Seven Steps To Service-Learning:
A Practical Approach To Course Design
Dr. Maureen Rubin
California State University, Northridge
maureen.rubin@csun.edu
Who is here?
• Please let me know if you are faculty or staff and either
what you are teaching or what your position is at the
University.
• Tell me one thing you would like to explore at today’s
webinar.
• This will help me tailor my presentation to what the
audience wants me to cover (to the maximum extent
possible in a prepared webinar!)
Goals for Today
• Understand what service-learning is.
• Explain benefits and challenges.
• Design a course.
• Give overview of recent changes.
What is Service-Learning?
Federal Definition
Service-learning is an education and youth
development strategy that connects learning objectives
with meaningful service to the community. Students
build civic, leadership, and academic skills while
strengthening communities through service.
(Corporation for National and Community Service)
Highly Individualized Pedagogy
• What are your student learning objectives?
• What skills do you want to develop?
• The answer to these two questions should be
foremost in your mind throughout this
webinar.
College students like it!
(It’s real life application of classroom concepts.)
“Our new President is setting an example for a
new generation of young Americans to
share responsibility for addressing our
nation’s serious issues.”
Los Angeles Times (2009)
Many great projects are happening
Examples of college students accepting that
responsibility abound:
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Restoring communities post-Hurricane Sandy
Rebuilding New Orleans after Katrina
Oil spill clean-ups
National Days and Summers of Service
Mentoring programs to curb drop-out rates
Thousands of state and local initiatives
Have students always done service-learning?
• No! Throughout their history, many universities were
criticized for being disconnected ivory towers marked by an
aloof lack of concern with or interest in the communities
where they are located.
• What caused the change? The Carnagie Foundation’s 1987
report College: The Undergraduate Experience in America
decries the lack of connection between campuses and the
real world by noting a pervasive sense of parochialism and
intellectual and social isolation that “reduces the
effectiveness of the college and limits the vision of the
student.”
Boyer, Community Education Journal, October 1987
Boyer’s work is just as relevant now as it was
nearly 25 years ago.
Boyer supports the scholarship of application,
that it is concerned with questions such as:
• How can knowledge be responsibly applied to
consequential problems?
• How can it be helpful to individuals as well as institutions?
• Can social problems themselves define an agenda for
scholarly investigation?
Boyer, Scholarship Reconsidered, 1990
Universities Do Not Live by Research Alone
"Throughout the country, educators and their critics are
renewing the old debate over the faculty's preoccupation with
research and its effects on the quality of teaching. On one
campus after another, there are stirrings that seem to presage
a willingness to think afresh about the criteria that determine
tenure and measure the success of faculty careers.—”
Derek Bok, Harvard University
And California Governor Jerry Brown just made the same points in
this 2013 Budget Address.
We have learned that research and community service-learning are very
compatible.
Faculty can publish what they do.
Research Shows Service-Learning Works
 Personal Outcomes - Identity, spiritual growth. moral and
interpersonal development, ability to work with others,
leadership and communication skills
 Social Outcomes - Reducing stereotypes, facilitating cultural
and racial understanding, more social responsibility and
citizenship skills, increased commitment to service and
involvement in community service after graduation.
 Career Outcomes - Contributes to career development and
choice of majors, which aids in student retention.
Research Shows Service-Learning Works
 Academic Learning – Mixed impact. Doesn’t improve grades
or GPA, but does improve complexity of understanding,
problem analysis, critical thinking and cognitive development.
 Service-learning has been identified as one of five high impact
practices in a landmark 2010 study by the American
Association of Colleges and Universities.
 And its impact extends to post-college.
 Many other studies are available on impact from the National
Service-Learning Clearinghouse:
http://www.servicelearning.org/
Service-Learning 101
• Definitions
– Volunteerism
– Community Service
– Internships/Practicum
– Field Work
– Civic Engagement
– Community Service-Learning
Volunteerism - Describes people, who of their own free will and without
pay, perform service or do good work. This can be done on a regular or
sporadic basis with community groups, faith-based organizations, political
parties, etc.
