implementing service learning into the classroom

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Marcus Bronsord, MBA Implementing Service-learning into the Classroom Service-learning pedagogy integrates community service with instruction and reflection. The case method of teaching business school students is not something new to the university setting, service-learning takes teaching cases further by removing the theoretical wall and implementing students into live case scenarios. As textbook cases become outdated their ability to help students solve organization problems become less effective. When students engage with the community they are presented with “real world” problems that organizations are currently struggling with. For service-learning to be properly integrated into the classroom Instructor’s should emphasize the three necessary components of a service-learning project; academic learning, civil learning and a positive impact on the community. Academic Learning Academic learning as tradition will come from inside the classroom from the instructor throughout the duration of the course. The instructor should structure classroom content around the service- learning project. Textbook selection and lecture content should be complimentary of the service-learning project. For students to truly benefit from the project the Instructor should prepare classroom time for student project groups to discuss and plan the next step of their project. Instructors should be supporting the student projects, checking-in weekly to confirm the status of the service-learning project. Students will need support throughout the project, and the instructor should be involved enough with each project to understand what the main outcome is, and how the students will be achieving that desired outcome. Instructors should provide a lecture to students on non-profits and non-profit consulting. In most cases students have little to no experience working with not for profit organizations. The operational differences should be discussed for students to provide a more realistic recommendation to close out the project. Civil Learning 1

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Page 1: Implementing Service Learning into the Classroom

Marcus Bronsord, MBA

Implementing Service-learning into the ClassroomService-learning pedagogy integrates community service with instruction and reflection. The case method of teaching business school students is not something new to the university setting, service-learning takes teaching cases further by removing the theoretical wall and implementing students into live case scenarios. As textbook cases become outdated their ability to help students solve organization problems become less effective. When students engage with the community they are presented with “real world” problems that organizations are currently struggling with.

For service-learning to be properly integrated into the classroom Instructor’s should emphasize the three necessary components of a service-learning project; academic learning, civil learning and a positive impact on the community.

Academic Learning

Academic learning as tradition will come from inside the classroom from the instructor throughout the duration of the course. The instructor should structure classroom content around the service-learning project. Textbook selection and lecture content should be complimentary of the service-learning project. For students to truly benefit from the project the Instructor should prepare classroom time for student project groups to discuss and plan the next step of their project. Instructors should be supporting the student projects, checking-in weekly to confirm the status of the service-learning project. Students will need support throughout the project, and the instructor should be involved enough with each project to understand what the main outcome is, and how the students will be achieving that desired outcome. Instructors should provide a lecture to students on non-profits and non-profit consulting. In most cases students have little to no experience working with not for profit organizations. The operational differences should be discussed for students to provide a more realistic recommendation to close out the project.

Civil Learning

Civil Learning will be developed between the students and the lesion/ lead contact of the non-profit organization. Students should be challenged with the appropriate task that organization has selected for the project. Needs of the local community should be highlighted when the non-profit organization is selected. Instructors should identify themselves and contact the organization’s lead before the project begins, ensuring that the desired outcome aligns with the content of the course, and to identify the potential recommendations students will be providing upon project completion. Each project will be unique in outcome, due to different organizational needs. Both students and Instructors should work together to fully understand the problems the organization is having, students one on one time with the organization’s contact person will develop the dynamics of civil learning and teach students how to deal with authoritative figures as consultants, not simply students.

Positive Impact on the Community

Instructors must emphasis the positive impact on the community to further the student’s understating of how beneficial a service-learning project can be on the community. Non-profits are ideal organizations because they are already connected with the community, and have a local client base. Non-profits are often unable to pay for consulting services, students are encouraged to provide detailed

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analysis of the organizations current standing, and then recommend solutions which complement the organization’s mission and commitment to the local community. A positive impact on the community is required for the success of the project, students should feel rewarded by helping others who could not afford their services. Many non-profits connect with student’s personal lives in many different, and unexpected ways. Ideally students develop of sense of accomplishment, as well as empathy for the organization’s cause or the population the organization serves.

