1 TUTORIAL 1 Introduction to Service-Learning (Community-Based Learning/CBL) and its Connection to Jesuit Ideals Office of Academic Excellence and Assessment Creighton University © 2007 Donna R. Pawlowski, Ph.D. Associate Professor Department of Communication Studies

2 Tutorial Goals At the end of this tutorial, you will have an understanding of: The definition and principles of service- learning/CBL The benefits of service-learning for students and faculty Office of Academic Excellence and Assessment Creighton University © 2007 Donna R. Pawlowski, Ph.D. Associate Professor Department of Communication Studies

3 Tutorial Objectives At the end of this tutorial you will be able to: Reflect on your own perceptions of service-learning based on your pre-assessment If you have not completed the pre-assessment, please stop now and complete it prior to continuing with the tutorial Identify the type of potential course you have in mind for service-learning Explain how you see service-learning benefiting your personal and professional life Articulate how you think service-learning can benefit your students Office of Academic Excellence and Assessment Creighton University © 2007 Donna R. Pawlowski, Ph.D. Associate Professor Department of Communication Studies

4 What is Service-Learning? Or CBL? A pedagogical strategy where students apply what they are learning in the classroom (course/learning objectives) to a particular community Communities are typically nonprofit (or underserved) and the application, in part, is done through service that fills a public good in the community; service that is meaningful & relevant for all parties (community and students) Parties involved create a relationship and are considered the recipient and the provider of the service; both are changed by the experience Office of Academic Excellence and Assessment Creighton University © 2007 Donna R. Pawlowski, Ph.D. Associate Professor Department of Communication Studies

5 What is Service-Learning? Or CBL? Students make meaningful connections between what they are studying and its applications to the community through guided reflective writing and classroom discussion “The community becomes an additional text for the course.” Community also becomes empowered as they co- develop the partnership and the work from their strengths Hopefully students will become more civically engaged, leading to future community participation (some materials adapted from Howard, 2001) Office of Academic Excellence and Assessment Creighton University © 2007Donna R. Pawlowski, Ph.D. Associate Professor Department of Communication Studies

6 Who is Involved in Service-Learning? Office of Academic Excellence and Assessment Creighton University © 2007 Donna R. Pawlowski, Ph.D. Associate Professor Department of Communication Studies Students Community Faculty University

7 4 Principles of Service-Learning Office of Academic Excellence and Assessment Creighton University © 2007 Donna R. Pawlowski, Ph.D. Associate Professor Department of Communication Studies Engagement ReflectionReciprocity Public Dissemination (Heffernan/Campus Compact, 2001)

8 4 Principles of Service-Learning Engagement: Direct experience working with underserved communities and/or organizations that promote the public good Does the service component meet a public good, and how do you know this? Has the community been consulted? How have campus-community boundaries been negotiated and how will they be crossed? Office of Academic Excellence and Assessment Creighton University © 2007 Donna R. Pawlowski, Ph.D. Associate Professor Department of Communication Studies

9 4 Principles of Service-Learning Reflection: Reflection on the community experience in connection to classroom materials Is there a mechanism that encourages students to link their experience to course content and to reflect upon why the service is important? What assessment measures will be used to analyze these reflections? Office of Academic Excellence and Assessment Creighton University © 2007 Donna R. Pawlowski, Ph.D. Associate Professor Department of Communication Studies

10 4 Principles of Service-Learning Reciprocity: Planned reciprocity of learning and benefits Is reciprocity evident in the service component? What is the community doing with and for the students? What are the students doing with and for the community? How? Service-Learning assumes that colleges are living parts of communities, that the location of learning and service is often beyond the classroom, and that the communities have much to teach students and faculty (Sigmon and Colleagues, 1996) Office of Academic Excellence and Assessment Creighton University © 2007 Donna R. Pawlowski, Ph.D. Associate Professor Department of Communication Studies

11 4 Principles of Service-Learning Public Dissemination: Sharing the outcomes with appropriate communities Is service work presented to the public or made an opportunity for the community to enter into a public dialogue? For example: Do oral histories that students collect return to the community in some public form? Is the data students collect on saturation of toxins in the local river made public? Does the University hear about what the students have done? How? (Heffernan/Campus Compact, 2001) Office of Academic Excellence and Assessment Creighton University © 2007 Donna R. Pawlowski, Ph.D. Associate Professor Department of Communication Studies

