SERVICE LEARNING
sample course syllabus template for service learning
SAPNA GUPTA Ph.D., CHEMISTRY

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"Moral decisions are always easy to recognize. They are where you abandon self interest." -- Reverend Mother Superior Darwi Odrade

"Study without desire spoils the memory, and it retains nothing that it takes in." Leonardo da Vinci

What is service learning?

• Volunteer in the community

• Get credit for it in school.

How is it different than simply volunteering?

1. Student chooses where to volunteer according to his/her interests and major.
2. There is a time commitment because student does service learning through a course.
3. And most important: Reflection! Students keep a journal on the activities they did and what changes the work brought in their life. Whether it was worthwhile and if it has changed their outlook for their community.

How to get started

Review courses and see if service learning can be incorporated in the course.
If not, then design another course especially for service learning.

Enhancing the course

Science:

1. outreach programs – educating the community in science. (may need financial help)
2. health awareness – educate community in health aspects eg vaccinations, diseases (AIDS, asthma, diabetes etc)
3. tutoring – tutor students in science (math, chemistry etc.)

Education:

1. Tutoring kids or adult education.

Law and Criminal Justice and Psychology:

1. Mentor kids and youth.
2. Provide legal advice who cannot afford lawyers.

Things Faculty Want to Know About Service-Learning!

A) What is Service-Learning?

1. Community service serves as the vehicle for the achievement of specific academic goals and objectives.
2. It provides structured time for students to reflect on their service and learning experiences through a mix of writing, reading, speaking, listening, and creating in small and large groups and individual work.
3. It fosters the development of those "intangibles"- empathy, personal values, beliefs, awareness, self-esteem, self-confidence, social-responsibility, and helps to foster a sense of caring for others.
4. It is based on a reciprocal relationship in which the service reinforces and strengthens the learning, and the learning reinforces and strengthens the service.
5. Credit is awarded for learning, college-level learning, not for a requisite number of service hours.

B) How is service-learning different from community service, internships, cooperative ed., etc.?

1. Service-learning uses community service as the vehicle for the attainment of students' academic goals and objectives.
2. Community service fills a need in the community through volunteer efforts. Service-learning also fills that need, but it uses that need as a foundation to examine ourselves, our society, and our future.
   • Service-learning provides students with opportunities to use newly acquired skills and knowledge in real-life situations.
   • Students perform a valuable, significant, and necessary service which has real consequence to the community.
   • The goal of the service is to empower students and those being served.
   • The needs of the community dictate the service being provided.

C) What about Liability? (First- consult your university/college attorney or risk manager and review all procedures, coverage and risk, et al.).

1. There is an inherent assumption of risk for which all students are responsible. All volunteers and service-learners should be fully informed, in advance, of any risks inherent in the activity, must knowingly consent to undertake such risks.
2. Your center will exercise due care and attempt to foresee dangers to students and take whatever precautions seem reasonable to avoid them.
3. Work with faculty to prepare a list or "pre-approved" sites. Discuss the list in detail going over each agency. Make the professor confident in the agency site, mission, and service activities.
4. All service-learners must sign a waiver of liability written by the university's attorney. The agency that provides the service-learning experience will, in most cases, be responsible for the acts of students assigned to it and assumes the responsibility for the student. Be certain the agency has liability coverage/insurance for volunteers.

GOALS of Service-Learning

• To enhance student learning by joining theory with experience and thought with action.
• To fill unmet needs in the community through direct service which is meaningful and necessary.
• To enable students to help others, give of themselves, and enter into caring relationships with others.
• To assist students to see the relevance of the academic subject to the real world.
• To enhance the self-esteem and self-confidence of your students.
• To develop an environment of collegial participation among students, faculty, and the community.
• To give students the opportunity to do important and necessary work.
• To increase the civic and citizenship skills of students.
• To assist agencies to better serve their clients and benefit from the infusion of enthusiastic volunteers.
• To expose students to societal inadequacies and injustices and empower students to remedy them.
• To develop a richer context for student learning.
• To provide cross-cultural experiences for students.
• To better prepare students for their careers / continuing education.
• To foster a re-affirmation of students' careers choices.
• To keep them in class and serve as a tool for retention.
• To give student greater responsibility for their learning.
• To help students know how to get things done!
• To impact local issues and local needs.
• To do something. Anything.

