Service-Learning: Engagement in Environment Action
The history of several Christian institutions bears testimony to their commitment of making higher education relevant to communities around them. They have made all attempts to ensure that education moves beyond the “ivory towers” of the institution to send out “...men
& women who will serve...” (MCC, College Prayer).
These Christian institutions have taken the lead in making education work for the society through direct engagement in community concerns, thus, establishing lessons of reciprocity between classroom curriculum and service to community. Service to community have taken different forms with more recent, the service-learning being formalized as a pedagogy in many of the colleges in India.
Purpose:
To bring together Service Learning practitioners from Christian Institutions
Goals:
1.
To engage and reflect on the effectiveness of service-learning as a pedagogy in redefining our mission as Christian institution.
2.
To share models of service-learning programs that are engaged in Environment Action.
Objective:
1.
Create an awareness of service-learning among Christian institutions in India.
2.
Strengthen understanding of the service-learning pedagogy in Teaching & Learning in higher education.
3.
Share the academic perception on how service-learning is used as a teaching learning pedagogy

4.
Reflect on the effectiveness of service-learning in terms of the holistic development of students.
Expected outcomes:
1.
Create a network among Service-Learning Christian institutions in India & abroad.
2.
Document good practices/models in Service-Learning.
3.
Develop an indigenous Service-Learning manual.
Description of the participants and intended activities:
The following universities/colleges involved in service-leaning for environmental action in
India, Philippines and Indonesia formed the core group of the workshop. In addition tothis, select Christian institutions in India actively involved in service and outreach as part of their academic curriculum were invited to participate in the workshop.
International:

Soegijapranata Catholic University Semarang, Indonesia.

Prof. Dr. Budi Widianarko

Dr. Haryo Goernito

Trinity University of Asia, Philippines.

Dr. Cesar D. Orsal

Mr. Divino Cantal

Silliman University, Dumaguete City, Philippines.

Wilma M. Tejero

Anna Vee A. Riconalla

Duta Wacana Christian University, Yogyakarta, Indonesia.

Dr. Singgih Santoso

Guruh Prihatmo

University of St. La Salle, Philippines.

Engr. Felix R. Querubin

International Christian University, Japan. (Students)

Takuya Ito

Ryoko Tomohiro


Mitsuru Shoda
National:

Scottish Church College, Kolkata.

Prof. Samrat Bhattacharjee

Prof. Sushree Mohan

Union Christian College, Kerala.

Dr. Seena M. Mathai

Ms. Rima Joseph

Bishop Heber College, Trichy.
 Prof. A. Alagappa Moses
 Dr. V. Anand Gideon

Lady Doak College, Madurai.

Mrs. Arockia Shyamala Paniyarasi

Ms. D. Joy Marjorie Annal
 Women’s Christian College, Chennai.

Ms. J. Margaret Marie
 Dr. Mary Pearl Ravikumar
 Stella Mary’s College, Chennai.

Dr. Kalpana Jayaraman

Ms. Antony Rose Immaculate

Hindustan College of Arts & Science, Chennai.

Mr. Arockiaraj

Mr. Jijo Joy

The American College, Madurai.

Dr. G. C. Abraham

Auxilium College, Vellore.

P. R. Amutha Arockia Mary

Madras Christian College, Chennai.
 Mrs. Miriam Samuel

Dr. Wilfred Sugumar


Dr. Narasimhan

Dr. Samuel Sukumar

Mr. Renchy Koshy Verghese

Mr. Prince Annadurai

Mr. Prince Solomon

Mrs. Priscilla Samuel
 Dr. Mrs. Ansu M. Mathew

Dr. E. Joanna Kezia

Mrs. J. Jeyarathi

Dr. Mrs. E. Caroline Victoria

Dr. Mrs. Mekala Rajan

Dr. I. Joshua

Dr. Mrs. Rakhi Yadav

Dr. Mrs. Kumari Sunitha

Dr. G. Raja Gerald

Mrs. Sheba

Dr. Mrs. Joyce Priyakumari

Mrs. Sheeba Anitha

Mrs. Shyamala Lionel

Dr. P. George

Mrs. Tamilarasi

Mrs. Adeline. S

Dr. Mrs. Vijaya Kumari Joseph

Dr. T. Robinson
Resource Persons:

