Service-Learning PDF

SERVICE LEARNING  Service-learning provides students the opportunity to work with others, gain valuable insights, and acquire different skills. Through varied community projects, they can apply what they have been taught in class by formulating appropriate solutions to the problems they...

SERVICE LEARNING  Service-learning provides students the opportunity to work with others, gain valuable insights, and acquire different skills. Through varied community projects, they can apply what they have been taught in class by formulating appropriate solutions to the problems they encounter in their chosen communities.  The common characteristics of service- learning are as follows: It brings good, substantial, and CHARACTERISTICS practical results for the participants. It promotes cooperation rather than OF SERVICE- competition, wherein the skills associated LEARNING with teamwork and active community involvement developed.  The common characteristics of service- learning are as follows: It gives appropriate rather CHARACTERISTICS than simplified solutions to OF SERVICE- problems that seriously affect LEARNING the community.  The common characteristics of service- learning are as follows: It provides real-life experiences for students CHARACTERISTICS to gain knowledge from a particular community engagement activity rather than OF SERVICE- from a textbook. Service-learning allows the LEARNING students to develop critical thinking by being provided with opportunities and relevant learning that emerge from community issues (Chavez-Yenter, Badham, Hearld, & Budhwani, 2015).  The common characteristics of service- learning are as follows: It gives students a deeper CHARACTERISTICS understanding of concepts and OF SERVICE- real-life situations in the LEARNING community through immediately observable results.  The common characteristics of service- learning are as follows: Through an immediate understanding CHARACTERISTICS of a situation in the community, OF SERVICE- service-learning becomes a more significant experience for students, LEARNING thus, leading to their emotional and social development and cognitive learning.  WHAT SERVICE- LEARNING IS NOT There are various misconceptions in conducting service-learning. In his article, Andrew Furco (1996) explains that service-learning is not defined as follows: 1. An occasional volunteering 2. An additional unit or credit activity. in a degree course as a requirement for graduation.  WHAT SERVICE- LEARNING IS NOT There are various misconceptions in conducting service-learning. In his article, Andrew Furco (1996) explains that service-learning is not defined as follows: 3. Number of hours of 4. Rendering makeup commu.nity service as a community services imposed prerequisite for graduation. by university administrations.  WHAT SERVICE- LEARNING IS NOT There are various misconceptions in conducting service-learning. In his article, Andrew Furco (1996) explains that service-learning is not defined as follows: 5. Applies only to students 6. Beneficial to the students enrolled in tertiary level and the beneficiaries of the community services  The elements of service-learning improved the community services that gained popularity in the academy and the community, which, in turn, have an impact on their development (National Service- Learning Cooperative, 1999). Service learning impacts the dynamic process of the students' personal and social growth in the academy, as well as their cognitive advancement. According to Eyler and Giles (1999), the service-learning model enhances understanding and leads to more effective actions SERVICE- LEARNING THEORY The service-learning theory is based on the idea that experience is the foundation of learning. Experience becomes the basis for learning the different forms of community service (Morton & Troppe, 1996). Service-learning refers to applying theories and classroom learnings to daily experiences, which will result in reflection among the students (Mabry, 1998). Through these different experiences and deeper reflections, the goal of community services to develop skills is achieved in the community services (Eyler, Giles, Stenson, & Gray, 2001).  LEGAL BASES OF SERVICE- LEARNING Service-learning is based on R.A. No. 8292, also known as the' Higher Education Modernization Act of 1997. This law reiterates Section 2(1) of Article XIV of the 1987 Constitution by declaring that it is the policy of the state to "establish, maintain, and support a complete, adequate, and integrated system of education relevant to the needs of the people society." This policy can be attained through the trilogy of functions-academics (teaching-learning), research, and extension (community service) - of HEls and their keeping in mind of their legal responsibility to act as effective agents of change and development. HELS ON SERVICE- LEARNING One of the trifocal functions of a university is community extension. According to Tariman (2007), its duty to the youth is to make them literate and functional so they can make good decisions regarding the problems affecting their health, families, and duties and responsibilities to the community. Students should be provided with opportunities for cooperative undertakings that affect the welfare of the entire community, so they can develop into young men and women who look upon their own interests in terms of the welfare of others.  