Introduction to service-learning
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Service-learning is an experiential educational approach that combines organized service activities with specific learning outcomes, addressing community needs and promoting civic engagement. It focuses on reflection, collaboration, and active learning to foster personal development and citizenship among students. The document outlines key themes, learning outcomes, and principles of effective service-learning programs, emphasizing the importance of community involvement and diverse perspectives.
Introduction to service-learning
- 1. Service-Learning What is service-learning and why Dick Kinsley and Susan Studer King Ohio Campus Compact www.ohiocampuscompact.org
- 2. Participant Outcome: sI have few answers and many more questions. I am confused as ever, but I believe that I am confused at a higher level about more important questions.
- 4. Setting the Context s Importance of service-learning s Learning outcomes s Different approaches to talking about service-learning and civic engagement s Resources on service-learning
- 5. What is service-learning? Service-learning is a form of experiential education characterized by all of the following: student participation in an organized service activity participation in service activities connected to specific learning outcomes participation in service activities that meet identified community needs structured time for student reflection and connection of the service experience to learning (Abes,Jackson & Jones, 2002)
- 6. Service-Learning in the Landscape of Higher Education “Reform” literature emphasizes the “engaged” institution and the importance of developing citizenship and civic participation in students.
- 7. Service-Learning in the Landscape of Higher Education Service-learning has the potential to address some of the concerns raised by increasingly critical public and private sectors. The last 20+ years have seen decreased public fiscal support for higher education and calls for a higher education that is relevant and connected to addressing the increasingly complex needs of a constantly shifting workforce and society.
- 8. Key Themes in Service-Learning •Collaboration with the community (reciprocity) •Importance of reflection •Active learning (meaningful work) •Development of a sense of caring •Promotion of a sense of civic responsibility •Impact societal problems (O’Grady, 2000)
- 9. Strengths of Service-Learning s Models good practice through the emphasis on collaboration and reciprocity and the high value placed on caring and commitment s Promotes reflective thinking s Increases self-knowledge, cognitive complexity, knowledge of diverse others and communities s Deepens commitments to the “common good” which seek a more just, equitable world
- 10. Outcomes of Service-Learning “Service, combined with learning, adds value to each and transforms both.” (Honnet and Poulsen, 1989, p.1)
- 11. Outcomes of Service-Learning s “Transformative potential” s Ability to connect subject matter with “real- life” experience: experiential learning s Personal development, critical thinking, sensitivity to diversity, and development of citizenship (Eyler and Giles, 1999; Jones, 2002)
- 12. Information about outcomes research Eyler and Giles (1999) process spanned six years. Two major studies: - Survey of 1500 college students from 20 institutions with interviews of 66 students from 7 institutions - Interviews with 67 students active in service- learning from 6 institutions. All results statistically significant of .05 level or higher
- 13. What is learning? Service-learning is embedded in a view of learning as: • Beginning with personal connections • Useful as its core purpose • Developmental and incremental • Transformative • Foundational to citizenship in a complex society
- 14. Major learning outcomes Stereotyping and Tolerance outcomes • More positive view of people with whom they work • Growing appreciation for difference: seeing similarities through differences • Increased capacity for tolerance Related Program Characteristics: Placement quality, reflection activity, application of service and subject matter, diversity
- 15. Major learning outcomes Personal Development outcomes • Greater self-knowledge, spiritual growth, reward in helping others • Increased personal efficacy, increased relationship between service-learning and career skill development Related Program Characteristics: Placement quality, reflection activity, application of service and subject matter, diversity
- 16. Major learning outcomes Interpersonal Development outcomes • Increased ability to work well with others • Increased leadership skills Related Program Characteristics: Placement quality where students are challenged and have appropriate opportunity to take responsibility over work
- 17. Major learning outcomes Community and College Connection outcomes • Increased connectedness to community • Development of connectedness with peers • Increased closeness of faculty-student relationships Related Program Characteristics: Strong community voice, placement quality, reflection, and application
- 18. Service-learning design matters! • High quality placements matching students’ interests and developmental readiness with opportunity for direct service • Application/Connection between course subject matter and issues raised by service experience • Structured reflection in the form of writing and discussion • Diverse life experiences, view points, and ways of knowing are integral to design • Presence and validation of the wisdom of community voice
- 19. The underside of service-learning The complexities that emerge when undergraduate students engage with ill- structured, complex social issues in the community service settings typically associated with service-learning courses
- 20. The underside of service-learning Some students just “don’t get it” Cannot see the connections between their service work and the course content Embark upon their service insincerely: severe consequences for service site and class (Jones, 2002)
- 21. Principles of Good Practice: Mintz & Hesser (1996) An effective program: • engages people in responsible and challenging actions for the common good, • provides structured opportunities for people to reflect critically on experience, • articulates clear service and learning goals for everyone involved, • allows for those with needs to define needs, • clarifies all partners’ responsibilities, • matches service providers and needs while recognizing changing circumstances,
- 22. Principles of Good Practice (con’t) An effective program: • expects genuine, active, and sustained organizational commitment, • includes training, supervision, monitoring, support, recognition, and evaluation to meet service and learning goals, • expects that time commitment for service and learning is flexible, appropriate, and in the best interests of all involved; and • is committed to participation by and with diverse populations. Mintz & Hesser, 1996, pp.41-44
- 23. “How will we know when we get there?” said Alice. “Oh,” said the Cat, “You will always get somewhere if you don’t care where you are going.”
- 24. Service-Learning and Civic Engagement Many lenses used to consider the following questions: • What? What is service-learning and civic engagement? • So What? What are the goals and desired outcomes of service-learning and civic engagement? • Now What? Where do we go from here as individuals, as a department, and as an institution?
- 25. Civic Engagement: What kind of citizen? • Personally Responsible • Participatory • Justice-Oriented Westheimer & Kahne, 2004
- 26. Service-Learning: What’s the point? • Charity paradigm • Project-based paradigm • Social change paradigm Morton (1995, 1999)
- 27. Service-Learning: What’s the point? • Technical Conceptualization • Cultural Conceptualization • Political Conceptualization • Post-Modern Conceptualization Butin, 2005
- 28. Lenses matter…. • No lens is “perfect • Important to see the “blindspots” in your own lens in order to see other lenses • Progress toward institutionalization can and MUST work across different orientations, frameworks, paradigms, etc.
- 29. “Education at its best – this profound human transaction called teaching and learning – is not just about getting information or getting a job. Education is about healing and wholeness. It is about empowerment, liberation, transcendence, about renewing the vitality of life. It is about finding and claiming ourselves and our place in the world.” ~ bell hooks
- 30. Resources Ohio Campus Compact http://www.ohiocampuscompact.org National Campus Compact http://www.compact.org Service-Learning Clearinghouse http://www.servicelearning.org Community College National Center for Civic Engagement http://www.mc.maricopa.edu/other/engagement/
Editor's Notes
- #20: Jones’ article, “The underside of service-learning” deals specifically with this topic. She describes the students who just don’t get it. In different ways they do not engage with the service or the academic part of the class. They are unable to see the connection that is the most important part of service-learning. They might then embark upon their service insincerely which can be a severe consequence for the community site and the class as a whole.
- #21: Jones’ article, “The underside of service-learning” deals specifically with this topic. She describes the students who just don’t get it. In different ways they do not engage with the service or the academic part of the class. They are unable to see the connection that is the most important part of service-learning. They might then embark upon their service insincerely which can be a severe consequence for the community site and the class as a whole.