Dr. Betty Cernol-McCann, Vice President for Programs, UBCHEA, Hong Kong
 Dr. Nirmala Jayaraj, Former Principal, Lady Doak College, Madurai

Rev. Dr. John M Prasad, Former Principal, Jubilee Memorial Bible College, Chennai

Total number of participants:

MCC: 26

India: 18

Abroad: 13
Program Schedule:
The workshop was participatory in nature with the following components:
 Invited lectures by resource persons

Paper presentation by the core group

Group Discussion

Field visit
1 st August 2012 (Wednesday)
09.00 am - Registration
09.30 am – 11.00 am
Welcome & Inauguration Ceremony
Inaugural Address: Dr. Betty Cernol-McCann, Vice President for Programs,UBCHEA, Hong Kong, "Stewardship and Care through Service-Learning."
11.00 am – 11.30 am
Group Photograph and Tea
11.30 am – 01.00 pm
Key Note Address: Dr. Nirmala Jayaraj, Former Principal, Lady Doak College, Madurai, "Linking Learning,
Service and Environmental Action"
Chairperson : Dr. Wilfred Sugumar, Head, Dept. of Chemistry, MCC
01.0
0 pm – 02.00 pm - Lunch Break
02.00 pm – 03.30 pm
Presentation by
Silliman University, Philippines

Asst. Prof. Wilma M. Tejero, "Engaging the Community to Environmental Economics Action Program: The Case of Silliman University.”

Asst. Prof. Anna Vee A. Riconalla, "SUND Community Health, Nutrition and Food Preparation: Practical
Applications in Response to Challenges in the Environment."
Soegijapranata Catholic University, Indonesia

Prof. Dr. Budi Widianarko, "Service Learning in Mangrove Restoration - a Cross Cultural Experience".

Dr. Haryo Goeritno, MPsi
Chairperson: Dr. Narasimhan, Dept. of Plant Biology & Plant Biotechnology, MCC.
03.30 pm – 03.45 pm - Tea Break
03.45 pm – 05.00 pm
Group Discussion: Implementation of SL to Engage in Environment Action/Health Promotion - Sharing of Best
Practices, Success Stories and Challenges (Discussions to be documented by each group)

2 nd August 2012 ( Thursday)
09.30 am – 11.00 am
Case Study:
Department of Chemistry, MCC

Mrs. T. Jaba Priya
Lady Doak College, Madurai

Mrs S. Arockia Shyamala Paniyarasi

Mrs. Joy Marjorie Annal. D
“Service Learning Programme on Environment and Health”
Scottish Church College, Kolkata

Prof. Samrat Bhattacharjee

Prof. Sushree Mohan
“Environmental Improvement Initiatives
Towards A Green Campus”
Chairperson: Dr. Samuel Sukumar, Dept. of Zoology, MCC.
11.00 am – 11.15 am
Tea Break
11.15 am – Leave for Site visit to Pulicat
01.00 pm – 02.00 pm
Arrival and Lunch
02.00 pm – 05.30pm – Orientation of Pulicat, visit to communities and Sharing of experiences
05.30 pm – Leave for MCC
07.30 pm – Arrival back to Guest House/Hotel for Dinner and Rest
3 rd August 2012 ( Friday)
09.30 am – 11.00 am
Presentation by Participating Universities:
Trinity University of Asia, Philippines

Dr. Cesar D. Orsal, "A Triad of Initiatives in Enabling Communities Sustain a Healthy Environment, The
Philippines Experience"
 Mr. Divino Cantal, “Developmental Communication in Promoting Environmental Education Among the Youth"
Presentation of the Group Discussion
11.00 am – 11.15 am
Tea Break
11.15 am – 12.00 noon
Future Directions

Prof. Miriam Samuel, Dept. of Social Work, MCC.
12.00 noon – 01.00 pm
Closing Ceremony:
Valedictory Address: Rev. Dr. John M Prasad
01.00 pm – 02.00 pm: Lunch and Departure

