Mott Community College’s Guidebook on Service Learning
What makes a service
learning course?
Defining “service learning”
“Tell me and I
forget. Teach
me and I
remember.
Involve me
and I learn.”
Benjamin
Franklin
The question many educators pose of service learning as a
strategy is: how does this differ from other forms of experiential
learning? The definition of service learning varies across the
field. For example, higher education instructors rightfully view
the practice differently than elementary school educators. There
are a few key tenets of the pedagogy that remain the same across
the board.
―Service learning is a form of experiential education where
learning occurs through a cycle of action and reflection as
students work with others through a process of applying what
they are learning to community problems and, at the same time,
reflecting upon their experiences as they seek to achieve real
objectives for the community and deeper understanding and skills
for themselves.‖ (Eyler and Giles, 1999)
Service learning has three major tenets: reflection, civic
responsibility, and community reciprocity.
These goals separate service learning from most other forms of
experiential learning. Service learning is not focused on
individual gains of students alone; it is also focused on beneficial
community partnerships.
Service courses provide ―transformational learning experiences‖
for students, community understanding among faculty, and
Table of Contents
Community Partnerships 2
Community Partnership
Agreement
4
Course Planning
9
Faculty/Student
Agreement
12
Reflection
14
Reflection Activities and
Exercises
16
Evaluation
20
1
Shown above is the correlation between
active learning and knowledge retention.
operational/economic benefits for nonprofits.
Service learning is meant to bring what
students are learning in lecture to life.
Being an engaged citizen can connect
classroom learning to ―real world‖
applications.
Beginning questions for service learning
What skills do your students bring to the table?
What type of service work are you passionate about?
What overlap do you see between your passion for service work and your
profession of teaching?
What work could be done that both advances student learning and helps
with a community need?
Mott Community College’s Guidebook on Service Learning
Benefits for students
Photo credit: www.mcc.edu
Participation in service learning has a significant positive effect on students in many aspects. Academic performance, leadership,
self-efficacy, interpersonal skills, and commitment to service are just some aspects that service learning enhances for the students.
Increased engagement in the classroom; enriches the learning experience; increased retention of class concepts
Increased awareness of the world and of personal values; broadens perspectives and improves critical thinking
Generates more student-to-student discussions; improves human relation skills
Provides experience for resumes; provides experience for future career selection
Benefits for faculty members
These lists were created
using the following sources:
The strongest academic improvement associated with service learning are writing skills; although, there are many
“How Service Learning
Affects Students,” Higher improved academic outcomes that are credited to course-based service learning. Faculty members who are looking for
new and innovative ways to teaching their course’s content may find service learning to be a great strategy.
Education Research
Institute, 2000.
Helps retain student attention to course material, improves the degree to which students are interested in the
“Service Learning Faculty
course
Information Guide,”
Improves personal sense of civic responsibility and effectiveness
Service Learning Center at
Grand Rapids Community
Increased potential for professional recognition; potential for research and publication
College.
Benefits for the community
When a service learning project is designed with community input, real needs in the community can be met. This is particularly important for a
community college. Community colleges are an investment on the part of the area that they serve. When the college puts an emphasis on giving
back the community is more likely to see the importance of the college’s mission. The college will also play a larger role in helping meet the needs
of the population it serves.
Talented students volunteer their time to meet many needs without cost
Potential long-term volunteers are exposed to organizations and their missions
Enhances, and builds upon, the college’s reputation in the community
Students and faculty have a renewed sense of connection to their community
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Mott Community College’s Guidebook on Service Learning
Building Relationships for Service Learning
“The power of campuscommunity partnership can
bring diverse groups of
people together to identify
new and better ways of
thinking about building
communities and
strengthening higher
education.”
(Seifer & Connors, Faculty
Toolkit for Service Learning
in Higher Education)
At the beginning of any service course, (a) partner organization(s) has to be
selected. This partner hosts students and provides the service opportunity.
When selecting a community partner there are several steps to assure the best
experience for the students, the partner, and the instructor. Initializing a
partnership with a community group or nonprofit can be slow. Many of these
organizations are overworked and understaffed but this does not mean they
would not be interested in acquiring help from MCC students. Persistence and
open communication are the keys to getting any partnership off the ground.
Important steps to take when choosing a project
1. Meet with potential partners to discuss your needs and their organization’s
needs. Outline what skills your students are able to provide and what
educational goals you have in mind.
2. Present students with some options (if there is time and such options are
available). See which project they would most enjoy participating in.