Questions For Better Service Projects

There are many rewards and dividends earned through a well-planned and implemented community service project- team-building, unique learning opportunities, meeting real needs in the community, bridge-building on- and off-campus, and, of course, good publicity. When planning your next community service project, ask yourself these questions:

1.  Will students be excited about the project? Have you built in a "fun" or social component?
2.  Does the project offer opportunities for student leadership development, real learning, sharing, and friendship?
3. Have you set aside time for orientation, reflection, and evaluation?
4. Will the service be challenging, meaningful, valuable, and necessary?
5. Is there enough work for everyone to do? Is the formula balanced? (Volunteers / Task hours = Results)
6. Is it "Do-Able?"- Is the project within the resources (time, people, money, and expertise) of you, your group, or your volunteers? Any special training, orientation, paperwork, medical checks, fees, or background checks needed first?
7.  Will it conflict with any other groups or events on campus? Any possible opposition?
8. Is there a potential to build coalitions with other campus groups? Will it be open to, or will you tap into, diverse student populations? 9. Do we have a clear entrance and exit strategy, understand our volunteer roles and responsibilities, and, are we prepared for what we will experience? Do we need a short orientation before the project? 10. Is it safe? Have you exercised "due care" to attempt to foresee any potential dangers and taken the necessary precautions? Do we have waivers for everyone? Did you consult your advisor and/or university attorney? Have you done a site-visit?

The Starfish Story

One early morning a vacationing gentleman was walking along a beach, enjoying the sights and sounds, thinking about his family an work, when off in the distance he noticed a advancing figure. As he got closer, he noticed it was a young man running back and forth from the beach to the surf. Closer still, he realized that the young man was not dancing but picking things off the sand, running towards the surf, and throwing them into the ocean. He came close enough to the young man and hailed a “Good morning”. He paused, the young man absorbed in his task “What are you doing?!” with this, the young man looked up at the older man, looked back down, picked up a starfish, ran towards the surf and threw it in. “I’m throwing these starfish back into the surf.” He paused, “if I don’t they will die because the tide is going out.” The older man thought for a second and replied” there are hundreds of miles of beach you cant possibly make a difference.” The young man continuing his task. He reached down, picked up another starfish, ran towards the sand, picked up another starfish and motioned to the ocean, “It made a difference to that one!”

Be a starfish thrower! Any task, no matter how daunting it appears, has to start somewhere. Our efforts do make a difference. We cant do everything. But like the boy who saved the starfish, we can make a difference in the lives of children/people – one at a time.

"Tell me what you pay attention to and I will tell you who you are." Jose Ortega y Gassett

