & what s-l is not!what s-l is & what s-l is not! Models of service-learningModels of service-learning

Sharing ResourcesSharing Resources The Community Service Learning Center as a The Community Service Learning Center as a

ResourceResource

Grand Valley’s Academic Grand Valley’s Academic Service-Learning GoalsService-Learning Goals To introduce participants to pedagogy of To introduce participants to pedagogy of

service learning through definitions in the service learning through definitions in the literatureliterature

To identify best practices of service learning To identify best practices of service learning and critical issues in developing service and critical issues in developing service learning projectslearning projects

To discuss service learning in the context of To discuss service learning in the context of curriculum development and liberal education curriculum development and liberal education

To share resources with faculty wishing to To share resources with faculty wishing to further explore service learning as a pedagogy further explore service learning as a pedagogy

Understanding the Understanding the Spectrum Spectrum

of of ServiceService

Theoretical RootsTheoretical RootsService learning has its theoretical roots in the work of Service learning has its theoretical roots in the work of

Dewey and KolbDewey and Kolb John DeweyJohn Dewey (Experiential Ed and Social Democracy) (Experiential Ed and Social Democracy) David KolbDavid Kolb (Experiential learning model) (Experiential learning model) Many models are also grounded in the work of Many models are also grounded in the work of

Chickering, Kohlberg, Perry & Astin (Delve)Chickering, Kohlberg, Perry & Astin (Delve) Greenleaf, Palmer and ColesGreenleaf, Palmer and Coles have also become have also become

important contributors to S.L.important contributors to S.L. AstinAstin-Theory of involvement; power of faculty/student -Theory of involvement; power of faculty/student

interactioninteraction

What is What is Service - Learning?Service - Learning?

Defining Service-Learning Defining Service-Learning –What is it?–What is it?

Robert SigmonRobert Sigmon (1979): “Service learning (1979): “Service learning is an experiential education approach is an experiential education approach that is premised on reciprocal learning.” that is premised on reciprocal learning.” Serving to learn, learning to serve.”Serving to learn, learning to serve.”

Academic Service & Learning TypologyAcademic Service & Learning Typology


National Corporation for ServiceNational Corporation for Service (1990): A (1990): A method under which students learn and method under which students learn and develop through active participation develop through active participation in...thoughtfully organized service experiences in...thoughtfully organized service experiences that meet actual community needs, that are that meet actual community needs, that are integrated into students academic curriculum integrated into students academic curriculum or provide structured (time for) reflection that or provide structured (time for) reflection that enhances what is taught in school by extending enhances what is taught in school by extending student learning beyond classroom and into student learning beyond classroom and into the community.”the community.”


NSEENSEE (1994): Service learning is “any (1994): Service learning is “any carefully monitored service experience in carefully monitored service experience in which a student has intentional learning which a student has intentional learning goals and reflects actively on what he or goals and reflects actively on what he or she is learning throughout the she is learning throughout the experience.”experience.”

National Society for Experiential EducationNational Society for Experiential Education


Service learning is “a form of experiential Service learning is “a form of experiential education in which students engage in education in which students engage in activities that address human and community activities that address human and community needs together with structured opportunities needs together with structured opportunities intentionally designed to promote student intentionally designed to promote student learning and development. Reflection and learning and development. Reflection and reciprocity are key concepts of service reciprocity are key concepts of service learning” (Jacoby, 1996, p. 5)learning” (Jacoby, 1996, p. 5)

Barbara Jacoby – Service Learning in Higher Education: Barbara Jacoby – Service Learning in Higher Education: Concepts & Practices Concepts & Practices

Defining Service-Learning Defining Service-Learning –Laymen's Terms –Laymen's Terms

It is essentially a form of experiential It is essentially a form of experiential education in which students use their education in which students use their knowledge gained in the classroom to knowledge gained in the classroom to learn from a practical experience in the learn from a practical experience in the community, from which the community community, from which the community benefits. It has also been referred to as benefits. It has also been referred to as “community-based learning” and “community-based learning” and “academic service learning.”“academic service learning.”