3. Complete the necessary paperwork with help from the Office of Professional
Development and Experiential Learning. The staff will walk you through
MCC’s Community Partnership Agreement, Student Agreement, and
Emergency Contact form.
4. Select your community partner and confirm the details in writing.
5. Plan an orientation to the area and the project before students begin their
service.
6. Obtain necessary information from your partner so that you can make it
available to students. This includes:
Directions to the site, where to park, etc.
On-site contact person name, phone number, and email address
What to bring, how to dress, appropriate/expected behavior any special
instructions
How to check-in
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Mott Community College’s Guidebook on Service Learning
The Principles of Partnership
1. Partnerships form to serve a specific purpose and may take on new goals over
time.
2. Partners have agreed upon mission, values, goals, measurable outcomes, and
accountability for the partnership.
3. The relationship between partners is characterized by mutual trust, respect,
genuineness, and commitment.
4. The partnership builds upon identified strengths and assets, but also works to
address needs and increase capacity of all partners.
5. The partnership balances power among partners and enables resources among
partners to be shared.
6. Partners make clear and open communication an ongoing priority by striving to understand each other’s needs and selfinterests, and developing a common language.
7. Principles and processes for the partnership are established with the input and agreement of all partners, especially for
decision-making and conflict resolution.
8. There is feedback among all stakeholders in the partnership, with the goal of continuously improving the partnership
and its outcomes.
9. Partners share the benefits of the partnership’s accomplishments.
10. Partnerships can dissolve and need to plan a process for closure.
(―Principles for Good Community-Campus Partnership‖, Community-Campus Partnerships for Health,
Revised 2006.)
Assets-based v. Needs-based Service Learning
When entering into a partnership with a college or university it is a common complaint of the
community partner that the school wants to ―fix‖ or ―help‖ with a problem they see. This strategy pushes community partners away from the college. Colleges and universities have to be
careful not to focus on the problems or deficiencies in the community; but rather the campus
should try to develop the assets the community brings. The most effective service learning
projects are those which build upon, and strengthen, existing networks.
Keys to Asset-based Service Learning
Assess and build upon what each side brings to the table
Find common ground before assigning roles and developing processes
Provide resources to the community for capacity building
Establish open channels of communication
“Service learning, when
designed well, can help
community partners form
links and create new
networks with other
associations, institutions,
and individuals active in
bringing change and
improvement to the
community.”
(Seifer & Connors, Faculty
Toolkit for Service
Learning in Higher
Education)
Following this section…
The next page of the guidebook contains a form for entering into a partnership with community agencies. This form has
been reviewed by MCC’s attorney and helps reduce the liability of the college, and faculty member, when using service
learning as a teaching strategy. Partnerships, under this form, exist for a year’s time. If you have questions about the
form contact the Office of Professional Development and Experiential Learning.
4
Mott Community College, Office of Professional Development & Experiential Learning & Community
Partner Agreement
PURPOSE OF AGREEMENT WITH COMMUNITY PARTNER:
To provide a deeper understanding of guidelines and expectations for Mott Community College (MCC) students, faculty and staff members and the Community Partner (CP) who collectively participate in servicelearning (SL) courses and activities.
This agreement should reflect the creation of positive service-learning experiences and mutual benefit for
MCC students, faculty and staff members and the Community Partner.
Mott Community College’s mission is to provide high quality, accessible and affordable educational opportunities and services—including programs focused on university transfer, technical and lifelong learning, as well
as workforce and economic development—that promote student success, individual development, and improve
the overall quality of life in a multicultural community.
Service-learning is defined as a teaching and learning strategy that integrates meaningful community service
with instruction and reflection to enrich the learning experience, teach civic responsibility and strengthen communities.
Mott Community College believes that appropriate service-learning activities can enhance student learning, the
performance of the Community Partner and overall community quality of life.
The [identify Community Partner by name]’s mission is to…[insert CP mission statement here].
Community Partner’s contact information is as follows:
Address: _______________________________________________ City: ____________ ZIP: __________
Telephone: ___________________________________ Fax: ____________________________________
Contact Person: _____________________________ Contact Person’s Telephone: __________________
Contact Person’s Email Address: __________________________________________________________
-----------------------------------------------------------------------------------------------------------------------------------------This agreement is entered into between Mott Community College (MCC), 1401 E. Court St., Flint, MI 48503, and
_______________________________, hereafter referred to as ―Community Partner.‖
In consideration of the agreements set forth herein, MCC’s Office of Professional Development & Experiential Learning
and the Community Partner agree as follows:
Effective Date. The effective date of this Agreement shall be ______________________________.
