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Slide 1 In this first session we will discuss the rationale, justification,
Sending students to do
and promise of service-learning. So that session 2 allows us
community service is easy.
to consider HOW we implement what we discuss today. And
Just send them!!
Why do we need workshops?
the OPTIONAL session 3 is much more focused on YOUR
PARTICULAR course.
Development of QUALITY service-learning
pedagogy
We present the IDEAL so that we can strive for
In a sense, I am trying to convince you. Not to convince you to
the ideal consider service-learning, but to convince you of the POWER
Our interest is in harvesting the most from the of service-learning and convince you to take the extra steps
service experience —both for ourselves and our
students necessary to fully develop the pedagogy.
Slide 2 We have research that tells us what the general guidelines of
Preliminary Understandings good practice are, but there is not only ONE way.
Not only ONE way to do service-learning
If you’re NOT currently using service- If you’re NOT currently using service-learning, I’m not here to
learning, I’m not here to chastise you chastise you
We’re here to either introduce or deepen
our understanding of a POSSIBLE If you ARE using service-learning, I’m not here to tell you that
teaching method
what you’re currently doing is wrong or isn’t good enough.
We’re here to either introduce or deepen our understanding of
a POSSIBLE teaching method that might assist you in more
effectively achieving the objectives you have for your students.
Slide 3
Preliminary Understandings
Currently using experiential teaching that WE
don’t consider “service-learning”…?
• You MAY find ADDITIONAL value in the
SPECIFIC outcomes and processes
associated with service-learning.
Learning is a process, not an outcome.
• This is true for the workshops as well.
There are 20 experts in this room.
• I am NOT an expert for YOUR course or
subject. Only you are.
Slide 4
Preliminary Understandings
Forbidden Question for these trainings!
• “How do I incorporate service-learning into
my course?”
– Answer: “I don’t know!”
Encouraged Questions:
• “How have others incorporated service-
learning into courses like mine?”
• “How or why might incorporating service-
learning be of use to students in my course?”
Slide 5
Overview of the Session
Theoretical Model Behind Service-Learning
History of Service-Learning
What Exactly is Service-Learning?
Faculty Culture & Faculty Roles
How Service-Learning Affects Students
Ten Principles of Good Practice
Common Faculty Concerns
Slide 6
Historical Background,
Foundations, and Philosophy
of Service-Learning Pedagogy
The application of the specific
pedagogical technique called “service-
learning” is relatively recent, but its roots
are very old
Slide 7
Service -Learning
• In US education, field-based experience
and service for the common good were
fundamental.
• Service is a crucial element of what it
means to be “an educated person”
–In essence, the ability to apply
knowledge …
–and we might add, create knowledge
… in the service of the common good
Slide 8
Service-Learning
Dewey: emphasized that experience is the
foundation of all education
Lewin’s model of experiential learning gives us
a practical tool for assessing
• the manner in which we introduce students to
new ideas
• the ways students integrate this new
knowledge into their lives
They would argue that learning without
practical experience is not only irrelevant
• it is impossible
Slide 9
How does learning occur?
David Kolb’s work provides a theory of
experiential learning
Kolb’s propositions:
• Learning is a process, rather than an outcome.
• Learning is a continuous process grounded in
experience.
• The process of learning requires the resolution of
conflicts between opposed modes of adaptation to
the world.
• Learning = “the process whereby knowledge
is created through the transformation of
experience”
Slide 10 see handout
The “prehension” (grasp) of experience has two modes:
“apprehension” and “comprehension”
Apprehension is the immediate cognitive grasping of direct
and concrete experience
Comprehension arises from indirect symbolic representations
of experience
Experience is transformed into learning in one of two ways:
through reflective observation (intention)
through active experimentation (extension)
Slide 11 see handout
Kolb’s Learning Model
These 4 basic learning components merge to
produce 4 basic learning styles or knowledge:
• Divergent knowledge
– concrete experience and reflective observation
– characterized by ability to view concrete situations
from many perspectives
• Assimilative knowledge:
– abstract conceptualization and reflective
observation
– strength is inductive reasoning and the ability to
create theoretical models.
