Win-Win-Win !

1. Win-Win-Win! Service Learning Clubs: University students partnering with disadvantaged youthin community service. Nicole Rasmussen Coordinator, Student Partners Program Griffith University Service Learning Service Learning, Student Partners Program. N Rasmussen , 2013

2. Overview • A Griffith University Service Learning initiative is providing opportunities for disengaged secondary school students to participate in transformative volunteering experiences alongside supportive university mentors. • The presentation will introduce how this program draws together and capitalises on the power of volunteer service and mentoring, and then ‘turns the tables’ by empowering the young mentees through their own service experiences to realise the impact they can make in their lives personally, at school and in the community. • While reflecting on our lessons learnt, including successes and obstacles overcome in implementing service learning clubs, we will consider innovative and replicable ways to draw together complementary initiatives into a cohesive, effective and sustainable volunteer program with Win – Win – Win results! Service Learning, Student Partners Program. N Rasmussen, 2013

3. Outline • Service Learning at Griffith - Community Internship course • Service Learning Clubs Program - Scope and model • The Mechanics – How we do it • Outcomes and Evaluation – Feedback and methods • Challenges and Obstacles - Issues and strategies Service Learning, Student Partners Program

4. Introductions About Me • From law… via Japan and education… to HR, community services, and volunteering… landing in Service Learning! About Griffith University • One of Australia's most innovative tertiary institutions and one of the most influential universities in the APAC region. Offers > 300 degrees across 5 campuses and hosts > 43,000 students from 131 countries. • Service Learning is still in its infancy in Australia. Griffith University is one of only a handful of tertiary institutions offering a structured Service Learning program to students. Service Learning, Student Partners Program

5. First tell me about you What do you hope to get out of this session? What can you all share with others here today from your experience in this area? Service Learning, Student Partners Program

6. 1. Service Learning at Griffith What is Service Learning? • Involves the student engaging in community service or philanthropic activities with a community partner to experience work-integrated learning and promote volunteerism. • …programs are distinguished from other approaches to experiential education by their intention to equally benefit the provider and the recipient of the service… • To do this, service-learning programs must have some academic context and be designed in such a way that ensures that both the service enhances the learning and the learning enhances the service(1) (1) Furco, A. (1996). Service-learning: A balanced approach to experiential education. Expanding boundaries: Serving and learning, 1, 1-6. Service Learning, Student Partners Program

7. 1. Service Learning at Griffith Community Internship Course • A multi-disciplinary for-credit elective • Students volunteer for min 50 hours • Position or project-based tasks • PLUS academic learning & assessment • Placements with: NFPs, community organisations, schools, government, social enterprises. Service Learning, Student Partners Program

8. 1. Service Learning at Griffith Mentoring-based Internships • Students enrolling in the community internship course can choose to volunteer in a mentoring program with community partners (such as e.g.: BoysTown) • However, the chance to mentor within the ‘Service Learning Clubs’ program is a special initiative coordinated by me, alongside the Community Internship course. Service Learning, Student Partners Program

9. 2. Service Learning Clubs Program Griffith students supporting local school students and young people. The Service Learning Clubs program promotes opportunities for students and young people to partner to make positive change through mentoring, learning and development and community service. Service Learning, Student Partners Program

10. 2. Service Learning Clubs Program Purpose To create internship opportunities for Griffith students to be positive role models, mentors and leaders, with local high school students - who may identify as marginalised or otherwise disadvantaged - by engaging and partnering with them in activities that support them in a personal and respectful way. Service Learning, Student Partners Program

11. 2. Service Learning Clubs Program Objectives All internship opportunities and activities are designed – 1. To promote personal, social and educational development for young people. 2. To raise the expectations of school students about possibilities for their lives. 3. To improve their chances to pursue pathways to further/higher education. Service Learning, Student Partners Program

12. 2. Service Learning Clubs Program 3 Key Activities: • Mentoring – being a positive role model to support the young person • Learning & development – supporting personal learning and growth • Community Service – empowering through the experience of service Service Learning, Student Partners Program

13. 2. Service Learning Clubs Program Meeting the needs of multiple stakeholders • University Students – “Graduate Attribute Statements” recognise social responsibility and community engagement; ability to work with diverse people in inclusive ways; leadership and teamwork, etc. • Young People - programs that engage socially excluded youth need to adopt an integrated approach that both promotes the personal development of the individual as well as their social connections with those around them. • Community – our local communities are facing multiple and multi-causal problems that require innovative and integrated solutions. Service Learning, Student Partners Program

