Department of Educational Leadership
Miami University
EDL 171: Learning Through Service
(Residential Service Learning (RSL) course)
Instructor:
Office Hours:
Chuck Leonard
leonarc@muohio.edu
Wednesdays, 3- 4:00 p.m. or by appointment
224 Warfield Hall
529-4006
Class Time:
Tuesdays, 3:30 p.m. - 4:20 p.m.
The first class session is on Tues., August 28th, and the final class session is on Tues., December 4th.
Location:
Morris Hall Study Lounge.
Course Description: In this course, community issues are theoretically and experientially explored through the
use of service learning pedagogy such as readings, student inquiry, discussions and community guest experts.
Service learning is the intentional pairing of community development (service) with intellectual, social, and
personal growth (learning) for the purpose of benefiting both equally. Also, when we think about service learning,
we should think about engaging students and faculty in a process that combines community service and academic
learning in promoting civic and social responsibility, participation in building community capacity – making a solutionbased difference, and directly enhancing the educational process.
“Service learning programs are distinguished from other approaches to experiential education by their intention
to equally benefit the provider and the recipient of the service as well as to ensure equal focus on both the service
being provided and the learning that is occurring” (Andrew Furco, “Service Learning: A Balanced Approach to
Experiential Education,” pp. 2-6 in Expanding Boundaries: Service and Learning, Corporation for National
Service, 1996).
In this one-credit course we will explore, through cooperative and active inquiry, ways in which service and learning
intersect around several topics (e.g., poverty; homelessness; literacy and education; environment; domestic violence;
and, health). Class members will select a pre-determined service learning site. Then, in small groups or teams, decide
upon the focus for organizing their service experiences and inquiry project. Inquiry in the chosen topic areas will
include the following: course readings, various forms of research on the topic, and guest lectures from local experts in
the community. Students will, through both field-based and classroom-based inquiry, form a deeper understanding of
social issues as they affect local communities.
This course is collaboratively administered and taught by members of the Department of Educational Leadership, Office
of Service Learning and Civic Leadership, and the Office of Residence Life and New Student Programs, emphasizing
the interdisciplinary nature of service learning and the complementarity of curricular and co-curricular learning. In
addition, this course is taught in a theme learning community (i.e., residence hall), which emphasizes that intentional
learning takes place outside the formal classroom.
Learning activities for this course will include direct service experiences, readings, student presentations, class
discussion, guest-speakers, and journal writing. By the end of the course you should be able to:
 demonstrate an understanding of the theoretical foundations of service learning
 experience a community issue first-hand through direct service
 integrate your service experiences with class readings, inquiry projects, discussions, and presentations
 describe the local and global impact of several current social issues
 reflect critically on your role as a member of local, national, and international communities
 understand your role in a democratic society and the meaning of citizenship
 relate your service experiences to your career goals
Text: Robert Rhoads, Community Service and Higher Learning: Explorations of the Caring Self
Additional readings may be provided.
Class Schedule:
8/21
Week 1
No Class
8/28
Week 2
Introduction and Overview
 Welcome and instructor’s introduction
 Overview of course
- Reasons for the course
- Expectations (small groups)
- Students will take responsibility for learning
- What will make having taken the course worthwhile when it ends?
 Review of the syllabus
 Selection of service learning project along with requirements (including research techniques and paper
format)
 Handouts: Wingspread Principles of Good Practice or Rhoads Principles and service learning pedagogy
Assignment: Chapter 2: Culture and Identity, Personal Values (must incorporate Chapter 2 into assignment)
Stimulating Reflective Questions:



9/4
Week 3
9/11
Week 4
Service Learning Group Project
 Groups assigned
 Clarify expectations and any questions/concerns about projects
 Provide contact information to group members

No Class
(Mon/Tue Switch)
Personal Values Assignment
All members will bring completed assignment to class. Each person’s name will be placed into “hat” and
randomly drawn.
Assignment: Chapter 5: Mutuality and Development of Action Plan
Stimulating Reflective Questions:



(with learning outcomes, dates, preliminary research plans and names of group members responsible for each
area and service learning portfolio – sequence of what/when will be included)
9/18
Week 5
Personal Values Assignment (cont.) and Action Plan
 Personal Values Assignment sharing will continue
 Each group will share the “group portion” of its action plan and how it incorporates mutuality
Assignment: Chapter 7: Action/Reflection and Journal
Chapter 7 Stimulating Reflective Questions:



