OBJECTIVESDefinition of Service Learning

How to use SL as a Pedagogy

Benefits of Service Learning

Resources at SCCC

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DEFINITON OF SERVICE LEARNING

Service learning is an active teaching and learning strategy that integrates meaningful community service with student learning.

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ESSENTIAL ELEMENTS Combines service with

academic skills and content

Contains clear learning and service goals

Utilize the ideas of students, teachers, and community partners

Provides opportunities for critical thinking, creative problem solving and decision making

Includes collaboration and team work

Students are the initiators

Clarify the responsibilities of all involved

Focus on student involvement, initiative and active involvement

Address real community needs

Provides opportunities to learn about the larger community

Provide opportunities to reflect on service, and one’s role in serving

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SERVICE LEARNING IS:

Explained in the syllabus

Linked to student learning outcomes

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FOUR CATEGORIES OF SERVICE LEARNING

Direct

Indirect

Advocacy

Research

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CATEGORIES OF SERVICE LEARNINGDirect Service

Involves direct participation of students with community members

Interactions are face-to face

Examples include tutoring, planning and implementing activities for people in nursing homes, schools and agencies; work with neighborhood advisory boards to create and implement workshops for residents of low-income areas on budgeting, recycling, conserving and restoring public lands.

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Students collect resources and conduct activities for an after-school program

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INDIRECT SERVICE

Students channel resources to the community; however they do not interact with the recipients

EXAMPLES: stocking a food pantry, collecting goods for agencies, develop, and implement a fund raising event, design computer systems for agencies to manage volunteers, resources, finances and inventories, conduct an energy survey and make recommendations for energy saving in businesses and homes.

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Students coordinate with the Schenectady Library to collect Toys For Tots

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ADVOCACY

Students create an awareness of and promote action on an issue to foster civic responsibility

Examples : educating others on an issue by writing letters to elected officials and other influential individuals ; creating public service announcements; public speaking; sponsor a community meeting or perform a play. In the following slide, SCCC students met with Senator Servino to advocate for increased funding for children’s programs.

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SAMPLE ADVOCACY LETTERCongressman Paul Tonko105 Jay StreetRoom 15Schenectady, New York 12305Re: Child care, early intervention and mental health funding

Dear Congressman Tonko:

 As one of your constituents I urge you to consider the following funding priorities. Restore the $37 million funding for child care subsidiesRestore the Early Intervention (EI) Program to the FY 2010-11 level of $230 millionIncrease the total of all child care funding by 10%Maintain the current commitment of $384.3 million to support Pre-K services

 Please insure that all of New York’s children receive access to safe, affordable, quality early intervention programs and child care by supporting the above funding. Research has shown that quality child care for infants and young children lays the groundwork for later success in school and life. I urge you to support NYS legislation that would enable families to acquire intensive mental health services for their children without relinquishing custody. Having improved mental health services will give children and parents more confidence to speak up ,receive help earlier and keep families together. The current lack of funding for children and families diminishes their dignity.

 I am thanking you in advance for your kind attention and support to these matters.Together, let us guarantee the success of children, one of the most vulnerable populations and secure a better future for all.

 Sincerely, 

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RESEARCH

Students are involved in locating, and reporting on information of interest to the public

EXAMPLES: systematically research issues; develop surveys; conduct formal studies, evaluations or interviews.

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BENEFITS OF SERVICE LEARNINGSTUDENTS

Reinforces academic skills, including higher level thinking

Encourages reflection on learning

Increases linkages with the community

Is a meaningful educational strategy

Develops teamwork skills

Experiences civic responsibility

Develops skills needed for professional careers

FACULTY

Provides a proven educational strategy that is research based

Improves communication and understanding among students

Increases the relevancy of education for students

Increase knowledge of community organizations

Identifies resources to enhance educational opportunities for students

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FIVE STAGES OF SERVICE LEARNING

Investigation

Preparation and Planning

Action

Reflection

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FIVE STAGES OF SERVICE LEARNINGINVESTIGATION

Students investigate community needs

Students conduct research to validate the needs

Research is conducted through processes such as surveys , interviews, the internet and peer reviewed materials.

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PREPARATION AND PLANNING Develop goals

Create a project plan, a timeline, and budget

Students identify their own skills and resources

Students determine their roles and responsibilities

Fundraise if appropriate

Promote the project

Establish partnerships with others to gather resources

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ACTION

Enact the project, which may be implemented over the course of an academic year, a semester, two weeks, or a single day

Publicize the project

Invite the media and local officials

Take pictures

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REFLECTION

With reflection, students consider how the experience, knowledge and skills they are acquiring relate to their own lives and communities

Reflection provides students the opportunity to explore the impact of what they are learning and its effect on their thoughts and future actions.

Students compare their initial assumptions with what they have seen and experienced in the real world

Graded written and oral assignments are a means for students to reflect on their experiences. Sample assignments include a written essay, research paper, journal, case study, oral reports to the class, and a testimony to elected officials.

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DEMONSTRATION/CELEBRATION

Students demonstrate and celebrate their accomplishments and learning's’.

Students further reflect on what they have learned, share insights with others and gain an opportunity for further insights.

Send thank you letters to contributors and volunteers

Some examples of demonstration are a class presentation, displays, performances, photo displays, power points, and web presentations.

Projects are saved electronically and shared with future classes

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ASSESSMENTFocus on the following questionsStudent Learning Were the content and skills objectives accomplished? Were there any unforeseen outcomes? Did the students show initiative? Were the students able to connect their experiences to the larger society?