Term. The term of this Agreement shall commence on ___________________________________ and shall end at midnight on __________________________________ subject to the termination provisions contained on page 4.
EXPECTATIONS OF THE PARTIES TO THIS AGREEMENT
MCC students, faculty and staff members will:
a.
Model appropriate professional behavior when working with clients, CP staff, and community members, and
when serving at the Community Partner.
b. Meet the Community Partner’s service goals.
c. Abide by all policies and practices of the Community Partner, including maintaining client confidentiality.
d. Be on-time and reliable.
e. When at all feasible, call at least 24 hours in advance if unable to perform service during the scheduled time.
f.
5
Refrain from drug or alcohol use prior to or during service at the site.
g. Become familiar with the neighborhood and environment of the service site with assistance from the Community
Partner.
h. Report immediately any suspicions of abuse, neglect, or criminal activity to both the Community Partner Site
Supervisor and the relevant MCC faculty member.
i.
Avoid service with vulnerable client populations until clearing all Criminal History Background Checks and/or
other processes required by MCC and/or the Community Partner or by law.
Community Partner Site Supervisor or his/her Designee will:
a. Provide specific training and any orientation needed by MCC students, faculty and staff members prior to the
beginning of their service at the Community Partner site. Necessary training can be provided through collaboration among the Community Partner, the relevant MCC faculty member and the MCC Office of Professional Development & Experiential Learning.
b. Ensure that MCC students, faculty and staff members are aware of the unique nature of the population, clients
and environment of the Community Partner site and have received an orientation and any additional training the
Community Partner deems necessary to successfully complete the service experience.
c. Support MCC students, faculty and staff members as they interact with Community Partner personnel, clients
and volunteers, and provide guidance and advice as necessary and appropriate.
d. Complete an evaluation regarding the quality of service provided to the Community Partner by MCC students,
faculty and staff.
e. Ensure compliance with all federal, state and local laws.
f.
Assist in surveying the site environment to determine the level of risk and appropriate Risk Management policies.
g. Upon request, provide the MCC Office of Professional Development & Experiential Learning with any documentation related to the maintenance of the Community Partner Agreement.
Mott Community College Office of Professional Development & Experiential Learning will:
a.
Inform MCC students, faculty and staff that they must abide by the Community Partner’s rules, regulations and
policies while participating in service-learning activities on behalf of the Community Partner.
b. Work in partnership with the Community Partner and faculty/staff to design service experiences that meet the
needs of the Community Partner and the learning objectives of MCC students, faculty and staff.
c. Assist, when requested, MCC students, faculty and staff with ongoing reflection activities.
TERMS OF THE AGREEMENT
1. Non-Discrimination. The Community Partner recognizes that MCC has a policy which states, in
part: The College does not discriminate in educational or employment opportunities or practices on
the basis of race, color, religion, gender, national origin, veteran’s status, age, disability unrelated to
an individual’s ability to perform adequately, height, weight, marital status, political belief, sexual
orientation, or any other characteristic protected by law. This policy governs all aspects of employment, including, but not limited to, academic decisions, selection, job assignment, compensation, discipline, termination, and access to benefits and training.
2. Refusal of Access. The Community Partner may refuse access to its premises to any MCC student,
faculty or staff member who the Community Partner finds to be unable to participate in the service
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experience at the premises of the Community Partner for reasons related to safety, health, noncompliance with applicable laws, personal or professional behavior.
3. Representation and Non-Displacement. The students, faculty and staff members of MCC participating in the service experience with the Community Partner shall not be considered employees of the
Community Partner during their experience, and said persons shall not be entitled to any benefits provided by the Community Partner to its employees, including, but not limited to, any type of health
insurance coverage, wages, fringe benefits, or unemployment benefits. The duties performed by
MCC students while participating in service activities are being performed in fulfillment of service
requirements of MCC. The student, faculty or staff member of MCC may not displace a Community
Partner employee or position, including partial displacement such as reduction in hours, wages or employment benefits, as a result of the use by such Community Partner of a MCC student, faculty member or staff member in a program or project.
4. Status of Students. Students shall at no time during this agreement be considered officers, employees, agents or volunteers of MCC.
