Introduction to Service Learning

Julie HatcherAssociate Director, Center for

Service and Learning Dr. Steven Jones

Coordinator, Office of Service LearningIUPUI

Engagement of Faculty Work In and With the Community

Research

Community

Teaching

DistanceEducation

Service Learning

ResearchSite

Participatory Action

Research

Professional Community

Service

Service

Engagement

Definition

Service learning is a course-based, credit-bearing educational experience in which students

a) participate in an organized service activity that meets identified community needs, and

b) reflect on the service activity in such a way as to gain further understanding of course content, a broader appreciation of the discipline, and an enhanced sense of personal values and civic responsibility.

define 2 (Bringle & Hatcher, 1995)

Key Elements of Service Learning

• Reciprocity– Partnerships– Dialogue to structure the service

experience

• Reflection– “Perplexity” (Dewey, 1933)

– Activities to structure learning from the service experience

define 4

Why Service Learning Within Higher Education

• Active learning strategy • Develops civic responsibility• Enhances student development• Involves faculty expertise• Supports an expanding role of higher

education• Addresses community need

Why Service Learning at IUPUI

• Consistent with the University’s Civic Engagement Mission

• Consistent with Chancellor Bantz’s goal of doubling the numbers of students and faculty participating in service-learning courses

• Consistent with the goals of the IUPUI Solution Center

• Part of IUPUI’s Civic Initiative

Service Learning Outcomes

• Academic Development– Persistence and retention– Achievement and aspirations

• Life Skills– Racial tolerance– Cultural understanding

• Civic Responsibility– Commitment to community– Aspirations to volunteer (Sax & Astin,

1997)

(See www.compact.org/resource/aag.pdf)

Civic Responsibility

• “collective action toward the common good”

(Barber 1998; Boyle-Baise, 2002)

• “active participation in the public life of a community in an informed, committed, and constructive manner, with a focus on the common good.”

(Gottlieb & Robinson, 2002)

Key Principles

• Academic credit is for learning, not service.• Set learning goals for students.• Establish criteria for the selection of

community service placements.• Be prepared for uncertainty and variation in

student learning outcomes.• Maximize the community responsibility for

orientation of the course.• Do not compromise academic rigor.

(Howard, 1993)

course 7

Types of Service Learning Classes

• Optional component• Required component• Group service project• Disciplinary capstone project• Community-based action research• Service internship

(Heffernan, 2001)

Effective Service Learning

• >15 hours of service• Frequent client contact• Weekly in-class reflection• Written reflection• Student discussions with instructor and

site supervisor

(Mabry, 1998)

Models of Service-Learning Courses

• “Pure” Service Learning

• Discipline-Based Service Learning

• Problem-Based Service Learning

• Capstone Courses

• Service Internships

• Undergraduate Community-Based

• Action Research

Reflection as Cognitive Activity

• Engages students in the intentional consideration of their experiences in light of particular learning objectives.

• Reflection is both retrospective and prospective.

• Learning begins in perplexity.

Guidelines for Reflection

• Clearly links service experience to learning objectives

• Is structured in terms of expectations, assessment criteria

• Occurs regularly throughout semester• Provides feedback from instructor• Includes opportunity to explore, clarify, and

alter values

(Bringle & Hatcher, 1999)

Examples of Reflection Activities

• Personal Journals• Directed Writings• Classroom

Assessment Techniques

• Agency Presentations

• Ethical Case Studies• Student Portfolios• On-line Techniques• Experiential

Research Paper• Minute Papers• Stand and Declare

reflection 10(Hatcher & Bringle, 1997)

Reflection activities

• Specific, targeted prompts• Dialogue vs. debate• Asset map of organization• Experiential research paper• Directed readings• Presentations in public forums• Letter to the editor• Ethical case studies

Selecting a Service Site

• Congruence of learning and service goals• Willingness to collaborate• Ability to clarify tasks• Knowledge and skills of students• Ability to host a number of students• Resources to monitor students• Transportation issues

Expectations

• Course expectations on syllabus• Number of service hours• Scheduling information• Liability issues• Line of communication

• Agency expectations• Importance of volunteers• Liability issues• Ethical issues; Issues of confidentiality• Line of communication

orientation 4

Resources

• Workshops on service learning throughout the academic year

• Individual assistance from the Office of Service Learning

• Classroom support through the Service Learning Assistants scholarship program

• Minigrants from Indiana Campus Compact• Updates on funding and scholarship

opportunities