Examples of Incorporating Service Learning

CASE STUDIES IN EDUCATION

1. "Project LIFT: Literacy is for Toady and Tomorrow and Tomorrow"- As part of a tree credit course, students develop lesson plans for and tutor local elementary students, preferable at-risk students. They are required to maintain a weekly journal and complete a research project during the course.
2. "Literacy Program for Children and Adults"- Marietta College has launched a comprehensive literacy program, connecting adults to the college reading clinic and using parents as aids during the clinic. In addition, a new course is behind offered which focuses on instructional strategies for teaching reading to adults.
3. “Play & Recreation Programming for Children. A Developmental Approach"- Students will plan and implement sequentially appropriate play and recreation environments. Coursework entails case study, content examination, observation and reading/exercises. Form a team of students from 4-5 content areas to go into the public schools and assist teachers design and implement lesson plans that integrate service-learning components into their curricula. Students are not only learning about the pedagogy of service-learning, they are seeing the reality of the classroom, there will be mentoring between the experienced teacher and the student, their enthusiasm and ideas are potential sources of inspiration for teachers, plus they will be networking and making contacts with their potential new employers. Participate in a the Human Society's Pet Therapy in area nursing homes. Students will reinforce skills in sensory stimulation, learning styles and reaching difficult learners.
4. "Early Childhood Interventions"- Students have an option in this course. The first option is: a two paper assignment of 5-7 pages each on, first, a description on a select body of children (e.g., Down Syndrome) and, second, a descriptive paper on the services an agency provides to this population (site visit is required). The second option is: working as a volunteer at an agency. Professor will interview candidates. If selected, the student does not have to complete the two papers, but instead performs 12 hours of service and keeps a detailed journal of the experiences with emphasis on class themes.

CASE STUDIES IN LIBERAL STUDIES

1. As part of the general education requirement at Bethany College, students must meet the "Social Responsibility" requirement which encourages students to brings concepts mastered in college in to the community. Students also have the option of completing a Designated Service Project in conjunction with a regular course, or a three-hour experience-based service project.
2. “Community Organizing and Social Action"- Students must identify a specific project with a specific goal they wish to work on in their communities. Weekly reports must be submitted to the instructor. Class meets to discuss, lend guidance and advice, address issues and concerns.
3. "Habits of the Heart"- This course is intended to be an exploration of how we come to think about our own needs and wishes and our commitment to the common good. In addition to readings and discussion, students will conduct interviews of fellow students, professors, representatives of community organization, etc, and are expected to complete a minimum of 15 hours of service during the semester.

SERVICE LEARNING PROJECTS IN THE FIELD OF ENVIRONMENT

1. Conduct energy survey, make recommendations for energy saving in businesses, homes, university, schools. Include installing double-side copy machines, support and promotion of vendors who use recycled products, replace disposable with permanent dishware, discourage unsolicited mailings, sell refillable recycled plastic coffee mugs, rebuilding/reusing wood shipping pallets, refill laser toner cartridges, end of school year collection of notebooks and paper for recycling, have students bring in shredded newspapers to be used as bedding for animals and compost w/manure.
2. Document and publicize local businesses who are violating environmental quality regulations.
3. Create workshops for students on "greening" their rooms, homes, apartments. Installation of Low-flow water heads, composting, strategic planting trees, etc.
4. Create an garden in highly visible area of campus, recruit volunteers to help work garden and then sell produce, plants to students.
5. Lead nature walks at local parks.
6. Create a botanical zoo for blind or disabled persons. This would be a touch and feel zoo.
7. Conduct presentations on the state of the environment to local schools and present action plan on how they can now just be aware of problem, but can get involved in bringing about a resolution.

CASE STUDIES IN ENVIRONMENTAL STUDIES

1. “Intro. to Environmental Science"- Students complete about 30 hours of work or service in the areas of environmental conservation, activism, or education and keep a journal on their experiences.
2. "Preservation of Planet Earth"- A course on conservation with an "environmental Awareness Project" in which students volunteer with a community business, agency or individual in environmental work. Possible projects include helping businesses form a recycle program, develop tailored proposals for businesses on energy-saving in the workplace, assist home owners to "green" their homes- (install low-flow shower heads, composting, strategic tree planting, etc.)
3. "Managing the Earth: Culture, Politics and the Environment"- The course aims to give students a better understanding of the ethical and scientific aspects of the environment.