Benefits of Service-Learning Service-learning has potential benefits to students, faculty members, and communities. Increase their Gain firsthand Question or defend understanding of the experience (possibly values and beliefs topics discussed in leading to a future class internship or job)  Benefits of Service-Learning Service-learning has potential benefits to students, faculty members, and communities. Have the Develop critical Increase their opportunity to act thinking and problem- knowledge of on values and beliefs solving skills diverse cultures and communities  Benefits of Service-Learning Service-learning has potential benefits to students, faculty members, and communities. Learn more about Improve their ability Be open to change social issues and to handle difficult and become more their causes situations flexible  Benefits of Service-Learning Service-learning has potential benefits to students, faculty members, and communities. Develop or enhance their Test out the skills, Connect with skills, especially in the areas interests, and values professionals and required in a potential community members who of communication, career path, and learn will also learn from the collaboration, and service-learning program more about their fields of leadership (SLP) interest Benefits of Service-Learning Service-learning has potential benefits to students, faculty members, and communities. Grow a professional Be encouraged in network of people that joining public service they can contact later or social for career growth organizations  There are several personal and professional benefits that faculty members can derive from integrating service-learning into the courses they handle. Their decision to teach service-learning classes can help them to: Promote interactive teaching Provide new concepts and as well as reciprocal learning subjects that will enrich their between them and their classes students  There are several personal and professional benefits that faculty members can derive from integrating service-learning into the courses they handle. Their decision to teach service-learning classes can help them to: Open up new areas of concern Motivate their students to for research engage in active learning and be exposed to varied teaching styles  There are several personal and professional benefits that faculty members can derive from integrating service-learning into the courses they handle. Their decision to teach service-learning classes can help them to: Enable their students to learn Increase enrollment by giving more and further develop the proper motivation to highly themselves engaged and active students  There are several personal and professional benefits that faculty members can derive from integrating service-learning into the courses they handle. Their decision to teach service-learning classes can help them to: Enhance the leadership Expose their students to potential of their students networking activities with active faculty members in other disciplines  There are several personal and professional benefits that faculty members can derive from integrating service-learning into the courses they handle. Their decision to teach service-learning classes can help them to: Promote quality relationships Offer first hand information, between them and the concepts, and opportunities members of the community or for community involvement the institution that facilitates that will help them understand collaborative endeavors and resolve issue  COMMUNITY PARTNERS INVOLVED IN SERVICE- LEARNING CAN: 1. Receive additional human resource assistance that can expedite the achievement of organizational goals. 2. Inspire a higher level of enthusiasm, perspective, and energy. 3. Improve the organization's pool of volunteers, as students engaged in service-learning will boost their own morale, thus, prompting them to share their experiences with their classmates and friends. 4. Enhance public awareness regarding significant issues confronting the community. 5. Ensure future support for the organization. 6. Clarify the right information with the learner on community issues and problems. 7. Prepare the youth of today, particularly students, to become tomorrow's responsible community leaders. 8. Establish strong networks with partners in other organizations and agencies. 9. Gain access to other resources of the university, and strengthen collaborative ties with its faculty. members, students,and staff 1. ASSESS THE COMMUNITY RESOURCES. After selecting a project, the available resources of the community must be assessed or evaluated. This includes looking into opportunities to establish partnerships with the local leaders, out-of-school youth, businessmen, women leaders, and youth leaders regarding community issues and problems. 2. ESTABLISH PARTNERSHIPS AND LINKAGES. Establishing partnerships with different service- oriented organizations is necessary to make the delivery of community services more effective. Maintaining and improving existing affiliations and developing potential partnerships are important in ensuring that an organization's needs and limitations can be met and worked on. 3. INDICATE THE SPECIFIC LEARNING OBJECTIVES IN THE SYLLABUS. Specific learning objectives should be clearly stated in the syllabus. The objectives must be a dominant component that can be easily identified in the SLP organized by community-based organizations. Assessment tools should be devised and used to evaluate student performance with regard to the application of the subject. The service outcomes may differ from what is initially expected. 4. INITIALLY PLAN ACCORDING TO THE CHOSEN PROGRAM. In selecting the program, the initial stage of planning is of utmost importance. Planning should be done according to the expected goals. Identify the human, financial, physical, and intellectual resources needed, including the additional student leaders who can provide assistance, in executing and coordinating the different activities that are prepared for the community. 5. PLAN THE DETAILS OF THE PROGRAM Prepare the program with all the important things in mind such as the rationale, timeline, budget, and list of assignments. The partners must be involved in this process. The community project must have the following components: a thorough plan; a schedule or time frame; a benchmark; a budget evaluation and assessment; and tools and processes to identify, document, and address problems and issues that can potentially take place. 6. LOOK FOR FUNDS. It is necessary to look for adequate funding sources such as tie-ups with local businessmen, national corporations, faith- based organizations, NGOs, government agencies, and other local community organizations. 