rmcgary__courseprojectservicelearning_06232016

Running head: Service-Learning 1

Course Project: Service-Learning

Ron McGary

June 23, 2016

LL556D: Systems and Services in Higher Education

Professor Norb Farnaus


Introduction

Service-learning is a new phenomenon that many colleges, communities, and organizations

are becoming deeply involved with. With this being so new there are many definitions and

perceptions about service-learning. With multiple perspectives on this community-building

program there is one outcome; students gain insightful experience into the workforce in building

their communities. Often this is also referred to as experiential learning. By coupling classroom

instruction to the real world experiences the students gain a much better viewing point than ever

before. This provides a pathway to success for the students in the community. Service-learning

has helped and will continue to help students find the work that they like to build a future for

themselves. This new concept of experiential learning will continue to develop and

recommendations will be made. Community-building programs will serve in a more direct role

to help students relate to the broader educational objectives of their college or university (Schuh,

Jones, & Harper, 2011). What better way to evaluate student’s performance than put them into a

workplace environment. This would serve as an advisement and consultation phase of the

student. The advisement phase would help to identify under-preparedness of students, define

identity development issues, observing shifts in attitudes, document shifts in family dynamics,

and, treating emotional damage (Lewis University, 2016). The advisor would know certain

criteria for the students if they knew what to look for and knew how to measure this criteria.

Service-learning also provides a way of separating the traditional learning in comparison to the

actual in classroom training. Service-learning is an ideal instructional pedagogy for the

candidates who want to become engaged learners, reflective practitioners, and overall successful

in life (Thomas, K. M., & Landau, H., 2002). According to the CAS Professional Standards for

Higher Education, service-learning is about experiential education and learning. Students engage


in activities that address human and community needs together with structured opportunities

intentionally designed to promote student learning and development (Mitstifer, D. I., pg.414,

2012). The hyphen between service and learning is not a grammar requirement, but rather a

symbolic representation of the relationship between service and learning (Mitstifer, D. I. 2012).

Service-Learning

The definition of service-learning has been adopted by a number of people and organizations.

Service-learning is defined as: a form of experiential education in which students engage in

activities that address human and community needs together with structured opportunities

intentionally designed to promote student learning and development. Reflection and reciprocity

are key concepts of service-learning (Cooper, 2013). Service-learning programs are distinguished

from other approaches to experiential education by their intention to equally benefit the provider

and the recipient of the service as well as to ensure equal focus on both the service being

provided and the learning that is occurring. Service-learning must have “academic context” and

that the “service enhances the learning and the learning enhances the service (Cooper, 2013).”

The most common examples of service-learning is led by faculty and community sponsors in

which the service provided enhancements to student learning and the student learning in the

class, which does elevate the services provided by the institution (Thomas, K. M., & Landau, H.,

2002). From many publishers the academic context, the provision of service, and the reciprocal

learning are all common denominators in their writings. In contrast there are differences between

the thought process of internships and service-learning. Some authors declare internships as a

separate service-learning while others claim that service-learning is a very unique balance

between the two. Regardless of the mixture of attitudes between the end result is the same, the

student will gain the development they need to progress into a unique leader. Community service


and service-learning is a rapidly growing area of interest in many college campuses,

organizations, and community service areas. By getting the youth involved with their own

community will aid in the development of that community. This organizational development is

very unique with service-learning, because it provides a conduit for service-learning

professionals and the organizational development professionals to discuss the multiple

opportunities for the students. The potential knowledge that can be gained for everyone would be

phenomenal.

