Join us in enhancing our culture of civic responsibility
through community engagement!
What is Service Learning?
It is a unique way to learn, serve and teach. Service-learning emphasizes developing civic responsibility in
participants, meeting authentic community needs, and creating strong collaborations with the community.
Potential Benefits for Faculty
 Creates new avenues for scholarship and publication
 Enhances connections between research and teaching
 Provides networking opportunities for colleagues across disciplines
 Fosters motivated teaching due to greater student interaction with subject matter
 Increases student recruitment and retention due to increased enthusiasm and engagement with coursework
 Formalizes connections with the community
Potential Benefits for Students
 Develops skills and helps apply course material to new situations
 Develops critical thinking skills
 Engages all learners, not just more vocal or assertive
 Improves self-confidence
 Provides work experience and networking opportunities
 Increases civic and active citizenship skills
Potential Benefits for Community
 Contributes to community development and renewal
 Extends community’s human resources to address unmet needs
 Provides community organizations with an inside look at the university
 Formalizes connections with the university
Core Components of the Service-Learning Teaching Strategy
 Investigation
Students begin their research on the community problems related to course content.
 Planning
Students, often working with community partners, plan the ways in which they will meet the community
need.
 Action
All participants implement their plans by engaging in the activities that will meet the community needs.
This is the actual service portion of service-learning.
 Reflection
At each stage, participants engage in some form of activity that allows them to think about the
community need, their actions, their impacts, what worked and did not work, and/or similar types of
analytic thinking.
Faculty Resources
SOCE Development Awards. The Center plans to award four (4) mini-grants (up to $500 each) each semester
for faculty who choose to engage in a research or teaching project with a community partner that uses service
learning to address issues of local interest. The primary purpose of the awards is to help fund faculty travel and
service costs incurred in the creation and presentation of new knowledge that benefits both our community and
academia in general.
Faculty Resources. The Center is providing this ‘one-stop’ webpage with links for faculty to investigate news,
journals and conferences for service learning/civic engagement to participate in the SOCE. See our website at
www.utb.edu/cce and click “Faculty Resources.”
Sample Syllabi. Browse sample syllabi by discipline on the Campus Compact website.
CCE Scholars. The Center can assign a CCE Scholar to work with you to develop a service learning project with a
community partner or agency. Scholars assist with all the groundwork once a project is decided upon.
Service Learning Modules. To learn more about Service Learning and other types of service, faculty may request
to be enrolled in modules available via Blackboard. To request enrollment, e-mail your user name and ID to the
center at civicengagement@utb.edu.
Designate your Course. Have you already implemented service into your course? Please send details about your
course to the center, and we will make sure that it is coded to appear in student transcripts.
Interested in implementing Service Learning into your courses?
Contact: Estela.Martinez15@utb.edu
Samples of On-Campus Projects
Children & Preservice Teachers: Dr. Bussert-Webb’s students participated in gardening, academics, and literacy
program at Proyecto Juan Diego in Cameron Park’s tutoring program.
Writers Camp; Dr. Mary Curtis and her students hosted a writers’ camp for Special Needs children to assist with
writing and literacy development.
Academic, Social, and emotional Consequences of transitional Student Life: Brendan O’Connor’s class project
investigates students who cross the US – Mexico border on a regular basis to document academic, emotional, and
social impact of transnational student life addressing an important community needs that have been littleresearched.
UTB String Outreach: Martha Placeres’ Violin and Viola Studio students in collaboration of The Brownsville
SMART Orchestra, an after school program mainly based at Skinner Elementary, will provide string instruction to
students from grades 4 to middle school.
University Literacy to ESL: Mimosa Stephenson’s Literature students will be working with English as a Second
Language (ESL) students at the Brownsville Literacy Center.
Dia de los Muertos: Leslie Meyer’s Sociology students will be teaching children about the cultural significance of
the Day of the Dead. They will also host a student assembly and a city wide event in collaboration with the city of
Brownsville.
Biological Concepts: Alejandro Fierro-Cabo’s Biology students will be assisting area nature centers: Bahia
Grande, Resaca de la Palma & Laguna Atascosa by assisting visitors on nature tours and exhibitions.
Red Cross Disaster Relief: William Davis’ Behavioral Science students will become certified disaster relief
volunteers with the American Red Cross. Students will be able to serve as disaster relief volunteers locally and
nationally.
Gun Legislation Forum: Leland Coxe’s Government students will host a community forum on the current and
proposed gun legislation.