Journaling can be a very powerful learning tool. Journals create a written record of progress — personal
growth and changing perceptions — over the course of the term. They also provide an opportunity for written
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dialogue between instructor and student. Most weeks there will be either an in-class or out-of-class journal
entry/activity. Since we may share journal entries in class, come prepared to discuss your journal entries and
to listen to others’. You will not be asked to share any journal entry that you do not feel comfortable sharing,
unless it is specified in advance.
For the assigned reflection journal, you should respond to at least one question in each of the following
three categories:
Description -- What?
 What are the main ideas/principles presented in this chapter?
 How do you feel about the reading?
 What strikes you as most interesting or significant about the reading?
Interpretation -- So What?
 How does this reading challenge or reinforce what you already know or believe?
 What was most difficult for you about this reading? What did you learn?
 What personal challenges are there for you at your service site?
Generalization/Application -- Now What?
 How does what you read relate to other things you’ve read or seen?
 How do the class readings relate or not relate to your service experiences?
 How might you integrate this reading into your group inquiry project or final paper for this course?
9/25
Week 6
SLCL Service Learning Model
 Model discussion, including PARE
 The value and practice of critical reflection
 Expanding upon ideas of Principles of Good Practice
 Discussion of Miami Leadership Commitment (MLC) Values
(This class period should allow time for instructors to “catch up” or expand on any of the previous topics
covered to date as this class is a discussion of the service learning pedagogy (theory) which has been slowly
revealed to students over the first 5 weeks).
Assignment: Chapter 4: Otherness
(Instructor’s Option: Individuals schedule brief appointment with instructor regarding progress of sl portfolio
within the next 2 weeks.)
Stimulating Reflective Questions:



10/2
Week 7
The concept of “Otherness” and Diversity
 Directed writing using quote
- Each instructor will choose a quote either from text or other source and student will write a brief
analysis of the quotation in regards to its significance to concepts of “otherness” and diversity
- Discuss analysis of in-class assignment in small groups
- Students will elaborate on in-class assignment and discussion in service learning portfolio
Assignment: Chapter 1: Situating the Self and Critical Incident Journal
Stimulating Reflective Questions:



Critical Incident Journal:
 Concisely written journal based on an incident/situation experienced at service learning site and its
significance to you in relation to the way you interpreted the event
 Describe a significant event that occurred as part of the service experience.
 Why was it significant to you?
 What did you learn from this experience?
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
10/9
 How will this incident influence your future behavior?
The journal will be peer reviewed in class next week
Week 8
Small Group Reflection
 Peer review exercise of critical incident journal (Instructors will engage students in discussion about their
service learning project in regards to examining it from the “I” and “otherness” perspective.)
Assignment: The Many Faces of Service Handout and Collect Examples
 Complete the Many Faces of Service – Part I & II handout
 Collect newspaper and magazine clippings that reflect the four types of service on a local, national, or
international level and provide written captions identifying which type it is and why
10/16
Week 9
The 4 Types of Service
 The Many Faces of Service handout and sharing clipping assignment(small group activity). Then, each
small group can choose a clipping to share with the large group.
 How does the student connect the service learning project to learning and impacting the community?
 Theory of service learning and its role in higher education
 Assignment dates of group presentations will be given
Assignment:
Review Action Plan and Read Hand Out
 Check-in with your group
 Update action plan and complete tasks to date, including service learning portfolio and working on group
presentation
 Read Thomas Erlich’s article on Moral Learning
Stimulating Reflective Questions:



10/23
Week 10
Democracy and Citizenship
 Connecting civic responsibility to service learning project and national/international community.
 Small group exercise where students are provided a variety of quotes and statements to choose from for
discussion
 Required attendance at 3 campus wide events (1 of the three will be identified for you to attend) that
addressed the topic of civic responsibility and/or democracy and write a 2-page essay on the significance
to you and connecting it to classroom learning. Essay to be submitted this day.
Assignment:
Chapter 3: Thinking about Community and Chapter 6: Community Building
Stimulating Reflective Questions:



10/30
Week 11
Transforming Communities
 Discussion about “community”
 Storyboard – students create an in-class story, which is posted on the pillars in Morris Hall during class
and will be collected to be property of SLCL for future use (publications, website, etc.)
Assignment:
Chapter 8: Critical Community Service and Reflection
 Reflection assignment is to create an introspective Letter of Recommendation regarding your academic
learning and staple a self-addressed business envelope (campus address) to the letter:
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