BRIEF REPORT ON THE ABSTRACTS OF PAPERS PRESENTED IN THE WORKSHOP
I.
A Multi-Sectoral Initiative in Promoting a Healthy Environment
(Cesar D. Orsal, Ph .D, Trinity University of Asia, Officer-in-Charge for Academic Affairs of TUA and
University Project Coordinator for UBCHEA)
The United Nations Decade of Education for Sustainable Development focuses its vision to
“overcoming poverty, gender equality, health promotion, environmental conservation and protection, rural transformation, human rights intercultural understanding and peace, sustainable production and consumption, cultural diversity and information and communication technologies.” In line with this vision, the Philippine educational sector was tapped to collaborate and ensure quality of life among the people specially the marginalized.
One particular area which the schools are challenged to engage with is community health.
Recent studies revealed that the sustainability of public health is related to a clean, orderly, stress-free environment. Recognizing this call, multi-sectoral Endeavour took off.
Government, non-government agencies and the people themselves participated in maintaining a healthy environment. Environmental education was adopted in enabling the community to be empowered.
This paper highlights the causes of environmental degradation and how this can be alleviated by a community education. The paper identified specifically that poor waste management contributed immensely in the fall of public health and safety. An intervention was initiated through the TUA-UBCHEA community project, “Enabling Community to a Sustainable
Healthy Environment. “ The project became the rallying point in transforming a small community in Quezon City (Damayang Lagi) to a clean, stress-free and eventually a healthy environment. The co-opted works of local government units, the school (TUA) and the concerned community folks made a difference in saving Mother Earth.
Key words: environmental education, community education, waste management, public health

II.
Service-Learning - WCC Experience
(Dr. Mary Pearl Ravikumar, Assistant Professor , Department of Advanced Zoology & Biotechnology,
Women’s Christian College, Coordinator of the UBCHEA sponsored project ‘Plastic Carry Bags an awareness, and currently coordinating service Learning program for I year Zoology Students & Ms. J. Margaret Marie ,
Assistant Professor in Chemistry from Women’s Christian College, Chennai)
"Service-learning is education in action." —John Glenn. “…a teaching and learning approach that integrates community service with academic study to enrich learning, teach civic responsibility, and strengthen communities”. We at WCC having recognized Service learning as a modern pedagogical tool have provided appropriate opportunities for our students to benefit from the same. Integrating the three important components of service learning namely - service, learning and reflection helped promote personal development, team work, critical thinking and other skills among students engaged in service learning activities.
Service learning at WCC is being offered at different levels

A course offered in the curriculum for extra credits

An extension activity of the Department in their area of expertise

Environmental projects with service learning orientation
III.
Environmental Improvement Initiatives: Towards A Green Campus
(Dr. Samrat Bhattacharjee, Assistant Professor of Zoology, Programme Officer of National Service
Scheme (NSS), Scottish Church College, Kolkata, West Bengal, India & in-charge of UBCHEA sponsored project on Campus audit: Assessment of floral, faunal and microbial diversity at Scottish Church College &
Prof. Sushree Mohan, Assistant Professor of Zoology in Scottish Church College, Kolkata, West Bengal,
India. She is also working for the UBCHEA sponsored project on “Campus audit: Assessment of floral, faunal and microbial diversity” at Scottish Church College)
Scottish Church College, formerly known as the General Assembly’s Institution, was founded on 13th July, 1830 by Rev. Dr. Alexander Duff, the first overseas Scottish
Missionary to India. The College is committed towards producing morally upright and

intellectually sound human beings who will become glory of the Nation. The college is aspiring in giving a healthy Environmental ambience for students and staff. In collaboration with United Board of Christian Higher Education in Asia (UBCHEA) and National Service
Scheme (NSS) unit we have undertaken Environmental Improvement Programmes.
UBCHEA has sanctioned two projects to the college. In 2010 the college was sanctioned project on ‘Waste Disposal Management’. As part of the project the college has addressed the problems of its waste disposal quite effectively. Segregation of waste is done, vegetable wastes are put in vermicomposting pits. The compost is effectively used in the college gardening. The college has already produced about than 1500 kilograms of compost. Another significant achievement has been made in water conservation. The Chemistry and
Microbiology laboratories which have distillation plants are equipped with draining pipes which collect the hot water. These are stored and later used elsewhere. The college campus is recently lit with solar lights. The college aspires to install solar panels over the roof top since we receive a constant solar lighting for about 11 hours in summer. This can meet up the energy crisis to a large extent. Another part of the UBCHEA programme was Environmental
Awareness Programmes conducted in the college and neighbouring schools. The college conducted an environmental awareness campaign with the residents of the college campus.
This primarily included support staff residing in college quarters. The members present in the programme were explained the importance of maintaining a healthy campus environment and their participation in such programme. The other awareness programmes were conducted in three schools viz. Bethune Collegiate School, Scottish Church Collegiate School and St.
Margaret’s School. The students were encouraged to take up environmental programmes in their schools and keep their campus clean and green. On 24th September 2011 along with the
National Service Scheme (NSS) Unit of the college an awareness programme was organized
“Environmental Awareness: Issues and Concerns” where school students participated in quiz, debate, painting competitions on Environmental Issues. They also gave presentations on their campus environment.
Recently the college was sanctioned another project “Campus Environment Audit:
Assessment of Floral, Faunal and Microbial Diversity of Scottish Church College Campus”.
As part of the programme the campus audit on electricity, phone and water usage is currently being carried out. The departments of Botany, Microbiology and Zoology are also