Community Service - Organized volunteering designed to meet the
needs of the community. Most often through non-profit organizations,
schools or public agencies. Can be court-ordered, so some may think it’s a
punishment.
Internships/Practicum - Capstone academic experience through which
students implement material covered in a series of classes.
Field Work- Depending on discipline, refers to class-related experiences in
clinical or natural settings. Often required for licensing or credential.
Civic Engagement - A commitment to activelearning, developing student
awareness of civic responsibility, and addressing social and economic needs
defined by the larger community.
Community Service-Learning
Academic study linked to community service through
structured reflection so that each reinforces the other.
The academic study may be in any discipline or
combination of fields. The community service may be
direct service to people in need community outreach
and education, research or policy analysis.
Sound good?
Let’s design a course!
7 simple steps
– Define student learning outcomes
– Define scholarship outcomes
– Plan community collaboration
– Design the course
– Prepare logistics and forms
– Reflect, analyze, deliver
– Assess your results
Define Student Learning Outcomes (SLO’s)
• Primary Goal
– Understanding of Course Content
• Value Added Goals
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Understanding Related Societal/Professional Issues
Awareness of and Involvement with Community
Commitment to Service
Career Development
Self-awareness, Sensitivity to Diversity, Sense of Ownership
Improved Communication and Critical Thinking Skills
Leadership, Values, Taking Responsibility, Perseverance
What value added goal are you trying to achieve? Type
in: (1) what course you teach and (2) what your value
added goal is.
Let’s Try One
• Primary Goal
– Understanding of Course Content – Service-learning
project always advances this goal, but the pedagogy and
service experiences change depending on the other valueadded student learning outcomes, level of course, and
how it fits into departmental assessment plans.
Value-Added Goal
– Example - Understanding Related Societal/Professional
Issues. Let’s use accounting majors. They can tie their
service to current events and policy issues that reflect
social justice.
How will it work for different disciplines?
• Accounting, finance and business students can help
seniors and low-income community members complete
tax forms and analyze how pending bills and current
events such as the “fiscal cliff” will affect them.
• Social science students can compare how varying tax
policies will affect the non-profit agencies they serve.
How will it work for different disciplines?
• Art, music and theatre students can research effects of
government budgets on donations and write fundraising
appeals.
• Science students can compare grant guidelines and help
write grants.
What you teach will define the s-l experience.
Let’s do one of yours.
Define Scholarship Outcomes
• What messages are being sent about how your
institution values service?
– Developmental Model – Junior faculty should devote early
years to establishing teaching and research expertise that
will become the basis for service later in their careers.
– Perpetual model – Service is valued and expected
throughout the professional career and is a responsibility
equal to research and teaching (Stanton, Giles and Cruz,
1999).
Some Good Questions To Ask
• Are non-traditional teaching and learning practices valued at
your institution?
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Are there proper evaluation tools for non-traditional
practices?
• What types of service-learning related research will be
acceptable?
– Only discipline-based?
– Pedagogical?
– Both?
• What other forms of the “scholarship of service” will be
rewarded?
BOTTOM LINE: Learn the culture of your institution.
A Scholarship Example
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Identify problem with community partner
Develop a question
Select a research design
Have students gather data while they are
performing service
• Data will allow submission to both disciplinebased and pedagogical journals
• The case of the senior wheeler-dealers!
Romack, J. L. (2004). Increasing physical activity in nursing home residents using
student power, not dollars. Educational Gerontology, 30(1), 21-38.
Plan Community Collaboration
• Why join a partnership?
• What makes a good partnership?
– Don’t’ ever say “We’re from the University and we
know what you need…”
• Designing the partnership?
– Role-playing exercise
– Follow up with visits including faculty member
• Complete forms
• Decide logistics
What makes a good partnership?
