Implementing Service Learning into the Classroom
- 1. Marcus Bronsord,MBA 1 Implementing Service-learning into the Classroom Service-learningpedagogyintegratescommunityservice withinstructionandreflection. The case methodof teachingbusinessschool studentsisnotsomethingnew tothe universitysetting, service- learningtakesteachingcasesfurtherbyremovingthe theoretical wall andimplementingstudentsinto live case scenarios. As textbook casesbecome outdatedtheirabilitytohelpstudentssolve organization problemsbecome lesseffective.Whenstudentsengage withthe communitytheyare presentedwith “real world”problemsthatorganizations are currentlystrugglingwith. For service-learningtobe properlyintegratedintothe classroomInstructor’sshouldemphasize the three necessarycomponents of aservice-learningproject;academiclearning, civil learninganda positive impactonthe community. Academic Learning Academiclearningastraditionwillcome frominside the classroomfromthe instructorthroughoutthe durationof the course. The instructorshould structure classroomcontentaroundthe service-learning project.Textbookselectionandlecture contentshouldbe complimentaryof the service-learning project.Forstudentstotruly benefitfromthe projectthe Instructorshouldprepare classroomtime for studentprojectgroupstodiscussand planthe nextstepof theirproject. Instructorsshouldbe supportingthe studentprojects,checking-inweeklytoconfirmthe statusof the service-learningproject. Studentswill needsupportthroughoutthe project, andthe instructorshouldbe involvedenoughwith each projecttounderstandwhatthe mainoutcome is,and how the studentswill be achievingthat desiredoutcome. Instructorsshould provide alecture tostudentsonnon-profitsandnon-profit consulting.Inmostcasesstudentshave littletonoexperience workingwithnotforprofitorganizations. The operational differencesshouldbe discussedforstudentstoprovide amore realistic recommendationtoclose outthe project. Civil Learning Civil Learningwillbe developedbetweenthe studentsandthe lesion/leadcontactof the non-profit organization.Studentsshouldbe challengedwiththe appropriatetaskthatorganizationhasselectedfor the project. Needsof the local communityshouldbe highlighted whenthe non-profitorganizationis selected.Instructorsshouldidentifythemselvesandcontactthe organization’sleadbefore the project begins,ensuringthatthe desiredoutcome alignswiththe contentof the course,andto identifythe potential recommendationsstudentswill be providinguponprojectcompletion.Eachprojectwill be unique inoutcome,due todifferentorganizationalneeds.BothstudentsandInstructorsshouldwork togethertofullyunderstandthe problemsthe organizationishaving,studentsone onone time withthe organization’scontactpersonwill developthe dynamicsof civil learningandteachstudentshow todeal withauthoritative figuresasconsultants,notsimplystudents. Positive Impact on the Community Instructorsmustemphasisthe positiveimpactonthe communitytofurtherthe student’sunderstating of howbeneficial aservice-learningprojectcanbe onthe community.Non-profitsare ideal organizationsbecause theyare alreadyconnectedwiththe community,andhave a local clientbase. Non-profitsare oftenunabletopayforconsultingservices,studentsare encouragedtoprovide detailed
- 2. 2 analysisof the organizationscurrentstanding,andthenrecommendsolutionswhichcomplementthe organization’smissionandcommitmenttothe local community. A positiveimpactonthe communityis requiredforthe successof the project,studentsshouldfeel rewardedbyhelpingotherswhocouldnot affordtheirservices.Manynon-profitsconnectwithstudent’spersonal livesinmany different,and unexpectedways.Ideallystudentsdevelopof sense of accomplishment,aswell asempathyforthe organization’scause orthe populationthe organizationserves. UsingAcademic Resources(Centerfor CommunityEngagement) Priorto establishingservice-learningprojectsaspartof the course curriculum Instructorsshouldcontact the CenterforCommunityEngagementorthe communityoutreachcenterforthe university. Hopefully the CCE or communityoutreachwill alreadyhave alistof local non-profitsthatare willingtoworkwith studentsfortheirservice-learningprojects.Establishingaconnectionwiththe communityoutreach centerwill allowInstructor’stocontactorganizationspriortothe start of the course andwill give the instructor’s projectsstudentscanselectfrom.Studentsshouldalsobe encouragedtoattendanynon- profitfairor event;the universityishosting.Studentsengagingwithlocal non-profitswhoneedhelpisa great wayfor studentstopractice theirnetworkingandwill allow studentstoselectaprojectfora cause that isrelatable.Studentsshouldalsobe encouragedtoselectanon-profitthattheyhave eitherworked withinthe past or currentlya memberof.If student’scanfindprojectsthathighlighttheirinterests,the effortsandoverall outcome willbe more meaningfulforthe students.Doingapositive service forthe communityisrewarding,butselectinganorganizationthatrelatestothe studentcancreate additional positive impactsinthe student’slifeorthe livesof the populationthatuse the resourcesof the organization. What to look for and avoid in partner organizations? Whenselectingapartnerorganizationforthe service-learningprojectconsiderafew necessary agreementsthe partnerorganizationmustfulfill.Firstthe partnerorganizationandthe leadcontactof that organizationmustbe able tomeetwithstudentsaminimumof twice permonth,if notmore.It’s essential forthe studentstobe inside the organization,see the functionanddailyschedule of the organizationforaneffective recommendationtobe implemented. Second,studentsmustbe able to communicate withthe organization’scontactandhave a response viaemail,messagingormeeting within48 hoursof the initial contact.Withoutacontact student’scanbecome overwhelmedwiththe complexityof the projectorbecome discouragedwithouta response of how toproceedwiththe next stepof the project.Third,avoidpartnerorganizationsthatare lookingfor“volunteers”insteadof consultants.Some organizationsare simplylookingforstudentstoperformvolunteerdutiesandthese are verysimple tasks,thatdonot require problemsolvingskillsstudentsshouldhave beendeveloping duringtheiracademiccareer. Organizationsshould be informedbythe professororstudentcontactthat service-learningprojectsare intensive,andrequire analysisof the organizationnotjustvolunteering dutiesthatneedtobe performed.Studentscanbecome discouragedif the service-learningprojectis not challenging,andthe organizationlesionshouldunderstandthatstudentsare lookingtobe challengedinapositive way.Projectsthatare too easyforstudentstocomplete withminimizeor eliminatethe consultingskillsstudentsdevelopduringthe durationof the project. Partnerorganizations that challenge andprovide studentswithadditional skillsdevelopedfromthe projectshouldbe highlightedandconsideredtopcandidatesforthe followingacademicyear/semester.
