3. Explain the definition, theoretical basis and key
components of service learning
Describe the importance of the partnership in service
learning
Describe the impact of service learning on students,
educators, the community and the educational
institution
5. A form of experiential education:
◦ Is developed, implemented, and evaluated in alliance with
community
◦ Responds to community-identified concerns
◦ Attempts to balance service and learning
◦ Enhances curriculum by extending learning
Allows application to real-world situations
◦ Provides opportunities for critical reflection (Connors, Kirk
Henry, & Seifer, 2000).
6. A structured learning experience Service-learning:
combining community service
with explicit learning objectives, ◦ Offers a balance between service
preparation, and reflection. and learning objectives
Students involved in service- ◦ Places an emphasis on reciprocal
learning are expected to provide learning
direct community service along ◦ Increases an understanding of the
with learning about the context
in which the service is provided. content in which clinical and/or
Emphasis is placed on the service work occurs
connection between the service, ◦ Focuses on the development of
the academic coursework, and civic skills
students’ roles as citizens. ◦ Addresses community identified
concerns
Adapted from Community-Campus ◦ Involves community in the
Partnerships for Health. service-learning design and
implementation
7. Operationalizes liberal education
Involves students in community to provide service
◦ Determined by community
◦ Connected to learning objectives
Students gain understanding of people in community
◦ As experts in knowledge
Problems and assets belong to them (Bradshaw,
M.J. & Lowenstein, A.J., 2011)
8. Develop relationships
Assess assets and needs
Choosing partners
Developing principle-
centered, ethical
partnerships
Incorporating partnerships
(Rieke, E., Seifer, S., &
Connors, K. 2000).
Community Partners
9. The following case study focuses on key themes that
support positive and effective community-campus
partnerships that involve service-learning. The theme
presented focuses on finding common ground,
negotiating roles, responsibilities and authority, and
establishing effective planning processes within a
partnership planning group.
10. A community-campus partnership had been established between
an immigrant advocacy group in a neighborhood with a high
prevalence of non-English speaking residents and a political
science department at a nearby university. The nature of the
partnership had been developed through several collaborative
projects. Several political science faculty have been doing
community outreach work in this neighborhood in alliance with
the community partner. As part of one partnership activity, the
faculty members and the community partners recognized that
immigrants were being excluded from county health services
because of the lack of Spanish speaking health care providers
and interpreters. The immigrant advocacy group drafted a survey
to assess the extent of the problem among its clients with the aim
of engaging political science students in a service-learning
course to help administer and analyze it.
11. After reviewing the survey, the political science students
presented it to a faculty advisor and noted some concerns about
bias in the survey. Suggestions for modification of the survey
were outlined and presented to the community group. The
suggestions for modification were rejected by the immigrant
advocacy group. The community group then announced that
they only wanted information they could use to sue the local
hospital. They wanted the students to collect this information for
them exclusively for the purposes of filing the lawsuit.
The students and faculty felt that they were put in a compromised
position and withdrew from this particular project. The
community group then complained that the “campus” was not
living up to its end of the bargain.
From: Faculty Toolkit for Service-Learning in Higher Education
12. In this scenario, what could have been done that would have
avoided or reduced the impact of conflict between the two
partners?
How would you address this conflict? Would you find
ways to resolve the conflict and preserve the relationship, or
would you work with a new community partner?
What key lessons in this scenario can be applied to your
own partnership?
How might you improve the effectiveness of your
partnership based on this scenario?
From: Faculty Toolkit for Service-Learning in Higher
Education
13.
14.
15.
16. Transformational learning experiences
◦ Clarification of values, sense of self
Taken more seriously when it’s required
Greater gains when non-clinical:
◦ Awareness of determinants of health
◦ Sensitivity to diversity (Hunt, R., 2007).
◦ Knowledge of health policy issues
◦ Leadership development
17. Develops critical thinking skills (Sedlak, C.A.,
Doheny, M.O., Panthofer, N. & Anaya, E., 2003).
18. Primary motivators
◦ Personal values
◦ Belief in improvement of overall learning
Enhanced relationships
◦ Students
◦ Community
Increased understanding of community issues
New directions and confidence in teaching
19. Service, economic and social benefits
Increased awareness of institutional assets/limitations
High value placed on relationship with faculty
Eager to be seen as teachers and experts
(Community-Campus Partnerships for Health).
20. Enables college to serve the community as partners
Provides experiential learning setting in the
community
Applies educational process to solve human problems
and concerns
Provides a transition from school to work for students
Improves college and community relations
21.
22. Clear vision, definitions,
goals, resources, outcomes
Resistance to change
Rigid and over-loaded
curriculum
Lack of roles and rewards
for innovation
Accepting implications of
true partnerships
Culture of needs-based and
expert approaches
Challenges of SL Accept the Challenge!
23.
24. “Teacher as facilitator of learning”
Teachers should have an interest in the subject and be
able to explain it to others
Concern and respect for students and student learning
Provide appropriate assessment and feedback
Clear goals and intellectual challenge
Learners should have independence, control an active
engagement
Teachers should be prepared to learn from students
25.
26. Suitable for:
◦ Any student level
◦ Any program
Key elements
◦ Diversity
◦ Cultural
understanding
27.
28. Academic credit is for learning, not for service.
Do not compromise academic rigor.
Set learning goals for students.
Establish criteria for the selection of community
service placements.
Provide educationally sound mechanisms to harvest
the community learning.
Provide support for students to learn how to harvest
the community learning.
29. Minimize the distinction between the
student‘s community learning role and the
classroom learning role.
Rethink the faculty institutional role.
Be prepared for uncertainty and variation in
student learning outcomes.
Maximize the community responsibility
orientation of the course. (Rieke, E., Seifer,
S., & Connors, K. 2000).
