Transcript Service-Learning and Community Based Research Presentation by Roxana Moayedi Trinity College 11/6/2015 Roxanna Moayedi - Trinity College.

Service-Learning and
Community Based Research
Presentation by Roxana Moayedi
Trinity College
11/6/2015
Roxanna Moayedi - Trinity College
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Service-Learning and Social
Change
“Participation in an organized service
activity that meets identified community
needs and reflects on service activity as a
means of gaining a deeper understanding
of course content, a broader appreciation of
the discipline, and an enhanced sense of
civic responsibility”
From: A Service Learning Curriculum for Faculty.
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Definitions
Volunteerism: Performing services for others in the
community without material compensation, and the primary
intended beneficiary is clearly the service recipient, (e.g.
campus ministry activities).
Community Service: The engagement of students
with the primary focus on the service being provided , as well
as the benefits the service activities have on the recipients. The
students receive credit for learning about how their unpaid
service work makes a difference in the lives of the service
recipients, (e.g. high school requirement).
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Definitions continued
Internship: Performing service primarily for the purpose
of providing the students with pre-professional experience. It
allows students to prepare for and test out their career interests,
while earning college credit. However, development of
students’ civic responsibility is not the primary focus.
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Definitions continued
Service-Learning: Places equal emphasis on service
and learning, as an educational requirement. Service-learning
combines a course-based, credit-bearing, educational
experience in which students (a) provide service (as defined by
the community based organizations), and (b) reflect on the
service activity as a means of gaining a better understanding of
course content. It is a pedagogy that allows students to test
theories with real life experiences. Students are assessed not
for performing a public service, but rather for their reflective
and analytical ability to apply the course material to their
service experience.
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Definitions Continued
Community Based Research:
CBR is the extension of service-learning.
In CBR projects, service primarily focuses
on the provision of research and advocacy
for community based organizations.
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Community Based Organization
CBO refers to any nonprofit organization
that empowers the marginalized and
disadvantaged groups through, provision of
direct service, research, advocacy,
education, or outreach activities.
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Service-Learning and CBR
Service-learning and CBR are the response
to the following criticism of higher
education:
Disconnection from local communities
Narrow definitions of academic research
Lack of students' civic engagement
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Benefits of Service-Learning for
Community Based Organizations
Through collaboration with CBO’s, universities
can channel the following resources to serve the
unmet needs in the community:
- Human labor
- Research and management skills
- Technical expertise
These resources will improve upon and expand
the quality and quantity of CBOs’ services.
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Benefits for Students:
 To provide experiential learning opportunities
 To enhance civic and social skills
 To engage and learn about diversity
 To allow for spiritual exploration of one's
personal beliefs
 To learn about systematic forms of inequalities
and advocate for social justice
 To develop social and professional networks
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Benefits for Faculty:
Enhances student’s learning through active
pedagogy
Reinvigorates new learning
Expands the traditional definition of
academic research
Provides opportunities to combine
teaching, research, and service
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Benefits for Higher Education :
Educates committed and caring citizens
Improves faculty and staff morale
Builds relationships with the community
Fulfills the service mission of higher
education institutions
Improves students’ retention, particularly
of women and minorities
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Principles of Good Practice
- in Combining Service and Learning
1.
Provides structured opportunities for people to reflect critically on their service
2.
Engages people in responsible and challenging actions for the common good.
3.
Allows for those with needs to define those needs.
4.
Matches service providers and service needs through a process that recognizes changing
circumstances.
5.
Expects a genuine, active, and sustained organizational commitment.
6.
Includes training, supervision, monitoring, support, recognition, and evaluation to meet
service and learning goals.
7.
Insures that the time commitment for service and learning is flexible, appropriate, and in the
best interest of all involved.
8.
Is committed to program participation by and with diverse populations
9.
Clarifies the responsibilities of each person and organization
10.
Articulates clear service and learning goals for everyone involved
Honnet Porter, E. & Poulson J. S. Wingspread Principles of Good Practice in Combining Service Service and Learning. The Johnson Foundation. 1989.
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Principles of Good Practice
- in Community Service-Learning Pedagogy
1.
Academic credit is for learning, not for service.
2.
Do not compromise academic rigor.
3.
Set learning goals for students.
4.
Establish criteria for the selection of community service placements.
5.
Provide educationally sound mechanisms to harvest the community learning.
6.
Provide supports for students to learn how to harvest community learning.
7.
Minimize the distinction between the student’s community learning role and the classroom
learning role.
8.
Re-think the faculty instructional role.
9.
Be prepared for uncertainty and variation in student learning outcomes.
10.
Maximize the community responsibility orientation of the course.
Howard, J. ed. Praxis I: A Faculty Casebook on Community Service Learning Arbor, MI: Office of Community Service Learning Press, University of Michigan.
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Higher Education and CBOs:
Different Realities
 Higher Education
 CBOs
Academic calendar
 Real deadlines
Academic reward system  People’s livelihood
Publish or perish
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 Impact on quality of life for
those most in need
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Factors for Faculty Resistance
Requires too much work
Not rewarded by traditional academic rank
and tenure system
Unpredictable experiential pedagogy
Political and professional risks
Expectations may exceed realistic
“deliverables”
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Institutional Sustainability
Requires:
 Creation of a permanent office/position(s) to
build a bridge between academia and the
community e.g. select community partners;
maintain regular communication channels; define
roles and responsibilities, etc.
 Modification in faculty rank and tenure reward
system e.g. redefining scholarship to include
CBR and service-learning
 Integration of service-learning and CBR into
curriculum
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