1. Service Learning Basics Gavilan College, July 2013

2. What is Service-Learning? Service-learning is a form of experiential education in which students engage in activities that address human and community needs together with structured opportunities intentionally designed to promote student learning and development. Reflection and are key concepts of service learning. (Jacoby, 1996, p.5) Service-learning is a form of experiential education in which students engage in activities that address human and community needs together with structured opportunities intentionally designed to promote student learning and development. Reflection and reciprocity are key concepts of service learning. (Jacoby, 1996, p.5)

3. Service is meaningful and intentionally associated with learning objectives of the course AND meeting a need of the partner. Service is meaningful and intentionally associated with learning objectives of the course AND meeting a need of the partner. Service enables students and faculty to reflect on how knowledge from the discipline informs and shapes the service experience and vice versa. Service enables students and faculty to reflect on how knowledge from the discipline informs and shapes the service experience and vice versa.

4. At Gavilan College service learning is when students go into the community to do work related to what they learn in class. It allows students, faculty, and community organizations to work together to everyone's benefit. Classes are enriched and made real when students apply what they are learning at non-profits in their own communities. Faculty are challenged to update and enrich their teaching. And social service agencies benefit when students come in to do projects, bringing fresh perspectives to their work

5. The Gavilan College Service Learning Program provides avenues for students, faculty, and partner organizations to promote justice, diversity, and social responsibility by integrating academic experiences with service.

6. Volunteering – doing good deeds, altruism Volunteering – doing good deeds, altruism Internship – experiential education designed to assimilate and demonstrate mastery of skills for professional development and/or licensure Internship – experiential education designed to assimilate and demonstrate mastery of skills for professional development and/or licensure Placement – dropping students off at a site hoping youll harvest some learning Placement – dropping students off at a site hoping youll harvest some learning An add on – all courses have an expectation and requirement of out of class work. SL is part of that expectation. An add on – all courses have an expectation and requirement of out of class work. SL is part of that expectation.

7. --whole class does a project for/with one agency --three or four agencies offer similar projects for groups of students --whole class does project of community benefit, such as park clean-up or trail clearing Service Learning CAN BE:

8. --student work with clients at an agency --work with class-relevant projects such as nitrogen-cycle measurements at an agency --work with class-relevant projects such as cosmetology services out in the community --research that an agency needs done, publication --research that the community needs done, publication Service Learning CAN also BE:

9. Triangulation of Service-Learning Study Head Reflection Heart Action Hands

10. Benefits of Service Learning A reduction in negative stereotypes A reduction in negative stereotypes Greater self-knowledge Greater self-knowledge Enhanced interpersonal & leadership skills Enhanced interpersonal & leadership skills Increased awareness of the community Increased awareness of the community Deeper understanding of subject matter Deeper understanding of subject matter Better integration of class concepts to authentic issues Better integration of class concepts to authentic issues Useful service to the community Useful service to the community Enhanced relations between to college and community Enhanced relations between to college and community

11. Putting Service-Learning into Practice Objectives Partnerships Engagemen t Reflection Assessment

12. Building long-term relationships Emphasizing good Ensuring reciprocity

13. We help you: 1. Find the right partners 2. Make first contact 3. Develop your relationship 4. Solve problems that come up

14. Service Learning is a partnership between the college and community organizations Effective partnerships need Trust and mutual obligation Good communication Mutual benefit and obligation where objectives, goals, & needs of both parties are met Parity in decision-making of roles and responsibilities

15. They change! Some leave, close, or modify mission You can request additions but they go through a process first We can help you find the right one or group http://hhh.gavilan.edu/lhalper/servicele arninghome.htm Checking out our partners

16. Initial discussion about the types of placements you are seeking The CL will contact the agencies, discuss collaboration with faculty Input agency information on the website Provide agencies with up to date paperwork Check in with agencies and faculty during the semester

17. What kind of experience do you want students to have? How do you define meaningful service work for students in your class? What skills do you want your students to learn, practice, and/or develop? How closely do you want the agencys objectives to be connected to your class content? How many agencies would you like your students to have the opportunity to work with?

18. Which locations are important for your students to work in – Morgan Hill, Gilroy, San Benito County, San Jose, etc? What are your expectations regarding student supervision at the agencies? How many hours would you like the students to complete over the semester? How closely do you want your students to work with the clients served by the agencies you work with? Do you have special class projects that will require the participation of your community partner (such as interviews)?

19. Share Your Syllabus and Instructional Objectives – How will course content connect with goals and objectives of the agency? Describe Student Skill Level – Reading, writing, critical thinking and other relevant skills. Explain Timeline – Semester calendar and deadlines. Consider Capacity - How many students can the partner ably supervise and support?

20. Discuss Possible Projects – will students complete a special class project related to their service work? Will this require collaboration with the community partner (interviews, data, etc) Clarify Roles - What are the roles and responsibilities of the instructor, the partner, and the students? Orientation Process - Establish when, where and how students will be oriented to the community partner site, population served, etc. Determine Partner Contact Person and Create Communication Plan - Clarify who will supervise students

21. Provide students with meaningful service Conduct a real interview to make sure the student is appropriate for the work Appropriate supervision Let students and faculty know what the agencies expectations are Provide written assessment/evaluations of students and completed time sheets Engage with faculty and students

22. Have them as a guest speaker in the first few weeks of class Have them engage in reflection activities Work on papers, grants, presentations together Other ways?

23. The hard work in service learning is the up front work before the class starts The hard work in service learning is the up front work before the class starts With the investment of time and energy, you create long-lasting RELATIONSHIPS to build upon With the investment of time and energy, you create long-lasting RELATIONSHIPS to build upon Later you have short-hand conversations Later you have short-hand conversations

24. If you can, create your own webpage for your service learning class If you can, create your own webpage for your service learning class List of agencies and links to their webpage List of agencies and links to their webpage Paperwork, applications, best practices Paperwork, applications, best practices Class requirements assignment Class requirements assignment Provide students with a list of agencies that your class is working with Provide students with a list of agencies that your class is working with Decide before the class starts how you will deal with students that want/need to work with agencies not on your approved list Decide before the class starts how you will deal with students that want/need to work with agencies not on your approved list Have them give a brief presentation in your class Have them give a brief presentation in your class Helps to put a face to a name and ease students nervousness Helps to put a face to a name and ease students nervousness

25. Recognize and utilize expertise of agency partner to enhance & enrich classroom Recognize and utilize expertise of agency partner to enhance & enrich classroom Remember that SL is focused on mutual benefit & addressing mutual need Remember that SL is focused on mutual benefit & addressing mutual need Clarify roles and mutual support Clarify roles and mutual support On-going communication On-going communication Collaboration vs. exploitation Collaboration vs. exploitation Objectives include needs/goals of partner Objectives include needs/goals of partner

26. Contact me anytime: Leah Halper 408 886 1631 lhalper@gavilan.edu