There are more than 147 literary definitions of "service-learning" (Eyler and Giles, 1999, p3). However, two components are responsible for uniting these interpretations. The first, reflection, is being consciously thoughtful about an experience and the second, reciprocity, is where both those serving and being served enroll as teachers and learners in a shared and beneficial interaction (Vernon and Ward, 1999, p30).
Reflection--sometimes known as the hyphen in service-learning--is the critical bridge that unites student learning with the service and community experience (Eyler and Giles, 1999, p171). "Reflecting on your experiences in the community enables you to add depth to your learning, understand your feelings about your experiences, process your thoughts, reactions and questions about your experiences, and deepen your commitments to community involvement and social responsibility" (Jones, 2000). From the beginning of this graduate Administering Service-Learning Programs course, reflection has been an essential element in a variety of contexts: class discussion, interactions with my service site community members, and introspective personal writing exercises.
The purpose of this reflective journal is to establish a way to clarify my thoughts, unite my service and class experiences, and promote my preparation for additional growth and learning. I have aimed to engage in effective critical reflection that is ongoing, connected to academic interests, and challenges me to think in new ways within the overarching context of my service-learning course. Utilizing this journal as a tool, I hope to not only express my feelings, but also to emphasize the important correlations and applications of knowledge I gained inside and outside the classroom.
The guidelines for reflection--provided in class and emphasized by the readings--are the three general questions: What? So What? and Now What? (Jones, 2000). These queries guide my reflections about the different views I experienced throughout the seminar and the course of my service.
Reflection: Choosing My First Community Service Site
"One's sense of self is always mediated by the image one has of the other."
--Vincent Crapanzano "Reporter at Large"
Because interactions with others are the means by which we create and comprehend our individual perspectives of society, our image of the "other,"-- and, hence, our sense of self-- is often contingent upon the communities in which we are members (Rhoads, 1996, p24). Service-Learning is a means to involve students with new communities, different from environments and people that they may experience on an everyday basis. As a result of being challenged to integrate and interact with a new environment, the individual is prompted to view personal biases and perceptions from a cross-cultural and community perspective ( Jacoby, 1996, p4).
Group classroom activities, including our community introductions, promoted further understanding of one another and our related experiences. In addition to the classroom community, service site placement is very important because it provides the predominant avenue to engage in a new environment. I began my service site search with a primary goal: to volunteer in a community different from my own while utilizing my skills background in leadership and drug prevention--an area where I have over twelve years of experience.
Having previously served as an instructor with the Youth to Youth Drug-Free International Leadership Conferences, I decided to contact the "Y2Y" corporate offices to determine any other service opportunities. In meeting with the Youth to Youth coordinator, I was excited about the important roles for service that we discussed. My goal of experiencing diverse environments was to be addressed by serving as a "Just Say No" Youth to Youth representative to Ohio schools and assisting with the Youth Team Meetings that have students from all different backgrounds and socio-economic levels. To make sure the services I provided would be mutualistic and would address the necessity at hand, I agreed that I would provide the services needed and defined by Youth to Youth (Jacoby, 1996, p8).
After our initial meeting, I became aware of the tremendous needs of this organization and a persistent question reverberated in the back of my mind--"What could I really do to assist those needs in three hours a week?" With my service experience, I now understand that each volunteer session accomplished essential tasks that this community could not otherwise have finished. With an often enthusiastic goal to enact rapid positive change, I had to evaluate my role in this community setting as one useful to the overall, long-term impact of the program. Just as the community introduction reflection was essential to growing with my classroom community, my initial meeting at the Youth to Youth service site was essential to forming connections and with this new environment.
Reflection: What is Community? What is Service? Experiencing Community in Service-Learning
In making sense of community, we must understand the way in which social life is viewed and understood, not only through our own perspectives, but also from those who are members. In doing so, the community becomes part of us and we become part of the community (Rhoads, 1996, p75). The minds, beliefs, and backgrounds of individuals interact in a specific environment to form a community. When community is combined with caring selves, stronger connections are made possible not only within the group, but also across communities of diverse people and cultures (Rhoads, 1996, p87). "The implications of this new understanding of connected knowing for civic education seem clear. The values of the heart--concern for the common good, a sense of compassion, courage to seek justice, devotion to one's community--all require a sense of connection to others that a completely abstract education can not provide" (Rhoads, 1997, p93).
A variety of "Principles of Good Practice in Service-Learning" have been established to create effective student programs. Reciprocity and reflection serve as the overarching guide for the building blocks of a service-learning program--community voice, placement quality, application, diversity, reflection, and evaluation (Eyler and Giles, 1999, p 170). The classroom setting should provide the training and support necessary for effective community service experiences through thought-provoking readings and discussions. The most useful ones, further an understanding of important social issues and the role of each individual as a productive citizen in enacting community change. One particular reading, "Building Communities from the Inside Out," was particularly helpful in, first, helping me define community and, second, illuminating my role in helping to serve.