Impact of the service Were the students able to state the need and purpose of their projects? What contribution was made? Was the partner satisfied with the results?

The Process How effective was the process? Were there any areas that needed improvement? How could students have had more ownership of their projects?

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SOC 127 INTERPERSONAL AND GROUP DYANAMICS

The following slides are an example of a service learning course SOC 127 Interpersonal and Group

Dynamics

COURSE DESCRIPTION

This course introduces students to interpersonal and group dynamics and the theories of leadership. It introduces students to conflict resolution theories. There is a particular emphasis on applying individual and group communication dynamics within a professional setting. The students design and implement a service learning project.

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SOC 127 STUDENT LEARNING OBJECTIVES (REPRESENTATIVE)

1.Define and apply service learning concepts

2. Apply interpersonal and group dynamic theories

3. Describe the stages of group development

4. Identify and apply conflict-resolution techniques

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SOC 127 SAMPLE PROJECTS

Examples of service learning projects for SOC 127 are: Collecting non-perishable food

Planning and implementing a day of respite for parents at a children's’ agency

Enacting activities for children in an after school program

Collecting sports equipment for an elementary school and organizing a fun hour to use the equipment

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SOC 127 SRVCICE LEARNING PROJECT STEPSPREPARATION AND PLANNING

The main focus of this course is for the students to learn professional individual and group communication skills. Through their service-learning projects, they practice the communication skills learned in class.

Each student receives a service learning packet complete with a short service learning article, how to conduct group meetings, meeting minute forms and individual and group goal sheets

As a class, students brainstorm agencies and/or community needs

They self-select into working groups

The Professor leads students in ice breaker activities in their working groups and explains how to conduct meetings

A leader is chosen. The role of the secretary is rotated among the other group members.

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PREPARATION AND PLANNING

Students devise a plan for contacting the chosen community partner and researching and their needs

Students decide what resources are needed, and how to obtain the resources

Students decide their roles and responsibilities within the group

They devise a written individual and group plan

Students decide how and where to advertise their project

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ACTION This step includes advertising and collecting resources.

Students collect resources by contacting local businesses , friends, family and the SCCC community and/or raffles

The assigned chapters for the course assists students in utilizing the communication skills needed for the action stage. Periodically, the leader of each group reports the group progress aloud to the class. This enables the sharing of ideas.

Students implement their project

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REFLECTION

The students are reflecting on their learning throughout the course through graded journals and reflection papers.

Each group plans a presents a PowerPoint to the class as per a written assignment. Each member states what she/he has learned.

The class asks questions of the group

Each student writes a graded reflection paper

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INDIVDUAL REFLECTION PAPER

INDIVIDUAL PAPER PART ONE: (1-2 pages) Use of Self section 25 points A. Self Section: 1-2 pages Within this section you will write about your participation in the group.

Include: Describe your verbal and non-verbal communication style and what you learned about

yourself.Describe specifically what verbal and non-verbal communication skills you learned. What

skills improved? What skills do you need to improve?Describe your leadership style and what you learned about your leadership style. Describe how your skills, personality, learning style, etc. affect the group? B. Self-Evaluation 1-2 pages 40 points -These points will be awarded based on your

individual contributions to the group, both in terms of resources and functioning of the group.

 Describe factually and specifically what you contributed to the groupDescribe what you might have done differently in the group.(i.e. how could you have improved the functioning of the group? How could you have

increased the success of this project?

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INDIVIDUAL REFLECTION PAPER CONTINUED

 PART TWO: (1-2 pages) Group Process section: 15

points Group Process: Write this section from YOUR point of

view and not that of your team members. Include: 

Describe your specific role in the development of the following processes and what you contributed: developing goals, interdependence, trust, managing conflicts, the decision making process and other key processes utilized by the group. How would you improve your skills in any of the above areas?

  

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GROUP PRESENTATION OF THE SERVICE LEARNING EXPERIENCE

 Each group will deliver a 20-30 minute presentation. The presentation will include the information listed below and will be graded accordingly. Please incorporate into the power point, visuals such as pictures, and/or brochures or other ideas that will make the presentation INTERESTING.

 INTRODUCTION

  Introduce the members of the group. State the name of the experience.  BODY OF THE PRESENTATION  Identify the need that the experience addressed. Discuss how you discovered, analyzed and researched the causes of this need. Discuss the findings of your research. Explain how the lives of others improved because of this experience. Each person will analyze and describe specifically what they learned from this experience.

Include what communication skills you learned and how your communication skills improved.

 

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GROUP PRESENTATION CONTINUED

  GROUP PROCESS  Describe the composition of the members of the group in terms of

ethnicities, communication styles and other topics from both books.

Describe the group process in terms of developing goals, interdependence, trust, communication, how conflict was managed, how decisions were made and other key processes of the group.

Discuss what the group might have done differently.

Each person will also state individually, what she/he learned and may have done differently.

 NOTE: Each person will earn up to 50 points for their individual

presentation.   

 

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DEMONSTRTION AND CELEBRATION

Each student receives a certificate, highlighting their main accomplishment. The certificate is presented at the end of the group PowerPoint presentation.

The Instructor saves the Powerpoints to show to future classes

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SERVICE-LEARNING VIDEOS

http://www.youtube.com/watch?v=UCQ0DGzqfdc&feature=related

http://www.youtube.com/watch?v=7jb42yfidjE&feature=related

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INFORMATION

PLEASE CONTACT RENEE ADAMANY AT 381-1298 or adamanrt@sunysccc.edufor more information on service learning

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