conducting assessments of floral, faunal and microbial diversity in the campus. In future we look forward a complete eco-friendly campus.

BRIEF REPORT ON GROUP DISCUSSION DURING THE WORKSHOP
Discussion questions:
1.
How can you and your own institution do something about the global environmental issues before us? (Think Globally, Act Locally)
2.
What Partnerships can be built to multiply institutional efforts?
3.
What specific action can be taken now?
4.
Discuss how you can implement SL for environmental action/Health a.
Ideas for implementation b.
Question about how to do it c.
Best practices d.
Success stories e.
Challenges
1.
How can you and your own institution do something about the global environmental issues before us?
Global and local Environmental Issues i.
Forest Degradation ii.
iii.
Overgrazing
Soil Erosion
Resource depletion

Collection of topographic maps from forest department and conducting ground truth studies

Assessing deforestation based on ground truth

Assessing the afforestation programs in these areas

Matching with bench mark reports

Assessment of cattle population

Extent of cattle grazing

Discussion with herds men/women to study the grazing range of cattle

Using Soil atlas, field studies can be conducted

Discussion with local people can help in identifying status of soil in local areas
Environmental Pollution

1.
2.
Air Pollution
Water Pollution

Collection of Ambient air quality data from
Pollution control boards and analyzing the same on a regular basis

Vehicle count and air quality

Inventory of point and non – point sources of pollution in rivers and other watersheds

Quantifying Point sources of pollution

Quantifying Non – Point sources of pollution by indirect calculation methods

Water quality monitoring

Assessing the efficiency of Pollution Abatement schemes based on water quality at different
3.
4.
5.
Industrial pollution
Solid waste management
Biomedical waste disposal stretches of the watershed

Visiting PCBs and collecting monthly reports of
Industrial emissions – Air/water

Comparing the same with PCB norms

Studies on the current SWM practices in the city

Collection of ward – wise details of SW generation from municipal authorities

Visiting wards generating larger quantum of SW

Checking for Waste segregation, collection and transport

Survey on number of small, medium and large scale hospitals in the city

Assessing the current waste management practices

Visit to common biomedical waste management facility

Interview with officials regarding the problems faced by the facility in handling BMW
6.
E – Waste disposal

Campus E – waste survey
7.
Slaughter house waste disposal

Visit to SH and assessing the current practices of
SH disposal

Reporting the same to concerned authorities
1.
Global warming
Global environmental problems
 levels of CO
2

Carbon foot print studies

Carbon offset

Carbon credits

Carbon sequestration

Observing No drive day in Colleges and
Universities once in a semester

Creating awareness among students and faculty on the Carbon emission in the campus before and after No Drive day

2.
3.
1.
2.
Automobile Pollution
Marine Pollution
Aresenicosis
Dental Fluorosis

Ambient air quality before and after No Drive day

Ambient noise levels before and after No Drive day

Vehicle count in campus and other areas

Assessment of SO
2
, CO, and other emissions

Comparing the same with PCB norms

Visit to ship yard to assess the type of goods imported

Discussion with officials regarding how ballasting is done with the empty vessel

Where the ballast materials are disposed? etc.,
Environmental Health Issues

Survey

Estimation of arsenic in selected areas

DF survey

Estimation of fluoride in potable water in selected areas
After having identified the global environmental issue/s that need to be given priority and that can be approached at the institutional level, the institution should introduce the theme for environmental protection such that every department can then work out its service learning sessions based on this theme and delegate projects that could be worked at the individual and group levels. This of course would be easier in the case of autonomous institutions that could make such projects part of the curriculum. A new theme could be introduced every year/once in three years so that the issue on hand could be concentrated upon. Follow-ups would be essential for all such projects.
As to whether service learning must be made an elective course in the curriculum (catering to those students who show passion and want to make a definite contribution) or a mandatory one is a matter of discussion though it is clear that everyone has the capacity to contribute in some small way and hence a big team with multiple ideas could make much more of a difference.
2.
What Partnerships can be built to multiply institutional efforts? a.
Local Watershed partnerships b.
Industry – Institution linkages