My definition of community changed significantly. Evolving from the concrete belief that a community is a group of people that reside in a similar sphere, I now see a community as a unique combination of institutions, organizations, people, and assets that interact to shape the environment. For me, this environment includes my university or church community, the Youth to Youth community, the community of women, the community of Ohio Buckeyes, and the community of American Citizens. I also view the community as a growing and living organism that is made up of different individual interacting components. With this understanding, I now see the Youth to Youth community as comprised of the organization, the staff, the volunteers, the youth being served, the parents and friends of the children, the Comp Drug Corporation sponsor, and the school systems in which it operates.
When working with and becoming apart of a community, the key way to truly be of service is to let the communities define the service required (Kertzmann and McKnight, 1993, pp61-65, Jacoby, 1996, p8). With this asset based approach, marked by community voice and cooperation, the student and the community members act as a team--promoting tolerance, cultural appreciation, and the value of service as an activity enacted with others "like them" (Eyler and Giles, 1999, p 179).
Changing from the paternalistic view of service, "I will give you what I think you need," I now understand the importance of community voice: "Let me know what I can do to help." My service and reflection within this course have further defined my sense of what service truly is--a relationship exchange where equal parties engage in caring, beneficial and connected sharing, regardless of the socially constructed view of who are the "have" and "have nots" (Rhoads, 1997, p51). I have also found myself applying this understanding to other situations, as well. When creating the HOBY Leadership Conference Ambassador Introduction Session, I gathered a group of students to help decide what they would deem the most fun and productive. As a result, "Shoe Hug Tag" was an event selected (one I would have never chosen) and was a huge success. The same concept applies while I have been developing the Youth Leadership Program for the South Side Initiative. I am asking their input in the program's design and implementation, instead of creating all components of the program based on just what I think would be useful.
Service, marked by mutuality and reciprocity, is an essential avenue where an individual can achieve greater understanding of the self and others, in addition to experiencing a transformation perspective by becoming a member of diverse communities.
Reflection: Building Communities of Difference: Power, Misperception, and Privilege in Service
"The evil of the world always comes of ignorance, and good intentions may do as much harm as malevolence, if they lack understanding"
--Camus (1972, p124)
The "other" often provides grounds for one's understanding of the self and society (Rhoads, 1997, p. 105) To truly serve with the other, however, it is important that the self do so in a collaborative spirit of non-judgmental generosity, selflessness, equality and mutuality. "It seems sometimes that people take a deliberately myopic view and fill their eyes with things seen microscopically in order not to see macroscopically" (Frye, 1992, p41).
An open mind with the spirit of service-learning is very important to meeting designated community needs. As I worked with the SouthSide Initiative, I found myself thinking of the Article "White Privilege and Male Privilege" by Peggy Macintosh. I remember very clearly, as I drove through the streets of this neighborhood for the first time, being guilty of some of the preconceptions that exist in the "invisible knapsack of white privilege" (Macintosh, 1998, p74). Before I began my experience, I had a somewhat condescending view of the houses that were not well kept, the many shabby small vender establishments, and the lacking safety of the neighborhood. These fleeting thoughts were born out of my ignorance about the community. Thankfully, this ignorance was soon replaced by the sincere understanding and appreciation instilled by the many dedicated and friendly community members of the South Side. Stepping down off my paternalistic pedestal--seeing my service as a means to make "them" be more like "us"--was at first difficult because of my misconceptions (Mcintosh, 1992, p73). After interacting with the citizens and young people, I began to see them as "like me" and the value of working together became clear.
More than ever before, I understand the tremendous importance of all types of service as designated by the service site. When first faced with a Youth to Youth community service task of making 250 phone calls to school coordinators for the "Just Say No" rally, I originally thought this "below my abilities." I had asked myself, just as the children in Alexander's "Christmas at Home," "WHY do WE have to do this?" Later, just like the voice of their mother, my own internal voice chimed, "Because we have so much..." or " because what we are doing is important" to my service site (Alexander, 1995, p. 101).
Through reflection, I realized that making those phone calls were the most productive and helpful responsibilities I could assist with, at that time. Working with the Youth to Youth coordinator and engaging in service directed by her needs, I helped to bring in record-breaking crowds of young people who were introduced to the drug-free message. Because of this experience, I now understand that both direct and indirect service are essential and useful.
