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Service-Learning Foundations and
Practices
Annie Mae Young, Quilts of Gee’s Bend, ca. 1975
Jen Gilbride-Brown, Ph.D
The Ohio State University
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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)
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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.
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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)
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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
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“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
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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
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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
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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.
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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
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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
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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
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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
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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
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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.
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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
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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
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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.
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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.
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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
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For your future use…
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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.
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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
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Kolb’s Experiential Learning Styles
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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
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• 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”
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Theorist
o Approaches problem using linear approacho Pulls together data into theorieso Seeks perfectiono Dislikes uninformed decision-making
*CCPH, “Reflection”
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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”
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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”
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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
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Modes of Reflection
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Modes of Reflection
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Weaving reflection throughout your plan
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Creating your plan
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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