Tutoring Program: Karin Lewis’ pre-service teachers will serve as tutors to at-risk youth and adult education
students in the Buena Vida and Cameron Park neighborhoods. Their service will include after-school, evening, and
Monthly Saturday tutoring with Communities in Schools, Proyecto Juan Diego, and Brownsville Literacy Center.
Make a Difference Day: Sherry McCullough’s Social Work students will work with area agencies in coordinating
several service projects for National Make a Difference day.
Diabetes Research: Saraswathy Nair's Biomedical students will compile and distribute a diabetes pamphlet for
area neighborhoods. Recipients of the pamphlet will be asked about family diabetic background so that students
can create a genetics tree with the gathered information.
Sample Syllabi
EAS 285 Teaching Computer Science Basics, a service learning course
Syllabus
Prerequisite: CIS110 or CIS120 or another college-level computer science course or permission of instructor
Instructors: Jean Griffin, SEAS Senior Lecturer, griffin@seas.upenn.edu and Quinn Burke, GSE EdD
Candidate, burkew@dolphin.upenn.edu
Satisfies in SEAS: Technology in Business and Society, or Free Elective
Overview
Students reinforce and expand their knowledge of computer science by teaching pre-college students in a course,
camp, or workshop (outreach activities vary per semester) and by developing AP-level and/or pre-AP-level
educational materials. In addition to providing a valuable community service, students learn about educational
theories, software engineering principles, technology design, and computer science education practices while
developing technical expertise and leadership experience. On an ongoing basis, EAS285 participants create
educational software and modules which are shared with educators beyond the university's walls. These
contributions and activities are in line with Penn's Compact and are funded by an NSF "BPC" (broadening
participation in computing) grant.
Course Description
Students learn about theories of education, software engineering principles, and technology design through reading
and discussion and by writing reflection papers (see the EAS285 reading list). An individualized plan is made for
each studet to acquire or strengthen their technical skills in several areas(see the Technical Skills Acquisition
section below). Students receive "teacher prep" coaching about classroom management and codes of coduct, and
give peer-reviewed practice presentations. Students present or co-present lessons/activities designed by an
experienced educator before potentially delivering lessons of their own design. Students learn about computer
science education practices (see the EAS285 reading list) and analyze existing curricula in preparation for
designing and developing new lessons. Students apply what they have learned from educational theory (e.g.
scaffolding, feedback, authenticity, transfer, communities of learners), software engineering (e.g. modularity,
reusability, scalability, testing, piloting, evaluation), computer science education practices (e.g. "unplugged"
computer science, microworlds, media computation, peer-led team learning) and technology design (e.g. "knowing
the client", usability) by designing/developing two assignments: an open-ended assignment (e.g. an "active
learning" activity, a creative exploration, or a research exploration with only a few constraints) and a specificationdriven assignment (e.g. a program that should behave "according to spec").
Technical Skills Acquisition
The instructors work with each student to make an individualized plan for the student to develop technical
proficiency in several areas (a number of possibilities are listed below) which depend on the activities offered that
semester, the lessons being developed that semester, and the background of the student. For example, one student
may need to learn a programming language that will taught to the pre-college students. Another student may
already know that language but could benefit from writing unit or integration tests (to test a potentially large
number of students' programs) and/or by gain expertise with a version control system (e.g.to track updates in the
educational software developed in the course). A student who has just finished a CS1 course (e.g. CIS110 or
CIS120) is likely to have a plan that is different from a masters student's plan. If all the course/workshop activities
offered that semester are at a pre-AP level, a student's plan may include developing an AP-level lesson even if it is
not delivered to students that semester.
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Programming Languages (Java, Python, Scratch, Processing, etc.)
Unix
Unit testing and integration testing
Version control (e.g. svn)
Web programming
Basic electronics and digital logic (for electronic textiles)
Sample Semester, Week-by-Week
Although the summer session has a clear and convenient delineation between "prep time" and "camp time", the
schedule for the spring offering does not because it accommodates the widely varying schedules of the K-12
partner schools. In some cases the course or workshop activity start at the K-12 school even before the Penn
semester begins. Also, there may be gaps in the Penn semester when K-12 offerings are not offered during which
time assignments are developed.
Sample 12-Week Spring Semester:
- Learn educational theories and practices, software engineering principles, technologies*.