12 Teaching/Service Spectrum Community Service Practicum (“Pure” Service) (“Pure” Learning) Service-Learning (the meeting in the middle) Charity Pre-professional Philanthropy Training (Zlotkowski, 2000; personal communication) Office of Academic Excellence and Assessment Creighton University © 2007 Donna R. Pawlowski, Ph.D. Associate Professor Department of Communication Studies

13 What makes Service Different from Service-Learning? Both are just as important and valuable for students and make an important contribution to society The nature in which the service component or activity is used as a pedagogy (in a course or within a co-curricular program) to accomplish learning outcomes, to enhance the learning of skills/concepts, and the inclusion of guided reflections related to course content/outcomes is what characterizes service-learning/CBL from service Service-learning/CBL is also typically with the same site throughout a semester; not a one-shot brief experience Office of Academic Excellence and Assessment Creighton University © 2007 Donna R. Pawlowski, Ph.D. Associate Professor Department of Communication Studies

14 Service Example Office of Academic Excellence and Assessment Creighton University © 2007 Donna R. Pawlowski, Ph.D. Associate Professor Department of Communication Studies Students who volunteer and help to clean the park as a service activity for Ratio Studiorum to help out after a flood Helping with society Important to community Learning about being contributing members of a community No written reflectionsOne-shot experience

15 Co-Curricular Service-Learning Example Office of Academic Excellence and Assessment Creighton University © 2007 Donna R. Pawlowski, Ph.D. Associate Professor Department of Communication Studies Students who go to New Orleans for a fall break service trip sponsored by Creighton’s Center for Service and Justice to help families who have been affected by Katrina Helping with society; students may also become advocates for local issues Raises student consciousness of justice, political, health, human suffering… Learning about being contributing members of a community They have open reflections and journal about the experience; discussions and events are focused around objectives; students are prepared for trip in advance Immersed experience where students are helping a community; more than likely students have contact with and create relationships with community members

16 Service-Learning/CBL Course Example Office of Academic Excellence and Assessment Creighton University © 2007 Donna R. Pawlowski, Ph.D. Associate Professor Department of Communication Studies Students partner with the local Spanish community during a Social Work Policies course Students create proposal for new guidelines for the immigration process paperwork; given to office for consideration Fulfilling a need of the community and learning about cultural and community issues Students grapple with language, class, and justice issues in reflections Students feel transformed by the experience; families are grateful and experienced compassion and created relationship They help families with the immigration process and study the effects of immigration for families new to the country The create repeated written reflections and have class discussions about their experiences and how it links to what they are studying in the class They visit the immigration office and study the Immigration laws in class Families, students and Immigration office are mutually benefiting from the relationship They visit the families various times throughout the semester and create a trusting relationship with them

17 How does it Fit in the Course? Optional or Mandatory? Service-learning is a pedagogy; a unique mode of teaching and learning You do not have to justify reading a textbook or explain why students need to write a paper; as long as they meet your course objectives Thus, you do not have to justify why students work in the community - it is simply a course requirement Remember, the community is another text for meeting course objectives It helps course material come to life and enhances learning! If you do not make it an issue; students are less likely to make it an issue! Office of Academic Excellence and Assessment Creighton University © 2007 Donna R. Pawlowski, Ph.D. Associate Professor Department of Communication Studies

18 Benefits of Service-Learning: For Students Connects Theory and Practice Helps Students Gain a Sense of Community and Responsibility For Others Learning/High Level of Student Engagement Strengthens Promotes Active Analytical, Problem- Solving and Critical Thinking Skills Promotes Value of Diversity/Reduces Stereotyping and Facilitates Intercultural Understanding Office of Academic Excellence and Assessment Creighton University © 2007 Donna R. Pawlowski, Ph.D. Associate Professor Department of Communication Studies

19 Benefits of Service-Learning: For Students O Strengthens Interpersonal and Communication Skills O Student Learning is Deeper; Understand Course Concepts Better O Affirms Two Cardinal Values: ● personal responsibility for civic engagement ● institutional responsibility to participate with the community to improve society Adapted from: Conville, R. L. & Weintraub, S. C. (2002) Office of Academic Excellence and Assessment Creighton University © 2007 Donna R. Pawlowski, Ph.D. Associate Professor Department of Communication Studies