Components of Components of Service-LearningService-Learning

Academic material

Guided integrative reflectionRelevant service

Fundamental Concepts of Fundamental Concepts of Service-Learning Pedagogy: Service-Learning Pedagogy:

The 3R’sThe 3R’sRECIPROCITYRECIPROCITY The student and person/group being served The student and person/group being served

are considered co-learners and co-teachersare considered co-learners and co-teachersREFLECTIONREFLECTION The pedagogical principle that learning occurs The pedagogical principle that learning occurs

as a result of experience and guided reflectionas a result of experience and guided reflectionRELATIONSHIPSRELATIONSHIPS The learning occurs over the course of the The learning occurs over the course of the

service experience with the community partner service experience with the community partner and through developing relationships: it is and through developing relationships: it is process-orientedprocess-oriented

Goals of Goals of Service-LearningService-Learning

Personal growth

Civic engagementAcademic enhancement

AcademicAcademicBenefits of Service-LearningBenefits of Service-Learning Promotes learning through active Promotes learning through active

participationparticipation Provides structured time for students to Provides structured time for students to

reflectreflect Provides an opportunity to use skills and Provides an opportunity to use skills and

knowledge in real-life situationsknowledge in real-life situations Extends learning beyond the classroomExtends learning beyond the classroom Fosters a sense of caring for othersFosters a sense of caring for others

Adapted from the National and Community Service Act of 1990

PersonalPersonalBenefits of Service-LearningBenefits of Service-Learning

PERSONAL OUTCOMESPERSONAL OUTCOMES Personal efficacy Personal efficacy Personal identityPersonal identity Spiritual growthSpiritual growth Moral dev.Moral dev. Interpersonal dev.Interpersonal dev. Ability to work well with Ability to work well with

othersothers Leadership Leadership Communication skillsCommunication skills

SOCIAL OUTCOMESSOCIAL OUTCOMES Reducing stereotypesReducing stereotypes Facilitating cultural and Facilitating cultural and

racial understandingracial understanding Social responsibility Social responsibility Citizenship skillsCitizenship skills Commitment to service Commitment to service

Benefits of Benefits of Service-LearningService-Learning

LEARNING OUTCOMESLEARNING OUTCOMES Student learningStudent learning Ability to apply what learned Ability to apply what learned

to real worldto real world Academic learningAcademic learning Demonstrated complexity or Demonstrated complexity or

understanding, problem understanding, problem analysis, critical thinking and analysis, critical thinking and cognitive developmentcognitive development

CAREER DEVELOPMENTCAREER DEVELOPMENT Contribution to career Contribution to career

developmentdevelopmentRELATIONSHIP WITH RELATIONSHIP WITH

INSTITUTIONINSTITUTION Stronger facultyStronger facultyRelationships with studentsRelationships with students student satisfaction with student satisfaction with

collegecollege Students more likely to Students more likely to

graduategraduate

Elyer, Giles, Jr. Stenson and Gray, (2003)

Best PracticesBest Practices

Aspects of Student Learning Aspects of Student Learning in Service-Learningin Service-Learning

Community-based Learning

Experiences

Learning About Service

Connection Learning & Service through Reflection

Learning About The Social Issue

Classroom-based Learning

Experiences

Learning The Course Content

Service Learning

Civic Responsibility Academic Achievement

What Service-Learning What Service-Learning IS NOT!IS NOT!

•An episodic volunteer program

•An add-on to an existing school or college curriculum

•Completing minimum service hours in order to graduate

•Service assigned as a form of punishment

•Only for high school or college students

•One-sided: benefiting only students or only the community

5 Critical Elements to 5 Critical Elements to Include in Service-Learning Include in Service-Learning

Orientation & TrainingOrientation & Training Community VoiceCommunity Voice Meaningful ActionMeaningful Action Reflection: What, So What, Now What?Reflection: What, So What, Now What? Evaluation Evaluation

Partners in Partners in Service-LearningService-Learning

community

Faculty/staffstudents

Principles of Good Practice for Principles of Good Practice for Combining Service & LearningCombining Service & Learning

ACADEMIC LEARNINGACADEMIC LEARNING Principle 1:Principle 1: Academic credit is for Academic credit is for

learning, not for servicelearning, not for service Principle 2:Principle 2: Do not compromise Do not compromise

academic rigoracademic rigor Principle 3:Principle 3: Establish learning objectives Establish learning objectives

Wingspread Special Report (1989). Principles of good practice for combining service and learning. Racine, Wingspread Special Report (1989). Principles of good practice for combining service and learning. Racine, WI: Johnson Foundation.WI: Johnson Foundation.