5. Insurance. All MCC students, faculty and staff members assigned to the Community Partner for service experiences shall be covered by the Community Partner’s volunteer liability or general commercial liability insurance. Such insurance shall have limits of at least $1 million (per occurrence) and
$3 million (per aggregate). Upon signing this Agreement, the Community Partner agrees to provide a
copy of a certificate of liability insurance to MCC’s Executive Dean of Professional Development &
Experiential Learning. The Community Partner further agrees to continue coverage and assumes responsibility to notify MCC of any changes or discontinuance of coverage. The Community Partner,
upon request of MCC, will provide MCC with proof that it carries volunteer liability or general commercial liability and other insurances required by law.
6. Compliance with Policies, Regulations and Rules. Students, faculty and staff members of MCC assigned to the Community Partner for service experiences will comply with the policies, regulations
and rules of the Community Partner while engaged in said service. Both MCC and the Community
Partner will mutually agree upon responsibility for the orientation of the MCC students, faculty and
staff members assigned to the Community Partner.
7. Criminal History Checks. The Community Partner shall be responsible for ensuring compliance with
all federal and state laws regarding criminal history checks or any other screening requirements imposed by law or by the policies of the Community Partner.
8. Endorsement. Nothing contained in this Agreement shall be construed as conferring on any party
hereto any right to use the other party’s name as an endorsement of product/service or to advertise,
promote or otherwise market any product or service without the prior written consent of the other
party. Furthermore, nothing in this Agreement shall be construed as endorsement of any commercial
product or service by MCC, its officers or employees.
9. Copyright Ownership. All creative work related to artistic or graphic design that is completed by a
student is copyrighted to the student. A student may agree, in writing, to relinquish their copyright to
the Community Partner.
10. Hold Harmless. MCC shall indemnify and hold harmless the Community Partner from any and all
claims, loss, liability, damage and expenses caused by a negligent act or omission of a MCC student,
faculty or staff member while involved in the service experience with the Community Partner. The
Community Partner shall indemnify and hold harmless MCC from any and all claims, loss, liability,
7
damage and expenses caused by a negligent act or omission of the Community Partner, including its
employees, officers, and agents.
11. Arbitration. MCC and the Community Partner agree that if a dispute between them should develop
concerning the terms and conditions of this Agreement, rather than filing a civil action, the parties
agree that any such dispute shall be finally resolved through arbitration in accordance with MCLA
600.5035.
12. Persons to Notify. In the event that either party to this Agreement believes it is necessary to provide
written notice to the other party, such notice shall be delivered to the following persons:
Mott Community College
Dale K. Weighill, Executive Dean
Office of Professional Development &
Experiential Learning
1401 E. Court St., Flint, MI 48503
Community Partner Name: _____________
Community Partner Contact: ____________
Address: ____________________________
City, State, ZIP: ______________________
13. Termination: Either party may terminate this agreement if it is that party's decision that termination is
in its best interest. The terminating party will provide no less than sixty (60) days written notice to
the non-terminating party. Before issuing such a notice, the terminating party shall offer to meet with
the non-terminating party to discuss the reason(s) that termination is desired in order to determine if
termination can be avoided. MCC students, faculty and staff members then participating in the service experience will be given the opportunity to, if appropriate in the context of the reasons for termination, complete their service at the Community Partner site.
14. Applicable Laws. This Agreement shall be governed by the laws of the State of Michigan.
15. Entire Agreement. MCC and the Community Partner agree that this is the Entire Agreement between
the parties, and it may be amended only by written agreement of the parties. No alteration or variation of the terms of this Agreement shall be valid unless made in writing and signed by the parties
hereto, and no oral understanding or agreement not incorporated herein shall be binding on any of the
parties hereto.
16. Renewal Process. If neither party to this Agreement notifies the other party in writing at least thirty
(30) days prior to the term end date stating the party will not extend this Agreement for an additional
year, then it shall be deemed that MCC and the Community Partner have renewed and extended the
Term of this Agreement for an additional one (1) year.
17. Non-Assignment. MCC and the Community Partner agree that the duties and obligations set forth in
this Agreement shall not be assigned or in any way transferred to any other person or entity, without
the written consent of MCC and the Community Partner.
18. Severability. If any provision of this Agreement is held invalid by any law, rule, order of regulation
of any government or by the final determination of any state or federal court, such invalidity shall not
affect the enforceability of any other provision not held to be invalid.
This Agreement has been executed by duly authorized representatives of MCC and the
Community Partner on the date(s) given below.