During the last two and a half decades, community engagement has emerged as an important

priority among many colleges and universities in the United States. At the end of the 20th

century, a public perception prevailed that higher education had drifted in character and mission

and had failed to deliver on its promises in addressing critical societal problems. Throughout the

1980s, students were increasingly regarded as “customers,” and the private economic benefits of

higher education defined the primary value of going to college. There were no mention of the

societal issues and how to address them in a distinctive method. In an attempt to reverse these

trends, networks of higher education practitioners and scholars have launched numerous

initiatives to reclaim the civic missions of colleges and universities. As the field has developed,

educational leaders, practitioners, and scholars have framed the civic responsibilities of colleges

in very distinctive ways (Weerts, D. J., 2014). Civic responsibility is for everyone not just the

employees of our schools and colleges. Involvement creates positive effects including

empowerment.

Service-learning has many positive effects on the community and the organizations who want

to pursue such individuals. Higher education leaders and scholars have primarily focused their

attention on partnership development and co-creating knowledge with communities. From this


perspective, “community engagement” emphasizes a shift away from an expert model of

delivering university knowledge to the public toward a more collaborative model in which

community partners play a significant role in creating and sharing knowledge to the mutual

benefit of institutions and society. Community engagement is defined as a “mutually beneficial

exchange of knowledge and resources in a context of partnership and reciprocity”. Chamber of

Commerce have outlined many contributions of community engagement to improved student

learning, innovative teaching practices, and scholarship that benefits society (Weerts, D. J.,

2014). The networking organizations that have deep ties into the community will not only

strengthen the relationships between other communities, but also with profit and non-profit

organizations that will act and perform as external stakeholders. They will donate additional

funding if need be and actually reinvest in their own community.

Service-learning is a valued and unique partnership with faculty, students, and the community

sponsors. This partnership should have a statement-of-work or some other form of contract to

guide and direct the collaborative effort and to continually have a mutual beneficial and

empowering experience (Thomas, K. M., & Landau, H., 2002). The relationships have a

knowledge value that is in no way a comparison to in-class room training. Student learning is a

shared responsibility rather than looking at it from the old viewing point from the 1980’s. Instead

of looking at the student’s as a customer or by some other form of economic benefit, they can be

viewed as whole student that fulfill community needs (Schuh, Jones, & Harper, 2011). The

commitment to service recognizes an obligation to bring the knowledge, expertise and resources

of the Colleges to bear upon the educational, social, and economic problems of our state and

nation. Service-learning is “the giving of time, knowledge, and skills for the benefit of others.”

Overall, engagement with external stakeholders has historically been framed more through


service-learning and volunteerism rather than by creating robust partnerships with community

partners to address regional problems (Weerts, D. J., 2014). Either way how service-learning is

looked upon it still has one major outcome, economic empowerment for the students which will

gradually be transferred to the community for which they reside. Partnership building among the

higher than expected institutions provided the most tangible and symbolic evidence of

commitment to their states and communities, and in most cases these are the associate colleges.

Associate degrees are the highest degrees conferred. “They constitute 41.6 percent of all

accredited higher education institutions and served 38.1 percent of all students enrolled in

accredited degree granting higher education institutions in 2004 (Schuh, Jones, & Harper, pg. 27,

2011).” The mission of the two-year colleges are not just getting the students practical hands-on

experience, but they defer themselves to service-learning as well. Many two-year institutions

perceive themselves as being in service to local community learning needs. These institutions

provide a path for community members to be involved with leisure activities, prepare for

specialized employment and other vocational areas of interest. Community colleges are more

accessible and have a tendency to have deep relationships with community building (Schuh,

Jones, & Harper, pg. 28, 2011). Depending on the population of the area most community

colleges have less students per class, so independent learning is very popular.

Associate colleges have internships and apprenticeship programs. Service-learning can be

confused with apprenticeship programs. But in this case it is not directly related. However, with

this new practice of service-learning and many professionals and organizations are taking notice

of it, there are those that think and have proven that internships are a way of service-learning.

For example, Linda Cooper of Queens College, New York has done extensive research on the

subject matter. Cooper has completed a case study that examines an internship as service-


learning and participating students’ perceptions of their learning in two learning environments.

