From Definitions, History, Theory, Principles,
Practice, and Partnerships to Social Justice,
Critical Engagement and Collaboration, and
Uneasy Institutionalization
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1. Service-learning is a teaching and learning strategy that integrates
meaningful community service with instruction and reflection to enrich the
learning experience, teach civic responsibility, and strengthen community.
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http://www.youtube.com/watch?v=qDAQDg56VDs
2. Community-Based Learning is similar to service learning but with two
important caveats.
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A. Community Based Learning includes Research and promotes various forms of Community
Based Research (CBR) ranging from consultant-type relationships to Participatory Action research
(PAR).
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B. A greater focus on collaborative partnerships and integrated learning opportunities with
community leadership. The community drives project selection and participates in course design,
evaluation, etc.
Community-Based Learning is a form of intellectual and practical engagement [Praxis] in which students,
faculty, service providers, service recipients, and a vast array of community members work to fulfill
immediate needs while trying to develop the knowledge and strategy necessary to understand and address
the root causes of social problems.
Hull House vs. The University of Chicago
Jane Addams and Florence Kelley’s book, Hull House Maps and Papers, set
precedents for the use of mapping as a statistical technique to reveal patterns of
social groups; emphasis on the city as a major factor structuring daily lives; the
analysis of immigrant groups and their disorganization in the city, primarily as a
function of debilitating economic conditions; and a directly linked the work of
Hull-House residents and sociologists at Chicago (Mary Jo Deegan, 1988)
“there were occasional rumblings about the old maids downtown who were wet-nursing
social reformers. ..the greatest damage done to the City of Chicago was not the
product of corrupt politicians or criminals but the women reformers.”
* John Dewey and Guided Reflection
* Jane Addams--community based learning and research
Educated young people are seeking an outlet for that sentiment of
universal brotherhood, which the best spirit of our times is forcing
from an emotion into a motive.” They feel a fatal want of
harmony between their theory and their lives, a lack of
coordination between thought and action… These young men and
women, longing to socialize their democracy, are animated by
certain hopes which may be thus loosely formulated; that if in a
democratic country nothing can be permanently achieved save
through the masses of the people, it will be impossible to establish
a higher political life than the people themselves crave; that it is
difficult to see how the notion of a higher civic life can be fostered
save through common intercourse; that the blessings which we
associate with a life of refinement and cultivation can be made
universal and must be made universal if they are to be permanent;
that the good we secure for ourselves is precarious and uncertain,
is floating in mid-air, until it is secured for all of us and
incorporated into our common life.
1. History of Experiential Education and various forms of
religious education—particularly Quaker Schools—Labor
Colleges, Highlander Folk School, etc.
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Myles Horton, Founder, Highlander Folk School
“What you must do is go back, get a simple place, move in and you are there. The situation
is there. You start with this and you let it grow. You know your goal. It will build its
own structure and take on its own form. You can go to school your whole life and never
figure it out because you are trying to get an answer that can only come from the people
in the life situation.”
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Myles Horton, The Long Haul: An Autobiography, Teachers College Press, 1990.
Myles Horton and Paulo Freire, We Make the Road by Walking, Temple University Press, 1990.
 http://www.youtube.com/watch?v=pSyaZAWIr1I
The Ironies of McCarthyism—the Rise of the 1960s
A response to conservatism and the malaise of suburbia.
A response to Isolation, and “en loco parentis”
From Ella Baker to Chuck McDew
“The sit-ins have given us an
opportunity for “the word to
become flesh. They have inspired
us to build a new image of
ourselves in our own minds.”
From Rosa Parks to Bob Zellner.
When we asked
my sociology
professor why
we were expelled
he said that he
never intended
for us to speak
to civil rights activists,
‘I just wanted you to go to the
library.” http://www.youtube.com/watch?v=zS-nG7WByqY
1. 1970s and the movement from streets back to the classroom
National Organizations and Conferences:
a. National Society for Experiential Education (1971)
b. Higher Education Consortium for Urban Affairs (1974)
c. National Center for Service Learning (1979)
2. Continued National Organizing of Groups and Conferences—1980s and 1990s
a. Campus Outreach Opportunity League (1984)
b. National Campus Compact (1985)
c. Americorps and Corporation for National Service (1993)
d. Renewing the Civic Mission of the American Research University
(1999)
The challenges facing higher education go beyond the need to add more service-learning
experiences or to reward faculty for community-oriented research. As important as these
objectives are, the more fundamental task is to renew our great mission as the agents of
democracy.