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For Mott Community College:
For the Community Partner:
Printed Name: ______________________ Printed Name: _______________________
Signature: __________________________ Signature: ___________________________
Title: ______________________________ Title: _______________________________
Date: ______________________________ Date: _______________________________
Printed Name: _______________________
Signature: ___________________________
Title: _______________________________
Date: _______________________________
--------------------------------------------------------------------------------------------------------------------The above agreement must be signed by two representatives from Mott Community College in
order for it to be executed. These individuals are: Dr. Amy Fugate, Vice President of Academic
Affairs, and Dale K. Weighill, Executive Dean of Professional Development & Experiential
Learning. Once signed, an original copy of this Community Partner Agreement should be returned to Dale K. Weighill, Office of Professional Development & Experiential Learning, Mott
Community College, 1401 E. Court St., Flint, MI 48503. Questions may be directed to Dale
Weighill at 810.232.2882 or at dale.weighill@mcc.edu.
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Mott Community College’s Guidebook on Service Learning
Course Planning and Organization
Key components of a service learning course
Service learning courses have a level of complexity that many other courses do not.
They require deliberate planning and produce a structure for students to grasp key
concepts before graduation. Student learning in service courses goes beyond subject
matter to teamwork, communication, leadership, and critical thinking. In order to reach
this level of learning there are several components of a service project that must be
incorporated.
There are four components that a service course should include: (1) engagement,
(2) reciprocity, (3) public dissemination, and (4) reflection (―Course Organization,‖
Fundamentals of Service-Learning Course Construction, Campus Compact). Service
learning is first focused on engaging the community in the learning process. Students
should be crossing the boundary of their campus into the community. The second focus
is reciprocity. Are the students learning as much from the organization as they are from
the class? Is the community partner benefiting while the students are learning? The
third component is public dissemination. The partner and the college should promote
the work being done through this course. Awareness creation should be a goal of the
project; it will help brings students back to the ―why‖ of the service project. The final
component is reflective exercises. Reflection is the mechanism that service courses use
to have students connect their experiences with the classroom content. The process of
reflection can be done through a variety of activities and the planning of reflection activities will be examined in greater detail later in this guide.
Criteria for service learning from Service-Learning Course Design Workbook by
Jeffery Howard
Relevant and meaningful service: The service must be relevant for all stakeholders. It must
relate to the content of the course and fulfill a need in the community. The service must be as
meaningful to the community as it is for the students. For the community, the quality of life
should be improved in some way. For the student, service should act as a learning resource.
Enhanced academic learning: Service should offer the students a chance to apply what they
have learned. This hands-on assignment should complement what is done in the classroom.
This is a chance for students to compare and contrast their experiences with what they have
been taught. These connections will not present themselves automatically to most students.
This is why clear learning objectives must be set by the faculty member for the service
project.
Purposeful civic learning: Service learning should prepare students to be active citizens. It
accomplishes this goal by teaching students leadership, teamwork, and interpersonal skills.
Participation in the community helps students to develop skills and knowledge that can create
more socially responsible citizens.
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“Perhaps one of the
greatest challenges
facing faculty in
making course
transitions from
lecture-based to
community-based is to
allow community
needs and interests to
determine the scope of
the course activities.”
(Goodrow, 2001)
Mott Community College’s Guidebook on Service Learning
Getting started planning your course
Establish learner outcomes and competencies
What skills and knowledge will students need prior to their service?
What should they be taking away from their service experience?
Remember: academic credit is for learning, not for serving. A service learning
course should not compromise academic standards.
Select the type of placements, projects, and activities
Are there any organizations you currently volunteer with that you would want to
partner with?
Have you consulted with the Office of Professional Development and Experiential
Learning to see which organizations they have as community partners?
Determine the appropriate requirements for the service and learning components
How will students be graded?
What is the appropriate workload?
Not everything about the project will be perfect your first time around. Be reasonable
when starting off in service learning. This too is a learning experience for faculty.
Remember that flexibility is required and the Office of Professional Development and
Experiential Learning is here to help!
In a national study by
the American
Association of
Community Colleges,
90 percent of students
agreed that
academically-based
service learning
helped them see how
course subject matter
can be used in
everyday life.
(Robinson, G.,
“Stepping into our
destiny,” Community
College Journal, 1999)
Selling service learning to students
The most important piece to achieving a successful service learning experience is motivating your students. Enthusiasm is contagious; this is why it is important to build enthusiasm
going into your project. Students might be hesitant to show excitement for any assignment.
