Service-Learning: A Practical Introduction

1. Service-Learning: A Practical Introduction Dr. Maureen Rubin California State University, Northridge Innovative Educators Webinar March 10, 2010

2. Service is hotter than ever – and college students are leading the way .

3. There’s a new national focus on service and volunteerism President Barack Obama shakes hands with people before giving out meals in honor of Martin Luther King Jr. Day during a volunteer work project at the So Others Might Eat dining room for the homeless in Washington Monday. January 18 Jonathan Ernst / Reuters

4. Serve America Act On April 21, 2009 President Barack Obama signed the Edward M. Kennedy Serve America Act at an elementary school in Washington DC. The Serve America Act reauthorizes and expands national service programs administered by the Corporation for National and Community Service by amending the National and Community Service Act of 1990 (NCSA) and the Domestic Volunteer Service Act of 1973 (DVSA).

5. Service Timeline: 23 Years Plus! American colleges and universities have long been criticized for being disconnected ivory towers marked by an aloof lack of concern with or interest in the communities where they are located. The CarnagieFoundation’s 1987 report College: The Undergraduate Experience in Americadecries the lack of connection between campuses and the real world by noting a pervasive sense of parochialism and intellectual and social isolation that “reduces the effectiveness of the college and limits the vision of the student.” (Boyer)

6. Service-Learning Fosters Meaningful Connections Helps the academy become a more vigorous partner in the search for answers to our most pressing social, civic, economic and moral problems, and must reaffirm its historic commitment to the scholarship of engagement (Boyer, 1966)

7. Research Shows it Works Personal Outcomes Social Outcomes Career Outcomes

8. Positive Effect on Personal Outcomes • Efficacy, identity, spiritual growth and moral development • Interpersonal development, ability to work with other, leadership and communication skills (Eyler and Giles, 2001)

9. Positive Effect on Social Outcomes • Reducing stereotypes • Facilitating cultural and racial understanding • Social responsibility and citizenship skills • Commitment to service • Involvement in community service after graduation

10. Impact on Career Development • Contributes to career development • Contributes to choice of majors, which aids in student retention

11. Service-Learning 101 • Definitions • Volunteerism • Community Service • Internships/Practicum • Field Work • Community Service-Learning • Civic Engagement

12. Volunteerism – Describes people, who of their own free will and without pay, perform service or do good work. This can be done on a regular or sporadic basis with community groups, faith-based organizations, political parties, etc. Community Service- Organized volunteering designed to meet the needs of the community. Most often through non-profit organizations, schools or public agencies. Can be court-ordered, so some may think it’s a punishment. Internships/Practicum – Capstone academic experience through which students implement material covered in a series of classes. Field Work- Depending on discipline, refers to class-related experiences in clinical or natural settings. Often required for licensing or credential. Civic Engagement - a commitment to active-learning, developing student awareness of civic responsibility, and addressing social and economic needs defined by the larger community. Adding the questions: Why is it this way? And what can be done to change it?

13. Community Service-Learning • Academic study linked to community service through structured reflection so that each reinforces the other. The academic study may be in any discipline or combination of fields. The community service may be direct service to people in need community outreach and education, research or policy analysis.

15. Pick One or Combine Them What are your desired student learning outcomes? What level class are you teaching? How does your goal fit into the department’s sequence of courses? There are no rules.

16. But First, Does it Work?Impact on Academic Learning • Mixed impact on student academic learning as measured by course grades or GPA • Improved students’ ability to apply learning in “the real world.” • Positive impact on complexity of understanding, problem analysis, critical thinking and cognitive development • http://www.servicelearning.org/ will give you the latest research

17. Impact of Students’ Relationship with the Institution • Develops stronger faculty relationships • Improves satisfaction with college • Increases likelihood of graduation • Service-learning aids in retention (Tinto (1987) and Mundy and Eyler, (2001).