The internship experience in this situation is first examined to ascertain that it qualifies as

service-learning. This case study does have the same contents as described in the CAS standards,

which are the reflection and reciprocity (Cooper, 2013). These are the fundamental concepts of

service-learning. As with other definitions and meanings, experiential education and experiential

learning are used interchangeably. “Service-learning is based on the pedagogical principle that

learning and development do not necessarily occur as a result of experience itself (Mitstifer, D.

I., pg. 414, 2012).”

Students’ reflections are examined for evidence linking their perceptions regarding their

learning to multiple theories of learning. Findings indicate that the particular internship

examined qualifies as service-learning; participating students feel they learn more in a hands-on

service-learning situation than in a traditional classroom learning situation; participating students

feel that classroom learning is an important pre- and/or co- requisite to service-learning; multiple

theories of learning are supported via a service-learning experience thus offering more paths to

learning to a broader, more diverse scope of learners; and a service-learning experience may

open the way to a transformative learning experience while, at the same time, supporting the

community and the learning in service profession (Cooper 2013). For many students, an

internship may be the first learning experience out of a traditional classroom or online setting.

“Service-learning programs are distinguished from other approaches to experiential education by

their intention to equally benefit the provider and the recipient of the service as well as to ensure

equal focus on both the service being provided and the learning that is occurring. The

determination of whether or not an internship course can be considered service-learning depends

on the conceptualization of the particular internship course. Students participating in this study


found their own internship placements, placements within the community that were meaningful

and important to them. The service aspect of this method of internship is embedded in the

manner in which the course is constructed and accomplished. Students and mentors from the

participating community organizations are required to collaborate to articulate an action plan that

outlines the learning experience and is designed to meet the needs of both the student and the

community organization. The final iteration of the action plan is written by the mentor with

whom the student works. The service activities supporting the venue are tied to unique learning

expectations for each individual student and the needs of both student and community are

balanced. Because the activities addressed in this internship course have been agreed on by the

student and the mentor as supportive of their needs, both the student and the community

organization benefit as a result of service-learning, thus meeting reciprocity, a major requirement

in service-learning. This satisfies the requirements that “the program intentionally benefits both

the student who provides the service and the organization for whom the service is provided and

that “service enhances the learning and the learning enhances the service”. Action plans

comprise real life activities that involved problem solving, creative thinking, and decision

making (Cooper, 2013). Requirements must be met in order to be considered a service-learning

opportunity.

Service-learning is an experiential learning process for students who want to do more. What

about the students that are involved? They get recognition by organizations like “Campus

Compact.” Campus Compact is a national coalition of nearly 1,100 colleges and universities

committed to the public purposes of higher education. Campus Compact is a network comprising

a national office and 34 state and regional Campus Compacts. As the only national higher

education association dedicated solely to campus-based civic engagement, Campus Compact


enables campuses to develop students’ citizenship skills and forge effective community

partnerships. Our resources support faculty and staff as they pursue community-based teaching

and scholarship in the service of positive change ("Who We Are - Campus Compact", 2016).

Significant research has been central to the development of best practices in global service-

learning. Campus Compact has brought this phenomenon to the level of being global ("Global

Service-learning: Addressing the Big Challenges", 2015). Global learning and service leaning are

two potential components of integrative liberal learning that prepare students to address twenty-

first-century global challenges. Both types of learning experiences have been recognized as

“high-impact educational practices” that benefit all students, particularly those from historically

underserved groups, by increasing student engagement and persistence. Global learning and

service-learning both demonstrate the ability to empower students and prepare them for their

future professions and life in our global community, at home and abroad. Most institutions

recognize the power of these practices by mentioning global engagement, service-learning, or

both in their mission statements as experiences that students should have, although opportunities

for all students to participate in these high-impact practices are not yet available ("Global

Service-learning: Addressing the Big Challenges", 2015). Global service-learning is an important

aspect that encourages and empowers students from around the world to connect and stay

focused on their contribution. Other tangible payoffs for the student are in the form of funding.