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"The scholarship of engagement means connecting the
rich resources of the university to our most pressing
social, civic and ethical problems, to our children, to
our schools, to our teachers and to our cities...“
discovery
integration
application
teaching
engagement
Dan Butin: “The possibilities for service-learning lie in embracing it as an
academic discipline with the ability to control its knowledge production
functions by internally debating and determining what issues are worthy of
study, by what modes of inquiry, and to what ends. This approach assumes a
plurality of perspectives of what service-learning is and should be. It assumes
that the scholarship surrounding service-learning is not solely centripetal or
convergent in focus.”
Comparison to Women’s Studies and the impact of institutionalization
Raymond Williams: There is a conservative and professionalizing force to
institutionalization that suggests the formation takes precedence over the
project. “But there remains the problem of forgetting the real project.” He
continues to explain the political and practical issues related to the process of
publishing and teaching around texts.
The definitions of such things as service and community
based learning will be determined by the ways in which
practitioners struggle with the historical trajectory,
institutional and social conditions, and the political battles
and objectives of partners and opponents.
Mavis Morton, Corey Dolgon, Tim Maher and Jim Pennell,
“Civic Engagement and Public Sociology: Two “Movements” in
Search of a Mission.” Journal of Applied Social Science, Spring 2012.
Bob Sigmon’s 3 principles of service learning
1. Those being served control the service(s) provided
2. Those being served become better able to serve and
be served
3. Those who serve also are learners and have control
over what is expected to be learned
From Charity and Reciprocity
to Collaboration and Transformation
In traditional courses academic credit and grades are
assigned based on students' demonstration of academic
learning as measured by the instructor.
It is no different in service-learning courses.
In service-learning courses we evaluate students' learning
from traditional resources, from the community service,
and from the blending of the two.
Widespread perception in academic circles that community service is a
"soft" learning resource, temptation is to compromise academic rigor in
service-learning courses.
But s-l students must not only master academic material, but also learn
how to learn from unstructured and ill-structured community
experiences, merging experiential learning with other course resources.
Furthermore, while in traditional courses students must satisfy only
academic learning objectives, in s-l courses students must satisfy both
academic and civic learning objectives.
Most students lack experience with both extracting and making
meaning from experience, and in merging it with other academic and
civic course learning strategies; and they rarely know much about the
history and diversity of the communities they engage. Therefore, even
an exemplary reflection journal assignment will yield, without
sufficient support, uneven responses.
Faculty can provide:
(1)
Learning supports such as opportunities to acquire skills for
learning from the service context ( e.g., participant-observer
skills);
(2)
Examples of how to successfully complete assignments (e.g., past
exemplary student papers and reflection journals, etc.;
(3)
Give students history tours, lectures, materials as well as
diversity training and recognition of structural inequality.
John Reiff , Director, Office of Community
Service Learning Commonwealth College,
University of Massachusetts Amherst and
former scholar-in-Residence for the
Massachusetts Campus Compact
*Begin Process of Reflection in Class
*Discuss Reflection and Action as
ongoing process and the dynamic of Praxis
*Consider ways to integrate partner
into reflective process
*Early Data on Learning Outcomes suggests more often and more
substantive reflection the stronger the outcomes
Learning Outcomes & Community Impact
Standard Measures—qualitative & quantitative
• New means for measuring local impact
• Unheard Voices and unethical data
• All Players should be heard who have stake in the
projects and the assessment—returning to original
principles of Bob Sigmon.
•
1. Partnerships form to serve a specific purpose, may take on new goals over time
2. Agreed upon mission, values, goals, & measurable outcomes for partnership.
3. Relationship has mutual trust, respect, genuineness, & commitment.
4. Builds on identified strengths & assets, but addresses areas for improvement.
5. Balances power among partners & enables resources to be shared.
6. There is clear, open communication—listening, common language, terms validated & clarified
7. Roles, norms, & processes for the partnership established collaboratively by the partners.
8. Feedback to, among, & from stakeholders to improve partnership & outcome.
9. Partners share the credit for the partnership's accomplishments.
10. Partnerships take time to develop and evolve over time.
Service
2. Exchange
3. Cooperative
4. Systemic/Transformative
--------------------------------------------------------------Hollander & Dolgon 3 Levels of Partnerships
1.