20 Service-Learning and Jesuit Ideals The Mission and Identity of Creighton University parallel service-learning benefits: Our Jesuit vision commits us to form women and men of competence, conscience and compassion who have learned from reflecting upon their experiences of being for and with others. We do this in service of a faith that does justice. Office of Academic Excellence and Assessment Creighton University © 2007 Donna R. Pawlowski, Ph.D. Associate Professor Department of Communication Studies

21 Benefits for Faculty: Teaching Enables Teaching to become More Process- Oriented Increases Variety of Unique Pedagogical Practices Improves Student Satisfaction with College Provides Authentic Assessment Opportunities Builds Stronger Relationships with Faculty Members (and with Students) Co-Creation of Courses with Other Faculty Office of Academic Excellence and Assessment Creighton University © 2007 Donna R. Pawlowski, Ph.D. Associate Professor Department of Communication Studies

22 Benefits For Faculty: Service Improves Relationships with Community Increases Personal Involvement with Community Provides Opportunity for Community Boards Allows for Campus Organizational/Service Opportunities Affirms Two Cardinal Values: personal responsibility for civic engagement institutional responsibility to participate with the community to improve society Office of Academic Excellence and Assessment Creighton University © 2007 Donna R. Pawlowski, Ph.D. Associate Professor Department of Communication Studies

23 Benefits for Faculty: Scholarship Integrates Interdisciplinary and Collaborative Projects Allows Faculty to Reach Scholarship Level Enhances Personal Scholarship of Teaching Provides Opportunities for Regional/National Scholarship Engagement in Organizations Broadens Outlets for Presentations and Publications of Research Enhances Tenure/Promotion Dossier Office of Academic Excellence and Assessment Creighton University © 2007 Donna R. Pawlowski, Ph.D. Associate Professor Department of Communication Studies

24 As Jesuit, Creighton participates in the tradition of the Society of Jesus which provides an integrating vision of the world that arises out of a knowledge and love of Jesus Christ. As comprehensive, Creighton's education embraces several colleges and professional schools and is directed to the intellectual, social, spiritual, physical and recreational aspects of student's lives and to the promotion of justice. Creighton exists for students and learning. Members of the Creighton community are challenged to reflect on transcendent values, including their relationship with God, in an atmosphere of freedom of inquiry, belief and religious worship. Service to others, the importance of family life, the inalienable worth of each individual, and appreciation of ethnic and cultural diversity are core values of Creighton. Office of Academic Excellence and Assessment Creighton University © 2007 Donna R. Pawlowski, Ph.D. Associate Professor Department of Communication Studies Link to Jesuit Mission

25 Link to Jesuit Mission Creighton faculty members conduct research to enhance teaching, to contribute to the betterment of society, and to discover new knowledge. Faculty and staff stimulate critical and creative thinking and provide ethical perspectives for dealing with an increasingly complex world. Your teaching should inform and be informed by your scholarship!! Office of Academic Excellence and Assessment Creighton University © 2007 Donna R. Pawlowski, Ph.D. Associate Professor Department of Communication Studies

26 Final Thoughts Hope you now have a general understanding of service-learning/community-based learning and how you may find it useful in your classes Remember just as you carefully pick the texts for your courses, you also carefully choose the service sites for your courses; if your objectives are appropriate, then think about the potentials of engaging your students in the wonderful world of service-learning! Proceed to completing the post-tutorial exercises Office of Academic Excellence and Assessment Creighton University © 2007 Donna R. Pawlowski, Ph.D. Associate Professor Department of Communication Studies

27 References o Conville, R. L., & Weintraub, S. C. (2002). Service-learning and communication: A disciplinary toolkit. Washington, DC: National Communication Association. o Heffernan, K. (Ed.), (2001). Fundamentals of service-learning course construction. Providence, RI: Campus Compact. o Howard, J. (Ed.). (2001). Michigan Journal of Community Service Learning: Service-learning course design workbook. Ann Arbor, MI: Regents of the University of Michigan, OCSL Press. o National Service-Learning and Assessment Study Group (October, 1999). Service-learning and assessment: A field guide for teachers. The Vermont Department of Education - Learn and Serve America. o Sigmon, R. L., & Colleagues. (1996). Journey to service-learning: Experiences from independent liberal arts colleges and universities. Washington, DC: Council of Independent Colleges. o Office of Academic Excellence and Assessment Creighton University © 2007 Donna R. Pawlowski, Ph.D. Associate Professor Department of Communication Studies