- Take test(s) on above
- Write reflection papers on readings
- Prepare for teaching and practice teaching
- Design/develop/pilot an open-ended and a spec-driven lesson
- Assist with teaching activities
- Write field notes and peer evaluations
- Refine/deliver/evaluate the open-ended and spec-driven lessons
Sample 6-Week Summer Semester:
Weeks 1-4 (Before Camp):
- Learn educational theories and practices, software engineering principles, technologies*.
- Take test(s) on above
- Write reflection papers on readings
- Prepare for teaching and practice teaching
- Design/develop/pilot an open-ended and a spec-driven lesson
Weeks 5-6 (During Camp):
- Assist with teaching activities
- Write field notes and peer evaluations
- Refine/deliver/evaluate the open-ended and spec-driven lessons
Grading
1. 10% Papers Write reflection papers about the readings, field notes, peer reviews.
2. 25% Mentoring/Teaching Prepare for activities and assist with them or lead them.
3. 25% Test(s) Demonstrate knowledge of software engineering principles, knowledge of educational
theories and practices, competency with technical skills*.
4. 40% Curriculum development Design and/or make a significant contribution to the development of the
following (each of which should include learning outcomes, a student guide, a teacher's guide, and an
evaluation component).
1. An open-ended assignment, e.g. an "active learning" or "unplugged" activity, a creative
exploration, a research exploration
2. A spec-driven assignment, a project that involves problem-solving on the student's part (e.g.
writing a program according to a specification)
Aging Course
School: College of the Canyons
Professor: Patricia Robinson
Institution: College of the Canyons
Discipline: Sociology
Title: Aging
Instructor: Patricia Robinson
Sociology of Aging
Course Goals:
The Sociology of Aging entails two primary goals. The first goal is to introduce students to the sociological study
of social gerontology or, more specifically, aging. By using the "sociological perspective," students will
examine the cultural, social, and political structures that define the aging process, The worldwide variation
between "sociological age" and "chronological age" is reviewed to illustrate how culturally prescribed attitudes
determine the value of growing old. This course demonstrates how aging and its related consequences are
determined by socially constructed meanings recognized and practiced by societal members. The inevitability
and consequences of aging greatly influences social interaction among groups, institutions, and nations and
results in conflicting relationships based on moral, ethical, and fiscal concerns.
The second goal is to engage students in active sociological research and analytical reflection through service
learning. Service learning combines both theory and application as students work directly with a community
partner to provide "service" to that organization. This type of experiential learning enables students to gain
"real life" knowledge of a social condition and to understand it by linking classroom to community. Students
will analyze the situation and discuss it by incorporating sociological concepts through the process of
reflection. This semester, with the assistance of the Santa Clarita Valley Sr. Center, students will participate in
community based research by collecting Life Histories of SCV seniors. This project will meet the requirements
stipulated in an intergenerational service learning grant awarded to COC by the Association of Gerontology in
Higher Education (AGHE), Generations Together/University of Pittsburgh, and the Corporation for National
Service. Students will reflect upon their service learning experiences with their "senior buddy" by constructing
a personalized poster board of that person's life. Student poster boards will be placed on public display during
the Annual SCV Age Wave Expo on May 3, 2003.
Course objectives:
In taking this course, students will be able to:
-Identify the historical, cultural, and demographic changes associated with the aging process, especially as they
relate to trends in the United States.
– Contrast social attitudes of aging based on definitions of "sociological age" with those based on "chronological
age."
– List the kinds of medical concerns and social problems faced by the aged as a result of their declining health and
diminished social status in American society.
– Describe the economic status of America's aging population and to review the structural, institutional, and social
factors that determine this social position.
– Review the theoretical explanations use to explain the aged aging process.
Required Texts:
Quadagno, Jill (2002). Aging and the Life Course: An Introduction to Social Gerontology (2nd edition). New
York: McGraw Hill Publishers.
The instructor will distribute any additional materials in class.
Course Assignments:
To receive credit for this course, you are required to complete the following: two 2-3 page Self Reflective Written
Assignments (e.g. journal style), two Midterms (multiple choice/essay), and a Life History Service Learning
Project (10 pages) which includes a Self-Reflection Poster Board and a 15 minute presentation, and a Final
Exam (take home, essay). Written Assignments are worth 25 points each, while the Life History ServiceLearning Project (including poster board and oral presentation) totals 150 points. Each Midterm is worth 50
points as is the Final Exam. Finally, attendance/participation counts 50 additional points. (Total points
possible: 400.) HITE credit is also available for students enrolled in Sociology 233.
Why engage in Service Learning?
How will I conduct a Life History?