Using Academic Resources (Center for Community Engagement)

Prior to establishing service-learning projects as part of the course curriculum Instructors should contact the Center for Community Engagement or the community outreach center for the university. Hopefully the CCE or community outreach will already have a list of local non-profits that are willing to work with students for their service-learning projects. Establishing a connection with the community outreach center will allow Instructor’s to contact organizations prior to the start of the course and will give the instructor’s projects students can select from. Students should also be encouraged to attend any non-profit fair or event; the university is hosting. Students engaging with local non-profits who need help is a great way for students to practice their networking and will allow students to select a project for a cause that is relatable. Students should also be encouraged to select a non-profit that they have either worked with in the past or currently a member of. If student’s can find projects that highlight their interests, the efforts and overall outcome will be more meaningful for the students. Doing a positive service for the community is rewarding, but selecting an organization that relates to the student can create additional positive impacts in the student’s life or the lives of the population that use the resources of the organization.

What to look for and avoid in partner organizations?

When selecting a partner organization for the service-learning project consider a few necessary agreements the partner organization must fulfill. First the partner organization and the lead contact of that organization must be able to meet with students a minimum of twice per month, if not more. It’s essential for the students to be inside the organization, see the function and daily schedule of the organization for an effective recommendation to be implemented. Second, students must be able to communicate with the organization’s contact and have a response via email, messaging or meeting within 48 hours of the initial contact. Without a contact student’s can become overwhelmed with the complexity of the project or become discouraged without a response of how to proceed with the next step of the project. Third, avoid partner organizations that are looking for “volunteers” instead of consultants. Some organizations are simply looking for students to perform volunteer duties and these are very simple tasks, that do not require problem solving skills students should have been developing during their academic career. Organizations should be informed by the professor or student contact that service-learning projects are intensive, and require analysis of the organization not just volunteering duties that need to be performed. Students can become discouraged if the service-learning project is not challenging, and the organization lesion should understand that students are looking to be challenged in a positive way. Projects that are too easy for students to complete with minimize or eliminate the consulting skills students develop during the duration of the project. Partner organizations that challenge and provide students with additional skills developed from the project should be highlighted and considered top candidates for the following academic year/ semester.

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Student Work and Team Dynamics

Service-learning projects are most effective in upper division undergraduate level courses or in an MBA course. Students need to develop complex problem solving skills and frameworks prior to the start of the service-learning project. This will enable the student consulting group to effectively analyze and recommend a solution to the organization. Dynamics of the service-learning project are identical to any other academic group project. Students should identify a “team leader” someone who can be the connection between the organization and the group. With more than one group member communicating with the organization, the lesion can become overwhelmed and information and responsibilities can become lost between group members. Below are project necessities that will allow the students to delegate group work, keep track of their project and provide the instructor with a status report halfway through the service-learning project.

Jumpstart Project Report

The jumpstart project report is a team charter that needs to be filled out within the first week the service-learning project group is formed. This form is important for team dynamics because the report requires students to identify the team’s mission, values, and how to uphold those values throughout the project. The jumpstart report asks students specifically how they plan to uphold these values, even during times of conflict. The report identifies the means of communication team members will have with one another, as well as how often teams will meet up in person. The report also highlights potential conflicts, and how students decide to handle those conflicts. This is a critical aspect of the jumpstart assignment because conflict will arise in groups, and it’s important to have conflict resolutions identified before they occur. Contingency planning for conflict needs to be identified so during conflicts the group can look back at the jumpstart and know how to implement the contingencies. The division of labor among team members is also included, making sure that each team member knows exactly what he/she is responsible for. The final aspect of the jumpstart is a timeline that will allow students to stay on track with their deadlines.

Project Status Report

The project status report is exactly that, a check-in midway thru the semester, making sure the service-learning projects are being completed on time, within the scope and adhering to the jumpstart report. The status report asks for a summary to date of what has been done for the organization, what the next step for the group is and how they plan to finish the project. The status report also asks for any conflicts that have arisen in the group, and how those conflicts were dealt with. The report asks about the division of labor, making sure that each group member sticks to their jumpstart report tasks, and if there are any corrections to be made that they are identified and the necessary corrections explained. The project status report closes with another timeline that will ensure the students finish the project before the semester ends.

Reflection

Reflection is the most critical component of the service-learning project. During the reflective assignments students, will become aware of the positive impact they are having on the local community. Reflection allows students to take the issues surrounding the service-learning project and turn them

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around into personal experiences they can grow from. During reflection assignments students, will make the connection on how the service-learning project provides “real world” experience that most students have yet to achieve in their personal careers. Reflection assignments can have many different forms, from personal journal, to portfolios and the integrative paper culminating the overall efforts of the project.