PROJECT IDEAS FOR BUSINESS

1. "Management of Smaller Organizations"- In this course, students prepare business plans for small profit-making business and non-profits agencies. This is a supervised, for-credit, consulting opportunity.
2. "Organizational Diagnosis"- This course provides students with the opportunity to evaluate and analyze the functioning of both private and not-for-profit organizations. The organization agrees to participate in this diagnosis.
3. "Workshop in Not-For-Profit Management"- This course requires that students design a strategic plan for not-for-profit organizations. Generally 5 or 6 local agencies are selected as clients for a team analysis during each course.
4. Students may write up a business plan or marketing strategy to assist high school students in art/shop classes sell their works. Monies would go into scholarships for which the high students may later apply. At the same time, mentoring and awareness of business program is going on.
5. Create and conduct workshops for homeowners of low-income areas to brush up on budgeting and personal finance skills. 6) Form a "Consumer Helpline" to act as advocates for consumer’s rights. Students can receive letters from consumers and work out the problems for the citizens.
6. Students work with faculty to secure research grants, assist to write proposals and identify possible funding outlets. 8) Students survey food and drug stores in and around the community to establish the relative prices and quality of essential items. They issue a monthly listing of this information, which helps prevent stores in low-income communities from raising their prices above those found in surrounding areas.

Sample of a form to assist in incorporating service-learning component in your course(s).

(I) Course: _______________ Term:____________ Description:______________________

(II) Knowledge Objectives

• (What the student will KNOW.)
• Skills Objectives-(What the student will be able to DO.)
• Attitudes/Values
•  Other Objectives-(Leadership, personal efficacy, etc.)

(III) Learning Activities

• What assignments will be required before credit can be awarded? Journal, research paper, oral presentation, essays, clippings, etc.)

(IV) Evaluation: How will the service-learning component of your course be evaluated?

• What criteria be used for awarding credit?
• Demonstration of a skill
• Assessment of written work
• Normal course assessment
• Agency supervisor evaluation
• Observation of student in simulation
• Assessment of a product(s)
• Personal Interview
• Oral Presentation
• Service-learning Plan/Contract

(V) Other Details...

• Will service be optional or mandatory?
• How many hours of service will be required?
• What specific non-profit agencies or fields of interest are students restricted to?
• How will you address/access/incorporate service-learning experiences students are having to benefit those who aren’t having them?
• How will I assist students to make the connections between their service experiences and the course contents?

Web Resources

1. Contact Center Network http://www.idealist.org/.
   Contact Center Network, Inc. is a nonprofit, non-partisan organization whose mission is to serve and strengthen individuals and organizations working for a better world by promoting and facilitating communication, coordination and concerted action, in a spirit of generosity and mutual respect. To support this effort, they have created the most comprehensive directory of nonprofit resources on the Web, with links to over 6,000 organization, publications and directories around the world.
2. Giraffe Project http://www.giraffe.org/.
   This project finds, commends and publicizes people who stick their necks out for the common good.
3. Impact Online http://www.impactonline.org/.
    “Using the internet for Change”… will help you turn your concerns into actions by connecting you with information about social issues, and linking you with organizations that are doing something about them.
4. National Service Learning Clearinghouse http://www.servicelearning.org/.
   The Clearinghouse is a partner in the National Service-Learning Cooperate (NSLC). As a central repository of information about service learning programs, organizations, people, calendar events, and literature/multimedia materials, the NSLC Clearinghouse provides access to service-learning information through Information Specialists at a toll-free telephone number (1-800-808-SERVe) and via the internet.
5. Partnership For Service Learning: http://intern.studyabroad.com/
6. Points of Light Foundation: http://www.pointsoflight.org/default.cfm
7. U.S. Corporation for National Service: http://www.cns.gov/
8. Youth-Driven Service-Learning Center: http://www.gratzclusterydslc.org/
9. SL in Sciences: http://www.colorado.edu/servicelearning/
10. National Service Learning Partnership: http://www.service-learningpartnership.org/
11. Partnership for Service Learning: has international programs: http://www.ipsl.org/
12. National Youth Leadership Council: http://www.nylc.org/
13. Lesson Plans: (more middle school and high school, but good resource) http://www.peacecorps.gov/wws/educators/lessons.html

(Reference: http://www.fiu.edu/~time4chg/Library/index.library.html)

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