18. Sound good? Let’s design a course! • 7 simple steps • Define student learning outcomes • Define scholarship outcomes • Plan community collaboration • Design the course • Prepare logistics and forms • Reflect, analyze, deliver • Assess your results

20. Define Student Learning Outcomes • Primary Goal • Understanding of Course Content • Value Added Goals • Understanding Related Societal/Professional Issues • Awareness of and Involvement with Community • Commitment to Service • Career Development • Self-awareness, Sensitivity to Diversity, Sense of Ownership • Improved Communication and Critical Thinking Skills • Leadership, Values, Taking Responsibility, Perseverance

21. Let’s try one • Primary Goal • Understanding of Course Content – service-learning project always advances this same goal, but the pedagogy and service experiences change depending on the other value-added student learning outcomes • Example - Understanding Related Societal/Professional Issues. Let’s use the Federal or State budget and their tax policies • What you teach will define the experience

22. How will it work for different disciplines? Accounting, finance and business students can help seniors and low-income community members fill out tax forms. Analyze effect of bills on clients and make voices heard. Social science students can analyze effects of varying tax policies on the non-profit agencies they serve and help them prepare materials for their constituents. Art, music and theatre students can research effects of government budgets on donations and write fundraising appeals. Science students can compare grant guidelines and help write grants

23. Define Scholarship Outcomes • What messages are being sent about how your institution values service? • Developmental Model – Junior faculty should devote early years to establishing teaching and research expertise that will become the basis for service later in their careers. • Perpetual model – Service is valued and expected throughout the professional career and is a responsibility equal to research and teaching (Stanton, Giles and Cruz, 1999).

24. Are non-traditional teaching and learning practices valued at your institution? • Are there proper evaluation tools for non-traditional practices? (Vesserly et. al, 1995) • What types of service-learning related research will be acceptable? • Only discipline-based? • Pedagogical? • Both? • What other forms of the “scholarship of service” will be rewarded? • BOTTOM LINE: You might have to protect yourself.

25. A Scholarship Example • Identify problem with community partner • Develop a question • Select a research design • Have students gather data while they are performing service • Data will allow submission to both discipline-based and pedagogical journals • The case of the senior wheeler-dealers! Romack, Jennifer, Educational Gerontology, Vol. 30, Issue 1, January 2004, pp. 21-38

26. Plan Community Collaboration • What makes a good partnership? • Designing the partnership • Complete legal forms

27. What makes a good partnership? Honoring the role of the community as co-educator. Collaborating on all aspects of course design. Having all parties understand the desired student learning outcomes and have a clear role in guiding students toward achieving them.  Recognizing community voices in defining needs, faculty expertise in developing projects to address defined needs, and students' voices in implementing community learning projects. Cal State Northridge Center for Community Engagement http://www.csun.edu/csl/

28. Designing the Partnership Gather basic information in database/or interactive website Logistics Mission Main Interest Population Served Organizational Structure Budgets

29. Provide specifics Community Partner What do you see as the potential benefit for the community from students performing these service activities? What are the most important lessons your organization can teach college students? List three service outcomes (representative activities that you would like students to perform) at your organization and describe them to the students and faculty members.

30. Gather Basic Information from Faculty Faculty Members Describe the course in which community-service learning will be used. List your top three student learning outcomes (the three most important things you want to learn or have your students learn during the service learning experience) and describe them to your community partner.

31. Put it all together Both Partners Find at least three intersections where the faculty and student goals and the community partner goals can coalesce. Keep talking and negotiating until this is accomplished.

32. Figure Out Logistics • Scheduling • Start and end dates • Hours available • Number of students site can accommodate • Total hours required • Any necessary tests?

33. Clarify Site Procedures Where to the students check in? How do they track their hours? Where do they park? Cost? Public transportation? Who does orientation? Who does on-going training? Special training? Who is the supervisor?

