Community-Based Service-Learning in Your Courses: A Nuts and Bolts Workshop

1. Community-Based Service-Learning in Your Courses: A Nuts and Bolts Workshop Lynn Donahue, Jim Schwartz, Sally Vaughan Students: Christine Isselhard and Amanda Vandermark

2. Questions will Address: • What is Community-Based Service-Learning? • Why do it? • Is it for me? • What are the steps? • How can I create service opportunities in the community? • How can I link theory with practice in the classroom? • How can I incorporate Service-Learning in My Course? • How can I use the Service-Learning Course Development Model in my course? • What do other courses look like? (i.e. PSJS 250: Social Change through Service)

3. Definition of Community-Based Service-Learning(developed by the Service-Learning Advisory Board) Service-learning is the combination of learning objectives with service objectives to enhance the learning experience and address real community needs. Service-learning is different than volunteerism or internships in that it: • is integrated into the academic curriculum. • uses structured classroom assignments to engage students in critical thinking and problem-solving and exploration of individual and social values.

4. Definition of Community-Based Service-Learning • fosters in students the acquisition of life skills and practical knowledge and a sense of civic pride, responsibility, and care for others. • requires an active collaboration between Fisher students and Rochester community organizations, schools and agencies. • emphasizes mutual respect and acknowledges the wisdom and skills of both community partners and student participants.

5. Community service example If students remove trash from a streambed: they are providing a service to the community as volunteers

6. Service-Learning Example • When students remove trash from a streambed, • analyze what they found, • share the results and offer suggestions for the neighborhood to reduce pollution, • and then reflect • on their experience THAT is service-learning! (National Service-Learning Clearinghouse)

7. Why Do It? • Research demonstrates service-learning benefits students, faculty, and the community: • Students: Enhances the meaningfulness of learning, professional, personal and academic skills, course performance, civic responsibility, understanding of social, global and multicultural issues, and values education. • Faculty: Provides enhancement of faculty development in teaching, research, professional recognition, interdisciplinary and collaborative learning, and community-faculty partnerships. • Community: Addresses real community needs, builds mutually beneficial relationships between Fisher and the community, and keeps Fisher students rooted in and contributing to the Rochester community.

8. Why Do It? Voices from Faculty and Students “I encourage my students to do their statistical studies for community organizations. The quality of the work is better because the questions and data are real and the conclusions drawn make a difference. Students learn concepts better when their application has consequences beyond a grade” (Mulligan, pg. 9). “When you read a book and you kind of understand it, but until you experience it, it’s harder to make a change. You read a book – oh, man, it really affected me – and then you put the book down. But you go and experience it and the book turns into a person, and then that person affects you. And it’s harder to put that person aside and say, “Oh, that really didn’t happen.’ or ‘Okay, I understand now, but I’m going to go on the way I’ve always lived” (Univ. of Colorado Student). “Community service experiences are a nearly inexhaustible resource for innovative teaching and active learning. By placing students at the intersection of people and ideas, service-learning pedagogy illuminate their prejudices, challenges their assumptions, and help them understand the connections between broad political, social, and economic forces and the life situations of real people” (Jarosz, Geography Instructor, Univ. of Washington).

9. Why Do It? Meaningful service is not about doing good to someone; it is about dignity and growth of the giver and the receiver. Harry C. Silcox (Photos from Learn and Serve America Photo Gallery)

10. Is It For Me? • Required within a course • Optional within a course • 4th Credit Option • Once or twice class- wide Service Projects • Research based Service • Disciplinary or Capstone Projects • Client contact

11. Service-Learning can be integrated in all disciplines (“101 Ideas for Combining Service and Learning”; http://www.fiui.edu/~time4chg/Library/ideas.html) • Anthropology (Design, implementation, and dissemination of an evaluation of the growth status of children attending low-income neighborhood school) • Accounting/Business (Assist in the running and staffing of a cooperative food store and credit union) • Computer Science (Develop personalized software for non-profits to better manage volunteers, finances, inventory) • Education/English (Develop a literacy program for adults and instructional strategies for teaching reading to adults) • English/Philosophy (How does one move from an intellectual analysis of moral issues to a socially responsible life through working for Habitat for Humanity) • Communication (Create innovative noncommercial radio and television programs or public service announcements for nonprofits. • History (Using research methodologies, develop a history of LA Mexican Community) • Political Science (Examine micro-political structure of low-income neighborhoods through neighborhood association service) • Sociology (Conduct a needs assessment and evaluation of a project assisting those that are homeless)

