Community Service-Learning:The Basics

Lisa JakubowskiDepartment of Sociology, Brescia University CollegeNational Steering Committee Member, CACSL

Presentation Overview

Defining community service-learning (CSL)

CSL : Principles of Good Practice

Designing Effective CSL ProgramsPartnerships

Course Design

Placement DesignEvaluation

Presentation Overview Con’t.

Program Example:

Community Development at Brescia

CSL: Positive Outcomes

Small Group Exercise

Defining Community Service-Learning

Still evolving

Various definitions and labels (e.g., service-learning, community-based education)

Encourages experimentation, discovery and local adaptation

Even within an evolving vocabulary, there exists a set of common concepts and a generally accepted approach

CSL is NOT:

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.

An effective program articulates clear service and learning goals for everyone involved.

Principles - continued

An effective program allows for those with needs to define those needs.

An effective program clarifies the responsibilities of each person and organization involved.

An effective program matches service providers and service needs through a process that recognizes changing circumstances.

An effective program expects genuine, active, and sustained organizational commitment.

Principles - continued

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

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

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

Relate the learning objectives of the service component to the overall course objectives

Identify the partnerships and projects that could facilitate the service-related objectives

Consider how the partnerships/projects would benefit the larger community

Identify best format for service component (e.g., mandatory, elective, short-term, long-term, extra credit)

Course Design - continued

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)

Identify strategies to assist students to prepare for service placements in community (e.g., ethics in helping situations)

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, discipline- specific contributions to public good, peace and justice issues, diversity/stereotypes, public policy)

From learning objectives, identify indicators and plan assessment strategies

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

Consider both traditional and new opportunities to involve support through service – be creative!

Staff or faculty member and organization staff work together to design an appropriate service placement

Organization staff to provide orientation, ongoing supervision, evaluation of benefits to community.

Consider opportunities that can be flexible to realities of student schedules and course timeframes

Placement design - continued

Consider organization’s realities. (e.g., time, space, supervisory capabilities, schedules, priorities)

Service placement should relate to the learning goals of the course – all should be informed of these goals.

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)

Student Learning (journals, written assignments, demonstrating theoretical and experiential integration)

Citizen Leadership Development (pre and post surveys, leadership skills inventories, Social Change Model of Leadership Development)

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?

Reflect—describe your mental and emotional reactions to your service experience? What was meaningful?

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:

the responsibilities of: the faculty supervisor and the academic institution, the placement supervisor, and the student.

the key elements of the Contract: learning objectives, tasks and practices to meet the objectives, and the evaluation criteria.

the grading components.

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

Team-Teaching Approach

Committed to a “Critically Responsive” (Brookfield 1990) Pedagogical Approach

Integrated Program Combining Classroom and Community Learning

Community Development: The Courses

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:

Improved academic performance, especially writing skills

Values development

Career choice direction

Commitment to service post-graduation

Positive Outcomes Continued…

For Faculty:

Valuable relationships with community partners

New, more active pedagogy

Generate new research opportunities

Personal satisfaction in making a difference

Positive Outcomes Continued…

For Community Groups:

Receiving service not otherwise available

Gained new insights into their own operations

Saw themselves as educators

Learned from students and valued their relationships

Positive Outcomes Continued..

For Institutions:

Developed role in community

Capacity to attract funding

Enhanced image and visibility in community

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 tomeaningfully engage students, staff and faculty andacademic 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. Will CSL “work” in this course? If so, will it be mandatory or optional?

2. What are some ideas for community partners and types of placements?

3. First steps in building a partnership?4. Considerations for course design? Placement

design?5. 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.