31. Primary stimuli Primary stimuli
◦ Readings ◦ Varies
◦ Lectures Site
◦ Assignments Student
Traditional Service Learning
32.
33. Powerful pedagogy
Contributes to competencies needed
Benefits students, faculty, community, institution
Community can be effective educators
34. 1. What are some ways 4. Why is the
in which Service partnership between the
Learning can be or is used community and the
in a Nursing Program? institution a critical factor
2. What are the in maintaining Service
advantages of using Learning?
Service Learning as a 5. How is Service
teaching strategy? Learning different from
3. How does Service traditional teaching
Learning affect critical methods?
thinking?
35. Gelmon, S., Holland, B., & Shinnamon,
Community-Campus Partnerships for A. (1998). Health Professions Schools in
Health. (2012, August 3). Retrieved Service to the Nation: Final Evaluation
from ccph: Report. Retrieved from Community-
http://depts.washington.edu/ccph/index.h Campus Partnerships for Health:
tml. http://www.ccph.info.
Bradshaw, M.J., & Lowenstein, A.J. Davis, B.G. (2009). Tools for Teaching
(2011). Innovative teaching strategies (2nd ed.). San Francisco: Jossey-Bass.
in nursing and related health professions
(5th ed.). Sudbury: Jones and Bartlett Hunt, J.M., Bonham, C.M., & Jones,
Publishers. L.M. (2011). Understanding the goals of
service learning and community-based
Connors, K., Kirk Henry, J., & Seifer, S. medical education: A systematic review.
(2000). Improving the preparation of Academic Medicine, 86 (2), 246-251.
nursing professionals through
community-campus partnerships. In M. Hunt, R.P. (2007). Service-learning: An
Gott, Nursing Practice, Policy and eye opening experience that provokes
Change. Radcliffe Medical Press. emotion and challenges stereotypes.
Journal of Nursing Education, 46(6),
277-281.
36. Jacoby, B., & Associates, a. Sedlak, C., Doheny, J., Panthofer,
(1996). Service Learning in N., & Anaya, E. (2003). Critical
Higher Education: Concepts and thinking in students’ service-
Practices. San Francisco: learning experiences. College
Jossey-Bass. Teaching, 51(3), 99-103.
Rieke, E., Seifer, S., & Connors, Seifer, S., (1998). Service-
K. (2000). Service-Learning in learning: Community-campus
Health Professions Education: A partnerships for health
Syllabi Guide. Volume 1. professions education. Academic
Retrieved from Community- Medicine, 73, 273-277.
Campus Partnerships for Health:
http://ccph.info.
Notas do Editor
Service Learning is a form of learning which can be implemented in all areas of study in a college or university.
According to the AACC in 1996, from both practical and philosophical viewpoints, service-learning is a teaching and learning experience that defines itself for everyone who takes part in a service-learning program. The response and reflection of participating students, faculty, and community members form their individual definitions. That will be the touchstone for the enduring meaning of service-learning in education.
“Service-learning is a unique opportunity for students to get involved with their communities in a tangible way through the integration of service projects with classroom learning. Through this process students become engaged in the educational process and are able to apply what they learn in the classroom to problems in the real world as actively contributing citizens. “
Community based service-learning is a multi-faceted teaching and learning strategy and a nationally recognized model with a unique opportunity for collaboration between faculty, students, community partners, and administrators. It is a natural bridge between curricular and experiential learning activities
Community partners provide their expertise, time and energy to the program as they construct opportunities for students to assist in meeting identified community needs. The relevance of these placements is determined in meetings and communications between educators and site supervisors. Site development is a continual part of the effectiveness of service learning. The goal is to provide faculty and students with a diverse list of relevant and stimulating sites while also taking the needs of the community into account. By involvement with community based organizations relevant resources are gathered to develop meaningful course based service opportunities.
Service learning is a type of experiential education. The Kolb model describes the key stages that service-learners will cycle through in their educational processes: 1) concrete experiences, 2) reflective observation, 3) abstract conceptualization, and 4) active experimentation.
Sedlak, Doheny, Panthofer, & Anaya (2003), found in their study that the experience fostered self-confidence, self-esteem, and self-reflection. “ Service-learning places the role of the nurse in a broader context, where the power of nursing presence and advocacy can be fully appreciated. A concern for civic responsibility is newly ignited as opportunities to develop citizenship skills to achieve social change are recognized.”
Because of its connection to content acquisition and student development, service-learning inspires educational institutions to build strong partnerships with community based organizations. Whatever the setting, the core element of service-learning is that it is a beneficial experience for both the providers and recipients
Lack of time is a major potential problem, as teaching in and facilitating a service learning course takes time. Time is also required to form partnerships, prepare students and involve partners in the design and implementation of the course. Lack of involvement of community partners in design and implementation of the service-learning projects can be another potential problem. Clear and open communication can remedy this problem. Regular contact between faculty and the service learning preceptor is necessary in order to deal with issues early. (Bradshaw, M.J. & Lowenstein, A.J., 2011).
‘Teacher as facilitator of learning’ in which teachers guide learners towards resources and sources of knowledge just as much as being the sources of knowledge themselves.
Service-learning can enhance academic learning and have a significant impact on the community if it is done well. Faculty need to guide students so that the work they perform in the community enhances learning of course content.
This diversity of discussions will enable all students to be exposed to higher level thinking skills and in turn increase their critical thinking abilities.
“Service-learning can provide students with “transformational learning experiences.” It increases community understanding among faculty and can bring new directions and confidence to the teaching and scholarly pursuits of the faculty involved. For community partners, participation in service-learning can contribute to economic, operational, and social benefits” (Community-Campus Partnerships for Health).