Personal journals

Journals may be largely open-ended with limited guidelines so that students can choose on which aspects of the service-learning project to reflect on. Students may find this easier than having a set list of reflection topics. With open-ended responses students, can identify specific examples or tasks that highlight their service-learning. Or journals can be an integral part of the curriculum with structured responses that apply theories/ frameworks discussed during classroom lectures. Structured questions and responses provide a linking tool between theory with practice. Journal assignments should be turned in weekly or biweekly depending on the structure of the journal. Students must provide engaging journal entries to establish the connections between course content and project implementation. Instructors should provide personal feedback on student journal entries. By doing so Instructors will fully understand the project and all it entails, while students will appreciate the feedback and provide more effort to journal entries knowing the instructor is providing personal responses.

Portfolio

Portfolios can be structured like a personal journal but with additional content, resources and research. Portfolios should consist of specific journal entries highlighting frameworks, methods or theories and how those are directly applied to the student’s service-learning project. Included into the portfolio should be all the reports that are mandatory (Jumpstart and Project Status) as well as any other team documents. All work related to the outcome of the project should be included and anything submitted to the organization should also be included (spreadsheets, additional reports, presentations). Students should also include any research that was necessary to better understand the organization, and the cause the organization stands for. If the partner organization provides letter of commendation or recommendation for the completion of a successful project students should highlight those accomplishments within the portfolio. The portfolio should be created so that students can highlight specific experience or accomplishments that future employers will appreciate. Students will submit their portfolio at the end of the semester, they should be encouraged to begin documenting their service-learning experiences at the beginning of the service-learning project. The learning plan and portfolio are linked, all revisions need to be updated as objectives and activities change.

Integrative Paper

Integrative papers are standard in the academic setting and the final paper for a service-learning project should highlight the work completed by the project team, how the project helped students grow both academically and professionally and the recommendation to the partner organization. Final papers should have theory application from the course content and how those theories/ frameworks are directly applied to the service-learning project. Students may develop a series of products throughout the semester which culminates in a final paper, other students may use their journal as field notes to help shape the final assignment. The final paper should be a culmination of a series of discussions or assignments, not a substitute for the regular integration of the service and the subject matter.

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Student experience example

Below are real examples students gave about their thoughts and experience about the Service-Learning Project they completed last semester during Fall 2016.

“Each week we were presented with a new task and set back that provided an environment to push ourselves in terms of the various skills we all possess. The ability to experience the reality of

consultation in a low risk environment is heavily beneficial for developing students.”

“The ability to transcend the pages of the book and relate the knowledge I have garnered throughout the semester to a tangible life experience is largely beneficial as I enter the workforce next year.”

“While Oren was structured in his vision for our project, he left a lot of room for our input and considerations. He made it so the project felt as much ours as it was his. He allowed us to choose industries in which we each were interested in and encouraged us to contact businesses that we

believed would be good employers. He gave us soft deadlines for the most part and was quite flexible while still providing good structure and direction.”

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Recommended Reading

Barnette, M., Silver, P. T., & Grundy, T. S. (2009). Implementing Service-Learning Pedagogy: A Case Example . Journal of Higher Education Outreach and Engagement, 13(4), 117-133. Retrieved from http://openjournals.libs.uga.edu/index.php/jheoe/article/view/12

Eyler, J., Giles Jr., D. E., & Schmiede, A. (1996). A practitioner's guide to reflection in service-learning: Student voices & reflections. Vanderbilt University .

Griffith, T., & Clark, K. R. (may/June 2016). Service-learning. RADIOLOGIC TECHNOLOGY, 87(5), 586-588. Retrieved from http://www.radiologictechnology.org/content/87/5/586.extract

Godar, S. H. (2000). Live Cases: Service-Learning Consulting Projects in Business Courses . Michigan Journal of Community Service-learning , 7(1), 126-132. Retrieved from http://quod.lib.umich.edu/m/mjcsl/3239521.0007.114/--live-cases-service-learning-consulting-projects-in-business?view=image

Heffernan, K. (2011). SERVICE-LEARNING IN HIGHER EDUCATION. National Campus Compact Brown University, 1-8. Retrieved from http://opensiuc.lib.siu.edu/cgi/viewcontent.cgi?article=1160&context=jcwre

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