What benefit will this project provide the SCV Sr. Center and community?
Service learning allows students to learn while "doing"; in other words, to participate in what john Dewy called
"reflexive" thinking. Abstract terms come alive within a real world context.
Service learning experiences will be measured by providing 20 hours of community service to the Sr. Center (4 of
which will involve the Life History interview). Besides the Life History interview, additional community
service can be served by assisting at the Sr. Center, attending meetings of the A.L.I.V.E. Committee and
helping members in their planning of the ill Annual SCV Age Wave Expo, and/or volunteering at the Age
Wave Expo.
Service learning placements and interview contacts will be made through the COC Volunteer and Service Learning
Center and the SCV ST. Center. Interviews will be conducted at the Sr. center located in Newhall. (If
transportation to the Sr. Center is a problem, arrangements will be made to meet your senior contact at COC,)
Interview schedules will be addressed in class, while data will be recorded via audio tapes and field notes. (Audio
tapes will be provided by the instructor. If you do not have access to a tape recorder, loan arrangements will be
made with the Audio Visual Department to provide you with one.)
Reflection, the analytical process of linking course concepts to observations of and comments made by seniors
about their life histories, will be expressed through a written essay, poster board, and oral presentation. Poster
boards will be placed on display at the Age Wave Expo.
At the present time, a limited number of Life Histories chronicling the lives of SCV seniors exist. This project will
provide the first on going attempt to collect senior oral histories (e.g. audio interviews), and to begin an
archival database of these histories to be housed at the COC Learning Resources Center. These interviews will
be available for public access.
Course Outline:
WEEKS TOPICS CHAPTERS
January 20 – Introduction to Course
January 27 – What is Service Learning?
February 3 – Defining Social Gerontology 1
February 10 – Conducting a Life History & Theories of Aging 2
February 17 – Demography of Aging
February 24 – Old Age and the Welfare State
March 3 – Historical and Cultural Perspectives on Aging 5
MIDTERM I (TENTATIVE)
March 10 – Biological, Physiological, and Psychological 6, 7 – Perspectives on Aging
March 17 – Adult Development and the Life Course 8
March 24 – Social Support Systems 9
March 31 – Intimacy and Sexuality
April 7 – Work and Retirement 11
MIDTERM II (TENTATIVE)
April 21 – Healthcare and Illness 12, 13
POSTER BOARDS DUE**
April 28 – Death and Dying 14
MAY 3 AGE WAVE EXPO!
May 12 -vAging, Economics, Inequality, and Politics 15, 16, 17
BEGIN GROUP PRESENTATIONS
** RESEARCH PAPER DUE**
May 20 – FINAL EXAM (11:00 A.M to 1:00 P.M.)
COMPLETE GROUP PRESENTATIONS
FINAL ESSAY DUE**
Undergraduate Research
Q: What is Undergraduate Research?
A: Undergraduate research is a collaboration between a student and a faculty member in making a creative,
original contribution to a given discipline, first by investigating that topic, then by sharing their findings with
the academic community, usually through a conference presentation or journal publication.
This research is not limited to the traditional sciences, but includes the arts, education, engineering, health
sciences, humanities, or any other topic which interests a student. Original creative work is also included
(writing a short story or screenplay with a faculty mentor, for example). Research projects can be anything
from the investigation of the growth of cancer cells in cats to a study of common themes in 18th century
Russian poetry, to interviewing survivors of a natural disaster, or working with a local business in designing a
new marketing campaign.
The research enhances the student’s involvement in and knowledge of a given field and brings new ideas to all
who are interested in that field, therefore encouraging further research or creative work.
Q: Why do undergraduate research?
A: Undergraduate Research…
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Helps students obtain greater knowledge of a field beyond the classroom
Demonstrates application of knowledge beyond the classroom
Demonstrates initiative, leadership skills, and an ability to collaborate
Demonstrates good communication skills (i.e., conference presentation/publication)
Q: What is the benefit of Undergraduate Research to faculty?
A: Undergraduate Research:
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is an opportunity to mentor students
enhances the ability to remain current in one's field and discipline
is a chance to improve teaching techniques, such as in investigative laboratories
gives the ability to transfer results from one's scholarship into the classroom
allows for promotion of the concept of the lifelong learning for students
References:
Center for Service Learning at WSU
University of Wisconsin
Publishing Opportunities
Name
Description
Active Learning in Higher Education The institute for Learning and Teaching in
Higher Education shares research done in
the areas of development, innovations, and
good practice in teaching and learning
worldwide. This research is done by active
members in the field of teaching.