Reflection: The Common Good? Paternalism and Mutuality, The Influence of Race, Social Class, and Gender in Service-Learning
"A goal is for students to take the role of the other and walk with the other,"
--Rhoads (1997, p147)
Often times an inhibition to walking with the other occurs in an atmosphere of "charity service"--a one-way paternalistic activity where those with resources give what they think is needed to those without (Rhoads, 1997, p128). Mutuality and reciprocity, on the other hand--where both the "server" and the "served" are in an equal, caring, beneficial, and connected relationship exchange--are essential for facilitating conscious thought about the other, community building and the knowledge to implement social change for the common good (Rhoads, 1997, p151).
To demonstrate the different outcomes of paternalistic service and mutualistic service, my reflection partner and I designed a useful role-playing class activity that simulated a welfare office. One-fourth of the students were designated to be social workers and the rest were assigned to act as clients. Each social worker was given a case history for their clients and was directed to serve half with a judgmental paternalistic attitude and the others with an attitude of mutuality. Each client-- representing a different race, social class, and minority--was given a scenario depicting their needs. Modeling real life, the clients were required to go to their social worker and ask for assistance. After the exercise, the clients treated in a paternalistic fashion--where what they "needed" was assessed for them--responded that they felt upset, unvalued, and angry. Those clients provided with the opportunity to voice their needs, while being treated with a spirit of mutuality, said that they had a pleasant and productive experience.
This idea was also exemplified in the readings. "Graduation," depicts a city official who talks to a graduating class, in a predominantly African American High School, about what they need and what he thinks he should give them (Angelo, 1995, p158). In "White Oleander," by Janet Fitch, a young girl and her identity were either positively or adversely shaped depending upon the attitudes of service possessed by her different foster parents. Self-interest in "charity" does not promote the positive self-identity connections and personal relationships that are a product of service based on mutuality (Rhoads, 1997, p131). The same idea is true within my service-learning experiences and my concept of what is really important.
In serving my community sites, my perspective has been greatly transformed over the past 10 weeks. Any potential feelings to "salvage the young person," or save the organization, like those of Vicki Kobb--the social worker in Edrich's story of "American Horse,"--quickly vanquished when I began my service-learning. A specific "Ah Ha" moment occurred when I met with the Teen Youth to Youth Alcohol Awareness Team. I began to comprehend that what these young people needed was not a paternalistic someone to tell them what to do, but rather a mutualistic someone who cared, had faith in their abilities, and was willing to help in a way they deemed necessary.
"In service through cooperation rather than domination, educators and agency coordinators have a powerful tool with the potential to help all members of society realize their own strengths and weaknesses, as well as identify the abilities of others," (Maybach, 1996, p236). In designing service-learning programs, an essential focus remains to motivate students to comprehend their personal role in enacting community change with mutuality. Through this type of perception transformation, true mutualistic service facilitates the overarching goal of enacting positive community and societal change (Rhoads, 1997, p183).
Reflection: Outcomes, Service-Learning Placement, and Challenges
"The purpose of learning is to use what is learned"
--Eyler and Giles (1999, p15)
The primary objective with many service-learning programs is to promote productive citizenship through engaging students in a service needed by the community, where students are able to connect intellectually with the course content through reflection and apply the information from their experiences to other issues (Rhoads, 1997, p185). A variety of service-learning outcomes make empowering students with the tools to solve ill-structured community problems, possible (Eyler and Giles, 1999, p127). General outcomes that result from well designed service-learning programs may include greater personal and social development, enhanced thinking and processing skills, more effective cooperation, improved tolerance and cultural appreciation, heightened awareness of the sense of "self and other," increased personal connections to the faculty, and extensive perspective transformation (Eyler and Giles, 1999, p163)
My personal outcome goals include: to increase my understanding of service-learning, service, and communities; to engage in challenging worthwhile service; to experience diversity; to understand root causes of the societal issues that my service site addresses; to investigate the key components for designing useful service-learning classes; and to understand challenges administering service-learning in higher education, while gaining greater insights on my individual role as a productive citizen. Reflecting on my outcome goals, I feel that many have been addressed in my service experience, though the process was marked by some initial service site challenges which, in turn, have become themselves highly useful reflective tools.
I have been fortunate with serving two different service sites, both which made the experience of certain outcomes possible. When serving with my first site, Youth to Youth, my duties and responsibilities changed to fulfill the needs available. Having initially understood my role to be one of direct service to young people through assisting with Teen Youth to Youth meetings and �Just Say No� March and Rally auditions at different schools throughout Ohio, I felt I would be able to experience diversity and help through challenging and useful service. I definitely did gain experience and membership in a new community, though in a different and less direct manner than I anticipated.