1. Immediate or Transactional Projects
2. Sustainable Relationship
3. Transformative Strategies
Take just a minute or two and write down your
definition or description of what social justice is
or should be.
"The goal of social justice education is full and equal participation of all
groups in a society that is mutually shaped to meet their needs. Social
justice includes a vision of society that is equitable and all members are
physically and psychologically safe and secure." Teaching for Diversity and Social Justice: A
Sourcebook. Edited by Maurianne Adams, Lee Anne Bell, and Pat Griffin.
“concepts of “fairness” and “equality” as the key components…
respondents focused on the distribution of resources and fairness in the way
society treats people. The concept of equality was referred to almost as
much as fairness and often in conjunction with it. Most common were
references to equality of opportunity and equality of outcomes. Inquiry into the
Future of Civil Society in the UK and Ireland, www.futuresforcivilsociety.org
Social Justice is a set of principles and a process that govern humans’
behavior to one another and the natural world. Social justice is based on the
premises that society is characterized by inequalities in resources and
influence, and that individual and collective actions can and will transform
society. Social justice promotes awareness of inequalities, action to redress
inequalities, and ongoing habits of mind and actions that continue to
redress inequalities. Social justice seeks transformation of society at global
and local levels and the liberation of creation from every oppressive
situation.
Saint Mary’s College Bonner Foundation

Visiting Couple Saves Baby from Drowning in
Taunton River
Only hours after tying the knot at memorial United
Methodist Church in Taunton, newlyweds James
and Joan Dean found themselves pulling an identified
baby out of the Taunton River.
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The Deans had come to Taunton to be married by their
Long-time friend and Church elder reverend Rev Jane
Simms Lawrence. Following the ceremony and reception,
Baby being pulled from water by James Dean
the couple decided to take a leisurely stroll down by the
riverside when they noticed baby floating down stream. James, certified in CPR as a former EMT driver, jumped into the
river to save the young child while Joan ran back into town to alert authorities and call an ambulance.
Emergency medical personnel were on the scene in minutes and helped pull both Dean and the young baby to safety. No
one has as of yet come forward to identify the baby , but local social services are taking care of the child and a list of
potential foster parents is being created.
After all of the excitement, the young couple was hoping to return to their hotel and continue their honeymoon in a
more traditional style. There is another festive occasion—a Sunday brunch scheduled for today. Mrs. Dean says they
will try to repeat a “romantic” walk later in the day
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Visiting Couple Saves Baby from Drowning in
Taunton River, Again!
One Day after pulling an unidentified baby from the banks of the
Tanton River near Weir Village, James and Joan dean
were once again called on by fortune or fate to repeat their
Heroic deed.
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Only minutes after leaving a nearby restaurant
where they celebrated their nuptials with a
family brunch, the couple once again sought a
romantic, mid-day walk along the River.
Moments later they spied a baby, once again
floating downstream. Once again, James splashed
into the water to rescue the young child and Joan ran for help.
Second Baby pulled from water by James Dean
The Deans had come to Taunton to be married by their Long-time friend and Church elder reverend Rev Jane
Simms Lawrence. Following the ceremony and reception. Yesterday, the couple noticed a baby baby floating down
stream. James, certified in CPR as a former EMT driver, jumped into the river to save the young child while Joan ran
back into town to alert authorities and call an ambulance. In both cases, Emergency medical personnel were on the scene
in minutes and helped pull both Dean and the young baby to safety. No one has as of yet come forward to identify either
baby , but local social services are taking care of the child and a list of potential foster parents is being created.
Taunton police officials have decided to extend the local police beat to have officers patrol the river every half hour just
as a precaution against the possibility or more floating babies.
Non-Profits and Service-Learning—
Good!
…but…
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Non Profits– “the question of service has to be framed by
critically engaging mission & purpose, methods &
outcomes.”
Community-Based Learning– “are our students being given a
curriculum along with their projects that encourages
historical and political and global perspectives on problems
and their causes. Does it inspire the big questions of our
students, their education, our community partners, policy
makers, institutions and social structures as a whole.”
1.
The complexity of the issues-the big picture of
politics and economics and how these dynamics
and conditions shape the problems and issues our
projects address.
2.
The complexity of the goal-what are our big
picture hopes and dreams for our communities
and societies. What kind of world do we want to
live in and how might we get there?
3.
What is Social Justice?
“As partners, we must think through together the
relationship between theory and strategy; between
practice and relationships, between reflection,
evaluation, revision and fundamental change.”