7. IMPLEMENT AND MANAGE THE PROGRAM. The plan of action must be properly implemented. The right intervals for assessment must be set, and the partners must be involved in the process. This, in turn, will enhance the program. 8. ORGANIZE REFLECTION ACTIVITIES. Carefully design activities that give students the chance to better understand community service. Through this, the students' knowledge and perceptions will be continuously reinforced. Students must be permitted to record all their experiences, including their assignments, in a journal. This also helps in further improving the program. 9. ASSESS AND EVALUATE THE PROGRAM. It is imperative to include the active involvement of the community or institution in assessing community service outcomes. The active participation of individual students and organizations in the SLP must also be properly documented. This signals the readiness for future community projects. 10. CELEBRATE THE ACHIEVEMENT Appreciating and recognizing the students' active involvement in community projects will develop their lifelong interest in service involvement. Student names can be posted in bulletin boards. The presence or attendance of community leaders in recognition programs is necessary for inspiring students and other active participants to join future community projects. GUIDELINES AND PROCEDURES A. Preparatory Stage Faculty members interested in conducting service-learning must see to it that the SLP is indicated in the syllabus. 1. Both students and faculty members are responsible for the selection of the community or institution. However, institutions or communities with already existing memorandums of agreement with the school or university are the most appropriate choices. GUIDELINES AND PROCEDURES A. Preparatory Stage Faculty members interested in conducting service-learning must see to it that the SLP is indicated in the syllabus. 2. The faculty member must submit a letter of intent to the college dean, through the chairman or the head of the SLP. The letter should come with the program or activity design indicating the rationale, objectives, time frame, evaluation process (rubrics and reflection papers), and schedule of activities. GUIDELINES AND PROCEDURES A. Preparatory Stage Faculty members interested in conducting service-learning must see to it that the SLP is indicated in the syllabus. 3. The faculty member will write a letter of intent and request for permission to conduct an SLP on the selected community or institution. The letter must be noted by the dean through the program coordinator or head. GUIDELINES AND PROCEDURES A. Preparatory Stage Faculty members interested in conducting service-learning must see to it that the SLP is indicated in the syllabus. 4. The students who will join the SLP must secure a waiver from the Office of Student Affairs (OSA), which is to be signed by their parents or guardians. The faculty member will collect the waivers a day before the actual activity. Students without signed waivers will not be allowed to join the SLP. GUIDELINES AND PROCEDURES A. Preparatory Stage Faculty members interested in conducting service-learning must see to it that the SLP is indicated in the syllabus. 5. The faculty member must conduct a classroom briefing about the program and activities before the implementation GUIDELINES AND PROCEDURES B. Implementation Stage 1. The students and the supervising faculty member of the SLP are required to wear the prescribed school identification card (ID) and college shirt, and observe proper decorum while in the community or institution. Smoking and engaging in other vices while in the community or institution, whether before, during, or atter the SLP, are strictly prohibited for both faculty members and students. GUIDELINES AND PROCEDURES B. Implementation Stage 2. The students and faculty member included in the SLP shall cover their respective transportation, communication, and meal expenses during the period. Other logistical requirements shall be based on those indicated in the activity design approved by the college dean. GUIDELINES AND PROCEDURES B. Implementation Stage 3. The faculty member or the assigned group leaders shall take responsibility for all forms of communication and coordination with the partner community or institution in relation to the SLP. They are also in charge of ensuring the safety and security of the students while in the community. GUIDELINES AND PROCEDURES B. Implementation Stage 4. The college dean or the head of the program will conduct spot monitoring or follow-ups of students involved in the SLP to determine the actual and current status of the program. GUIDELINES AND PROCEDURES C. Post-activity Evaluation Stage 1. The students must submit a narrative report with pictorial documentation and a reflection paper to the faculty member. The report must be hardbound, must follow the required format, and be submitted 15 days after the SLP activity. GUIDELINES AND PROCEDURES C. Post-activity Evaluation Stage 2. The faculty member will evaluate the students' narrative reports using an assessment tool or rubrics designed for the activity. There are two evaluation results to be combined and then divided into two (Nugroho, 2010). The SLP activity constitutes ten percent (10%) of the computed grade for the term for every subject with an SLP. GUIDELINES AND PROCEDURES C. Post-activity Evaluation Stage 3. The college or university, through the chairman or head of the program, must conduct an exit conference with the community or institution beneficiaries and leaders to assess the SLP implemented. GUIDELINES AND PROCEDURES C. Post-activity Evaluation Stage 4. A certificate of SLP completion shall be issued by the college or university upon the written request of the faculty member in charge. GUIDELINES AND PROCEDURES C. Post-activity Evaluation Stage 5. The college or university shall issue a certificate of appreciation to the cooperating community or institution upon the completion of the SLP activities. THANK YOU!