As my service in this non-profit organization progressed, my duties became more administrative in nature to best help with the �Just Say No� march and rally. Although I was initially frustrated because I felt I was not experiencing a diverse community where I could apply my vast experiences in youth leadership development, I did gain some valuable understandings. First, this experience emphasized and reinforced the importance of the characteristics necessary for quality site placement--collaboration, reciprocity, and diversity. Though my placement was marked by community voice, I initially did not feel that the services I performed were useful because it was not challenging for me. After reflecting about this with the coordinator, I now understand that my service was necessary to making the rally a success. In addition to gaining first-hand knowledge of some potential challenges with service-learning placement quality, I, more importantly, developed my new definition of service as one that is community-based and directed.
After my responsibilities to the �Just Say No� Rally were fulfilled and my services were no longer needed, I was made aware of the need for a �leadership consultant� at the SouthSide Initiative--an organization established to strengthen the South Side community that has a high instance of violence and drug abuse. After meeting with the coordinator, I was delighted that my skills in leadership would be useful to create a youth leadership development program with a focus on preventing youth drug abuse.
Working with the coordinator, the young people, and other members of the community, my service with the SouthSide Initiative has accomplished many objectives. Because of the new environment of this community, I have truly experienced diversity. This has enabled me to further build informed personal perspectives, change previous assumptions, develop a greater appreciation for the community culture, learn more about who I am, and expand my understanding of the causes behind youth drug abuse and violence. Even more exciting, I am applying information learned in my service-learning class to utilize youth community input in assessing their needs within the leadership development program. As a productive citizen, I also am helping to establish another means to impact the pressing problem of drug abuse, by addressing some of the root causes--lack of self esteem and lack of leadership, fostered by adverse family and community circumstances. Because of my participation in the community, I can see that these circumstances are caused, in part, by the larger social issues of racism and inequality.
Through my first-hand experiences, I have been able to reinforce my classroom learning about the importance of both community voice and high placement quality. As a result of this course I have been able to redefine my understanding of service and learn more about myself and others, while making a positive contribution to different communities. Fully realizing many other objectives, like increasing my understanding of societal issues and my role as a contributing citizen, however, are those that will continue to evolve.
Reflection: Developing Partnerships: The Future Role of Service-Learning in Higher Education
�Fueled with a new vision of service through cooperation rather than domination, educators and agency coordinators have a powerful tool...a project for the common good.� --Maybach (1996, p235)
Universities have definite obligations to the communities in which they reside. Primarily, universities are responsible for instilling within their students, a way of �shaping and sensing reality,� to enact positive social change (Rhoads, 1997, p.41). �College students are at a time in their lives when a multitude of forces influence their sense of self; thus they often are in the midst of a period of heightened self-discovery and identity confusion� (Rhoads, 1997, p135). Because the self is formed through social interchange, incorporating service-learning into the curriculum is an essential way to promote productive citizenship--the long established overarching goal for institutions of higher learning.
Though there is increased commitment to service-learning by universities, truly effective community service-learning programs will not exist until there is mutualistic partnership and cooperation between both (Saltmarsh, 1998, p22). Service-learning adheres to the primary university loyalty of student learning through increasing student understanding and retention. However, for a service-learning program to be effective, it must be developed with the interests of the community, as well. Counterproductive service-learning arises with poor collaboration, insufficient communication, and neglected community interests.
The New Service Learning Paradigm is one way to avoid paternalistic service. Through this paradigm, universities and service sites can create an equal partnership with shared community interests (Maybach, 1996, p232). First and foremost, the realization that the university is a part of the community, is important for a service-learning partnership to be established. �By inviting the community service agency to have a voice and become an active partner in the academic service-learning process, higher education can more fully realize its public service and outreach mission� (Vernon and Ward, 1999, p36).
Because problems with many service-learning programs stem from lack of communication between agency personnel and the campus, great attention must be invested in ensuring open lines of discourse. In particular, interchange--selected by service site leaders as the primary issue for improvement--aids in appropriately matching student skills with agency needs(Vernon and Ward, 1999, p 33).
Through making sure the service being provided is needed, achievable and related to student course content, an environment of giving and walking with the �other,� is established (McKnight, 1989, p40). Cooperative interactions ensure campuses and communities can �jointly approach issues associated with recruitment, training, and retention of service providers� (Vernon and Ward, 1999, p35). Student service-learning contributors and faculty should meet with the service site coordinators and members of the community to ensure a �constant feedback loop� of productive dialogue(Jacoby, 1996, p49).
I understand from personal experience that universities are key communities that assist in shaping productive citizens through effective service-learning. Empowering students to consciously think about the community, universities can help students to use this knowledge to implement social change (Rhoads, 1997, p164). As a leadership consultant, serving the SouthSide initiative, I have already begun to apply the knowledge gained through my service-learning experience to the development of a leadership training program for youth. I now know that community is �both a place and a set of relationships� (Saltmarsh, 1998, p19). Because of my ever expanding membership in new and diverse communities, I will continue to update my newfound understanding of service, community, and service-learning, for the rest of my life.
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