Resources for Students
1. What will I gain from service-learning?
Many studies indicate that students who participate in community-based learning realize greater educational and learning gains than their peers. Their academic and social self-concept is higher, they tend to be more moral and ethical in their decision-making, their tolerance and empathy for others is improved, their understanding of societal and community issues is broadened, their cognitive and problem-solving skills are more advanced, and their interest in influencing positive social and political change is increased.
From Christine M. Cress, et. al., Learning Through Service: A Student Guidebook for Service-Learning Across the Disciplines (Sterling, VA: Stylus, 2005). p 13.
- The service-learning project can help the student achieve a greater understanding of the course content.
- By learning new skills, and gaining leadership experience, the student can prepare for a future career path.
- Service-learning gives the student experience in solving problems, which is a guaranteed advantage in the workplace.
- Problem solving is also associated with another skill that can be gained through service-learning--that is, decision making.
- In addition to decision making, it is also helpful to learn communication skills during the service-learning project.
- Another advantage of involvement in service-learning projects is diversity training.
- Discovering the needs of community members can begin a very significant period of critical examination for undergraduate students.
- The service-learning project can teach both individual development and group responsibility.
- The experiences in service-learning can give you a great sense of personal satisfaction.
- In addition to a sense of personal fulfillment, you can also grow intellectually and morally.
From Doris M. Hamner, Building Bridges: The Allyn & Bacon Student Guide to Service-Learning (Boston: Allyn & Bacon, 2002): 1-6 passim. [Ramsey Library Reference LC 220.5 .H35 2002]
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2. What are my rights as a student engaged in service-learning?
Pre-Service Checklist of Student Rights
___I have received a description of the work I am expected to perform and have committed to doing that work.
___ I have received or am currently receiving proper training for the work I've committed to doing, or I understand that my training is on-the-job and will be supervised as I go.
___ I understand that I will receive supervision and feedback for the work that I do.
___ I understand the channels of communication through which I should express my concerns about the work I am doing, the ways I am being treated, or breaches of my service plan or other agreements.
___ I understand that I may expect to work in an environment that is reasonably safe and free from sexual and other forms of harassment.
___ I understand that I may not be discriminated against on the basis of race, ethnicity, gender, age, religion, ability, sexual orientation and/or other protections offered by my college/university and/or community partner.
From Christine M. Cress, et. al., Learning Through Service: A Student Guidebook for Service-Learning Across the Disciplines (Sterling, VA: Stylus, 2005). p 31.
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3. What sorts of things can I do in service-learning?
Well . . .
- Create an outreach directory of contacts for the organization
- Gather data and write a report on a topic/need of the group
- Write a public service announcement and distribute it to media outlets
- Develop a fundraising plan and/or help implement such a plan
- Go through appropriate training and become a speaker for the speaker's bureau
- Write an article about the group for publication in an outlet that is important to them
- Investigate the procedure and help the group become incorporated as a tax-exempt 501(c)(3)
- Help link the organization into a coalition of like-minded groups, and create a forum on campus for the organization to disseminate its message
- Work on a publicity campaign for an upcoming activity
- Help organize a prayer vigil, demonstration, or other nonviolent action
- Write a history of the organization or one of its successful campaigns
- Establish a lobbying or advocacy network for the group
- Be a counselor/advocate for an especially problematic client
- Produce a volunteer recruitment packet or training program for the group
- Facilitate the group's use of telecommunications technology (e.g. set up and show how to use e-mail, bulletin boards, or appropriate users' groups)
- Interview the leaders, and/or member to determine their priorities for the group
- Help create/undertake a needs assessment of the client population's priorities
- Be a support person/assistant for a burned-out staff member
- Evaluate a program or initiative of the group and write a report on it
- Produce a documentary of the organization
- Develop a lesson plan for teaching a new topic/issue and compile the necessary background information
- Be a testing agent/auditor for the organization
- Start an oral history of the organization
- Create a phone tree or rapid response network to facilitate communication on time-urgent matters
From Marullo, Community Involvement Seminar Syllabus [1996] quoted from Doris M. Hamner, Building Bridges: The Allyn & Bacon Student Guide to Service-Learning (Boston: Allyn & Bacon, 2002): p. 19
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4. What sort of reflection should follow my service-learning?