The State Youth Voice Council, awarded grants totaling $29,000 to 16 Georgia schools for the

implementation of service-learning projects. The Youth Council is a part of the Youth Voice

initiative, launched in 1998 to empower middle and high school youths to lead their schools in

Service-Learning. The program is an initiative of Georgia Learn and Serve within the Georgia

Department of Education in collaboration with 21st Century Leaders.


In addition to awarding the service- learning grants, the council recommended nine schools to

receive $200 service grants from a $5,000 AtlantaKidsCare grant provided by TBS Superstation.

The AtlantaKidsCare grants have not yet been awarded by TBS Superstation (State youth

council awards service-learning grants to Georgia students’. 2000, Dec 23).

Conclusion

Service-learning is an experiential learning process in which students gain very insightful

knowledge and engage in activities that address human needs and community needs (Mitstifer,

D. I. 2012). Service-learning must meet the minimum requirements of the service activities

supporting the venue are tied to unique learning expectations for each individual student and the

needs of both student and community, both the student and the community organization benefit

as a result of service-learning, thus meeting reciprocity element, and action plans will comprise

of real life activities that involved problem solving, creative thinking, and decision making

(Cooper, 2013). There are tangible payoffs for the students such as grants and other funding to

build the community together.

Service-learning is a win-win situation for everyone. There are numerous thoughts and

processes for service-learning, but the single outcome is till the same; youth learn and they get

engaged. There is no better way to bring up the next generation of leaders than through service-

learning.


References

Cooper, L. Z. (2013). Student reflections on an LIS internship from a service-learning perspective supporting multiple learning theories. Journal of Education for Library and Information Science, 54(4), 286-298. Retrieved from http://ezproxy.lewisu.edu/login?url=http://search.proquest.com/docview/1443456036?accountid=12073

Global Service-learning: Addressing the Big Challenges. (2015). Association of American Colleges & Universities. Retrieved 27 June 2016, from https://www.aacu.org/diversitydemocracy/2015/summer/whitehead

Home - Campus Compact. (2016). Campus Compact. Retrieved 12 June 2016, from http://compact.org/

Lewisuniversity.blackboard.com. Retrieved 26 June 2016, from https://lewisuniversity.blackboard.com/webapps/blackboard/content/listContent.jsp?course_id=_140104_1&content_id=_2438603_1&mode=reset

Mitstifer, D. I. (2012). CAS Professional Standards for Higher Education (8th ed.). Washington DC: Coun for the Advancement.

State youth council awards service-learning grants to Georgia students. (2000, Dec 23). Atlanta Inquirer Retrieved from http://ezproxy.lewisu.edu/login?url=http://search.proquest.com/docview/368094736?accountid=12073

Schuh, E., Jones, E., & Harper, E. (2011). Student Services: A Handbook for the Profession, 5th Edition. John Wiley & Sons.

Thomas, K. M., & Landau, H. (2002). Organizational development students as engaged learners and reflective practitioners: The role of service-learning in teaching OD. Organization Development Journal, 20(3), 88-99. Retrieved from http://ezproxy.lewisu.edu/login?url=http://search.proquest.com/docview/197988316?accountid=12073

Weerts, D. J. (2014). State funding and the engaged university: Understanding community engagement and state appropriations for higher education. Review of Higher Education, 38(1), 133-169. Retrieved from http://ezproxy.lewisu.edu/login?url=http://search.proquest.com/docview/1561500946?accountid=12073

http://ezproxy.lewisu.edu/login?url=http://search.proquest.com/docview/1561500946?accountid=12073




https://lewisuniversity.blackboard.com/webapps/blackboard/content/listContent.jsp?course_id=_140104_1&content_id=_2438603_1&mode=reset

https://lewisuniversity.blackboard.com/webapps/blackboard/content/listContent.jsp?course_id=_140104_1&content_id=_2438603_1&mode=reset

https://www.aacu.org/diversitydemocracy/2015/summer/whitehead



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