1. Community Service-Learning: The Basics
Lisa Jakubowski
Department of Sociology, Brescia University College
National Steering Committee Member, CACSL

2. Presentation Overview
Defining community service-learning (CSL)
CSL : Principles of Good Practice
Designing Effective CSL Programs
Partnerships
Course Design
Placement Design
Evaluation

3. Presentation Overview Con’t.
Program Example:
Community Development at Brescia
CSL: Positive Outcomes
Small Group Exercise

4. Defining Community Service-Learning
Still evolving
Various definitions and labels (e.g., service-learning, community-based education)
Encourages experimentation, discovery and local adaptation
Even within an evolving vocabulary, there exists a set of common concepts and a generally accepted approach

5. CSL is NOT: An episodic volunteer program
An add-on to an existing school or college curriculum
Logging a set number of community service hours in order to graduate
Compensatory service assigned as a form of punishment by the courts or by school administrators
One-sided: benefiting only students or only the community
National Commission on Service-Learning (U.S.)

6. What is Community Service-Learning?
Community Service-learning is a form of experiential education where learning occurs through a cycle of action and reflection as students work with others through a process of applying what they are learning to community problems and, at the same time, reflecting upon their experience as they seek to achieve real objectives for the community and deeper understanding and skills for themselves.
Eyler & Giles, 1999

7. Key Elements from the Definition
Experiential Education – cycles of action and reflection
Working with Others – partnerships and collaboration
Community Problems – an asset-based approach to exploring the issues and questions
Objectives for the Community/Benefits to Students – intentionally reciprocal in nature

8. CSL in Practice Principles of Good Practice for
Combining Service and Learning
An effective program engages people in responsible and challenging actions for the common good.
An effective program provides structured opportunities for people to reflect critically on their service.
An effective program articulates clear service and learning goals for everyone involved.

9. Principles - continued
An effective program allows for those with needs to define those needs.
An effective program clarifies the responsibilities of each person and organization involved.
An effective program matches service providers and service needs through a process that recognizes changing circumstances.
An effective program expects genuine, active, and sustained organizational commitment.

10. Principles - continued
An effective program includes training, supervision, monitoring, support, recognition, and evaluation to meet service and learning goals.
An effective program insures that the time commitment for service and learning is flexible, appropriate, and in the best interests of all involved.
An effective program is committed to program participation by and with diverse populations.
Honnet, E.P., and S.J. Poulen. (1989)

11. Designing Effective CSL Programs: Steps
Building partnerships between university and community – conversations about environments, goals, resources, assets, needs and identifying potential
Course or Program Design – integrating into existing courses/programs and/or designing new offerings
Service Placement Design – in collaboration with community organizations to meet needs and build on strengths
Evaluation Design – for each of the partners in CSL initiatives: learning, development, service, teaching, partnerships

12. Course Design PRINCIPLES
Academic credit is for learning, not for service
Do not compromise academic rigor
Set learning goals for students
Establish base criteria for service placements
Provide mechanisms to maximize learning from service
Provide supports for students to learn “how to learn” from their service experiences
Move instructional role to one of facilitation and guidance
Maximize the community engagement orientation of the course Howard, 1993

13. Suggestions for Course Design
Relate the learning objectives of the service component to the overall course objectives
Identify the partnerships and projects that could facilitate the service-related objectives
Consider how the partnerships/projects would benefit the larger community
Identify best format for service component (e.g., mandatory, elective, short-term, long-term, extra credit)

14. Course Design - continued
Review traditional workload of course and make any required adjustments to integrate service component (learning that can be covered through the experience that is currently covered in some other manner)
Identify strategies to assist students to prepare for service placements in community (e.g., ethics in helping situations)
Incorporate strategies for intentional reflection on experience as related to the course (e.g., journals, group discussions-- whether face to face or electronic, presentations, papers)

15. Course Design - continued
Explore the integration of appropriate civic/social issues (e.g., professional responsibility, discipline- specific contributions to public good, peace and justice issues, diversity/stereotypes, public policy)
From learning objectives, identify indicators and plan assessment strategies
Consider how your community partners could be of educational assistance, and how they might be compensated for the time and expertise they are able to contribute Zlotkowski (handout)

16. Service-Placement Design
Consider both traditional and new opportunities to involve support through service – be creative!
Staff or faculty member and organization staff work together to design an appropriate service placement
Organization staff to provide orientation, ongoing supervision, evaluation of benefits to community.
Consider opportunities that can be flexible to realities of student schedules and course timeframes

17. Placement design - continued
Consider organization’s realities. (e.g., time, space, supervisory capabilities, schedules, priorities)
Service placement should relate to the learning goals of the course – all should be informed of these goals.
Accept that not all potential partnerships are good fits – be open to exploring possibilities together and assessing whether or not, considering various factors, this would be a mutually beneficial partnership.

