Service-Learning Primer Center for Social Concern and Action (COSCA) De La Salle University
Serving to Learn Learning to Serve WHAT IS SERVICE-LEARNING? Service-learning is a “course-based, credit bearing educational experience in which students (a) participate in an organized service activity that meets identified community needs, and (b) reflect on the service activity in such a way as to gain further understanding of course content, a broader appreciation of the discipline, and an enhanced sense of personal values and civic responsibility� (Bringle and Hatcher, 1995, p. 112). Service-learning is a teaching and learning pedagogy that integrates meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility, and strengthen communities (National Service-Learning Clearinghouse, 2005). Service-Learning is Holistic Learning: Content for the Mind
Action for the Body
Service for the Soul
WHY IS SERVICE-LEARNING IMPORTANT? For Lasallians, service-learning is important because: Service-learning deepens community involvement of DLSU students and faculty thus, inspiring them to become more service-driven and socially committed citizens. Service-learning is part of DLSU’s Strategic Direction mandating all academic departments to incorporate service-learning in all its academic programs. It is part of the vision-mission, which states that DLSU as “a leading learnercentered and research university, bridging faith and scholarship, attuned to a sustainable earth, and service of Church and society, especially the poor and marginalized.” Lasallians are called to share their learning and experiences to address community needs and at the same time increase their social engagement experience.
WHAT IS THE PROCESS OF SERVICE-LEARNING IMPLEMENTATION? The Lasallian Reflection Framework (LRF) will serve as guide in implementing a service-learning activity. LRF is anchored on the core values of Faith, Zeal for Service and Communion in Mission. LRF has three important stages:
1. “See-Experience” (“Masid-Danas”) understanding of the situation and the social issues;
2. “Analysis-Reflection” (“Suri-Nilay”) elevating the situation to cognitive level of analysis and critical reflection; and the,
3. “Commitment-Action” (“Taya-Kilos”) engaging the Lasallians into the work-mission where plans are put into action (Lasallian Mission Office, 2011).
Theoretical Inputs and Service-Learning Orientation
MASID-DANAS See-Experience
Community Visit and Interaction
Reflection Analysis, Needs Analysis, Project Identification, and Service Plan Development
SURI-NILAY
Analysis-Reflection
Project Implementation and Output Presentation
Figure 1. Service-Learning Implementation using the Lasallian Reflection Framework
TAYA-KILOS
Commitment-Action
Project Turn-Over and Course Grading
Steps in Service-Learning activity implementation are as follows: Step 1. Faculty conducts classroom sessions wherein students are equipped with necessary knowledge about the course and skills needed in fulfilling their community tasks. It is during the classroom sessions that the students learn the basic concepts and principles of service-learning. Also, this is where the discussion and introduction of community and partner organization happens. Step 2. Students together with the academic faculty, conduct initial an community visit to see and experience the community situation. During the visit, students meet and interact with the members of community and partner organization who will serve as their project partner during their service activity. Step 3. The academic faculty facilitates a processing or reflection activity with his/ her class using the LRF on the things they have seen and experienced in the community.
Step 4. Utilizing their observations and the community’s expressed needs as primary basis, the class, in consultation with the community leaders, will then identify project activities. The class will be tasked to write a service-learning plan proposal which will be approved by the community leaders before implementation. Step 5. In close partnership with the community leaders, the students execute their project proposals which involve actual project implementation activities. Project outputs shall also be presented to the community members. Step 6. Upon completion of community project, this will be turned over to the community partner. Step 7. Academic faculty then gives grade to student’s overall performance and learning experience.
HOW IS SERVICE-LEARNING DIFFERENT FROM SOCIAL ENGAGEMENT? Community engagement is a process by which an individual or an organization participates in meaningful and collaborative relationships with a community to address socio-political-economic cultural issues to develop awareness and critical consciousness towards contributing to social and structural transformation (Section 1.4 DLSU Faculty Manual 2012-2015). Service-learning is just one form of social engagement. Service-learning is a course requirement, while social engagement is a non-academic service activity of faculty members, student organizations or volunteers, and other non-academic personnel of the university participating in a community activity.
WHAT ARE THE TYPES OF SERVICE-LEARNING? There are various types of service-learning activities where you can choose from depending on the course requirement, student’s skills and interest. The following types of service-learning activities may be helpful:
1. Direct Service-Learning: it is a person-to-person, face-to-face projects in which service impacts individuals who receive direct help from students (tutoring, interaction with elderly, arts and crafts with children, peer mediation, training and seminar, etc.).
2. Indirect Service-Learning: projects with benefits to a community as opposed to specific individuals (i.e. coastal clean-up, improvement of school building, resource mobilization, food and clothing drives).
3. Advocacy Service-Learning: working, acting, speaking, writing, teaching, presenting, informing, etc., on projects that encourage action or create awareness on issues of public interest (i.e. promoting reading, peace, care for the environment, local history, violence and drug prevention, disaster preparedness).
4. Research Service-Learning: surveys, studies, evaluations, experiments, data gathering, interviewing, impact assessment, tracer study, etc., to find, compile, and report information on topics in the public interest (i.e. renewable energy, community profiling, water testing, flora and fauna studies, surveys). (Adapted from the Florida Department of Education, 2009. Standards for Service-Learning in Florida: A Guide for Creating and Sustaining Quality Practice)
WHAT ARE THE BENEFITS OF SERVICE-LEARNING? Hatcher, J.A. Ed. (1998) listed the benefits of service-learning among students, community, and the institutions as follows: A. Benefits to Students
B. Benefits to Community
Enriches student learning of course material and “brings books to life and life to books.”
Provides substantial human resources to meet educational, human, safety, and environmental needs of local communities.
Engages students in active learning that demonstrates the relevance and importance of academic work for their life experience and career choices.
Allows the energy and enthusiasm of college students to contribute to meeting needs.
Increases awareness of current societal issues as they relate to areas of interest. Broadens perspectives of diversity issues and enhances critical thinking skills. Improves interpersonal skills that are increasingly viewed as important skills in achieving success in professional and personal spheres.
Fosters an ethic of service and civic participation in students who will be tomorrow’s volunteers and civic leaders. Creates potential for additional partnerships with faculty and increased collaboration with the campus. Provides opportunities to be co-educators.
Develop civic responsibility through active community involvement.
C. Benefits to Faculty Enhances teaching quality. Enhances a faculty member’s professional background for promotion and tenure decisions. Creates new areas for research and scholarship and increases opportunities for professional recognition and reward.
D. Benefits to the Institution Enriches and enlivens teaching and learning. Builds reciprocal partnerships with the local community. Creates new areas for research and scholarship and increases opportunities for professional recognition and reward. Extends campus resources into the community and reinforces the value of the scholarship of engagement. Supports institutional mission. Address external expectations for accreditation of degree programs.
COSCA SERVICE-LEARNING PROGRAM TEAM For more information and request for assistance on Service-Learning, the following staff will be happy to assist you. NAME
POSITION
EMAIL ADDRESS
Marietta “Mei” Guanzon
Service-Learning Program Coordinator
marietta.guanzon@dlsu.edu.ph
Peter Jayson Moredo
Service-Learning Specialist
peter.jayson.moredo@dlsu.edu.ph
Jimi Caldea
Service-Learning Specialist
jimi.caldea@dlsu.edu.ph
Niku Vicente
Service-Learning Specialist
niku.vicente@dlsu.edu.ph
Eliseria Carrido
Office Assistant
eliseria.bautista@dlsu.edu.ph
cosca@dlsu.edu.ph
@DLSUCOSCA
@cosca_official