12. 1. Define Student Learning Outcomes 2. Plan Community Collaboration 4. Design the Course and Arrange Logistics 3. Define Service Outcomes 5. Reflect, Analyze, and Deliver 6. Assess and Evaluate Service-Learning Course Development Model (Adapted from Center for Community-Service Learning. California State University; Rubin, 2001 in Canada & Speck)

13. Step 1: Define Learning Outcomes (Adapted from Driscoll, 1988; Canada and Speck, 2001) Student Learning Outcomes (includes both course and service-specific) Service Outcomes

14. Step 1: Learning Outcomes Example fromPSJS 250: Social Change through Service Student Learning Outcomes Service Outcomes

15. Step 2: Plan Community Collaborations and Partnerships Steps: • Identify appropriate partnerships with community agencies and organizations. Use personal and professional resources. • Discuss over the phone or in-person how partnerships can be mutually beneficial. Opportunities need to be worthwhile and challenging for the students and address a real community need. • Determine how learning and service outcomes can match (i.e. environmental clean-up is not a good match, but testing water and proposing solutions to septic tank spillage would be). • Provide opportunities for students that facilitate good matches with their skills, majors and career interests, disciplinary interests, and developmental stages. • Provide a wide variety of options for students working in diverse settings and with diverse populations.

16. Step 2: Plan Community Collaborations and Partnerships Other Tips: • Successful partnerships with the community are based on mutual understanding, respect, and trust. • Solicit support from supervisors in regards to assessment, accountability, and creation of reciprocally beneficial projects. • Provide clear, negotiated, written agreements (service contracts) and maintain communication (confirmation letters, thank-you letters, meetings, phone) • Ask the important questions i.e. how many students can they take, what are transportation options, who will conduct orientation, are there health tests required?

17. Step 1: Service Outcomes Example fromPSJS 250: Social Change through Service Student Learning Outcomes Service Outcomes

18. Sample Service Partnerships and Projects from PSJS 250 • Cerebral Palsy Association Goals: To support people with physical and developmental disabilities in choosing and accomplishing successive individualized life goals. Sample Project:Address resource needs of an integrated classroom. • Bridges Program Goals: Youth-based, boat building, and river advocacy project involving both Harley School and city of Rochester youth using inquiry learning. Sample Project:Research environmental and water quality issues of the Genesee River for educational program.

19. Other PSJS 250 Service Partnerships and Projects • School #35 Tutoring(create tutor training manual) • Corner Place Adult Literacy Program(research existing models, obtain funding, market program) • Eastern Service Workers(advocate for homeowners facing high heating costs) • Friendly Home(create career program for residents) • Dining Room Ministry(survey existing and future needs)

20. Southwedge Public Market Colin and Chris, PSJS 250 students, promoting the eat local campaign

21. Public Market Continued Rochester Roots leadership, vendors; Guest speakers for PSJS 250 Vicki Hartman, co-founder of Public Market

22. Step 4: Design Course and Arrange Logistics • Include key components in course syllabus: • Connection between academic content and service content • Course objectives related to service • Service requirements • Requirements for reflection and deliverables • Description of evaluation process. • Create handouts regarding expectations: • Service-learning guidelines and expectations • Standards (code of ethics) for working in the community • Site placement addresses, phone numbers, etc.

23. Step 4: Design Course and Arrange Logistics Cont. • Develop academically rigorous assignments: • Make explicit how service furthers course goals. • Provide opportunities for reflection and critical analysis • Create connections between service outcomes and course theory. • Assess service-learning elements • Service-learning should contribute significantly to course grade (minimum 20%) • Evaluate service-learning outcomes at mid-point and conclusion.