Journal for Civic Commitment
The journal provides research, theories,
strategies and different techniques for
service learning for the readers.
Journal of Higher Education
University of Georgia JHEOE seeks to
Outreach and Engagement,
serve as a forum to promote the continuing
dialogue about the service and outreach
mission of the University and its
relationship to the teaching and research
missions and to the needs of the sponsoring
society.
Michigan Journal of Community
University of Michigan The Michigan
Service Learning,
Journal of Community Service Learning is
a national, peer-reviewed journal
consisting of articles written by faculty and
service-learning educators on research,
theory, pedagogy, and issues pertinent to
the service-learning community.
Journal on Excellence in College
Miami University, OH The
Teaching
Journal on Excellence in College Teaching
(ISSN 1052-4800) is a peer-reviewed
journal published at Miami University by
and for faculty at universities and two- and
four-year colleges to increase student
learning through effective teaching, interest
in and enthusiasm for the profession of
teaching, and communication among
faculty about their classroom experiences.
Journal of Experiential Education.
The JEE provides a variety of articles in
areas that range from service learning to
environmental education. It serves as a
guideline for experimental education.
Journal of SL in Higher Education
This journal provides a space to share the
methodologies and pedagogical approaches
that lead to a successful service learning
project.
Partnerships: A Journal of ServiceThis journal provides theories and practices
Learning and Civic Engagement
to help better the partnership between
student, faculty and agency.
Gateways: International Journal of
This journal provides an area to explore
Community Research and
issues and reflect on practices related to
Engagement
engaged activities.
Deadline
Published three times per
year
Fall Semester: August 30
Spring Semester: February
29
February 17, 2014
Abstract due: Dec. 20 to
start submission process
For 2015 Special Issue
abstract is due on March
15, 2014.
Service Learning Conferences
Name
2014 Gulf-South Summit on
Service-Learning and Civic
Engagement through Higher
Education
National Service Learning
Conference
IMPACT: The National Student
Conference on Service, Advocacy
and Social Action
Description
The mission of the Gulf-South Summit on Service-Learning and Civic
Engagement through Higher Education is to promote networking
among practitioners, research, ethical practices, reciprocal campuscommunity partnerships, sustainable programs, and a culture of
engagement and public awareness through service-learning and other
forms of civic engagement.
The conference focuses on service-learning as a way of teaching and
learning that builds academic skills and citizenship while addressing
community needs in a genuine way. It connects participants with
service-learning leaders through three days of plenary sessions,
thought leader series, and service-learning projects. With more than
100 workshops, it provides access to new ideas and networking
opportunities.
The IMPACT Conference is historically the largest gathering in the
country focused on the civic engagement of college students in
community service, service-learning, community-based research,
advocacy and other forms of social action.
Continuums of Service Conference Continuums of Service Conference invites leaders from higher
education, K-12 education, community-based organizations,
government agencies, philanthropic organizations, businesses, and
grassroots efforts to convene and discuss strategies to implement
shared leadership and responsibility to rebuild and strengthen
communities across the region.
ICSLTE is committed to sharing experience, practice, and research on
International Conference on
service-learning in teacher education with colleagues throughout the
Service-Learning in Teacher
world. The conference will provide a forum for educators who
Education
embrace learning through active involvement with schools and the
wider community.
The PACE Conference, hosted by North Carolina Campus Compact is
Pathways To Achieving Civic
geared toward providing faculty, administrators, and community
Engagement (PACE) Conference
partners with skills and techniques they can use in throughout their
civic engagement work.
A program of Points of Light, this annual event provides attendees
National Conference on
with an opportunity to learn, connect and be inspired through a wide
Volunteering and Service
range of exciting and informative plenary sessions, workshops, special
events, service projects, exhibits, specialized corporate tracks and
more. It is the world’s largest gathering of volunteer and service
leaders from the nonprofit, corporate and government sectors.
The primary goal of the ISL Summit at Northwestern is to host an
International Service Learning
environment for a pragmatic discussion of global engagement through
Summit at Northwestern
community-based, experiential, and service learning efforts.
University
International Association for
Research on Service-Learning and
Community Engagement
The International Association for Research on Service-Learning and
Community Engagement (IARSLCE) is an international non-profit
organization devoted to promoting research and discussion about
service-learning and community engagement. They promote the
development and dissemination of research on service-learning and
community engagement internationally and across all levels of the
education system.