Slide 12 see handout
Kolb’s Learning Model
These 4 basic learning components merge to
produce 4 basic learning styles or knowledge:
• Convergent knowledge
– abstract conceptualization and active
experimentation
– fosters problem solving, practical application of
ideas, and hypothetico-deductive reasoning
• Accommodative knowledge
– concrete experience and active experimentation
– characterized by carrying out plans and tasks,
engaging in action, and taking risks
Slide 13 see handout
Kolb’s Learning Model
Kolb presents evidence that:
• individuals have a preferred learning style
• college students often prefer concrete
experience over abstract concepts
• and fail to use either the mode of reflective
observation or of active experimentation to
transform the experience
Without structured learning opportunities
provided by instructors, students’ integrative
development is less likely to occur
Slide 14
Integrative Development
Integrative development is characterized by:
• “adaptive flexibility”
• self-directedness
• cognitive complexity
• integrative learning and knowledge
With the ability to learn in an integrated way, the
student can apply an appropriate learning style
to the situation at hand
She or he can use different learning styles to
experience and transform a single situation
Slide 15
Integrative Development
Service-learning seems an ideal way to
apply Kolb’s model in fostering students’
cognitive development.
• Through various assignments, instructors
can structure students’ learning experiences
to include all of the components of Kolb’s
model.
Slide 16
The value of experience in
learning should be clear.
But why “service-learning”?
Slide 17
The unique combination of
service and learning in the
service-learning approach gives
learners an opportunity to “do
good” and at the same time
realize more effective cognitive
development with important
academic concepts.
Is this just another “feel good” fad?
Slide 18 In a 1994 essay entitled “Service on Campus,” Arthur Levine
History of Service-Learning pointed out that “student volunteer movements tend to be a
experiential education and service-learning are not new passing phenomenon in higher education, rising and falling on
1980s and 90s saw a renewed interest in community
outreach and public service.
campuses roughly every 30 years”
• This interest was, in large part, fueled by students
– “student volunteer movements tend to be a
passing phenomenon in higher education, rising
and falling on campuses roughly every 30 years”
– So the question became, “What does this mean for
institutions of higher education?”
Slide 19
History of Service-Learning
the present wave has also been characterized
by a remarkable rise in faculty interest
“The social imperative for service has become
so urgent that the [institution] cannot afford to
ignore it. … Unless we recast the university as a
publicly engaged institution I think our future is
at stake”
• Thus institutions, politicians, and more
faculty began responding to that push.
Slide 20
Current Service Phenomenon
widespread participation faculty
Faculty began experimenting by
integrating community service into their
courses
• to bring reflection and learning to the
service experience
Slide 21 Unless the service is designed in concert with an equal
Learning from the Past partner, it often degenerates into “patronizing charity”
“Service-learning” was coined and carried out
in wide-ranging ways in 1960s and 1970s
But there was trouble in the logic and
implementation
• reinforcing a “colonial” or “missionary”
design and mentality
Today’s service-learning “movement” is built
on the premise that:
• activities must respond to the priorities and
needs identified by communities themselves
Slide 22
Learning from the Past
We now define service-learning by recognizing
the critical importance of “synergy” and
“mutual power sharing”
• Not an easy task
• Service-learning is a three-legged stool
balancing the interests and needs of
– the community
– the student
– the academic institution
• Each entity has equal responsibility for the
service and the learning
Slide 23
The 3-Legged Stool
When any one of these partners takes a
passive or subservient role, that is a time
to ask:
• Have we learned from history?
• Are we really doing “service-learning?”
Slide 24 Toward a definition of
Service-Learning
Experiential learning = any learning
activity that directly engages the learner
in the phenomena being studied.
Experiential education allows students to:
• test skills and facts learned in the
classroom
• sharpen problem-solving abilities
• work collaboratively with diverse
groups of people for collective action.
