Nicholas Holton
Kirtland Community College www2.kirtland.edu/servicelearning/

Community Service Learning may be conceptualized as a pedagogical model that connects meaningful community service experiences with academic course learning.

Time For Sharing Ideas
We Know The Problems, What Are The
Solutions.
Concentrate On Turning Challenges Into
Opportunities

Clear Expectations
Structure
Involvement
Variety
Relevance
Acceptance and Respect
Flexibility
Humor
Credibility
Concern for their Goals

Enriches student learning of course material and “brings books to life and life to books.”
Engages students in active learning that demonstrates the relevance of academic work for their life and career choices.
Increases awareness of current societal issues as they relate to academic areas.

Broadens perspectives of diversity issues and enhances critical thinking skills.
Improves interpersonal skills.
Develops civic responsibility through active community involvement.

Provides substantial human resources to meet educational, human, safety, and environmental needs of local communities.
Allows the energy and enthusiasm of students to contribute to meeting needs.
Fosters an ethic of service and civic participation in students.
Creates potential for additional partnerships and collaboration.

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Are bound directly to the academic curriculum.
Meet a real community need.
Provide for structured group reflection time.
Engage students in group decision making and problem solving.
Find ways to match the skills and talents of students with the needs of the community.
Provide a wide variety of options for students.
Provide recognition for services rendered.

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Reciprocity: The service learning must be worthwhile and valuable for both the student and the community.
Reflection: Intentional, systematic reflection about the experience must take place in order to accomplish rational harmony in community service experiences.
Reflection within the context of the volunteer experience encourages introspection of other aspects of the student’s life.

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Development: Service learning occurs in different stages; beginning with service, from enabling to empowering; from observation, to experience; from following to leadership.
Meaningful Service: Service tasks need to be worthwhile and challenging in order to strengthen students’ critical thinking.
Diversity: A priority is placed on involving a broad cross-section of students working in diverse settings and with a diverse population within the community.
Meaningful service is not about doing good to someone; it is about dignity and growth of the giver and the receiver. Harry C. Silcox

Independent 4 th credit option
Required within a course
Option within a course
Class Service Projects
Disciplinary Capstone Projects
Service Research Projects

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Consider the courses you teach and determine how community service might be helpful to enrich learning in that discipline.
2. With service sites or activities in mind, consider your goals and motives in using the application.

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Based upon your motives, goals, and objectives, choose a course service option.
Once you have chosen how service will be incorporated, review and alter your course objectives and syllabus to reflect the change.

5. On the first day of class, explain and promote the ideas behind including
Service Learning in your class. Explain the benefits to the student and the community.
6. Work with students to develop specific service and learning objectives for their service experiences.

7. Teach students how to harvest the service experience for knowledge.
8. Link the service experience to your academic course content through deliberate and guided reflection.
9. Evaluate your Service Learning outcomes as you would any other product.

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Are course goals and objectives realistic?
Has advance planning taken place with the community agency to effectively integrate service-based learning with course goals and objectives?
What provisions have been made for evaluation and assessment?

Academic credit is for learning, not for service
Do not compromise academic rigor
Set Learning goals for students
Establish criteria for the selection of community service placements

Provide educationally-sound mechanisms to harvest the community learning
Provide supports for students to learn how to harvest the community learning
Minimize the distinction between the students’ community learning role and the classroom learning role
Re-think the faculty instructional role
Be prepared for uncertainty and variation in student learning outcomes
Maximize the community responsibility orientation of the course

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Academic Rigor
Competence in Application of the
Strategy.
Students’ ability to contribute meaningful service.
Time Constraints
Liability

Michigan Alliance for Rural Service
Learning (MARSL) http://www2.kirtland.edu/servicelearning/m arsl.htm
Regional Initiatives
Multi-state Collaborations
Community College National Center for
Community Engagement

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TIFF (LZW) decompressor are needed to see this picture.
http://www.mc.maricopa.edu/other/engagement/ http://www.mc.maricopa.edu/other/engagement/Journal/in dex.jsp
http://www.mc.maricopa.edu/other/engagement/WhatsNew
.jsp

www.uwex.edu/erc/gwah/ www.teachersnetwork.org/dcs/environsl/envi6.htm
www.teachersnetwork.org.dcs/environsl/envi4.htm
www.teachersnetwork.org/dcs/environsl/envi5.htm
www.teachersnetwork.org/teachnet/Boston/tisseason/man y111111.htm
www.cde.ca.gov/calserve/LessonPlans/default.asp
www.csf.colorado.edu/sl/syllabi/index.html
www.usafreedomcorps.gov/