Service-learning

Draft

Introduction

According to Wikipedia (retr. May 2019), Service-learning is an educational approach that combines learning objectives with community service in order to provide a pragmatic, progressive learning experience while meeting societal needs.

“Service-learning refers to learning that actively involves students in a wide range of experiences, which often benefit others and the community, while also advancing the goals of a given curriculum.” (Service learning (University of Washington, Center for teaching and learning, retrieved April 2019)

According to Morton and Troppe (1996:21), “Service learning is a form of experiential education, deeply rooted in cognitive and developmental psychology, pragmatic philosophy and democratic theory. It shares a common intellectual history with organizational development and participatory action research. Service learning is rooted, as well, in the formal and informal systems humans have developed to care for one another over time, ranging from individual spiritual practices such as charity, to voluntary associations meeting community needs, to human services institutions and welfare systems.”

Morton and Troppe (1996:21-22) refer to Kolb's experiential learning theory, but point out the experience as foundation for learning has much older roots. “service learning theory begins with the assumption that experience is the foundation for learning; and various forms of community service are employed as the experiential basis for learning. These ideas are not new, and can be traced back at least to John Dewey and Jane Addams, who advocated for similar ideas beginning in the 1890s.”

Service learning does not seem to be very popular because it requires the high investment required for project-based learning plus time needed to interact with a community. “Service learning is relatively uncommon, we argue, because of the general absence of institutional commitment to service learning by colleges and universities. Service learning is a relationship- and time-intensive pedagogy for both students and faculty. A sociology professor, in a recent interview, commented that his service learning course was "a peak teaching and learning experience for me and the students that had some positive impact on the community. But", he continued, "I don't know if I'll do it again soon". He was hesitant, he said, because service learning took more time than other forms of teaching and it was time away from his personal research and publishing.” (Morton and Troppe (1996:23).

See also:

• experiential learning
• Scholarship (Boyer's challenge to educate students for life as responsible citizens).

Learning design models

Bringle and Hatcher (1996) published a Comprehensive Action Plan for Service Learning (CAPSL):

Following initial planning, activities need to increase awareness within each constituency concerning the general nature of service learning. This educational process is helped by having at least one concrete example or prototype course available. An office of service learning can then expand the development of service learning by gathering resources and designing activities for each constituency. The office also needs to document the implementation of service learning (monitoring) and the outcomes of service learning (evaluation). The results of all these efforts should be recognized publicly in the media and through scholarship and research published in professional journals. Finally, evidence of growth and maturity will be reflected in the degree to which service learning becomes institutionalized

. According to the authors, this pattern is a heuristic and will seldom be linear.

“The Comprehensive Action Plan for Service Learning (CAPSL) provides a heuristic for guiding the development of a service learning program in higher. education. It does so by concentrating efforts on four constituencies that must be considered in implementing a service learning program and by providing a means for developing strategic plans that address each constituency. In addition, CAPSL provides a means for assessing) for each constituency, the developmental status of a service learning program. Although this agenda may appear daunting, assembling a team from the constituencies and prioritizing objectives can make the work more manageable.” Bringle and Hatcher (1996)

The following table summarizes the overall CAPSL strategy and includes sample activities outlined by the authors in the Bringle and Hatcher (1996) article. Repeat: We did not completely fill in the cells. Please consult the original article.

Comprehensive Action Plan for Service Learning (CAPSL)

	Institution	Faculty	Students	Community
Planning	• Form a planning group of key persons • Survey institutional resources and climate • Attend Campus Compact Regional Institute • Develop a Campus Action Plan for service learning • Form an advisory committee			• Survey existing university/ community partnerships • Identify community representatives for service learning planning group and advisory committee
Awareness	• Inform key administrators and faculty groups about service learning and program development • Join national organizations (e.g., Campus Compact, National Society for Experiential Education, Partnership for Service-Learning) • Attend service learning conferences
Prototype	• Identify and consult with exemplary programs in higher education
Resources	• Obtain administrative commitments for an Office of Service Learning (e.g., budget, office space, personnel) • Develop a means for coordinating service learning with other programs on campus (e.g., student support services, faculty development) • Apply for grants
Expansion		• Offer faculty development workshops • Arrange one-on-one consultations • Discuss service learning with departments and schools • Provide course development stipends and grants to support service learning • Focus efforts on underrepresented schools • Develop faculty mentoring program • Promote development of general education, sequential, and interdisciplinary service learning courses		• Initiate community workshops and discussions on service learning • Increase involvement of agency personnel in course design and universitylevel service learning activities • Explore new service learning opportunities • Collaborate with community agencies on programming, grant proposals, and conferences
Recognition		• Publicize faculty accomplishments • Include service learning activities on faculty Annual Report forms • Involve faculty in professional activities (e.g., publications, workshops, conferences, forums) • Publicize recipients of the faculty service award	• Publicize recipients of student scholarships that recognize service • Write letters of recommendation for students involved in service • Nominate students for local, regional, and national recognitions and awards • Create co-curricular transcript
Monitoring			• Collect data on student involvement (e.g., enrollment, withdrawal rates)
Evaluation			• Evaluate service learning courses (e.g., student satisfaction, learning outcomes, retention)
Research			• Conduct research on student service learning experiences • Promote student involvement in action research
Institutionalization			• Consistently high enrollment in service learning courses • Widespread use of 4th credit option • Service learning is part of student culture