18. Evaluation Meeting Community Needs (surveys, interviews, focus groups)
Student Learning (journals, written assignments, demonstrating theoretical and experiential integration)
Citizen Leadership Development (pre and post surveys, leadership skills inventories, Social Change Model of Leadership Development)
Teaching Environment (course evaluations, faculty surveys, identifying research opportunities)

19. Examples of Ways to Assess Student Learning: The Journal
3 part format:
Describe– what have you actually seen and done at your placement?
Reflect—describe your mental and emotional reactions to your service experience? What was meaningful?
Apply– most challenging; explain how what you have seen and done relates to concepts and theories you have been studying in the course

20. Examples of Student Learning: The Service-Learning Contract
The Service-Learning Contract and Evaluation Model outlines:
the responsibilities of: the faculty supervisor and the academic institution, the placement supervisor, and the student.
the key elements of the Contract: learning objectives, tasks and practices to meet the objectives, and the evaluation criteria.
the grading components.
The Service Learning Contract should be seen as a kind of guide for student, community supervisor, and faculty member. For the student, it is both job description and basis of evaluation. For the supervisors, it is an organized framework to help bring students into an enriched educational experience which not only promotes personal growth and citizenship, but also increases the flow of knowledge and support between community and university.

21. Service-Learning Contract Continued…
Example:
“Category”: Assisting Families in Poverty
“Learning Objective”:
Become informed about the economic and family situations of people facing cut-offs of heat and power.
“Tasks and Practices to Meet Objectives”: Helping people to make a budget and gain needed services.

22. Service-Learning Contract Continued…
“Evaluation Criteria”:
Statements about proficiency in the pursuit of learning objectives and the conduct of tasks and practices. For example:
a) Student understands and can communicate budget-making skills to community members.
b) Student has acquired knowledge about services available to families living in poverty in London.

23. Program Example: Community Development at Brescia
Team-Teaching Approach
Committed to a “Critically Responsive” (Brookfield 1990) Pedagogical Approach
Integrated Program Combining Classroom and Community Learning

24. Community Development: The Courses
Sociology 215a: Building Classroom and Community: An Introduction to Community Development Through Service-Learning
Sociology 322b: Community Analysis
Sociology 330F: Community Development: Foundations
Sociology 331G: Community Development: Practice
Sociology 333F: Interpreting Law and Social Policy to Build Communities
Sociology 334b: Community Practicum

25. CSL: Positive Outcomes
For Students:
Improved academic performance, especially writing skills
Values development
Career choice direction
Commitment to service post-graduation

26. Positive Outcomes Continued…
For Faculty:
Valuable relationships with community partners
New, more active pedagogy
Generate new research opportunities
Personal satisfaction in making a difference

27. Positive Outcomes Continued…
For Community Groups:
Receiving service not otherwise available
Gained new insights into their own operations
Saw themselves as educators
Learned from students and valued their relationships

28. Positive Outcomes Continued..
For Institutions:
Developed role in community
Capacity to attract funding
Enhanced image and visibility in community
Avenue for putting the institution’s Mission into action

29. ….the common good….
“ Service learning shifts attention away from an exclusive preoccupation with education as private gain and seeks to balance that concern with a focus on the common good.”
Edward Zlotkowski

30. …final words…. Community service-learning (CSL) has the potential to
meaningfully engage students, staff and faculty and
academic institutions as citizens of their communities.
Community Service-Learning is one path to:
recognizing community assets and problems
understanding the power and relevance of education
experiencing campus/community collaborations as a path to strengthening society

32. Small Groups Exercise SCENARIO:
You are integrating a CSL placement within a 2nd year (Sociology of) Education course. This course has been offered before with a long reading list, short paper, midterm exam and major essay as course requirements.

33. YOUR TASKS….
Work through the following questions in your small groups:
Will CSL “work” in this course? If so, will it be mandatory or optional?
What are some ideas for community partners and types of placements?
First steps in building a partnership?
Considerations for course design? Placement design?
What to evaluate with respect to learning and service to community?

34. SAMPLE CSL SYLLABI…. CAMPUS COMPACT WEBSITE BELOW:

35. Questions?
?????

36. References
Brookfield, S. The Skilful Teacher: On Technique, Trust, and Responsiveness in the Classroom. San Francisco, CA: Jossey-Bass Publishers, 1990.
Eyler , J and Giles, Jr., D. Where’s the Learning in Service Learning? San Francisco:Jossey-Bass:1999.
Hayes, E. Exploring Community Service-Learning in Canada. Presentation, National Symposium on CSL in Canada, CACSL. Montreal:2005.
Honnet, E.P., and S.J. Poulen. Principles of Good Practice for Combining Service and Learning, a Wingspread Special Report. Racine, WI: The Johnson Foundation, Inc: 1989.
Howard, J., (ed.). Praxis: A Faculty Casebook on Community Service. Ann Arbor, MI. Office of Community Service Learning: 1993.
Jacoby, B. and Associates. Service-Learning in Higher Education: Concepts and Practices. Jossey-Bass:1996.