Transcript Learning through Service

Community Service-Learning:
The Basics
Lisa Jakubowski
Department of Sociology, Brescia University College
National Steering Committee Member, CACSL
Presentation Overview

Defining community service-learning (CSL)

CSL : Principles of Good Practice

Designing Effective CSL Programs
Partnerships
Course Design
Placement Design
Evaluation
Presentation Overview Con’t.

Program Example:
Community Development at Brescia
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CSL: Positive Outcomes
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Small Group Exercise
Defining Community Service-Learning
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Still evolving
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Various definitions and labels (e.g., servicelearning, community-based education)
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Encourages experimentation, discovery and
local adaptation
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Even within an evolving vocabulary, there
exists a set of common concepts and a
generally accepted approach
CSL is NOT:

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An episodic volunteer program
An add-on to an existing school or college curriculum
Logging a set number of community service hours in
order to graduate
Compensatory service assigned as a form of
punishment by the courts or by school administrators
One-sided: benefiting only students or only the
community
National Commission on Service-Learning (U.S.)
What is
Community Service-Learning?
Community Service-learning is a form of
experiential education where learning occurs
through a cycle of action and reflection as
students work with others through a process of
applying what they are learning to community
problems and, at the same time, reflecting upon
their experience as they seek to achieve real
objectives for the community and deeper
understanding and skills for themselves.
Eyler & Giles, 1999
Key Elements from the Definition
Experiential Education – cycles of action and
reflection
 Working with Others – partnerships and
collaboration
 Community Problems – an asset-based
approach to exploring the issues and
questions
 Objectives for the Community/Benefits to
Students – intentionally reciprocal in nature

CSL in Practice
Principles of Good Practice for
Combining Service and Learning

An effective program engages people in responsible
and challenging actions for the common good.

An effective program provides structured
opportunities for people to reflect critically on their
service.
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An effective program articulates clear service and
learning goals for everyone involved.
Principles - continued
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An effective program allows for those with needs to
define those needs.
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An effective program clarifies the responsibilities of
each person and organization involved.
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An effective program matches service providers and
service needs through a process that recognizes
changing circumstances.
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An effective program expects genuine, active, and
sustained organizational commitment.
Principles - continued
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An effective program includes training, supervision,
monitoring, support, recognition, and evaluation to
meet service and learning goals.

An effective program insures that the time commitment
for service and learning is flexible, appropriate, and in
the best interests of all involved.

An effective program is committed to program
participation by and with diverse populations.
Honnet, E.P., and S.J. Poulen. (1989)
Designing Effective CSL Programs:
Steps

Building partnerships between university and community –
conversations about environments, goals, resources, assets,
needs and identifying potential
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Course or Program Design – integrating into existing
courses/programs and/or designing new offerings

Service Placement Design – in collaboration with community
organizations to meet needs and build on strengths
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Evaluation Design – for each of the partners in CSL initiatives:
learning, development, service, teaching, partnerships
Course Design
PRINCIPLES
 Academic credit is for learning, not for service
 Do not compromise academic rigor
 Set learning goals for students
 Establish base criteria for service placements
 Provide mechanisms to maximize learning from service
 Provide supports for students to learn “how to learn” from their
service experiences
 Move instructional role to one of facilitation and guidance
 Maximize the community engagement orientation of the course
Howard, 1993
Suggestions for Course Design
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Relate the learning objectives of the service
component to the overall course objectives
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Identify the partnerships and projects that could
facilitate the service-related objectives
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Consider how the partnerships/projects would benefit
the larger community
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Identify best format for service component (e.g.,
mandatory, elective, short-term, long-term, extra
credit)
Course Design - continued
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Review traditional workload of course and make any
required adjustments to integrate service component
(learning that can be covered through the experience
that is currently covered in some other manner)
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Identify strategies to assist students to prepare for
service placements in community (e.g., ethics in
helping situations)
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Incorporate strategies for intentional reflection on
experience as related to the course (e.g., journals,
group discussions-- whether face to face or electronic,
presentations, papers)
Course Design - continued

Explore the integration of appropriate civic/social
issues (e.g., professional responsibility, disciplinespecific contributions to public good, peace and justice
issues, diversity/stereotypes, public policy)
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From learning objectives, identify indicators and plan
assessment strategies
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Consider how your community partners could be of
educational assistance, and how they might be
compensated for the time and expertise they are able
to contribute.
Zlotkowski (handout)
Service-Placement Design
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Consider both traditional and new opportunities to
involve support through service – be creative!
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Staff or faculty member and organization staff work
together to design an appropriate service placement
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Organization staff to provide orientation, ongoing
supervision, evaluation of benefits to community.
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Consider opportunities that can be flexible to realities
of student schedules and course timeframes
Placement design - continued
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Consider organization’s realities. (e.g., time, space,
supervisory capabilities, schedules, priorities)
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Service placement should relate to the learning goals
of the course – all should be informed of these goals.
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Accept that not all potential partnerships are good fits
– be open to exploring possibilities together and
assessing whether or not, considering various factors,
this would be a mutually beneficial partnership.
Evaluation