Slide 25
Pedagogy
Lecture
Labs/Research
Collaborative Learning
Technologically Enhanced Instruction
Experiential Education
…
Slide 26 While most of the above involve some aspects of both service
Experiential Education and learning, “service-learning” as we define it embodies
Experiential Education some different aspects.
• Cooperative Education
• Apprenticeship
• Internship
• Volunteerism
• Community Service
• Field Study
• Service-Learning
Slide 27
What distinguishes service-
learning from other forms of
experiential education?
Service-learning involves a balance
between learning goals and service
outcomes
Slide 28 see handout
What distinguishes service-
learning from other forms of
experiential education?
Consider Robert Sigmon’s typology:
service-LEARNING Learning goals primary; service
outcomes secondary
SERVICE-learning Service outcomes primary; learning
goals secondary
service learning Service and learning goals
completely separate
SERVICE—LEARNING Service and learning goals of equal
weight and each enhances the other
for all participants
Slide 29 Andrew Furco developed a pictorial to help illustrate
What distinguishes service-
learning from other forms of distinguish among service programs:
experiential education?
As the pictorial suggests, different types of service programs
Recipient BENEFICIARY Provider
Service FOCUS Learning
can be distinguished by their primary intended purpose and
focus. Rather than being located at a single point, each
service-learning program type occupies a range of points on the continuum.
community service field education Where one type begins and another ends is not as important
as the idea that each service program type has unique
volunteerism internship
characteristics that distinguish it from other types.
Slide 30
What distinguishes service-
learning from other forms of
experiential education?
Volunteerism
• emphasis on service being provided
• primary beneficiary is the service recipient.
Community Service
• focus on the service being provided and the
benefits activities have on the recipients
• students receive some benefits
Slide 31
What distinguishes service-
learning from other forms of
experiential education?
Internship
• purpose is to provide students with hands-on
experiences that enhance their learning of a
particular area of study
• may involve monetary compensation
• may or may not address unmet community
needs
• place minimal emphasis on students
providing service
Slide 32
What distinguishes service-
learning from other forms of
experiential education?
Field Study
• co-curricular service that is related, but not
fully integrated, with their studies
• service is part of a program designed to
enhance students’ understanding of a field of
study
• substantial emphasis on the service being
provided.
Slide 33 Unlike a field studies program in which the service is
Service-Learning performed in addition to a student’s courses, a service-
Service-learning: learning program integrates service into the course.
• equally benefit the provider and the
recipients of the service
• equal focus on the service being provided
and the learning that is occurring
To do this, service-learning programs must
• have an academic context
• be designed to ensure
–the service enhances the learning
–the learning enhances the service
Slide 34
Thus, service-learning:
An integration of community service and
academic study;
• connecting the classroom with real-life situations;
Students contribute to community while using
the community as an opportunity for learning;
• emphasis is on linking the student’s service with
broader community awareness (citizenship);
Always involves a reflection component;
Involves a triangular relationship between
students, institution, and community;
• addresses unmet community needs
Slide 35 see handout
Some definitions:
"a method under which students learn and
develop through thoughtfully-organized service
that:
• is conducted in and meets the needs of a
community and is coordinated with an institution
of higher education and with the community;
• helps foster civic responsibility;
• is integrated into and enhances the academic
curriculum of the students enrolled;
• and includes structured time for students to
reflect on the service experience."
– American Association for Higher Education (AAHE)
Slide 36 see handout
Some definitions:
Service-learning is a method under which
students learn and develop through active
participation in thoughtfully organized service
experiences that meet actual community needs,
that are integrated into the students’ academic
curriculum or provide structured time for
reflection, and that enhance what is taught in
the school by extending student learning
beyond the classroom and into the community.
– Corporation for National Service
Slide 37 see handout
Some definitions:
Service-Learning is a teaching method which
combines community service with academic
instruction as it focuses on critical, reflective
thinking and civic responsibility.
Service-learning programs involve students in
organized community service that addresses
local needs, while developing their academic
skills, sense of civic responsibility, and
commitment to the community.