- 3. 3 StudentWork and Team Dynamics Service-learningprojectsare mosteffective inupperdivisionundergraduate level coursesorinan MBA course.Studentsneed todevelopcomplex problemsolvingskillsandframeworkspriortothe startof the service-learningproject.Thiswill enable the studentconsultinggrouptoeffectivelyanalyze and recommendasolutiontothe organization. Dynamicsof the service-learningprojectare identical toany otheracademicgroupproject.Studentsshouldidentifya“teamleader”someone whocanbe the connectionbetweenthe organizationandthe group.Withmore thanone group member communicatingwiththe organization,the lesioncanbecome overwhelmed andinformationand responsibilitiescanbecome lostbetweengroupmembers.Below are projectnecessitiesthatwill allow the studentstodelegate groupwork,keeptrackof theirprojectandprovide the instructorwithastatus reporthalfwaythroughthe service-learningproject. Jumpstart Project Report The jumpstartprojectreportis a teamcharter that needstobe filledoutwithinthe firstweekthe service-learningprojectgroupisformed.Thisformisimportantforteamdynamicsbecause the report requiresstudentstoidentifythe team’smission,values,andhow toupholdthose valuesthroughoutthe project.The jumpstart reportasks studentsspecificallyhow theyplantoupholdthesevalues,even duringtimesof conflict.The reportidentifiesthe meansof communicationteammemberswill have withone another,aswell ashow oftenteamswill meetupinperson.The reportalsohighlightspotential conflicts,andhowstudentsdecide tohandle those conflicts.Thisisacritical aspectof the jumpstart assignmentbecause conflictwill arise ingroups,andit’simportanttohave conflictresolutionsidentified before theyoccur. Contingencyplanningforconflictneedstobe identifiedsoduringconflictsthe group can lookback at the jumpstartandknowhow to implementthe contingencies. The divisionof labor amongteam membersisalsoincluded,makingsure thateachteammemberknowsexactlywhathe/she isresponsible for. The final aspectof the jumpstartisa timelinethatwill allow studentstostayontrack withtheirdeadlines. Project Status Report The projectstatus reportisexactlythat,a check-inmidwaythruthe semester,makingsure the service- learningprojectsare beingcompletedontime,withinthe scope andadheringtothe jumpstartreport. The status reportasks fora summaryto date of what has beendone forthe organization,whatthe next stepfor the groupis and howtheyplanto finishthe project.The statusreportalsoasksfor anyconflicts that have ariseninthe group,and howthose conflictswere dealtwith.The reportasksaboutthe divisionof labor,makingsure thateachgroupmemberstickstotheirjumpstartreporttasks,and if there are anycorrectionsto be made that theyare identifiedandthe necessarycorrectionsexplained.The projectstatusreportcloseswithanothertimeline thatwill ensure the studentsfinishthe projectbefore the semesterends. Reflection Reflectionisthe mostcritical componentof the service-learningproject.Duringthe reflective assignmentsstudents,will become aware of the positiveimpacttheyare havingonthe local community. Reflectionallowsstudentstotake the issuessurroundingthe service-learningprojectandturnthem
- 4. 4 aroundintopersonal experiencestheycangrow from.Duringreflectionassignmentsstudents,will make the connectiononhowthe service-learningprojectprovides“real world”experience thatmoststudents have yetto achieve intheirpersonal careers. Reflectionassignments canhave manydifferentforms, frompersonal journal,toportfoliosandthe integrative paperculminatingthe overalleffortsof the project. Personal journals Journalsmaybe largelyopen-endedwithlimitedguidelinessothatstudentscanchoose on which aspectsof the service-learningprojecttoreflecton.Studentsmayfindthiseasierthanhavingasetlist of reflectiontopics. Withopen-endedresponsesstudents,canidentifyspecificexamplesortasksthat highlighttheirservice-learning.Orjournalscanbe an integral partof the curriculum withstructured responsesthatapplytheories/frameworksdiscussedduringclassroomlectures.Structuredquestions and responsesprovide alinkingtool betweentheorywithpractice.Journal assignmentsshouldbe turnedinweeklyorbiweeklydependingonthe structure of the journal. Studentsmustprovide engaging journal entriestoestablishthe connectionsbetweencourse contentandprojectimplementation. Instructorsshould provide personal feedbackonstudent journalentries.BydoingsoInstructorswill fully