SERVICE-LEARNING 101

Andrea ChapdelaineAlbright College

achapdelaine@alb.edu

WHAT IS SERVICE-LEARNING?

A teaching and learning strategy that integrates meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility, and strengthen communities.

- National Service-Learning Clearing house

OUTCOMES

Enhanced personal efficacy, identity, spiritual growth and moral development

Improved interpersonal, communication and leadership skills

Stereotype reduction, increased intercultural understanding

Increased commitment to service and civic engagement

Enhanced learning of course content, ability to apply learning, problem-solving skills, critical thinking

Service Learning

KEY COMPONENTS1. Community Partnership

Service-learning project is: Developed, implemented, and evaluated in collaboration

with the community partner Responsive to community-identified concerns

2. Learning Directly ties to student learning objectives Provides vehicle to facilitate deep learning of SLO’s

3. Reflection Attempts to balance the service that is provided and the

learning that takes place Enhances learning through critical reflection

COMMUNITY PARTNERSHIP

Agreed-upon mission, values, goals, and areas of responsibility

Principles and processes for the partnership are established with the input and agreement of all partners

Relationship characterized by mutual trust, respect, genuineness, and commitment

Builds upon identified strengths and assets, but also works to address needs and increase capacity of all partners

Balances power among partners and enables sharing of resources

Clear and open communication an ongoing priority, frequent feedback for continued improvement

Final products are agreed upon, as well as when partnership is expected to dissolve

STEPS TO SUCCESSFUL PARTNERSHIP1. Begin by assessing and building upon the value and

importance of what each side brings to the table. Be creative as to how resources and assets are defined.

2. Find areas of common ground before defining roles and processes.

3. Seek to provide resources that communities can then use to develop their capacity to help themselves.

4. Establish real and accessible channels of communication.

5. Be rigorous in your dedication to comprehensive evaluation and intentional change.

LEARNING

SLOs should be clearly identified as learning or service objectives.

SLOs should be consistent with established course, program and institutional outcomes.

Share and explain SLOs and student course requirements with community partners.

Ensure SLOs are measurable and observable.

REFLECTION

Provides time and place for students to learn from their SL experiences.

Most effective way to link classroom learning with SL experiences.

Gives students’ opportunity to practice critical thinking, to explore self development, and to recognize accomplishments and/or areas for improvement or further study.

REFLECTION: KEY CHARACTERISTICS Structured and guided Frequent Clear criteria for evaluation Requires integration of SLOs and SL

experiences Includes both private and public reflection Fosters personal growth and identity

development

TYPES: group discussion, journals, photo/video journals, blogs, directed writing

STEPS TO GET STARTED

1. Know institutional polices and procedures to develop service-learning course• Department, curriculum committee

approval• Administrative support offices

2. Identify liability and risk management issues

3. Identify community partner and establish agreement for partnership

4. Determine and acquire needed resources

STEPS TO GET STARTED (CONT.)

5. Promote course to students

6. Resolve all logistical issues

7. Develop and implement student preparation/training

8. Develop course syllabi

9. GO!

RESOURCESTWO MAJOR ORGANIZATIONS/WEBSITES:  a) National Service Learning Clearinghouse:

http://www.servicelearning.org/b) Campus Compact: http://www.compact.org/

TOOLKIT:http://www.servicelearning.org/filemanager/download/HE_toolkit_with_worksheets.pdf

SYLLABI:http://www.compact.org/category/program-models/http://www.compact.org/category/syllabi/

REFLECTION: http://www.compact.org/disciplines/reflection/ http://www.compact.org/category/program-models/

BIBLIOGRAPHY:http://www.servicelearning.org/topic/demographics-settings/higher-education

ALBRIGHT WEBSITE:http://www.albright.edu/elcdc/service-learning.html