– Campus Compact National Center for Community
Colleges
Slide 38
Importance of definition
revolves around QUALITY and
improving quality
Based on the “ideal” definition of service-
learning, the method offers us unique
opportunities, processes and outcomes
Slide 39
What Service-Learning Offers
offers students an opportunity to explore
the connections between theory and the
needs of the community
It is inherently linked to civic purposes:
• critical thinking,
• public discourse,
• collective activity, and
• community building.
Slide 40
What Service-Learning Offers
Because service is occurring in the
context of an educational setting:
• Students are invited or required by
faculty to reflect upon their service
experiences in relation to:
–particular community principles
–civic ideals
–universal virtues
–course content
Slide 41
What Service-Learning Offers
Long-term benefit of service-learning:
• opportunity it provides for students to
connect to a community and identify
their civic roles in that community
Slide 42
Service-Learning and Faculty
Challenges faculty to reconceptualize:
• Curricula
• Disciplinary training
• Roles as educators
Difficult to relinquish comfortable and
predictable nature of classroom work.
• Service-learning is inevitably
unpredictable and often uncomfortable
Slide 43
Service-Learning and Faculty
Challenges faculty and students as it
incorporates shifting dialogues
• actively engages issues of
–equity
–difference
–inclusion
–tolerance
–justice
–power
Are these challenges worth it?
Slide 44 Faculty and Sense of
Powerlessness
Faculty are defined by narrow disciplinary
boundaries.
• lack of clarity about their institutional
role
• sense of powerlessness on campus in
part from
–the isolation of privatized work
–the disengagement of expertise
–culture of discourse built on argument
Slide 45
Overcoming Powerlessness:
Reconceptualizing the Faculty Role
move our work toward connection and
agency.
• from a culture of privatized work to one
of collective work
• connecting expertise to public
discourse
–for wider civic engagement
–a way of approaching the construction of
knowledge.
Slide 46 Service-Learning:
Reconceptualizing the Faculty Role
allowing students and others—faculty or
community partners—to become part of the
process of constructing knowledge
• requires shift from a culture of argument to
one of dialogue
– engagement and critical thinking
– cultivation of agency
reflective pedagogy
• student-centered, community-based,
experiential
– fundamentally redefines the faculty role
Slide 47
Service-Learning:
as epistemology and pedagogy
“de-centers” the authority of knowledge
intentionally places community in the center of
the learning process
acknowledgement: educational design is critical
to engagement
• the construction of knowledge is directly related to
how we utilize knowledge in reasoning
service as academic work
• cognitive, affective, and moral growth are inseparable
Slide 48 “Traditional Course” vs. see handout
Service-Learning Course
Traditional Course Service-Learning Course
Place Classroom Classroom, Community
Teachers / Professor Professor, Community Agency
”Authorities” Personnel, Clients/Service
Recipients, Student
Preparation Texts/Readings Texts/Readings, Previous Courses,
Previous Courses “Experience as Text”, Personal
Characteristics, Past Lived
Experiences
Learning Writing/Exams, Writing/Exams, Cognitive and
Cognitive, Short Affective, Short and Long Term
Term
Evaluation Professor Professor, Community Agency
Personnel, Self-Assessment
Slide 49 “Traditional Course” vs. see handout
Service-Learning Course
Traditional Course Service-Learning Course
Authoritarian Shared Responsibility
Top Down Bottom Up
Convergent Thinking Divergent Thinking
Deductive Inductive
Acceptance Analysis, Critique
Linear Nonlinear
Structured, Expansive,
Compartmentalized Integrative
Passive Active
Learning Assessed at Learning can take place
end of course after course
Slide 50
OK, fine.
But does it really work??