Example

Thoms and Erylmaz (2018) describe the implementation of an applied computer science class, using the ELGG platform.

“A pedagogical approach grounded in active learning and one that aims to provide students with meaningful learning experiences is service-learning. As explored in [3], service- learning is a high-impact educational practice that provides students direct experiences with discipline specific concepts and with ongoing efforts to analyze and solve problems within the broader community. Pedagogically, service-learning begins with the assumption that experience is the foundation for learning and considers community service as an experiential basis for such learning (Morton and Troppe, 1996)” (Thoms and Erylmaz, 2018:497)

“While often above and beyond the demands of traditional classes, students are challenged with real-world problems and needs and are required to collaborate with classmates and partner organizations. These partnerships often result in rich relationships with community organizations. In reflective essays at the end of the semester, students indicated a strong bond with partners. [..] From the perspective of the computing field, interdisciplinary, service-learning courses present students with a perspective to organizational problem solving that they would rarely, if ever, experience in other courses. More so, many students did not realize the scope of the computing field and how it requires thinking and strategies from numerous disciplines to help solve real-world organizational problems.” (Thoms and Erylmaz, 2018:502)

Software

Any kind of open and flexible platform could be used, e.g. a wiki or a social platform like ELGG.

Bibliography

Other

• Boss, Judith: 1994, 'The Effect of Community Service Work on the Moral Development of College Ethics Students', Journal of Moral Education 23(2), 183-197.

• Cohen, Jeremy and Dennis Kinsey: 1994, ‘“Doing Good” and Scholarship: A Service Learning Study’, Journalism Educator 48(4), 4–14.

• Eyler, J. & Giles, D.E. (1999). Where’s the learning inservice-learning?San Francisco: Jossey-Bass.

• Knapp, Timothy D.; Bradley J. Fisher (2010). "The Effectiveness of Service-Learning: It's not always what you think". Journal of Experiential Education. 33 (3): 208–224. doi:10.5193/JEE33.3.208.

• Koliba, Christopher (Spring 2004). "Service-Learning and the Downsizing of Democracy: Learning Our Way Out". Michigan Journal of Community Service Learning: 57, 66. Retrieved April 2019 from https://quod.lib.umich.edu/m/mjcsl/3239521.0010.205/1

• Kuh, GD. (2008). High-impact educational practices: What they are, who has access to them, and why they matter. Washington, DC: Association of American Colleges and Universities.

• Markus, Gregory, Jeffrey P. E Howard, and David C. King: '1993, 'Integrating Community Service and Classroom Instruction Enhances Learning: Results from an Experiment', Educational Evaluation and Policy Analysis 15(4), 410-419.

• Morton, K., Troppe, M. (1996). “From the Margin to the mainstream: Campus compact's project on integrating service with academic study,” Journal of Business Ethics, 15(1).

• Thoms, B., & Eryilmaz, E. (2018). Social Software Design To Facilitate Service-learning In Interdisciplinary Computer Science Courses. In Proceedings of the 49th ACM Technical Symposium on Computer Science Education - SIGCSE ’18 (pp. 497–502). New York, New York, USA: ACM Press. https://doi.org/10.1145/3159450.3159572 DOI: https://doi.org/10.1145/3159450.3159572

• Stanton, T.K., Giles, D.E., & Cruz, N.I. (1999). Service-learning : A movement’s pioneers reflect on its origins,practice,and future. San Francisco, CA: Jossey-Bass.

• Thoms, B., Eryilmaz, E. (2014). “How Media Choice Affects Learner Interactions in Distance Learning Classes,” Computers & Education, v75.

• Vernon, Andrea; Ward, Kelly (1999). "Campus and Community Partnerships: Assessing Impacts and Strengthening Connections". Michigan Journal of Community Service Learning. 6 (1). hdl.handle.net/2027/spo.3239521.0010.205

• Westheimer, J., & Kahne, J. (2003). Political choices andeducational goals. Campus Compact Reader: Service-learning and civic educatio. Winter 2003.