Honoring the role of the community as
co-educators and their support in providing
students with professional skills. Recognizing
community voices in defining needs, faculty
expertise in developing projects to address defined
needs, and students' voices in implementing
community learning projects.
Cal State Northridge Center for Community Engagement
http://www.csun.edu/csl/
https://spreadsheets.google.com/spreadsheet/viewform?formkey=dHA2
WTRnMWdvZjFkQXNIaC1SeHpLUXc6MQ
Meet Your Potential Partner
• Faculty need to go to explain their student learning
outcomes. Partner needs to know that service-learning
students are not the same as other volunteers.
• Is it a good match?
• If yes, talk logistics
– Dates, available hours, how many students can site handle?,
total hours per student?, are any tests necessary (TB,
fingerprints, etc.)
– Site procedures – check in, tracking hours, parking or public
transportation, clothing, supervision, communication, work
site features, should they bring anything?
Plan Orientation
• First introduction. Make it a good one: upbeat, informative
and appreciative.
• Thorough (mission, history, population, programs and
services)
• Define expectations and open lines of
communication. Exchange contact
information and complete necessary
forms
• Tell students what they will learn.
• Give them a tour and introduce them to staff.
Cover Rules & Regulations
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Cover relevant policies and procedures.
Review safety rules and accident procedures.
Review confidentiality and other legal rules.
Discuss supervision.
Cover Rules & Regulations
• Tell students what their responsibilities will be and what
the staff responsibilities are.
• Tell students your expectations re: attendance, hours,
professional conduct, job descriptions, training,
evaluation process.
• Create specific schedules, make-ups, school vacations,
recording hours.
• Tell partners to write it all down.
Sample Responsibilities Information
• Show respect for your site.
• Conduct yourself in a professional manner. Never report
while under the influence.
• Be punctual, responsible and courteous.
• Wear appropriate attire.
• Never loan money or personal belongings to clients.
• Never give clients rides.
• Never tolerate any form of sexual harassment.
• Be cautious about email, Facebook, etc.
• Never make promises you might not be able to deliver.
• Ask for help when in doubt.
• Respect the privacy of clients.
Design the Course
Many models available
– “Engaged departments” develop 4 or 5-year (graduate
students) plans to integrate service with department/
college goals for student learning at each level.
– Service projects reflect appropriate levels of
responsibility and ownership for students' status.
Design the Course
– Freshmen will learn skill sets and build on them each
year. Senior capstone courses allow seniors much
more independence.
– Students can be placed all together simultaneously, at
different pre-screened sites, or at a site they choose
individually
– Without department plan, use your judgment.
Create a “Learning Agreement”
• Student must complete it, sign it and give it to the site supervisor to
sign.
• Students should clearly state what they want to learn from the
experience. To do this, students should review their class syllabus
and determine how course content can be used at service-learning
site.
• Students should also explain why they chose the site, if appropriate.
• Students should meet with supervisors to carefully decide the nature
of the service activities. These should be designed to help students
meet their learning objectives.
• Students should acknowledge and agree to abide by the outlined
responsibilities.
What is reflection?
• Planned activities designed to help students process their
service experience in a thoughtful manner.
• Integrates service into the heart of the course to promote
desired learning outcomes.
• The “glue” that ties the learning to the service.
• Dynamic process that involves critical
thinking, analysis, evaluation,
problem solving, mediation and
reasoning.
Why is it done?
• Helps students understand the “big picture” re:
– Proper role of the university
– Their own lives
– Understanding others
– Understanding their roles as citizens
– Professional requirement for adaptability in the
workplace
– Lifelong learning and openness to new information
– Without reflection, it’s not service-learning
When is it done?
• Must be continuous (before, during and after
service), connected, and challenging (ask the HARD
questions- challenge beliefs, assumptions and
expectations).
• Must permeate the service experience.
• Must be extensive - modest levels don’t work.
• Must be guided by professor, but students can help
design.
