Service-Learning Foundations and

Practices

Annie Mae Young, Quilts of Gee’s Bend, ca. 1975

Jen Gilbride-Brown, Ph.D

The Ohio State University

What is service-learning?Service-learning is a form of experiential education characterized by all of the following:

student participation in an organized service activity

participation in service activities connected to specific learning outcomes

participation in service activities that meet identified community needs

structured time for student reflection and connection of the service experience to learning

(Abes, Jackson & Jones, 2002)

Where is service-learning?Recipient ProviderBeneficiary

Service LearningFocus

Service-Learning

Community Service

Volunteerism Internship

Field Education

Furco, A. 1996. Service-Learning: A balanced approach to experimental education. In B. Taylor, (Ed.) Expanding Boundaries: Service and Learning. Corporation for National and Community Service.

Key Themes in Service-Learning

Collaboration with the community (reciprocity)

Importance of reflection

Active learning (meaningful work)

Development of a sense of caring

Promotion of a sense of civic responsibility

Ameliorate societal problems

(O’Grady, 2000)

Models good practice with emphasis on collaboration, reciprocity, commitment

Promotes reflective thinking Increases self-knowledge, cognitive

complexity, knowledge of diverse others and communities

Deepens commitments to the “common good” which seek a more just, equitable world

Strengths of Service-Learning

“Transformative potential” Ability to connect subject matter with “real-life

” experience: experiential learning Personal development, critical thinking,

sensitivity to diversity, and development of citizenship

(Eyler and Giles, 1999; Jones, 2002)

Outcomes of Service-Learning

Information about outcomes research

Eyler and Giles (1999) process spanned six years.

Two major studies:

- Survey of 1500 college students from 20 institutions with interviews of 66 students from 7 institutions

- Interviews with 67 students active in service-learning from 6 institutions.

All results statistically significant of .05 level or higher

Design matters!• High quality placements matching students’

interests and developmental readiness

• Application/Connection between course subject matter and issues raised by service experience

• Structured reflection in the form of writing and discussion

• Diverse life experiences, view points, and ways of knowing are integral to design

• Presence and validation of the wisdom of community voice

Program Characteristics as Predictors of Service-Learning Outcomes

Source: Eyler, J. & Giles, D. (1999). Where’s the learning in service-learning. San Francisco, CA: Jossey-Bass. Based on data from the FIPSE sponsored survey and interview studies reported in this book.

Major learning outcomes

Stereotyping and Tolerance outcomes• More positive view of people with whom they

work

• Growing appreciation for difference: seeing similarities through differences

• Increased capacity for tolerance

Related Program Characteristics:

Placement quality, reflection activity, application of service and subject matter, diversity

Major learning outcomes

Personal Development outcomes• Greater self-knowledge, spiritual growth,

reward in helping others

• Increased personal efficacy, increased relationship between service-learning and career skill development

Related Program Characteristics:

Placement quality, reflection activity, application of service and subject matter, diversity

Major learning outcomes

Interpersonal Development outcomes

• Increased ability to work well with others

• Increased leadership skills

Related Program Characteristics:

Placement quality where students are challenged and have appropriate opportunity to take responsibility over work

Major learning outcomes

Community and College Connection outcomes

• Increased connectedness to community

• Development of connectedness with peers

• Increased closeness of faculty-student relationships

Related Program Characteristics:

Strong community voice, placement quality, reflection, and application

Design matters! High quality placements matching students’

interests and developmental readiness Application/Connection between course subject

matter and issues raised by service experience Structured reflection in the form of writing and

discussion Diverse life experiences, view points, and ways

of knowing are integral to design Presence and validation of the wisdom of

community voice

Program Characteristics as Predictors of Service-Learning Outcomes

Source: Eyler, J. & Giles, D. (1999). Where’s the learning in service-learning. San Francisco, CA: Jossey-Bass. Based on data from the FIPSE sponsored survey and interview studies reported in this book.

Developing Service-Learning Courses*

o Develop statement of goals, expectations, and responsibilities.

o Collaborate with community partner to determine the service activities students will perform.

o Develop plan for how students will connect course content and service.

*The Service-Learning Initiative at The Ohio State University

Developing Service-Learning Courses*

o Consider how you will prepare students for service (course goals, objectives, activities, pre-service training, assessment, etc.).

o Develop evaluation strategies to assess student learning and community impact.

o Collaborate with community partner to make plan for sustaining partnership.

* The Service-Learning Initiative at The Ohio State University

Types of courses and activities in service-learning

Course Type Description

Discipline-Based

Students have presence in community throughout term and participate in ongoing reflection to connect course objectives to service

Project-Based Students use knowledge gained from course to work on a community problem or need. Project not likely to be repeated in future.

Service Type Description

Direct Work with others, person-to-person and face-to-face

Indirect Work on project impacting community as a whole, rather than individually.

Service-Learning Syllabi Construction*

o Course Heading: Includes all course and faculty info

o Course Description: Include non-traditional nature of course as well as connection between service and course content.

o Introduction: Overview, purpose, rationale. Goes more in-depth with service description

o Course goals and objectives: Goals are broad statements of learning outcomes. Objectives are measurable actions to realize goal.

Service-Learning Syllabi Construction*

o Course Content: Readings and texts AS WELL AS service placement goals. Consider service as text.

o Overview of course assignments: Consider range of assignments that also integrate reflective learning

o Overview of grading policy: Has student demonstrated outcomes that “flow from service?” Not to be graded for doing service in and of itself.

o Supplemental reading list: Promotes further exploration of issues explored through service

For your future use…

A word about reflection in syllabi….

Syllabus should list requirement for reflection component.

• Expectations about reflection should be woven throughout.

• Questions to prompt reflection and included in syllabus can enhance clarity about reflection expectations and prompt more critical reading practice.

• Structure for reflection and evaluation strategies for reflection are helpful to include.

Developmental Perspective on Learning

o Prior knowledge is the key to learningo Prior knowledge must be activatedo Learners must be actively involved in

constructing personal meaningo Deep understanding takes timeo Context reinforces learning

Kolb’s Experiential Learning Styles

Kolb’s Experiential Learning Styles

Concrete Experience

Feeling/Sensing

Active Experimentation

Doing/Planning

Reflective Observation

Watching/Reviewing

Abstract Conceptualization

Thinking/Concluding

Process Continuum

Per

cept

ion

Con

tinuu

m

• Ponders experiences and observeso Seeks data and considers thoroughlyo Postpones decision making until all

information is ino Watches and listens before offering opinion

*CCPH, “Reflection”

Theorist

o Approaches problem using linear approacho Pulls together data into theorieso Seeks perfectiono Dislikes uninformed decision-making

*CCPH, “Reflection”

Pragmatist

o Displays practical problem-solving and decision-making skills

o Sees problems as opportunitieso Acts quickly and with confidence to

implemento Dislikes open-ended discussions

*CCPH, “Reflection”

Activist

o Acts first, considers consequences latero Focuses on the NOWo “I’ll try anything once”o Takes problems by brainstormingo Thrives on challenges, bored by

implementation

*CCPH, “Reflection”

Effective reflection…

o Facilitates learners goals and objectiveso Activates prior knowledgeo Reinforces new knowledgeo Identifies problems o Reinforces critical questionso Provides supporto Enhances trust and dialogue

Modes of Reflection

Modes of Reflection

Weaving reflection throughout your plan

Creating your plan

Syllabi and project examples

o www.servicelearning.orgo www.compact.orgo www.ccph.infoo www.aacu.orgo www.aacc.nche.orgo www.service-learningpartnership.org