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1. All players must be willing to engage with each
other and ask difficult questions and challenge
conventions;
2. [For faculty] We have to be prepared to rethink our
syllabi and rethink our research, how we teach and
how we know;
3. [For Non-Profits] We need to rethink how we serve,
what we serve, and with whom we serve.
4. We must all raise our standards and expectations for
what we will accept from our students, our clients, our
political and economic leaders, and ourselves.
Community Organization
Strategies for Change
Services/Research
Community Goals
Curriculum
Higher Ed. Goals
Project (Theory & Method)
Campus Partnership
Community Organization—Dismas House
Campus Partner—Worcester State College
SO305—Introduction to Community-Based Research
WSC Center for Service learning and Civic
Engagement
“The mission of the Center is to challenge students and faculty to
investigate social problems by examining their root causes in the
classroom while simultaneously addressing them in the community”
Community Goals:
1. Increase Low-Income Housing
2. Decrease Local Nimby Campaigns
Service/Research & Project (theory, method, design & time)
What will project entail and how will it meet community
goals and learning outcomes (Reciprocity)
1. Meet with Partner to Determine Issues, Scope, Questions, etc.
A. Nimby Claims: Property Values, Crime, Views of Neighborhood
Quality
B. Identify Neighborhoods and so-called “Saturation Points”
C. What work will students do:
1. designing tools
2. explaining design and methods
3. Collecting data and analyzing data
4. Reporting to Community Organization
Strategies for Change & Curriculum
Presentations and Reflections
1. Presenting Data to Community
2. Reflecting on Impact on Change
3. Evaluating Learning Outcomes and Limits
4. Developing New Projects, Strategies &
Curriculum
Corey Dolgon, chair of the Worcester State College Department of Sociology
has been and activist and researcher on issues of homelessness and poverty
for many years. Corey and his students conducted the department's
"Mending Fences" study showing that group homes and social service
agencies do not have a negative impact on Worcester's communities.
Community Organization
Dismas House
Strategies for Change
Publicizing findings and impacting local debate
Community Goals
More Housing/Less Nimby
Services/Research
stats on prop. Values, crime & QOL perception
Higher Ed. Goals
Course Outcomes & Center Publicity
Curriculum
Evaluating learning outcomes
Project (Theory & Method)
statistical research & neighborhood survey
Campus Partnership
Worcester State (SO 305 and CSLCE)
1.
Conversation with Dismas:
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what were successes and limitations of the research?
2.
Next steps: more research vs. changing political landscape.
3.
Organizing and Registering Homeless voters
4.
Candidates Night at PIP Shelter
Worcester Telegram &Gazette [10-11-07]
WORCESTER - A City Council candidates night at the People in Peril homeless
shelter last night proved to be the largest forum by far in this year's election campaign,
with organizers counting more than 140 people in attendance.
Dr. Eric Garcia, who treats PIP shelter residents, asked the candidates whether they
support the "Housing First" concept. Even Ms. Haller, a frequent critic of the
social service agencies that espouse that concept of ensuring stable housing for
people who need it regardless of their readiness to accept social programming,
said that it "has merit."
5. Aftermath and Change--Permanent Housing &Housing First
Community Organization
Dismas House
Strategies for Change
Publicizing findings and impacting local debate
voter registration and organizing
Services/Research
stats on prop. Values, crime & QOL perception
Experiences, Comparative & Qualitative Data
Community Goals
Higher Ed. Goals
More Housing/Less Nimby
Course Outcomes & Center Publicity
Political Empowerment
PAR versus Research for Order
Curriculum
Project (Theory & Method)
Evaluating learning outcomes
Research for service vs. research for change
statistical research & neighborhood survey
Interviews, focus groups, collaborative events
Campus Partnership
Worcester State (SO 305 and CSLCE)
1. What are your Goals?
Short Term
1. Build Capacity for Service Learning
a) faculty—development, resources, rewards & recognition.
b) community—understanding learning outcomes and objectives
c) students—training for community, diversity, inequality and
experiential education and reflection
B. Long Term
1. Powerful and rigorous learning for students
2. verifiable Community Impact
3. Educational transformation towards democracy and social justice
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Faculty—course driven
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Students—learning outcomes driven
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Community Partners—project driven
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Identifying Resources
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Grants
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Joining Regional, National and International
Organizations
Public Relations and Endowments
Strengths
Weaknesses
Opportunities
Challenges