Meeting Community Needs (surveys, interviews, focus
groups)
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Student Learning (journals, written assignments,
demonstrating theoretical and experiential integration)
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Citizen Leadership Development (pre and post
surveys, leadership skills inventories, Social Change
Model of Leadership Development)
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Teaching Environment (course evaluations, faculty
surveys, identifying research opportunities)
Examples of Ways to Assess
Student Learning: The Journal
3 part format:

Describe– what have you actually seen and done at
your placement?
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Reflect—describe your mental and emotional reactions to
your service experience? What was meaningful?
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Apply– most challenging; explain how what you have
seen and done relates to concepts and theories you
have been studying in the course
Examples of Student Learning: The
Service-Learning Contract
The Service-Learning Contract and Evaluation Model outlines:
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the responsibilities of: the faculty supervisor and the academic institution,
the placement supervisor, and the student.
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the key elements of the Contract: learning objectives, tasks and practices
to meet the objectives, and the evaluation criteria.
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the grading components.
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The Service Learning Contract should be seen as a kind of guide for
student, community supervisor, and faculty member. For the student, it
is both job description and basis of evaluation. For the supervisors, it is
an organized framework to help bring students into an enriched
educational experience which not only promotes personal growth and
citizenship, but also increases the flow of knowledge and support
between community and university.
Service-Learning Contract
Continued…
Example:
“Category”: Assisting Families in Poverty
“Learning Objective”:
Become informed about the economic and
family situations of people facing cut-offs of
heat and power.
“Tasks and Practices to Meet Objectives”:
Helping people to make a budget and gain
needed services.
Service-Learning Contract
Continued…
“Evaluation Criteria”:
Statements about proficiency in the pursuit of
learning objectives and the conduct of tasks
and practices. For example:
a) Student understands and can
communicate budget-making skills to
community members.
b) Student has acquired knowledge
about services available to families living in
poverty in London.
Program Example: Community
Development at Brescia
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Team-Teaching Approach
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Committed to a “Critically Responsive”
(Brookfield 1990) Pedagogical Approach
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Integrated Program Combining
Classroom and Community Learning
Community Development: The
Courses
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Sociology 215a: Building Classroom and
Community: An Introduction to Community
Development Through Service-Learning
Sociology 322b: Community Analysis
Sociology 330F: Community Development:
Foundations
Sociology 331G: Community Development:
Practice
Sociology 333F: Interpreting Law and Social
Policy to Build Communities
Sociology 334b: Community Practicum
CSL: Positive Outcomes
For Students:
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Improved academic performance, especially
writing skills
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Values development
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Career choice direction
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Commitment to service post-graduation
Positive Outcomes Continued…
For Faculty:
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Valuable relationships with community
partners
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New, more active pedagogy
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Generate new research opportunities
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Personal satisfaction in making a difference
Positive Outcomes Continued…
For Community Groups:
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Receiving service not otherwise available
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Gained new insights into their own operations
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Saw themselves as educators
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Learned from students and valued their
relationships
Positive Outcomes Continued..
For Institutions:
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Developed role in community
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Capacity to attract funding
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Enhanced image and visibility in community
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Avenue for putting the institution’s Mission into
action
….the common good….
“ Service learning shifts attention away
from an exclusive preoccupation with
education as private gain and seeks to
balance that concern with a focus on the
common good.”
Edward Zlotkowski
…final words….
Community service-learning (CSL) has the potential to
meaningfully engage students, staff and faculty and
academic institutions as citizens of their communities.
Community Service-Learning is one path to:
 recognizing community assets and problems
 understanding the power and relevance of education
 experiencing campus/community collaborations as a
path to strengthening society
Small Groups Exercise
SCENARIO:
You are integrating a CSL placement
within a 2nd year (Sociology of)
Education course. This course has been
offered before with a long reading list,
short paper, midterm exam and major
essay as course requirements.
YOUR TASKS….
Work through the following questions in your
small groups:
1.
2.
3.
4.
5.
Will CSL “work” in this course? If so, will it be
mandatory or optional?
What are some ideas for community partners and
types of placements?
First steps in building a partnership?
Considerations for course design? Placement
design?
What to evaluate with respect to learning and
service to community?
SAMPLE CSL SYLLABI….
CAMPUS COMPACT WEBSITE BELOW:
http://www.compact.org/syllabi/
Questions?
?????
References
Brookfield, S. The Skilful Teacher: On Technique, Trust, and Responsiveness in the
Classroom. San Francisco, CA: Jossey-Bass Publishers, 1990.
Eyler , J and Giles, Jr., D. Where’s the Learning in Service Learning? San
Francisco:Jossey-Bass:1999.
Hayes, E. Exploring Community Service-Learning in Canada. Presentation, National
Symposium on CSL in Canada, CACSL. Montreal:2005.
Honnet, E.P., and S.J. Poulen. Principles of Good Practice for Combining Service and
Learning, a Wingspread Special Report. Racine, WI: The Johnson Foundation,
Inc: 1989.
Howard, J., (ed.). Praxis: A Faculty Casebook on Community Service. Ann Arbor, MI.
Office of Community Service Learning: 1993.
Jacoby, B. and Associates. Service-Learning in Higher Education: Concepts and
Practices. Jossey-Bass:1996.