Service-Learning for
Dummies (and Really Smart
Volunteer Administrators)
Monica Siems
Service-Learning Coordinator
U i
University
it off Mi
Minnesota
t T
Twin
i Citi
Cities
612.624.6574
siems005@umn.edu
What Is Service-Learning?
“Service-learning is a teaching strategy that
integrates community-based
community based learning
experiences with the academic curriculum to
enhance student learning and address
community issues.”
(Career and Community Learning Center, University of Minnesota Twin Cities,
www.servicelearning.umn.edu)
Another Definition
“Service
Service-learning
learning is an exciting,
exciting hands
hands-on
on
approach to education…. The core concept
driving this educational strategy is that by
combining service objectives and learning
objectives the result is a radically effective
objectives…
transformative method of teaching students.”
(National Service-Learning Clearinghouse, www.servicelearning.org)
An Example
If school students collect trash out of an urban
streambed, they are providing a service to the
community as volunteers; a service that is highly
valued and important.
On the other hand,, when school students collect
trash from an urban streambed, then analyze what
they found and possible sources so they can share
the results with residents of the neighborhood
along with suggestions for reducing pollution, they
are engaging in service
service-learning.
learning
Distinctions among
Service Programs
Recipient
Beneficiary
Provider
Service
Focus
Learning
S i L
Service-Learning
i
Community Service
Volunteerism
Field Education
Internship
From Andrew Furco, “Service-Learning: A Balanced Approach to Experiential Education,” in Campus Compact’s
Introduction to Service-Learning Toolkit: Readings and Resources for Faculty, second edition (2003).
Three Necessary Criteria for
Academic Service-Learning
Relevant
and
Meaningful
Service
with the
Community
Enhanced
Academic
Learning
Purposeful
Civic
Learning
From Jeffrey Howard, “Service-Learning Course Design Workbook,” Michigan Journal of Community
Service-Learning Companion Volume (Summer 2001).
How would
H
ld working
ki
with service-learners
service learners
be different from working
with other volunteers?
How Is Working with ServiceLearners Different?

Students’ work with your organization is
expected to relate to what they are studying
i a class.
in
l

Students may (should!) have specific learning
objectives for their time with you.

You are considered a “co-educator” of
service-learning students, as well as their
supervisor.
What Does It Mean to Be a CoEducator of Service-Learners?

You have expertise that they can benefit from. You
are in the best position to facilitate their learning in
the community,
community just as their professor facilitates their
learning from texts, lectures, etc.

You have an opportunity to help shape students’
students
understanding of your work and the larger context
for it.

You can, and should, help students reflect on their
experiences.
p
How Can I Do Reflection with
Service-Learning Students?

There are lots of informal ways to encourage
students to reflect that don’t take a lot of time.

Ask them what they hope to get from their experience,
then check back with them later to see how it’s going.

Ask them about their impressions of your organization
and how their work fits into it.

Provide information about social issues your work
addresses and encourage them to think about the “big
picture.
picture.”
How Can I Do Reflection with
Service-Learning Students? (cont’d.)

You can also engage in more formal or
structured reflection activities.

As part of an orientation, have students take a quiz
about the issue your organization works on, or do a
“scavenger
scavenger hunt”
hunt on your web site
site.

Work with your service-learners to define mutual goals
for their experience.
experience

Conduct an “exit interview” with service-learners to
debrief about their experience.
Whatt implications
Wh
i li ti
does
d
this have for your
organization,
g
, if you
y
choose to work with
service-learners?
i l
?
Benefits of Service-Learning
for Students

Allows students to develop new skills

Increases ability to apply course material to new
situations

Improves self-confidence

Promotes a sense of belonging to a community and
usefulness to society

Instills a sense of place

Provides work experience and networking
opportunities
Challenges of Service-Learning
for Students

Finding time to complete required hours
hours,
given demands of course schedules and jobs

Some students require more structure and
direction, and may be hesitant to ask for
assistance when needed

Students
St
d t may have
h
different
diff
t expectations,
t ti
rather than focusing on organization’s needs
Benefits of Service-Learning
for Community Organizations

Provides additional human resources needed to achieve
mission and goals

Offers organizations the opportunity to identify and
access university resources

Allows organizations to play a role in educating and
challenging students

Creates a larger pool of experienced volunteers from
participants
p
and leaders
which to recruit future p

Allows organizations to develop students’ skills
Challenges of Service-Learning
for Community Organizations

Needs don’t
don t match academic timetables

Need to weigh time required to train and supervise
students against returns, especially from students
with limited time commitments

What the organization
g
needs may
y or may
y not match
the learning objectives of an academic course

May not be aware of course objectives and content
content,
and thus of students’ expectations for their learning
experience
What Does Service-Learning Look
Like at the University of Minnesota?

Service-learning
Service
learning refers specifically to community
work that is part of an academic course.

As a general rule
rule, service
service-learners
learners are expected to
work 2-3 hours per week over the course of the
semester in an approved
pp
community-based
y
organization.

Each semester
semester, the Career and Community
Learning Center (CCLC) works with 25-30 servicelearning courses in a wide range of disciplines.
What Is Our Process?

Service-learning coordinators work with faculty
teaching SL courses to identify their learning
objectives and select organizations that match.

Students are given a list of “approved community
organizations” to choose from. Often, organizations
are invited to come to class and give a short
presentation about their work.

Students use our online system (www
(www.csl.umn.edu)
csl umn edu)
to request a referral to the organization of their
choice.
What Is Our Process? (cont’d.)

Organizations accept or reject referral requests
based on their capacity and whether the student
appears to be a good match.

Students whose referral requests are approved go
through the organization’s standard volunteer
application and orientation processes.
processes

Students use our online system to track their hours
throughout the semester
semester, and supervisors approve
those hours so faculty can verify that students have
fulfilled their requirements.
What Is Our Process? (cont’d.)

At the end of the semester
semester, students
complete an evaluation of their servicelearning experience
experience. Results of these surveys
are made available to faculty and community
organizations after final grades are
submitted.
What Types of Work Can ServiceLearning Students Do?

There are two main models for service
servicelearning:

Students participate in regular volunteer
opportunities at your organization for their 2-3
hours per week; or
or,

Students complete special projects for your
organization working alone or in small groups
organization,
groups.
What Will Service-Learners Do in
My Organization?
You tell us! Our focus is on making sure that
students’ service-learning meets real
students
community needs. We may occasionally let you
know when we have a special opportunity, like
a project-based service-learning class, but it is
always
y up
p to yyou whether that’s a g
good fit for
your organization at that time.
What ideas do you have for
incorporating college
service learners into your
service-learners
organization’s
o
ga at o s work?
o
Monica Siems
Service-Learning
Service
Learning Coordinator
Career and Community Learning Center
University of Minnesota Twin Cities
612.624.6574
siems005@umn.edu
www.servicelearning.umn.edu