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Service Learning BasicsGavilan College, July 2013
What is Service-Learning?What is Service-Learning?
““Service-learning is a form of Service-learning is a form of experiential education in which experiential education in which students engage in activities that students engage in activities that address human and community address human and community needs together with needs together with structured structured opportunities intentionally designed opportunities intentionally designed to promote student learningto promote student learning and and development. development. ReflectionReflection and and reciprocity are key concepts of are key concepts of service learning.” (Jacoby, service learning.” (Jacoby, 1996, p.5)1996, p.5)
Service is meaningful and Service is meaningful and intentionally associated with learning intentionally associated with learning objectives of the course AND meeting objectives of the course AND meeting a need of the partner.a need of the partner.
Service enables students and faculty Service enables students and faculty to reflect on how knowledge from to reflect on how knowledge from the discipline informs and shapes the the discipline informs and shapes the service experience and vice versa. service experience and vice versa.
At Gavilan College service learning is when students go into the community to do work related to what they learn in class. • It allows students, faculty, and community
organizations to work together to everyone's benefit.
• Classes are enriched and made real when students apply what they are learning at non-profits in their own communities. Faculty are challenged to update and enrich their teaching.
• And social service agencies benefit when students come in to do projects, bringing fresh perspectives to their work
The Gavilan College Service Learning Program provides avenues for students, faculty, and partner organizations to promote justice, diversity, and social responsibility by integrating academic experiences with service.
VolunteeringVolunteering – doing good deeds, altruism – doing good deeds, altruism
InternshipInternship – experiential education – experiential education designed to assimilate and demonstrate designed to assimilate and demonstrate mastery of skills for professional mastery of skills for professional development and/or licensuredevelopment and/or licensure
Placement Placement – “dropping” students off at a – “dropping” students off at a site hoping you’ll harvest some learningsite hoping you’ll harvest some learning
An “add on” An “add on” – all courses have an – all courses have an expectation and requirement of “out of expectation and requirement of “out of class” work. SL is part of that expectation.class” work. SL is part of that expectation.
--whole class does a project for/with one agency
--three or four agencies offer similar projects for groups of students
--whole class does project of community benefit, such as park clean-up or trail clearing
Service Learning CAN BE:
--student work with clients at an agency
--work with class-relevant projects such as nitrogen-cycle measurements at an agency
--work with class-relevant projects such as cosmetology services out in the community
--research that an agency needs done, publication
--research that the community needs done, publication
Service Learning CAN also BE:
Triangulation of Service-Triangulation of Service-LearningLearning
Study
Head
Reflection
Heart
Action
Hands
Benefits of Service Benefits of Service Learning Learning
A reduction in negative stereotypesA reduction in negative stereotypes Greater self-knowledgeGreater self-knowledge Enhanced interpersonal & leadership Enhanced interpersonal & leadership
skillsskills Increased awareness of the Increased awareness of the
communitycommunity Deeper understanding of subject Deeper understanding of subject
mattermatter Better integration of class concepts to Better integration of class concepts to
authentic issuesauthentic issues Useful service to the communityUseful service to the community Enhanced relations between to college Enhanced relations between to college
and communityand community
Putting Service-Learning into Practice
Objectives
Partnerships
Engagement
Reflection
Assessment
•Building long-term relationships
•Emphasizing good•Ensuring reciprocity
We help you:1. Find the right partners
2. Make first contact3. Develop your relationship
4. Solve problems that come up
Service Learning is a partnership between the college and community organizations
Effective partnerships need• Trust and mutual obligation• Good communication• Mutual benefit and obligation where objectives,
goals, & needs of both parties are met• Parity in decision-making of roles and
responsibilities
They change! Some leave, close, or modify mission
You can request additions but they go through a process first
We can help you find the right one or group
http://hhh.gavilan.edu/lhalper/servicelearninghome.htm
Checking out our partners
Initial discussion about the types of placements you are seeking
The CL will contact the agencies, discuss collaboration with faculty
Input agency information on the website
Provide agencies with up to date paperwork
Check in with agencies and faculty during
the semester
What kind of experience do you want students to have?
How do you define “meaningful” service work for students in your class?
What skills do you want your students to learn, practice, and/or develop?
How closely do you want the agency’s objectives to be connected to your class content?
How many agencies would you like your students to have the opportunity to work with?
Which locations are important for your students to work in – Morgan Hill, Gilroy, San Benito County, San Jose, etc?
What are your expectations regarding student supervision at the agencies?
How many hours would you like the students to complete over the semester?
How closely do you want your students to work with the clients served by the agencies you work with?
Do you have special class projects that will require the participation of your community partner (such as interviews)?
Share Your Syllabus and Instructional Objectives – How will course content connect with goals and objectives of the agency?
Describe Student Skill Level – Reading, writing, critical thinking and other relevant skills.
Explain Timeline – Semester calendar and deadlines.
Consider Capacity - How many students can the partner ably supervise and support?
Discuss Possible Projects – will students complete a special class project related to their service work? Will this require collaboration with the community partner (interviews, data, etc)
Clarify Roles - What are the roles and responsibilities of the instructor, the partner, and the students?
Orientation Process - Establish when, where and how students will be oriented to the community partner site, population served, etc.
Determine Partner Contact Person and Create Communication Plan - Clarify who will supervise students
Provide students with meaningful service
Conduct a real interview to make sure the student is appropriate for the work
Appropriate supervision
Let students and faculty know what the agencies expectations are
Provide written assessment/evaluations of students and completed time sheets
Engage with faculty and students
Have them as a guest speaker in the first few weeks of class
Have them engage in reflection activities
Work on papers, grants, presentations together
Other ways?
The “hard work” in service learning is The “hard work” in service learning is the “up front” work before the class the “up front” work before the class startsstarts
With the investment of time and With the investment of time and energy, you create long-lasting energy, you create long-lasting RELATIONSHIPS to build uponRELATIONSHIPS to build upon• Later you have “short-hand” conversations Later you have “short-hand” conversations
If you can, create your own webpage for your If you can, create your own webpage for your service learning classservice learning class• List of agencies and links to their webpageList of agencies and links to their webpage• Paperwork, applications, best practicesPaperwork, applications, best practices• Class requirements assignmentClass requirements assignment
Provide students with a list of agencies that Provide students with a list of agencies that your class is working with your class is working with
Decide before the class starts how you will deal with students Decide before the class starts how you will deal with students that want/need to work with agencies not on your approved that want/need to work with agencies not on your approved list list
Have them give a brief presentation in your Have them give a brief presentation in your classclass• Helps to put a face to a name and ease student’s Helps to put a face to a name and ease student’s
nervousnessnervousness
Recognize and utilize expertise of agency Recognize and utilize expertise of agency partner to enhance & enrich classroompartner to enhance & enrich classroom
Remember that SL is focused on mutual Remember that SL is focused on mutual benefit & addressing mutual needbenefit & addressing mutual need
Clarify roles and mutual supportClarify roles and mutual support
On-going communicationOn-going communication
Collaboration vs. “exploitation”Collaboration vs. “exploitation”
Objectives include needs/goals of partnerObjectives include needs/goals of partner
