empowering your community: do’s and don’ts of service-learning partnerships

Definition of Service LearningCommunity Service Learning is a pedagogical model that connects meaningful community service experiences with academic course learning

Assumptions For This Session1. We want to develop meaningful partnerships2. We will be initiating the partnerships3. We are looking for ways to strengthen current partnerships4. What are your assumptions? What are you looking for today?

Goal: Make Our Partnerships The Best They Can Be!

What Students Want From Their Courses:

Clear Expectations

Structure

Involvement

Variety

Relevance

Acceptance and Respect

Flexibility

Humor

Credibility

Concern for their Goals

What Students Get From Quality Service Learning

Partnerships: Connections

References

Skills Communication Leadership Teamwork Fundraising Problem solving Public Speaking

Context For This SessionIf Service-learning is a transforming movement that is also:

• An effective and engaged pedagogy

• A way to increase retention

• How Do We Convince Community Partners To Join Us?

• What Should We Do More and What Should We Do Less?

Then:

Procedure:

Defining Refining Designing

#1 Do: Include These Three Key Characteristics In Your

Partnerships1. Do projects correspond directly to the academic

curriculum?

2. Do projects meet a real community need?

3. Do projects provide for structured reflection time? Group Individual

#2 Do: Include True Reciprocity

Symbiotic not Parasitic

Inclusive rather than exclusive

Student Development: enabling to empowering; from observation, to experience; from following to leadership.

Diversity: breaking stereotypes for Partners and Students

#3 Do: Include The Six P ’s

Proper

Prior

Planning

Prevents

Poor

Performance

This seems very obvious but let’s practice and see!

#4 Do: Mandate Meaningful Service

Discussions with partners

Issue orientation for students Defining Refining Designing

Community Partners need to have a say Formally – meetings, constant communication Informally – networking, connections, web resources. Unheard Voices, Randy Stoecker and Elizabeth Tyron The Promise of Partnerships, (Scheibel, Bowley, and

Jones)

Social Issues: Define, Refine, Design

http://forums.xkcd.com/viewtopic.php?f=8&t=22069

#5 Do: Consider A Variety Of Options

Independent 4th credit option

Required within a course

Option within a course

Class Service Projects

Capstone Projects

Service Research Projects

#6 Don’t: Underestimate The Importance of

Communication Faculty and Service Learning Office

Service Learning Office and Community Partners Initial discussions (Direct mail, phone solicitation, invites) Planning (surveys, meal meetings, workshops) Maintenance (yearly checkups, semester events,

monthly’s) Evaluation (focus groups)

Between Service Learning Office and College Assessment Self evaluation Regular Discussions Media coverage

#7 Don’t: Let Up On Rigor

Academic credit is for learning, not for service

Do not compromise academic rigor

Set Learning goals for students

Establish criteria for student assessment

Partners can be co-evaluators

Establish clear rubrics for partners

#8 Don’t: Skimp On Reflection

#9 Don’t: Worry About Getting Started?

Working with Service Learning Office and/or Partner:

Determine how service could enrich learning. Consider your motives in using the service learning Based on your goals, choose a course service option Keep goals and objectives realistic Evaluation and assessment Choosing Partners:

How do you know? Based on passions and social network Asset-Based Community Engagement

Hammerlink and Plaut

#10 Don’t: Forget to Nurture Partners

First day of class: Promote service learning and your partnership

Help students develop individual service learning objectives.

Teach students how to harvest knowledge from the service experience

Student Comments ... I fell that this was a good learning experience. I felt I walked away

with more knowledge… I would definitely volunteer more.

... You grow up taking math classes and you question why you need to know this, ” I’m never going to use it”. The… activity helps you realize that you do use math some of it consciously and sometimes unconsciously.

... My experience was wonderful. I like volunteering because I meet people and if you mess up something you can’t get fired…

... I think it’s weird that it’s required in a math class. I would expect it in a speech, English or Health class but not math. I always think of math as a class you have to take to get out of the way, not to have to apply to your everyday life.

... I would not trade this experience in for any other that I have experienced at school and I am also considering helping out as much as I can.