24. Step 5: Reflect, Analyze, and Deliver • Reflection is about deriving meaning and knowledge from the experience and is central to service-learning. • Addresses the context and “larger issues” of the experience. • Enhances learning outcomes such as links between course content and service, critical thinking and problem-solving skills, and civic engagement. • Addresses students’ concerns and questions, re-energizes participants, and leads to sense of accomplishment. • Can occur before, during, and after service. Can be completed alone, with classmates, and/or with community partners

25. Service-Learning Reflection and Assignments • Structured Journals (fact, feeling, and relationship to course content; Kolb learning cycle) • Critical response essays and in-class writing (linkages between service and course content) • Deliverable (product for community) • Individual and Team Presentations (on project, research) • Agency Profile; Four Frames Analysis of Community • Evaluation of Transferable Academic Skills • Case Study Analysis; Role play

26. Assignments from PSJS 250 PSJS 250: Social Change Through Service Course Description (See handout) This course explores the ways in which service can promote social justice and create social change. • Question/Part #1: What are the characteristics of citizen activism and service-learning? • Question/Part #2: How can we create a plan for change and overcome obstacles? • Question/Part #3: In what ways can greater understanding of underlying social justice issues help us create change? Demographics – 18 students; ½ seniors, ½ sophomores and juniors (2 freshman); mix of majors, ¾ female

27. PSJS 250 Assignments • Portfolio (see handout) • Links theory with practice and provides a forum for reflection on the issues presented during the service experience. • Service-Learning Plan • Philosophy and Practice of Service Essay • Service-Learning Accomplishments • In-class writing on text, service, and guest speakers • Project and PowerPoint Presentation (see handout) • Addresses community needs by creating a mutually beneficial product. • Project is presented to the class through a PowerPoint.

28. Step 1: Learning Outcomes Example fromPSJS 250: Social Change through Service Student Learning Outcomes Service Outcomes

29. Step 1: Learning Outcomes Example fromANTHRO 301: Anthropological Methods (Trinity College) Student Learning Outcomes Service Outcomes

30. Step 6: Assess and Evaluate • Collect both formative and summative feedback and use for course improvement. • Tie assessments to learning and service goals. • Ideally use multiple forms of assessment (course-specific; site-specific from supervisor; student self-assessment; college-wide of all service-learning courses)

31. Interested? • Other information may be available: • PSJS 250 syllabus • Sample Student Service-Learning Plan • Service-Learning guidelines/expectations handout • Sample communication to community partners • Service-Learning reflection tools and assignments • Resources: books, journals, articles • Campus Compact; National Service Learning Clearinghouse (start-up information, sample syllabus)

32. If you’re interested in adding a service component to an existing course, or creating a new service-learning course, please contact: Jim Schwartz, jeschwartz@sjfc.edu; 7291 Lynn Donahue, ldonahue@sjfc.edu; 271-4498 (Co-Chairs, Service-Learning Advisory Board) LeChase Family Fellowships are available to support faculty course development. See Tom Toole at ttoole@sjfc.edu for further information.

33. Sample References • National Service-Learning Clearinghouse (2004, October). Partnerships for Higher Education Service-Learning. Retrieved April, 2007, from http:://www.servicelearning.org/article/view/10/1/35/ • Jackson, E.T. (October 20, 2005). Making Community-Based Research Work: Managing the Politics, Carleton University. University Lecture, Lansdowne Lecture Series, University of Victoria, Victoria • Butin, D.W. (2005). Service-learning in higher education: Critical issues and directions. New York, NY: Palgrave/MacMillan. • Canada, M. & Speck, B.W. (Eds.). (Summer 2001). Developing and implementing service-learning programs AND Creating Your Reflection Map. New Directions in Higher Education, Number 114, San Francisco, CA: Jossey-Bass. • Howard, J. (Ed.). (2001, Summer). Service-learning course design workbook. Michigan Journal of Community Service Learning. University of Michigan Edward Ginsberg Center for Community Service and Learning/OCSL Press.

34. Questions?