14. 3. The Mechanics- How we do it Planning & Design • Investigating - identify key knowledge, practices & models in multiple areas • great programming we found locally, trans-Tasman, & in the USA • Knowing the bigger picture – choosing strategically for longevity • need to be kept in the loop to make good choices and narrow focus • being aware of the local and global context and influences • Choosing activities - balancing need and resources • Within our scope of expertise • realistic and effective within program timeframes and constraints • Scalable and sustainablebalancing current and future need Service Learning, Student Partners Program

15. 3. The Mechanics - How we do it This is a HEPPP-funded program model, which incorporates multiple elements - • Service Learning • University students must be enrolled in the academic course, and • they must be appropriate to work with young people. • Youth Mentoring • Students will engage with identified youth as mentors • According to best practices in quality youth mentoring • Volunteering & Service • Service activities planned as a deliberate strategy for transformation • Activities scaffolded for Uni students and young people for learning • School-based programming • Partnerships must complement school plans & agendas & leverage • Original campus-based Programming • Innovative content achieving goals in timely way through service learning Service Learning, Student Partners Program

16. 3. The Mechanics - How we do it Overlapping Frameworks • There are well resourced & complementary best practices across: • Human Resources generally • Volunteer management • Youth mentoring programs • Internships, work experience & service learning placements. Service Learning, Student Partners Program

17. 3. The Mechanics - How we do it Service Learning, Student Partners Program

18. 4. Outcomes & Evaluation Evaluation • Qualitative data is sought for semester-long and week-intensive programs at (min) 3 stages : • Pre-commencement • Mid-way • Post participation • From various stakeholders: • Mentors • Mentees • School supervisors Service Learning, Student Partners Program

19. 4. Outcomes & Evaluation Impacts of Student Volunteering - Feedback via qualitative evaluation matches anticipated outcomes and previous findings. “Among other things, the study found that service participation positively affects students’ commitment to their communities, to helping others in difficulty, to promoting racial understanding, and to influencing social values. In addition, service participation directly influences the development of important life skills, such as leadership ability, social self-confidence, critical thinking skills, and conflict resolution skills. Service participation also has unique positive effects on academic development, including knowledge gained, grades earned, degrees sought after, and time devoted to academic endeavours.” (Astin, A W, Sax, L J and Avalos, J. (2003). Long-Term Effects of Volunteerism during the Undergraduate Years in Campus Compact). Service Learning, Student Partners Program

20. 4. Outcomes & Evaluation Impacts of Youth Mentoring – Feedback via qualitative evaluation matches anticipated outcomes and previous findings. Strong indications around: • Mentees – Report positive experience of education where they feel safe, respected and valued. Believe there is a pathway for them to higher education and that they are more confident in their capacity to achieve their goals. • Mentors - Report a sense of satisfaction in being part of a young person’s positive transformation, and feel that they have gained knowledge, experience and leadership abilities that will continue to benefit them. • All participants – Report an increased understanding of issues around diversity, culture, and respecting others lifestyle choices and individuality feel a new connection with their community and others in it. Service Learning, Student Partners Program

21. 4. Outcomes & Evaluation Community partners report benefits of the Community Internship model: • Students come from a variety of disciplines, backgrounds & experience levels • Draw on academic and personal skills, knowledge and abilities • Able to create tailored duties/projects to meet needs of organisation or service • Interview and selection process allows better-fit choices • Committed student(s) with fresh and innovative approaches • Identify potential employees and/or longer-term volunteers • No need to meet discipline-specific work-placement supervision requirements. Service Learning, Student Partners Program

22. WIN – WIN – WIN! • Griffith student mentors WIN! Mentors - • understand how the contextual variables of race, socioeconomic class, and opportunity can affect youth’s decision-making and development • learn how to plan and implement a community-based service project • realise the difference an adult (“I”) can make in the lives of youth. 2. Young people WIN! Young people learn that - • their community cares for and values them • they can enjoy doing activities with university students • they can make contributions to the community. 3. Our communities WIN! Communities gain when - • youth are served through a mentoring and learning program • community stakeholders learn that the university can be a trusted and committed partner when it comes to meeting the needs of the local community. Service Learning, Student Partners Program

23. Thank you Service Learning, Community Internship SERVICE LEARNING CLUBS PROGRAM Students working together: Know more. Do more. nicole.rasmussen@griffith.edu.au Service Learning, Student Partners Program