• Must receive feedback throughout the semester, not
just at the end.
See: Eyler, Janet, Creating your reflection map: http://blogs.ubc.ca/csl2/files/2009/05/eylerreflection-map.pdf
How is it done?
Through specific activities designed to
assist the student in processing the
service-learning experience
How is it done?
• Many, many paths
– Journals (email is more convenient)
– Think pieces and creative expression (make plays
or videos, photo exhibits, art projects, write a letter
to yourself at start, write songs or poems, letter to
the editor or to director of government agency or
corporation, design a website )
How is it done?
– Role playing
– Writing assignments
– Assignments that link to learning styles
– Problem-solving exercises
– Deliverables
– Creating community displays
Structured Reflection Journals
• Journals that pose different questions throughout the
semester
• Journals that pose the same questions after each session
• Journals mixed with mini-analysis papers
• Journals tied to lecture and reading
• Interactive journals with classmates or community partners
using technology
• Groups journals in accessible places such as online
chatrooms, Facebook, etc.
Think Pieces & Creative Expression
• Not the same as the
deliverable
• Write a play
• Write a letter to yourself,
seal it, leave it with
instructor; at semester’s
end reread it and write
about change
• Make a video
• Write a poem or song
• Compose a
travelogue
• Write a letter to the
editor
• Take photos
• Draw or paint a scene
• Design a website
Role Play
• Bring a community partner to class and have them create
or reenact a typical or challenging service experience
• Divide students into groups and have each one act out a
different roles played by various populations involved in
service experience (e.g. service-recipients, agency staff,
professor, government agency, student etc.)
Sample Writing Assignments
 Community commentary
 Describe a scene in the community
 What story does it tell?
 What does it say about the community?
 What does this scene mean to you and why?
 If the scene were a painting, what title would you
give it?
 Interpret quotes
 “A cynical young person is almost the saddest sight to see
because it means that he or she has gone from knowing
nothing to believing in nothing.”
--Maya Angelou
Integrating Reflection & Research
• Reflection tools ARE data collection instruments.
• So are interviews, surveys, participant
observations, document analyses and analyses of
visuals
• Software can analyze qualitative data by
searching for keywords and developing themes.
• Particularly useful when writing for pedagogical
journals
Assessment & Evaluation
• Each stakeholder should evaluate all others.
– Students evaluate agency
– Agency supervisor evaluates student
– Community partner evaluates experience
– Students evaluate faculty
– Faculty evaluate students
What do students evaluate?
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Helpfulness of staff, orientation
Adequacy of supervision
Meaningfulness of tasks
Recognition of efforts
Did service enhance understanding of course?
– (SLO #1) Did it achieve other value-added SLO?
– Would you have learned more if you spent more time in
class instead of at service site?
• Do you plan to continue at the site as a volunteer?
• What would you do to improve the service experience?
What does community partner
evaluate about the student?
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Did student fulfill the Learning Plan?
Did the student attend regularly and was s/he punctual?
What was the quality of the student’s service?
Was s/he sensitive to clients? Was there sufficient respect
for confidentiality?
• Were assigned tasks completed?
• Did the student understand the site’s role and purpose?
• Was any aspect of the student’s work unacceptable?
• What were the student’s main strengths/challenges?
Does this evaluation count toward the student’s grade
in the course? How much? Make this clear on the
syllabus.
What does the community partner
evaluate about the semester?
• Were students adequately prepared for their service
assignment(s)?
• Did the amount of time required of you/your staff to
supervise outweigh the benefits of student service?
• What benefits do you think the students received?
• What benefits did your site receive?
• Please describe your working relationship with the faculty
member?
• What can the University do to improve the community-service
learning program at your site?
• Are you interested in remaining a partner? Would you like
to add students in other majors?
Risk Management
• Follow your University policies and legal
requirements
• Cal State Northridge’s sample forms are online at
http://www-admn.csun.edu/risk/
Hot New Trends
• Companies are organizing global volunteer
opportunities for university students. (e.g.