Still, explaining the positives to serving the community can be a powerful selling point for
the experience. It is normal for your students to have questions about the project like: why
is this important, how is this going to help me, why this project? There are steps you can
take to prepare for these questions and ways to calm your anxiety when presenting service
to students.
1. Be sure to thoroughly research the location where students will be serving. Give students information on the agency they will be serving with and why this work is important to the community.
2. Provide information the students will need when arriving at their service site. They
should know who to go to and what work they will be doing.
3. Explain your reasons for having students serve. Give students a realistic view of their
impact through service. Walk them through the learning goals and objectives you have
set for the class.
And, if nothing else, you can suggest the positive impact that service learning has on grades
and graduation. Try using these statistics from the American Association of Community
Colleges:
90% of students agree that academically-based service helped them see how subject
matter can be used in everyday life
70% of students thought service helped them better understand required reading and
lectures
97% of students who participated in reflection exercises had a clear understanding of
the connection between service and learning
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Mott Community College’s Guidebook on Service Learning
Checklist to launch your course
“Keep a sense of
humor, be flexible, and
realize it’s a marathon
and not a sprint.”
(Seifer, Conners 2007)
Identify learning objectives and outcomes
Define a learning strategy and create assignments
Identify which skills are to be learned through service
Find placement site(s) that fit your objectives
Meet with community partners to plan the project and
complete necessary paperwork
Choose a format for the service component (elective,
mandatory, short-term, long-term)
Have an orientation-to-service with students; have
students fill out necessary paperwork
Choose an assessment strategy to connect service to
learning
Conduct reflection activities
Follow-up with community partner, give thanks, share
results
Share the project with fellow faculty and
administration
Don’t forget to give evaluations to the Office of
Professional Development and Experiential Learning!
Following this section...
The next page of the guidebook contains a form for students to fill out as a part of their orientation to service.
This form is to be used by the faculty member as a way of setting expectations for students while they serve.
Students may not assume it is their responsibility to represent the college and act as professionals when off
campus. Having students agree to these guidelines is a way of assuring they understand how they are to act
when serving in the community. There are portions of the form that are filled out by the instructor that tailor
the form to a specific course. These sections include the learning objectives, responsibilities of the student, the
community partner’s contact information, and the required amount of time the student will serve.
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Student Agreement for Service Learning
Service learning gives students a unique chance to experience the ―real‖ world while still applying classroom knowledge. To take
part in this experience, students must understand that they are representatives of their professor and the college. Students must agree
to the following:
Mott Community College students, faculty and staff members will:
Model appropriate professional behavior when working with clients, Community Partner staff, and community members
when serving at the Community Partner.
Meet the Community Partner’s service goals.
Abide by all policies and practices of the Community Partner, including maintaining client confidentiality.
Be on-time and reliable.
When at all feasible, call at least 24 hours in advance if unable to perform service during the scheduled time.
Refrain from drug or alcohol use prior to or during service at the site.
Become familiar with the neighborhood and environment of the service site with assistance from the Community Partner.
Report immediately any suspicions of abuse, neglect, or criminal activity to both the Community Partner Site Supervisor
and the relevant MCC faculty member.
Avoid service with vulnerable client populations until clearing all Criminal History Background Checks and/or other processes required by MCC and/or the Community Partner or by law.
Students are to follow all rules listed in the MCC Student Code of Conduct
Students’ actions and participation will be reflected in their grades depending upon the weight of the service assignment in the syllabus.
Primary Learning Objective ___________________________________________________________________________________
Responsibilities and Duties of Student ___________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
Service Agency Information
Agency name and address ________________________________________________________
Supervisor name ________________________________________________________________
Supervisor contact info ___________________________________________________________
Agency’s mission _______________________________________________________________
______________________________________________________________________________
Orientation/Training required to serve ______________________________________________
______________________________________________________________________________
Number of service hours to be completed ____________________________________________
Student Signature ____________________________________________ Date ____________________
Faculty/ Staff Signature ________________________________________ Date ____________________
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Mott Community College’s Guidebook on Service Learning
Reflection: what it is and what it isn’t
For starters, what is reflection? Here are some easy ways to think
about it:
Reflection is a strategy that allows students to think critically
It is a way for students to ask questions
It helps students explore their personal and academic growth
It allows for interpretation and contextualization of the events
students experience
Understanding and meaning can be achieved through consistent
application of reflection strategies
Put simply, reflection is the connector between experience and
education!
So what is NOT reflection?
“Step back and be thoughtful.
Monitor one’s own reaction and
thinking process. Contemplation with
explicit attention.”