COMMUNITY LEARNINGCOMMUNITY LEARNING Principle 4: Principle 4: Establish criteria for selection of Establish criteria for selection of

service placementsservice placements Principle 5:Principle 5: Provide educationally sound Provide educationally sound

learning strategies to harvest community learning strategies to harvest community learning and realize course learning objectiveslearning and realize course learning objectives

Principle 6:Principle 6: Prepare students for learning from Prepare students for learning from the communitythe community


ROLE OF THE STUDENT, FACULTY & ROLE OF THE STUDENT, FACULTY & COMMUNITY PARTNERCOMMUNITY PARTNER

Principle 7: Principle 7: Minimize the distinction between the Minimize the distinction between the students’ community learning role and classroom students’ community learning role and classroom learning rolelearning role

Principle 8:Principle 8: Rethink the faculty instructional role Rethink the faculty instructional role Principle 9:Principle 9: Be prepared for variation in, and some Be prepared for variation in, and some

loss of control, with, student learning outcomesloss of control, with, student learning outcomes Principle 10:Principle 10: Maximize the community responsibility Maximize the community responsibility

orientation of the courseorientation of the course

Models of Models of Curriculum-BasedCurriculum-BasedService-Learning Service-Learning

1.1. ““Pure” Service-LearningPure” Service-Learning

2.2. Discipline-Based Service-LearningDiscipline-Based Service-Learning

3.3. Problem-Based Service-LearningProblem-Based Service-Learning

4.4. Capstone CoursesCapstone Courses

5.5. Service InternshipsService Internships

6.6. Undergraduate Community-Based Undergraduate Community-Based Action Research Action Research

Hefferman & Cone (2003)

Exemplary Service-Learning SyllabiExemplary Service-Learning Syllabi Include service as an expressed goalInclude service as an expressed goal Clearly describe how the service experience will be Clearly describe how the service experience will be

measured and what will be measuredmeasured and what will be measured Describe the nature of the service placement and/or Describe the nature of the service placement and/or

projectproject Specify the roles and responsibilities of students in Specify the roles and responsibilities of students in

the placement and/or service projectthe placement and/or service project Define the need(s) the service placement meetingsDefine the need(s) the service placement meetings Specify how student will be expected to demonstrate Specify how student will be expected to demonstrate

what they have learned in the placement/projectwhat they have learned in the placement/project Present course assignments that link the service Present course assignments that link the service

placement and the course contentplacement and the course content Include a description of the reflective processInclude a description of the reflective process

Taken from Campus Compact website: www.compact.org

ResourcesResources Campus Compact

Brown UniversityBox 1975

Providence, RI 02912401-863-1119

http://www.compact.org/

Corporation for National and Community Service:Americorps/Senior Corps/Learn and Serve America

529 14th Street NW, Suite 452Washington, DC, 20045

202-606-4949

http://www.nationalservice.gov/Default.asp

National Service Learning ClearinghouseR290 Votech Building

1954 Buford Ave.St. Paul, MN. 55108

http://www.servicelearning.org/

ResourcesResources

Service-Learning and Civic Engagement Service-Learning and Civic Engagement National Research Directory National Research Directory

http://http://gse.berkely.edu/research/slrdc/resdirectorygse.berkely.edu/research/slrdc/resdirectory

National Review Board for the National Review Board for the Scholarship of Engagement:Scholarship of Engagement:

www.scholarshipofengagement.orgwww.scholarshipofengagement.org

As a ResourceAs a Resource Campus Wide Days of ServiceCampus Wide Days of Service Issues Education through ProgrammingIssues Education through Programming Individual & Group Community ServiceIndividual & Group Community Service Co-Curricular Service-LearningCo-Curricular Service-Learning New InitiativeNew Initiative - Academic Service-Learning - Academic Service-Learning

What would you like to see from us?What would you like to see from us?Email or call the Community Service Learning Center at: Email or call the Community Service Learning Center at:

[email protected]@gvsu.edu or 616.331.2468 or 616.331.2468Or stop by the CSLC – 110 B Kirkhof Center on the Allendale Or stop by the CSLC – 110 B Kirkhof Center on the Allendale

CampusCampusAlso, see our Website for more information: Also, see our Website for more information:

www.gvsu.edu/servicewww.gvsu.edu/service

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Academic Service - Learning 101