11/6
Include goals to achieve in 4 years at Miami University, including the significance of your presence in
an academic institution and community.
 Does your academic learning include a holistic education as purported in a Liberal Education
curriculum?
 Does holistic education mean linking academic learning to community action?
 How did you achieve those things described in the letter?
Chapter 8 Stimulating Reflective Questions:



Week 12
Critical Community Service Discussion and Group Presentation
 What role does higher education play in social change or community involvement?
 What impact did leadership play in life? How did you take on this role?
 Why is it important for students to take initiative and leadership in talking to faculty about service learning
and connecting classroom knowledge with community issues?
 Service Learning Portfolio due (include sl group project – sl contract, photo essay, product of service;
newspaper/magazine clippings related to topic area; annotated bibliography; integration of sl model and
MLC Values; other items related to course readings/discussion; and, evaluation essay)
Assignment:
Finish Preparations for Group Presentation
11/13
Week 13
Group Presentations
 Evaluation form will be given to each student on which constructive, written feedback will be provided
regarding the presentation
11/20
Week 14
Group Presentations
 Evaluation form will be given to each student on which constructive, written feedback will be provided
regarding the presentation
11/27
Week 15
Group Presentations
 Evaluation form will be given to each student on which constructive, written feedback will be provided
regarding the presentation
12/4
Week 16
Final Class
 Course evaluations
 Future opportunities in service learning and civic leadership
 Career opportunities
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Assignments:
Group Service Inquiry Project:
Participation in service is a requirement of this course. During the second week of class, you will select a service
learning project site from among those provided by your instructor. The class will organize itself into small groups or
teams based on the service learning site, and will complete service hours as a group. Each team member will
complete a minimum of one hour of service each week for a period of 8 weeks at the site. It is important to note
that the service must be completed on a WEEKLY basis. The service will begin the week of September 10 and finish
no earlier than the week of October 29. Your site supervisor must sign off on your hours. You will incorporate what
you experience and learn from your service project into your service learning portfolio, class assignments and
discussions, group presentation, and final paper. Consider service as a “text.” You will not be graded on your service
participation per se but rather on how you integrate your service experience with your overall learning.
Each team will, in conjunction with their service site experiences, engage in group inquiry around some aspect of their
chosen topic. Each team will develop a presentation, interdisciplinary in nature, which will serve to inform the rest of
the class on their chosen topic. Each team will formally present their inquiry project during class, which should be
approximately 30 minutes long. Research sources may include: books, the Internet, journals, and popular media. The
research should be interdisciplinary in nature. For example, you can look at HIV/AIDS from a sociological perspective,
a health care perspective, a political perspective, and a psychological perspective. The best presentations will explore
the topic from multiple points of view and multiple disciplines, utilizing current resources. An evaluation paper will
be written in conjunction with the oral presentation. The paper will be handed in as part of the Service Learning
Portfolio.
Teams are strongly encouraged to:
 examine research data critically
 produce creative handouts for classmates
 use audio-visual media (VCR/TV, overheads, slides, etc.) – please inform instructors ahead of time to reserve A/V
equipment
 engage the class in discussion by posing a question that relates to your topic
 engage the class in a learning activity--a short writing assignment or interactive exercise
 produce a bibliography for each class member on the topic
 produce a contact list of local nonprofit agencies that work with this topic
Criteria for the presentations:
 clearly organized, with each group member making a contribution
 creativity of the presentation , use of varied sources from multiple perspectives
 breadth and depth of information gathered for the presentation
 demonstrated understanding of the topic being presented
 incorporation of service experience into the presentation
Criteria for the Evaluation Paper:
 A self-assessment of how effective you met the learning and service objectives of the course
 Length of paper 4-5 pages
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Service Learning Portfolio:
The Service Learning Portfolio is a semester long assignment requiring weekly attendance. The Portfolio will be a
collection and expression of your learning connected to the service learning site. The purpose of the Portfolio is to keep
you critically reflecting upon your service learning experience and a way to document its meaning. All assignments
returned to you throughout the semester should be included in the Portfolio with “additions” to the original document
creating a more dynamic and complete document. The design of the Portfolio is to allow for creativity of expression;