Reflection on the experience of service and its meaning is what differentiates service-learning from volunteerism and community service. There are as many ways for students in a class to reflect meaningfully on a service project as there are projects, classes, teachers, students, and service sites. The following very general suggestions should be helpful to teachers in deciding what would best suit their goals for student learning:
Write a paper (for the teacher, the class, the agency served . . .)
Write a case study
Compile a report
Write a computer program, create a website, develop a brochure . . .
Keep a journal/portfolio
Write a guide for future volunteers
Write a plan for future agency projects
Write an evaluation of the program served
Publish a newspaper/magazine/journal article
Do an oral presentation for the agency/the class/a small group
Do (or direct) a presentation, on-site, or for the class
Participate in a whole-class/small group discussion
Discuss an issue with community members
Present ideas on the project to the public (a school board, a United Way review committee)
Give testimony before policy-making bodies
Develop and present a video, film, slide show
5. What are the ethical expectations of the service-learning project?
Service-Learning Code of Ethics
Ethical concerns and dilemmas in service-learning involve multiple constituents. . . . we propose a code of ethics for service-learning involving students, faculty, and administrators. . . .
I. Students
1) Students in service-learning shall behave as professional representatives of the college/university at all times.
2) Students in service-learning shall understand their role and its limitations in the context of the service-learning assignments.
3) Students in service-learning shall adhere to the policies and procedures of the community agency.
4) Students in service-learning shall treat service recipients in a manner consistent with ethical principles.
5) Students in service-learning shall fulfill their service-learning commitment to the agency in accordance with the course requirements.
6) Students in service-learning shall agree to abide by any applicable legal and ethical guidelines.
7) Students in service-learning shall recognize and reflect upon potential challenges to their personal value systems.
8) Students in service-learning shall carefully consider all aspects of the service-learning assignment and consult with faculty members if participation would cause undue distress due to personal circumstances.
II. Faculty
1) Faculty shall match community needs with academic service-learning goals prior to the beginning of the project to ensure that academic and community service goals can be achieved.
2) Faculty shall minimize potential harm to agencies, their constituents, and students.
3) Faculty shall provide community agencies with a plan that includes information about what is expected and required of students and the agency (e.g. accountability, commitment, consistency, and communication).
4) Faculty shall develop course goals consistent with service-learning objectives and communicate to the students, both verbally and in writing, the parameters of the service-learning requirement, including:
a) Academic objectives for the service-learning experience
b) Articulated community benefits
c) Time requirements
d) Students' roles and responsibilities
e) Legal and ethical guidelines on issues such as professionalism, liability, confidentiality, and insurance
f) Responses to emergencies (e.g. threats, weather, and health risks)
g) Expectations for integration into course material and reflection
h) Alternative assignment unless college policy requires service-learning.
5) Faculty shall properly train and inform students of their responsibilities and potential risks prior to the beginning of the service-learning activity.
6) Faculty shall ensure that students understand the diverse characteristics of those with whom they will be working.
7) Faculty shall treat all students in a manner consistent with ethical principles.
8) Faculty shall maintain involvement with community agencies throughout the process and be responsive to changing needs and circumstances.
9) Faculty shall be available to students for consultation or referral for problem solving and conflict resolution.
10) Faculty shall assess the outcomes of this activity for the recipients, the community, and students.
III. Administrators
1) Administrators shall recognize and support opportunities for service-learning as part of a liberal education.
2) Administrators shall provide mechanisms for the institutionalization of civic engagement and resources for service-learning participation and service-related research.
3) Administrators shall be sensitive to and knowledgeable about community needs.
4) Administrators shall make every effort to minimize risky and unsafe locations and circumstances.
5) Administrators shall provide clear guidelines to faculty and students regarding liability and ethical issues.
6) Administrators shall provide faculty with opportunities for training and education in service-learning curriculum infusion.
7) Administrators shall treat all constituents in a manner consistent with ethical principles.
quoted from Andrea Chapdelaine, et. al, Service-Learning Code of Ethics (Bolton, MA: Anker, 2005): pp. 16-19.