(Eyler & Giles, 1999)
Sitting with eyes closed ―meditating‖
Discussing purely the ―feel good‖ aspects of an experience
Focused on just the emotions of the experience
Reserved for the end of a project or class
Just a student activity or a private activity
Conducting Effective Reflection with the Five Cs
Connected: This is the perfect opportunity to really integrate course concepts into student experiences. What from the
class was supported by the service experience? What was challenged?
Continuous: Reflection should not take place once after the course project. Reflection is valuable before, during, and
after a project.
Contextualized: There are many forms that reflection can take. The way you have your students reflect should be appropriate to the course work and the class dynamic.
Creative: One goal of reflection is to prevent academic ―burnout.‖ Creativity in the preparation and execution of reflection can support a more engaging classroom environment.
Challenging: Another goal of reflection is for students to think about course issues in a way that challenges their former
beliefs. Students should be pushed to think critically by reflection activities.
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Mott Community College’s Guidebook on Service Learning
Kolb’s Model for Experiential Learning
In this cycle, a learner can begin at any point but will
complete all phases of the cycle. The cycle is a continuous
spiral between all four phases.
Kolb’s Model in the classroom:
In structured courses students will begin the cycle at the top
with the ―doing.‖
In a classroom the cycle’s end would typically be at the
abstract conceptualization phase with the learning from and
concluding the experience unless your experiential piece is
ongoing throughout the course.
This model can be adapted and simplified by another model
for student reflection in the steps of ―what, so what, now what?‖
“Reflection can allow
program experiences
to live on in the
students’ lives in new
experiences and new
learning.”
(Conrad and Hedin)
What? So what? Now what?
This model is the cycle that your students should be guided through during
reflection activities. Students do not need to reach each step in one day but throughout
the course of the experiential project.
What?: This question is the first that students should be asked to describe; what is
it that they were doing? This corresponds with the Concrete Experience of Kolb’s cycle.
You want students to describe the work they were doing.
So what?: This question gets at two levels of reflection, the affective and the cognitive. Students should
express how they felt (affective) about their work, placement, etc. at this level. Students should also be
challenged to make the connections to their course work at this level. They should make connections between
class knowledge and experience (cognitive). This overlaps with the reflective observation and abstract
conceptualization of Kolb’s model.
Now what?: At this level students should be applying what they have learned to the issues they have
experienced and dealt with outside of the classroom. This is the planning and active experimentation phase of
Kolb’s cycle. Students apply their knowledge to find solutions to issues they faced in their experience.
Following this section…
On the pages that follow are activities that allow you to think through which form of reflection you would like to include
in your class. Along with the activities is a list of potential reflection exercises. The activity will help generate questions
you might ask your students to walk them through the ―What? So what? Now what?‖ cycle. These resources, developed
by Dr. Brian Ivory with assistance from Simone Mishler, will help you determine which structure of reflection might
best suit your needs.
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Key Reflection Strategies
1. 3-Part Journal (Describe, Interpret,
Evaluate)
2. Class Presentations
3. Concentric Circle
4. Electronic Forum (e.g., on Blackboard)
22. Ethical Case Study
23. Fish Bowl
24. Free Association Brainstorming
25. Group / Team Journal Writing
26. Group Conferences with Students
27. Individual Student Conferences
28. Individual Journal Writing
29. Letters (to self, to community)
5. Group Reflection
30. ORID Model
6. Object Toss
31. Portfolio
7. Role Playing
32. Poster Sessions
8. Sentence Stems…
33. Publication (Class or Individual)
9. Top Five Lists
34. Scrapbook
10. You Tube / Movie Clip Comparisons 35. Student Skits
36. Ten Tips for the Future
11. What I Expected / What I Got
12. Wall Graffiti
37. Time Capsule
13. All Tied Up
38. Truth is Stranger than Fiction
14. Banners / Murals
39. Values Clarification
15. Bulletin Boards
(i.e., in SA, A, D, SD quadrants)
16. Case Studies
40. Visual Reflections
17. Critical Incident Journal
41.Visualization
18. Directed Reading
19. Directed Writing
20. Electronic Journal
21. Emotional Go-Around
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17
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Mott Community College’s Guidebook on Service Learning
Course evaluation and improvement
Evaluation of a service course is valuable to everyone who is involved. The community
partner can learn if students felt they gained skills from the project. The instructor can
gauge if learning is improved through experiential education. Without evaluation these
important perspectives, and many others, would not be gathered.
