NSTP 2 Chapter 2: Service-Learning PDF

NSTP 2 Chapter 2 SERVICE-LEARNING LEARNING OUTCOMES At the end of this chapter, the learners should be able to: 1. justify how service-learning leads to effective community intervention and active participation; 2. determine the strategies applied or adopted in community service and interv...

NSTP 2 Chapter 2 SERVICE-LEARNING LEARNING OUTCOMES At the end of this chapter, the learners should be able to: 1. justify how service-learning leads to effective community intervention and active participation; 2. determine the strategies applied or adopted in community service and interventions; and 3. formulate programs or campaigns that reinforce service-learning and community involvement. 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. As enrollees of NSTP-CWTS 2, students can use the insights they gain in the classroom and provide solutions to real-life problems in the community. They become bona fide members of their assigned communities as they render services and perform acts, such as the following: 1. Students can analyze the effects of natural disasters and use a kit to gather important items during disaster preparation. Elementary students can design and distribute these kits to the members of the community. 2. High school students can closely monitor the effects of poor nutrition and lack of exercise of certain individuals by organizing health-related activities, concocting nutritious recipes, and putting up fruit and vegetable stands in schools in the community. 3. Biology majors can study the complexity and diversity of wetlands to eliminate invasive aquatic species. Streams can also be monitored, and the results may be presented to the class. 4.University students can help struggling local nonprofit organizations cope with difficult economic conditions. Students who are enrolled in communication-related courses can provide varied public relations services with community partners, develop press kits, and provide assistance in holding events. Characteristics of Service-Learning The common characteristics of service-learning are as follows: 1. It brings good, substantial, and practical results for the participants. 2. It promotes cooperation rather than competition, wherein the skills associated with teamwork and active community involvement are developed. 3. It gives appropriate rather than simplified solutions to problems that seriously affect the community. Characteristics of Service-Learning 4. It provides real-life experiences for students to gain knowledge from a particular community engagement activity rather than from a textbook. Service-learning allows the students to develop critical thinking by being provided with opportunities and relevant learning that emerge from community issues (Chavez-Yenter, Badham, Hearld, & Budhwani, 2015). 5. It gives students a deeper understanding of concepts and real-life situations in the community through immediately observable results. 6. Through an immediate understanding of a situation in the community, service-learning becomes a more significant experience for students, 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 activity 2. An additional unit or credit in a degree course as a requirement for graduation 3. Number of hours of community service as a prerequisite for graduation 4. Rendering makeup community services imposed by university administrations 5. Applies only to students enrolled in tertiary level 6. Beneficial to the students and the beneficiaries of the community services What Service-Learning Is NOT The elements of service-learning improved the community services that gained popularity in the academe 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 academe, as well as their cognitive advancement. According to Eyler and Giles (1999), the service-learning model enhances understanding and leads to more effective action. 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 HEIs 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. Students in service-learning classes can benefit academically, professionally, and personally. Through service-learning, they can achieve the following: 1. Increase their understanding of the topics discussed in class 2. Gain firsthand experience (possibly leading to a future internship or job) 3. Question or defend values and beliefs 4. Have the opportunity to act on values and beliefs 5. Develop critical thinking and problem-solving skills 6. Increase their knowledge of diverse cultures and communities 7. Learn more about social issues and their causes Benefits of Service-Learning 8. Improve their ability to handle difficult situations 9. Be open to change and become more flexible 10. Develop or enhance their skills, especially in the areas of communication, collaboration, and leadership 11. Test out the skills, interests, and values required in a potential career path, and learn more about their fields of interest 12. Connect with professionals and community members who will also learn from the service-learning program (SLP) 13. Grow a professional network of people that they can contact later for career growth 14. Be encouraged in joining public service or social organizations Benefits of Service-Learning 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: 1. Promote interactive teaching as well as reciprocal learning between them and their students 2. Provide new concepts and subjects that will enrich their classes 3. Open up new areas of concern for research 4. Motivate their students to engage in active learning and be exposed to varied teaching styles Benefits of Service-Learning 5. Enable their students to learn more and further develop themselves 6. Increase enrollment by giving the proper motivation to highly engaged and active students 7. Enhance the leadership potential of their students 8. Expose their students to networking activities with active faculty members in other disciplines 9. Promote quality relationships between them and the members of the community or the institution that facilitates collaborative endeavors 10. Offer firsthand information, concepts, and opportunities for community involvement that will help them understand and resolve issues Benefits of Service-Learning 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 Benefits of Service-Learning 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 Benefits of Service-Learning The following are significant and helpful steps in effectively implementing service-learning: 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. Benefits of Service-Learning 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. Benefits of Service-Learning 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. Benefits of Service-Learning 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 Benefits of Service-Learning 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. 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 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. 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. 5. The faculty member must conduct a classroom briefing about the program and activities before the implementation of the SLP. 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 after the SLP, are strictly prohibited for both faculty members and students. 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 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. 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. 5. In case the faculty member in charge of the SLP will be absent, he or she must inform and ask permission from the college dean to find a substitute faculty member to supervise the students. Any SLP activity without the supervision of an assigned faculty member shall be considered unofficial. 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. 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 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. 4. A certificate of SLP completion shall be issued by the college or university upon the written request of the faculty member in charge. 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