c.
NGOs d.
Schools e.
Colleges f.
Pollution control Boards g.
Forest Department h.
Agricultural Department i.
Other agencies based on the need
3.
What specific action can be taken now?
The actions taken should be such that it is of benefit to all societal strata and communities.
Some of the ideas that could be worked on include:
1.
Preparing a list of environmental problems that need to be addressed in the local area
2.
Identifying the specific remedial measures to be implemented
3.
Identifying the protocol for remediation
4.
Assessing the viability and feasibility of implementing the identified strategy
5.
Implementing the strategy
6.
On campus Environmental Audit can be done for the following components:
Water, Energy, air quality, soil quality, plants and animals, waste – solid and liquid etc.,
7.
The radiations and stress levels due to global warming can be studied and the knowledge shared.
8.
Working towards reduction in plastic usage.
9.
Compiling traditional myths and legends about environmental aspects.
10.
Working towards judicious usage of water.
11.
Coastal cleanup programs – tie ups with NGOs
12.
Innovations to decrease coastal and riparian flooding by the use of biopores and planting mangroves.
13.
A study on the impact of women on the environment- their traditional role in protecting the environment and strengthening of these and new roles.

4.
Discuss how you can implement SL for environmental action/Health

Ideas for implementation o Develop curriculum/Model/protocol for ESL o Partnership with educational institutions, Government agencies, NGOs o Networking

Document Best practices/success stories o Good management practices in applied fields like aquaculture. o Taking health education to communities. o Sharing of traditional knowledge on aspects like organic farming. o Sharing of scientific knowledge for the benefit of communities, e.gs. vermitechnology, bio-pore usage, gobar gas o Watershed partnerships – River Kaveri o Campus waste management o Campus Environmental Audit o Domestic power audit

Challenges in Implementation of ESL o Motivating students to participate in SL programs o As the program will be implemented after college hours there may be a time limitation for both faculty and students. o Security for women students and staff if the program takes them to remote and sensitive areas. o Once a program is started, it may not be followed up regularly or effectively. o Financial support for the programs. o Difficult for Non – autonomous colleges o For several programs the help of government agencies may be needed. This in itself may prove to be a great obstacle due to red-tapism. o Any attempt at bringing formal education to the less privileged communities so they can take up regular white collar and other jobs may be thwarted by vested interests such as politicians who may view them as potential vote banks and may hence want to maintain status quo.

Future Directions
As already pointed out during the sessions, doing is a better way of learning. Sensitizing students to the multiple ills that plague our society and the environment (both go hand and hand in many instances) and giving them an opportunity to make things right in their own small way would increase the contributor’s self respect and respect for all forms of life.
Service Learning may soon become the most important tool in education.

Developing Involvement in different environment issues, such as,
 e-waste

Biomedical waste

Water

Land

Forest

Pollution

Global warming

Environment health

Environment & Disasters

Developing Action plans for implementation in identified environmental issues

Developing Partnerships for Service-Learning with

NGO’s

Community

Industry

Government Organizations

Colleges/Schools

Advocacy for Service-Learning

Thematic Service-Learning Environment and Health Action

Developing a Curriculum which will be local based and indigenous

Networking with likeminded institutions for sharing of best practices, training and curriculum development


To deal with challenges of

Non Autonomous College
 Political Interference

Document Best practices Service-Learning initiates, such as (Not limited to the below),

Green campus

Solar initiatives

Paper recycling

Eco-footprints

Institutionalize Service-Learning through Environment Education which is a mandatory course for all undergraduate students in India

Follow-up to spread Service-Learning to other parts of the country through CUEA

It was proposed to hold a workshop for the Colleges in Northeast India in the month of October/November 2012

To involve college administrators (atleast of UB partner colleges) in planning for institutionalizing service-learning in curriculum

Upload expertise in the website of the network of Colleges and Universities for
Environment Action (CUEA)

Sustainability in Service-Learning

Asia Consortium/Network to promote Service-Learning