however, the following areas list required items or optional items as guidelines for the Portfolio:
Required items:
 Service learning contract
 Action plan
 Weekly log of service activities
 Product of service (creating an agency brochure, advocacy letter, etc.)
 Annotated Bibliography
 Integration of service learning model and MLC Values
 Evaluation Paper
 Letter of Recommendation
 Reflection Journal
 Directed Writing assignment
 Critical Incident Journal
 Democracy and Civic Responsibility Essay
 Inquiry Group Presentation Outline
Optional:
 Photo essay
 Newspaper/magazine clippings related to topic area
 Other items related to course readings/discussions
 Poems
 Journaling
 Items from service learning site
 Memorabilia
 Brochures
 Art
 Any other pertinent information important to your learning
Personal Values:
This activity is designed to give you an opportunity to explore and reflect on what you value. Consciously recognizing
what you value is important because your values and beliefs guide how you make your decisions, what your priorities
are and how you relate with others. This assignment will also serve as a team builder for the class, where we will be
able to get to know one another better. The Personal Values assignment can be completed through the construction of a
collage, a musical medley, a poem or other means. Please note that you are to read Chapter 2: Culture and Identity in
preparing this assignment.
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Class Attendance and Participation:
This is an interactive, experiential course. This means that engaged, active participation is a key to learning.
Attendance is expected and punctuality counts. Students are permitted one unexcused absence. Each additional
unexcused absence will result in a one-tier reduction of the final letter grade (e.g., a final grade of an “A” will be
decreased to an “A-”). Unexcused absences include, but are not limited to, general illness, doctor’s appointments,
scheduling another appointment during class time, etc. Please come to class prepared – familiar with the assigned
materials, willing to discuss ideas related to the readings and topics at hand, and willing to listen openly to the
presentations and points of view of classmates and guest speakers.
Grading Criteria:
Each student will start this class with 100 points. If you perform equally well in each of the following category, you will
retain a total of 100 points. If you do not complete assignments by the due dates or your participation is lacking due to
unexcused class absence(s) or non-involvement in discussions and activities, points will decrease.
Note: All written work must be typed in Times New Roman with a size of 10, 11, or 12 font. Margins on all
four sides are not to exceed 1” and standard spacing is double. This structure for all written assignments will
be strictly enforced, so if you need assistance in learning page set-up, please ask a peer or contact the
Instructor immediately.
Participation
15 points
Action Plan
5 points
Reflection Journal
5 points
Directed Writing
5 points
Critical Incident Journal
5 points
The 4 Types of Service Clippings
5 points
Democracy & Civic Responsibility Essay
10 points
Letter of Recommendation @ Academic Learning
10 points
Service Learning Portfolio
25 points
Group Service Inquiry Project - Presentation
15 points
TOTAL
94-100
89-93
86-88
81-85
78-80
75-77
100 points
A
AB+
B
BC+
72-74
69-71
66-68
63-65
60-62
0-59
C
CD+
D
DF
For students who choose to take the course Credit/No Credit, all assignments, including service learning project and
class attendance and participation, must be completed satisfactorily and on time in order to receive credit for the course.
You must turn in the necessary paperwork indicating your decision to take the course Credit/No Credit by September
19th.
“How wonderful it is that nobody need wait a single moment before starting to improve the world.” Anne Frank
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A Brief Service Learning Bibliography
Albert, G. (ed.) Service Learning Reader: Reflections and Perspectives on Service
Alinsky, S. Rules for Radicals
Ayers, G. & Ray, D. (eds.) Service-Learning: Listening to Different Voices
Barber, B. An Aristocracy of Everyone: The Politics of Education and the Future of America
Barber, B. & Battistoni, R. Education for Democracy
Bellah, R. et al. Habits of the Heart: Individualism and Commitment in American Life
Berkowitz, B. Local Heroes
Coles, R. The Call of Service: A Witness to Idealism
Delve, C.C. et al. Community Service as Values Education
Dewey, J. Experience & Education
Goodwyn, L. The Populist Moment (intro)
Greenleaf, R. The Servant as Leader
Hooks, b. Teaching to Transgress
Kendall, J. et al. Combining Service & Learning: A Resource Book for Community and Public Service
Kupiec, T. (ed.). Rethinking Tradition: Integrating Service with Academic Study on College Campuses
Lappe, F. & DuBois, P. The Quickening of America: Rebuilding our Nation, Remaking our Lives
Lissman, D. A Civil Society: Civil Literacy and Service-Learning
Loeb, P. Generation at the Crossroads
McKnight, J. The Careless Society: Community & Its Counterfeits
Michigan Journal of Community Service Learning, J. Howard (ed.)
Palmer, P. The Active Life
Taylor, B. (ed.) Expanding Boundaries: Service and Learning
Rhoads, R. Community Service and Higher Education: Explorations of the Caring Self
Sigmon, R. et al Journey to Service-Learning: Experiences from Independent Liberal Arts Colleges and Universities
Weisel, E. Sanctuary
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