GoEco@goeco.org)
• Consider creating independent study programs where
students can write proposals and do service for credit
• Consider taking your entire class to a site that will allow
them to link course content to service.
Recent Research Highlights
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The number of college students who volunteer actually decreased from 2009 to 2010, but the total
number of volunteer hours increased, a 2010 study conducted by Volunteering in America showed.
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"This data show that the students who are volunteering are doing so more regularly or on a longerterm basis," says Heather Peeler, chief strategy officer for the Corporation for National and
Community Service
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The “next generation” of service-learning practitioners is here as pioneers and leaders are retiring.
Who will pick up the torch? Are universities taking advantage of students who have learned about
service in high school? Is there faculty development in service-learning for junior faculty? Future of
Service-Learning, (The): New Solutions for Sustaining and Improving Practice, Marybeth Lima
and Jean Strait, 2009, Stylus Publishing, LLC
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For many years, advocates have promoted service-learning's capacity to influence student attitudes
and beliefs, especially toward diversity, social justice, and other pro-social attitudes. At the same
time, many researchers have cautioned service-learning practitioners about the potential risks
involved in using service-learning to affect these attitudes and beliefs. In particular, researchers have
cautioned about the potential for unintended consequences of service-learning-- the potential for
increased prejudice, stereotyping, and victim-blaming in service-learning participants. ServiceLearning's Impact on Attitudes and Behavior: A Review and Update, Future of Service-Learning, (The):
New Solutions for Sustaining and Improving Practice , Joseph A. Erickson, 2009, Stylus Publishing, LLC
., 115/B/ERI/2009
•
National Service Learning Clearinghouse, http://www.servicelearning.org/
Funding Challenges
Federal Support is Waning
• Learn and Serve America, a national service program
active from 1994-2011, engaged students, educators,
youth workers, and community members in servicelearning.
• No funds have been appropriated for the program since
2011.
• All program grants will conclude by September 2013.
• Fundraising is more of challenging than ever, but servicelearning may be done without much funding.
Funding Challenges
• In general, teachers and administrators indicate that six
factors are important to service-learning success:
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Availability of technical support
Professional development opportunities
Financial support
Community support
Opportunities to collaborate and network with others
Good fit between service-learning goals and school's mission and
vision.
What does it take to be successful?
In general, teachers and administrators indicate that six factors
are important to service-learning success:
– Availability of technical support
– Professional development opportunities
– Financial support
– Community support
– Opportunities to collaborate and network with others
– Good fit between service-learning goals and school's
mission and vision.
Educators’ Perceptions of How Schools Can Foster Successful ServiceLearning, Paul Baumann, February 2013 , National Center for Learning and
Citizenship (NCLC) “Schools of Success” report.
Additional Resources
 Creating a Climate for Service-Learning
http://www.aacc.nche.edu/Resources/aaccprograms/horizons/Documents/cr
eatingaclimate_082010.
 Cultivating Community Beyond Classroom
http://www.aacc.nche.edu/Resources/aaccprograms/horizons/Documents/Cul
tivatingCommunities_Aug2012.pdf
 Five High-Impact Practices: Research on Learning Outcomes, Completion,
and Quality, Jayne Elise Brownell and Lynn E. Swaner, 2010, Association of
American Colleges and Universities, ISBN / ISSN: 978-0-9827850-0-3
 Sustained Dialogue and Civic Life: Post-College Impacts, Ande Diaz and
Rachael Perrault, 2010, The Edward Ginsberg Center for Community Service
and Learning, Michigan Journal of Community Service Learning,v.17(1), Fall
2010.
 Future of Service-Learning, (The): New Solutions for Sustaining and
Improving Practice. Marybeth Lima and Jean Strait , 2009 , Stylus Publishing,
LLC
Thank you for participating!
Dr. Maureen Rubin
California State University, Northridge
maureen.rubin@csun.edu