It helps to think of evaluation as a means of improvement rather than the ending to a
project. Constant evaluation is a way of sustaining the service learning project. The
feedback gained will help to make necessary changes and to celebrate successes. The
evaluation method you choose should take into account all the stakeholders in your
service project. This is called a 360 degree evaluation. Seeking feedback from all
parties will lower the chance of overlooking concerns or passing over someone when
giving praise.
When creating your evaluation plan be sure to collect information from the beginning
of the project. Good information management throughout the project will keep you
from scrambling at the end. One way to gather information at the beginning of a project
is to conduct a ―preflection.‖ A preflection is a series of questions that you have
students answer before they begin serving. This could be done by having students
answer open-ended questions like, what do you think volunteering will be like? This
information will help you when preparing students for their project and it will help you
assist students through the service learning experience.
When creating a plan for evaluating your service course, ask yourself these questions:
How will I know if this partnership has achieved my goals and my partners goals?
Has this program made a difference in the community?
Have the students learned something? What?
How could I do it better next time?
What are the next logical steps?
(Seifer & Conners, 2007)
The final thing to keep in mind is that evaluation findings are meant to be incorporated into your course
design. This is how you are able to continuously improve your course.
Following this section...
On the page that follows is a survey for evaluating the student’s experience during a service learning course. This survey
is used by the Office of Professional Development and Experiential Learning to continuously improve service learning
practices at the college. The survey should be distributed at the end of the service learning experience then returned to
the Office of Professional Development and Experiential Learning located on the third floor of Mott Library.
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Mott Community College’s Guidebook on Service Learning
Experiential Learning Student Evaluation
Course:___________________________________________________________________
Service site name: _________________________________________________________________________________
1. Rate your personal enjoyment of the service project
2. Rate how you were prepared for your service work
3. How prepared/organized was your service site
Excellent
Good
Fair
Poor










4. Did the service project help you understand your class work? Why or why not?
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
5. Did you find the service you provided to be meaningful? Why or why not?
_________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
6. What advice would you give future students doing this service project?
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
7. What improvements could the instructor make to better prepare future students to serve?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
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
Mott Community College’s Guidebook on Service Learning
References
Astin, Alexander W., ―How Service Learning Affects Students,‖ Higher Education Research Institute, 2000.
Conrad, D. & Hedin, D., ―School-based community service: what we know from research and theory,‖ Phi
Delta Kappan, 743-749, 1991.
Eyler, J. & Giles, D., Where’s the learning in service learning?, San Francisco: Jossey-Bass, 1999.
Goodrow, B., et al. ―The community partnership experience: A report of institutional transition at East
Tennessee State University,‖ Academic Medicine, 134 – 141, 2001.
Hefferman, K., Fundamentals of Service-Learning Course Construction, Providence: National Campus
Compact, 2001.
Howard, J., Service-learning Course Design Workbook , Ann Arbor: OCSL Press, 2001.
Robinson, G., ―Stepping into our destiny,‖ Community College Journal, 8-12, 1999.
Seifer, SD & Conners K., Faculty Toolkit for Service-Learning in Higher Education, Scotts Valley: National
Service Learning Clearinghouse, 2007.
Michigan Community Colleges with Service Learning Programs
Delta College
http://www.delta.edu/coop/servicelearning.aspx
Kellogg Community College
http://www.kellogg.edu/socialscience/servicelearning/
Grand Rapids Community College
http://cms.grcc.edu/academic-service-learning/programs
Jackson Community College
http://www.jccmi.edu/servicelearning/
Kirtland Community College
http://www.kirtland.edu/servicelearning/
Macomb Community College
http://www.macomb.edu/Current+Students/Educational+Offerings/Service+Learning/
Henry Ford Community College
http://servicelearning.hfcc.edu/
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Mott Community College’s Guidebook on Service Learning
Worthwhile Websites
National Service Learning Clearinghouse
http://www.servicelearning.org/
Campus-Community Partnerships for Health
http://depts.washington.edu/ccph/servicelearningres.html
Volunteer Centers of Michigan
http://www.mivolunteers.org/
Michigan Journal of Community Service-Learning
http://quod.lib.umich.edu/m/mjcsl/
Campus Compact (National Organization)
http://www.compact.org/
Michigan Campus Compact
http://www.micampuscompact.org/
National Society for Experiential Education
http://www.nsee.org/
Guidebook edited by Simone Mishler, Michigan Campus Compact AmeriCorps* VISTA member 2010-2011
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