understandthe projectandall itentails,whilestudentswillappreciatethe feedbackandprovide more efforttojournal entriesknowingthe instructorisprovidingpersonal responses. Portfolio Portfolioscanbe structuredlike apersonal journal butwithadditional content,resourcesandresearch. Portfoliosshouldconsistof specificjournal entrieshighlightingframeworks,methodsortheoriesand howthose are directlyappliedtothe student’s service-learningproject.Includedintothe portfolio shouldbe all the reportsthat are mandatory(JumpstartandProjectStatus) aswell asany otherteam documents.All workrelatedtothe outcome of the projectshouldbe includedandanythingsubmitted to the organizationshouldalsobe included(spreadsheets,additional reports,presentations).Students shouldalsoinclude anyresearchthatwasnecessarytobetterunderstandthe organization,andthe cause the organizationstandsfor.If the partnerorganizationprovidesletterof commendationor recommendationforthe completionof asuccessful projectstudentsshouldhighlightthose accomplishmentswithinthe portfolio.The portfolioshouldbe createdsothatstudentscanhighlight specificexperience oraccomplishmentsthatfuture employerswill appreciate. Studentswillsubmittheir portfolioatthe endof the semester,theyshouldbe encouragedtobegindocumentingtheirservice- learningexperiencesatthe beginningof the service-learningproject.The learningplanandportfolioare linked, all revisionsneedtobe updatedasobjectivesandactivitieschange. Integrative Paper Integrative papersare standard inthe academicsettingandthe final paperfora service-learningproject shouldhighlightthe workcompletedbythe projectteam, how the projecthelpedstudentsgrow both academicallyandprofessionallyandthe recommendationtothe partnerorganization.Finalpapers shouldhave theoryapplicationfromthe course contentandhow those theories/frameworksare directlyappliedtothe service-learningproject.Studentsmaydevelopaseriesof productsthroughout the semesterwhichculminatesinafinal paper,otherstudentsmayuse theirjournal asfieldnotesto helpshape the final assignment.The final papershouldbe aculminationof aseriesof discussionsor assignments,notasubstitute forthe regularintegrationof the service andthe subjectmatter.
- 5. 5 Studentexperience example Beloware real examplesstudentsgave abouttheirthoughts andexperience aboutthe Service-Learning ProjecttheycompletedlastsemesterduringFall 2016. “Each week we were presented with a new task and set back that provided an environment to push ourselves in terms of the various skills we all possess. The ability to experience the reality of consultation in a low risk environment is heavily beneficial for developing students.” “The ability to transcend the pages of the book and relate the knowledge I have garnered throughout the semester to a tangible life experience is largely beneficial as I enter the workforce next year.” “While Oren was structured in his vision for our project, he left a lot of room for our input and considerations. He made it so the project felt as much ours as it was his. He allowed us to choose industries in which we each were interested in and encouraged us to contact businesses that we believedwouldbe goodemployers. He gave us soft deadlines for the most part and was quite flexible while still providing good structure and direction.”
- 6. 6 RecommendedReading Barnette,M.,Silver,P.T.,& Grundy,T. S. (2009). ImplementingService-LearningPedagogy:A Case Example .Journal of HigherEducation Outreachand Engagement,13(4),117-133. Retrievedfrom http://openjournals.libs.uga.edu/index.php/jheoe/article/view/12 Eyler,J.,GilesJr.,D. E., & Schmiede,A.(1996).A practitioner'sguide toreflectioninservice-learning: Studentvoices&reflections.VanderbiltUniversity. Griffith,T.,& Clark,K.R. (may/June 2016). Service-learning.RADIOLOGICTECHNOLOGY,87(5),586-588. Retrievedfrom http://www.radiologictechnology.org/content/87/5/586.extract Godar, S. H. (2000). Live Cases:Service-LearningConsultingProjectsinBusinessCourses.Michigan Journal of Community Service-learning,7(1),126-132. Retrievedfrom http://quod.lib.umich.edu/m/mjcsl/3239521.0007.114/--live-cases-service-learning-consulting-projects- in-business?view=image Heffernan,K.(2011). SERVICE-LEARNINGIN HIGHER EDUCATION.National CampusCompactBrown University,1-8.Retrievedfrom http://opensiuc.lib.siu.edu/cgi/viewcontent.cgi?article=1160&context=jcwre