Slide 51 Qualitative, Quantitative, and
Anecdotal Evidence
Effective application of service-learning
benefits students, community, and faculty
Benefits to Students
• enriches learning by moving students from the
margin to the center
• students see relevance and importance of academic
work in real life experiences
• enhances students' self-esteem
• broadens perspectives and enhances critical thinking
skills
• improves interpersonal and human relations skills
• provides guidance and experience for future career
choice
Slide 52 Qualitative, Quantitative, and
Anecdotal Evidence
Faculty report that service-learning:
• improves student engagement with the
subject matter and course
• encourages a variety of learning styles
• improves both the process and the products
(e.g., written assignments, exams, etc.)
• gives students a sense of personal
empowerment
• boosts students’ confidence, expertise, and
efficacy
• forces/promotes/facilitates critical analysis
Slide 53 Qualitative, Quantitative, and
Anecdotal Evidence
Benefits to the Community
• provide community with substantial human
resources to meet its educational, human,
safety, and environmental needs
• talent, energy, and enthusiasm of students
are applied to meet these needs
• many students continue their work
• creates a spirit of civic responsibility
• results in renewed sense of community and
encourages participatory democracy
Slide 54 Qualitative, Quantitative, and
Anecdotal Evidence
Benefits to the Community
• Community agencies participate in an
educational partnership
• More informed/involved citizenry
• New ideas and energy
• Access to college resources
• Reinvigorate supervisors/staff
Slide 55 Qualitative, Quantitative, and
Anecdotal Evidence
Benefits to Faculty Members
• enriches and enlivens teaching
• changes role from “expert on top” to
“expert on tap”
• become more aware of current societal
issues as they relate to our academic
areas of interest
• identify new areas for research and
publication
Slide 56 Qualitative, Quantitative, and
Anecdotal Evidence
Faculty report that using service-learning:
• replaces boring research papers with
interesting service-learning assignments
• increases instructors’ engagement with
course content
• encourages syllabus revision
• increases collegiality across disciplines
• increases conversations about teaching
• provides opportunities for research and
scholarly activity
Slide 57
“How Service-Learning
Affects Students”
Slide 58
UCLA’s Higher Education Research Institute:
“How Service Learning Affects Students”
Service participation shows significant positive
effects on all 11 outcome measures:
academic performance self-efficacy
• GPA leadership
• writing skills • leadership activities
• critical thinking skills • self-rated leadership
values ability
• commitment to • interpersonal skills
activism choice of a service career
• commitment to
plans to participate in
promoting racial
understanding service after college
Slide 59
Service-Learning Adds Significantly
Performing service as part of a course
(service-learning) adds significantly to the
benefits associated with community
service for ALL but 3 outcomes
Benefits of course-based service
strongest for academic outcomes,
especially writing skills
Slide 60
Service-Learning Adds Significantly
Service has a positive effect on the student's
LSAT score
• but only if student is able to discuss the
experience with the professor
quantitative and qualitative results suggest that
providing students an opportunity to process
the experience with each other is key
Compared to community service, taking a
service-learning course is much more likely to
generate such student-to-student discussions
Slide 61
Service-Learning Adds Significantly
The frequency with which professors connect
the service experience to the course subject
matter is key
Qualitative findings suggest that both faculty
and students develop a heightened sense of
civic responsibility and personal effectiveness
in service-learning courses
Qualitative and quantitative results underscore
the power of reflection as a means of
connecting the service experience to the
academic course material
Slide 62 see handout
Great!
So How Do We Do It?
PRINCIPLES OF GOOD PRACTICE
FOR
INTEGRATING SERVICE WITH
ACADEMIC STUDY
Slide 63 see handout
Academic Credit is for Learning,
Not for Service
• Credit in academic courses is assigned
for the demonstration of academic
learning
• credit must not be for the performance
of service
• the student’s grade is for the quality of
learning and not for the quality (or
quantity) of service
Slide 64 see handout
Do Not Compromise Academic Rigor
• Academic standards are based on the
challenge that readings, presentations, and
assignments present to students.
