SERVICE-LEARNING 101
Andrea Chapdelaine
Albright College
achapdelaine@alb.edu
WHAT IS SERVICE-LEARNING?
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.
- National Service-Learning Clearing house
OUTCOMES
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Enhanced personal efficacy, identity, spiritual
growth and moral development
Improved interpersonal, communication and
leadership skills
Stereotype reduction, increased intercultural
understanding
Increased commitment to service and civic
engagement
Enhanced learning of course content, ability to
apply learning, problem-solving skills, critical
thinking
Service Learning
KEY COMPONENTS
1.
Community Partnership
Service-learning project is:
 Developed, implemented, and evaluated in collaboration with the
community partner
 Responsive to community-identified concerns
2.
Learning
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3.
Directly ties to student learning objectives
Provides vehicle to facilitate deep learning of SLO’s
Reflection
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Attempts to balance the service that is provided and the learning that
takes place
Enhances learning through critical reflection
COMMUNITY PARTNERSHIP
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Agreed-upon mission, values, goals, and areas of responsibility
Principles and processes for the partnership are established
with the input and agreement of all partners
Relationship characterized by mutual trust, respect,
genuineness, and commitment
Builds upon identified strengths and assets, but also works to
address needs and increase capacity of all partners
Balances power among partners and enables sharing of
resources
Clear and open communication an ongoing priority, frequent
feedback for continued improvement
Final products are agreed upon, as well as when partnership is
expected to dissolve
STEPS TO SUCCESSFUL PARTNERSHIP
1.
Begin by assessing and building upon the value and
importance of what each side brings to the table. Be
creative as to how resources and assets are defined.
2.
Find areas of common ground before defining roles
and processes.
3.
Seek to provide resources that communities can then
use to develop their capacity to help themselves.
4.
Establish real and accessible channels of
communication.
5.
Be rigorous in your dedication to comprehensive
evaluation and intentional change.
LEARNING
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SLOs should be clearly identified as learning or
service objectives.
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SLOs should be consistent with established
course, program and institutional outcomes.
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Share and explain SLOs and student course
requirements with community partners.
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Ensure SLOs are measurable and observable.
REFLECTION
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Provides time and place for students to learn
from their SL experiences.
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Most effective way to link classroom learning
with SL experiences.
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Gives students’ opportunity to practice
critical thinking, to explore self development,
and to recognize accomplishments and/or
areas for improvement or further study.
REFLECTION: KEY CHARACTERISTICS
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Structured and guided
Frequent
Clear criteria for evaluation
Requires integration of SLOs and SL experiences
Includes both private and public reflection
Fosters personal growth and identity development
TYPES: group discussion, journals, photo/video
journals, blogs, directed writing
STEPS TO GET STARTED
1. Know institutional polices and procedures to
develop service-learning course
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Department, curriculum committee approval
Administrative support offices
2. Identify liability and risk management issues
3. Identify community partner and establish
agreement for partnership
4. Determine and acquire needed resources
STEPS TO GET STARTED (CONT.)
5. Promote course to students
6. Resolve all logistical issues
7. Develop and implement student
preparation/training
8. Develop course syllabi
9. GO!
RESOURCES
TWO MAJOR ORGANIZATIONS/WEBSITES:
a)
b)
National Service Learning Clearinghouse: http://www.servicelearning.org/
Campus Compact: http://www.compact.org/
TOOLKIT:
http://www.servicelearning.org/filemanager/download/HE_toolkit_with_worksheets.
pdf
SYLLABI:
http://www.compact.org/category/program-models/
http://www.compact.org/category/syllabi/
REFLECTION:
http://www.compact.org/disciplines/reflection/
http://www.compact.org/category/program-models/
BIBLIOGRAPHY:
http://www.servicelearning.org/topic/demographics-settings/higher-education
ALBRIGHT WEBSITE:
http://www.albright.edu/elcdc/service-learning.html