34. More Procedures What happens on first day of service? How will communication be maintained? Keep information near student Company car and insurance What should students bring? Reimbursement of expenses Safety first

35. Orientation Site needs a welcoming plan Schedule a tour Detail all relevant policies – safety, confidentiality, accident procedures, attendance, wardrobe, risks, harassment Be clear on expectations Provide copy of job description Describe evaluation

37. Design the Course • Successful Courses • Blend service and academic content • Do not treat service-learning as an add-on, but as an integral part of each class • Cross-fertilize assignments

38. Some Things to Consider Developmental appropriateness Group or individual work? Who selects community partner? What skills do students need/have? Everyone at same site at same time? Students choose from several options?

39. Include Service-Learning Assignments in the Syllabus Content of Lecture Service Learning Lecture Link Reading – Subject and Service-Learning Assignment, i.e. plan icebreaker Reflection Exam- include question on how service reinforced class material

40. Pedagogical Tools (Reflection, Analysis, Deliverable and Display) • Carefully design pedagogical tools that will truly link the service to the academic coursework • Variety of methods to employ: diaries, problem-solving exercises, creative activities, making deliverables, incorporating community displays

41. What Is Reflection? • Planned activities designed to help students process their service experience in a thoughtful manner • Integrates service into the heart of the course to promote desired learning outcomes • The “glue” that ties the learning to the service • Dynamic process that involves critical thinking, analysis, evaluation, problem solving, mediation and reasoning

42. Why Is It Done? • Helps students understand the “big picture re: • Proper role of the university • Their own lives • Understanding others • Understanding their roles as citizens • Professional requirement for adaptability in the workplace • Lifelong learning and openness to new information • Without reflection, it’s not service-learning

43. When Is It Done? • Must be continuous (before, during and after service), connected, and challenging (ask the HARD questions- challenge beliefs, assumptions and expectations) (Eyler 2001) • Must permeate the service experience • Must be extensive - modest levels don’t work • Must be guided by professor, but students can help design • Must receive feedback (Bringle and Hatcher) throughout the semster, not just at the end.

44. How Is It Done? • Through specific activities designed to assist the student in processing the service-learning experience • Many, many paths • Journals (email is more convenient) • Think pieces and creative expression • Role playing • Writing assignments • Assignments that link to learning styles (Gardner)

45. Structured Reflection Journals • Journals that pose different questions throughout the semester (Eyler 2001) • Journals that pose the same questions after each session • Journals mixed with mini-analysis papers (Azusa-Pacific Univrsity, 1999) • Journals tied to lecture and reading • Interactive journals with classmates or community partners • Groups journals in accessible places (Jacoby, 1996)

46. Think Pieces and Creative Expression • Not the same as the deliverable • Write a play • Write a letter to yourself, seal it, leave it with instructor. At semester’s end reread it and write about change • Make a video • Write a poem or song • Compose a travelogue • Write a letter to the editor • Take photos • Draw or paint a scene

47. Role Play • Bring a community partner to class and have them create or reenact a typical or challenging service experience • Divide students into groups and have each one act out a different roles played by various populations involved in service experience (i.e. service-recipients, agency staff, professor, government agency, student etc.)

48. Writing Assignments • Community commentary • Describe a scene in the community • What story does it tell? • What does it say about the community? • What does this scene mean to you and why? • If the scene were a painting, what title would you give it? • Interpret quotes • “A cynical young person is almost the saddest sight to see because it means that he or she has gone from knowing nothing to believing in nothing.” --Maya Angelou

49. Integrating Reflection and Research • Reflection tools ARE data collection instruments • So are interviews, surveys, participant observations, document analyses and analyses of visuals • Software can analyze qualitative data by searching for keywords and developing themes. (McCracken, 1988) • Particularly useful when writing for pedagogical journals.

50. Assessment and Evaluation • Each stakeholder should evaluate all others. • Students evaluate agency • Agency supervisor evaluates student • Community partner evaluates experience • Students evaluate faculty • Faculty evaluate students