• These standards ought to be sustained when
adding a service learning component
• Compromising the level of expectations for
student learning is not advised, nor
necessary
• Service component often enhances the rigor
of a course
Slide 65 see handout
Set Learning Goals for Students
• Establishing learning goals for students is a
standard to which all courses ought to be
accountable
• It is especially necessary and advantageous
to do so with service-learning courses due to
the addition of
– community as a learning context
– multiple learning paradigms
– multiple learning topics
• Require deliberate planning of the course
learning goals
Slide 66 see handout
Establish Criteria for the Selection of
Community Service Placements
• Optimal use of service experiences on behalf
of learning objectives requires establishing
criteria for service placement
– circumscribed by the content of the course
– duration of the service must enable the fulfillment
of learning goals
– service activities and service contexts must have
the potential to stimulate course-relevant learning
– responsibility for criteria rests with the faculty
– learning goals inform the placement criteria
– using available resources reduces your labor
Slide 67 see handout
Provide Educationally-Sound Mechanisms
to Harvest the Community Learning
• Assignments and learning formats must be
carefully developed to both
– facilitate learning from students’ experiences
– enable its use on behalf of course learning
• Critical reflection on and analysis of
experiences are necessary
– Discussions, presentations, and journal and paper
assignments should provoke analysis of
experiences in the context of the course and
enable a blending of the experiential and
academic learnings
Slide 68 see handout
Provide Supports for Students to Learn
How to Harvest the Community Learning
• Harvesting the learning from the community
and utilizing it on behalf of course learning
are paradigms for which most are
underprepared.
• Faculty can help by
– Helping students acquire the skills necessary for
gleaning the learning from the community (e.g.,
participant observation skills)
– providing examples of how to successfully do so
(e.g., make available past papers and journals)
Slide 69 Minimize the Distinction between the see handout
Student’s Community Learning Role and
the Classroom Learning Role
• 2 different “learner roles” at work
– Classrooms: high level of learning direction
• learning-follower role
– Communities: low level of learning direction
• learning-leader role
• alternate between the 2 roles is inconsistent
with good pedagogical principles
• More consistent the student’s role = more
learning potential within each context
Slide 70 see handout
Re-think the Faculty Instructional Role
• Students are being challenged by the many
new and unfamiliar ways of learning inherent
in service-learning
• Behooves faculty to reconsider their
interpretation of the classroom instructional
role
• A shift in instructor role:
– away from information dissemination
– toward learning facilitation and guidance
• traditional instructional model interferes with
the promise of service learning
Slide 71 see handout
Be Prepared for Uncertainty and
Variation in Student Learning Outcomes
• In traditional courses, the learning stimuli
(i.e. lectures and readings) are constant for
all enrolled students
–predictability and homogeneity in student
learning outcomes
• In service-learning courses, the variability in
service placements, experiences and
interpretations
–less certainty, less predictable, and less
homogeneity in student learning outcomes
Slide 72 see handout
Maximize the Community Responsibility
Orientation of the Course
• Design course learning formats and
assignments that encourage a communal
learning orientation
• Learning privatized and understood as the
advancement of the individual, encourages
private responsibility mindset
• Learning shared amongst the learners for
the benefit of communal learning,
encourages a group responsibility mentality
Slide 73 see handout
PRINCIPLES OF GOOD PRACTICE
Based on this set of 10 pedagogical principles,
students’ learning from their service will be
optimally utilized on behalf of:
• academic learning,
• communal learning,
• developing a commitment to civic
responsibility, and
• providing learning-informed service in the
community
Slide 74
Common Faculty Concerns
Is this another feel-good excuse to water down academic
standards?
Will I be able to apply the strategy successfully?
How can my students who are taking remedial courses in
reading, writing, or math help?
How can I fit something new into an already cramped
curriculum?
Most of our students work. How can they fit service into
their already busy schedule?
What if something happens to my students or their actions
result in damages to someone else?
Slide 75
Overview of Session II
1. Integrating Service with Academic Study
• Understanding the “Triangular Relationship”
2. Developing the Course
• Models of Service-Learning Integration
• The Importance of Reflection
• The Role of Each Actor
– Faculty
– Community
– Student
– Institution/Service-Learning Program
Session III: Developing/Revising YOUR course
