E-Service Learning: A Practical Guide for Lasallians, 2021

E-SERVICE LEARNING A Practical Guide For Lasallians De La Salle University Center for Social Concern and Action Service-Learning Program March 2021

E-Service-Learning: A Practical Guide for Lasallians

ACKNOWLEDGEMENTS The Center for Social Concern and Action (COSCA) – Service-Learning Program team wish to thank the community partners and organizations who participated in the online service-learning activities through the coordination of the COSCA – Partnership and Network Development team, and to all the students who took courses with service-learning and e-service-learning component. A heartfelt thanks too to Br. Bernard S. Oca FSC, DLSU President and Chancellor, and Ms. Fritzie Ian De Vera, DLSU Vice President for Lasallian Mission, for their relentless guidance and support. Most especially to the members of the Technical Working Group (TWG), composed of DLSU faculty and staff, who generously contributed their time, resources, and knowledge in the development of this guide. TWG Members and Contributors:

Dr. Marlon Era – Behavioral Sciences Department, College of Liberal Arts, DLSU Dr. Faith Marie Lagua – Chemistry Department, College of Science, DLSU Ms. Maricel Balatbat – Management and Organization Department, College of Business, DLSU Neil Oliver Penullar – Center for Social Concern and Action, DLSU Marietta Guanzon – Center for Social Concern and Action, DLSU Niku Vicente – Center for Social Concern and Action, DLSU Peter Jayson Moredo – Center for Social Concern and Action, DLSU Jimi Caldea – Center for Social Concern and Action, DLSU

Main Author: Marietta Guanzon Technical Editor: Edna Miraflores Layout and Design: Charlene Mae Lin

E-Service-Learning: A Practical Guide for Lasallians

TABLE OF CONTENTS Introduction

Background and Rationale Purpose Content and Organization

4 5 5

1: From Service-Learning to E-Service-Learning

7 What is Service-Learning? 8 Why is Service-Learning Important to DLSU? 8 What is E-Service-Learning? 9 An Emerging E-Service-Learning Typology Best Practices of E-Service-Learning 11 13 Advantages and Disadvantages of E-Service-Learning

2: Steps in E-Service-Learning Syllabus Integration

Step 1: Selecting and Knowing Your Partner Organization/Community Step 2: Review and Design Course Syllabus with E-Service-Learning Step 3: E-Service-Learning Implementation Process Step 4. Evaluating E-Service Learning Experience

15 16 20 23

3: Tools and Strategies Understanding the Community Situation First Interactive Virtual Activities Class Management Strategies

Annexes Annex A: Project Proposal Template Annex B: Reflection Rubric Annex C: Student Evaluation of e-Service-Learning (e-SL) Experience Annex D: Data Privacy on Online Learning Annex E: Partner Selection Process and Criteria Annex F: Template For Memorandum Of Agreement With Partner Organization

24 25 25 27

28 29 30 31 34 35 36

Introduction

BACKGROUND AND RATIONALE The spread of the coronavirus (COVID-19) has resulted in a pandemic affecting our health, our economy, environment, education, and every aspect of our daily lives. In an effort to contain the spread of COVID-19, governments around the world have temporarily closed various institutions like restaurants, commercial establishments, hotel, public transportation and educational institutions. The unprecedented lockdown of schools in the Philippines has forced to adapt a flexible learning method. The Commission on Higher Education (CHED) issued Memorandum Order 4, series of 2020 which provides the Guidelines on the Implementation of Flexible Learning. The Memorandum contains general guidelines on the implementation of flexible learning and teaching options, approaches, strategies, systems, pedagogies, and modalities in higher education program. The implementation of a flexible learning mode shall be adopted beginning AY 2020-2021. Flexible Learning (FL) is a pedagogical approach allowing for flexibility of time, place, and audience, including but not solely focused on the use of technologies (Cassidy et al., 2016). In De La Salle University, remote learning is the response to the restriction on movement brought about by the pandemic. It is facilitated by a learning management system (LMS) that is accessed through the internet (Roleda, 2020). Various online communication platforms and tools used such as Canvas (Animospace), Zoom application, electronic mail, Facebook, and other platforms. Furthermore, the learning process is maintained through synchronous and asynchronous learning methods. In these online learning formats, the use of technologies such as smartphones, computers, tablets, and the internet are paramount. In this most challenging time of the COVID-19 pandemic, the University remains driven by its Vision-Mission commitments to learner-centeredness, research, the bridging of faith and scholarship, sustainability, and service to Church and society. To achieve this, the 2020-2023 University Strategic Plan was developed which covers a one-year coping period during which the University shall ensure the continuity of its Mission, support our partners, and redesign our study, work, and community life. The remaining two years of the Plan shall see the University transition out of both the pandemic and the K-12 Lean Years. Under the Accompaniment Strategy, DLSU commits across all levels and campuses a Lasallian COVID-generation education that will emphasize faculty-student interaction, practical assessment, and comprehensive support. Given this, the Service-Learning Program (SLP) of the Center for Social Concern and Action (COSCA) introduced the electronic-service-learning or e-SL to pursue social engagement with partner communities alongside classroom learning. The Electronic Service-Learning (e-SL), according to Waldner et al. (2012), occurs when the instructional component, the service component, or both are conducted online. One of the initiatives to achieve e-SL is to organize technical working groups to formulate guidelines for online service-learning. Service-Learning (SL) is a teaching and learning pedagogy in which students engage with partner communities. Such engagements will enable the students to address the partner communities’ needs, reflect on their own SL experience, and at the same time promote civic engagement. In the new normal, the conventional face-to-face service learning has transitioned into online service-learning. Since e-SL creates borderless connections with the people from the community through its online mode, e-SL can be applied as well in the post-pandemic period as a viable and creative option especially in remote and inaccessible communities.

Introduction

PURPOSE Electronic SL is something new to DLSU and has never been done by any faculty member. Because of the COVID-19 pandemic, e-SL serves as the response to continue with students’ social engagement and sustain social connections despite the imposition of physical distancing. To assist the faculty members, SL practitioners, administrators, students, and community partners in adapting e-SL, the SLP team has developed this E-Service-Learning: A Practical Guide for Lasallians. Specifically, this Guide provides information, tools, and resources on how to use e-SL as a pedagogy in teaching courses with a servicelearning component in the new normal. It also provides some helpful tips that will lead the users of this Guide to initiate and conduct purely online learning and purely online service. The TWG was composed of Faculty Members from the different Colleges of DLSU to provide technical assistance in the crafting of the Service-Learning Practical Guidelines using their actual teaching experiences of e-SL courses. This Practical Guidelines was a product of a series of consultation and validation with the different stakeholders of SL.

CONTENT ORGANIZATION This Guide is divided into three parts:

From Service-Learning to E-Service-Learning

Steps in e-Service-Learning Implementation

Tools and Strategies in E-Service-Learning

The first part defines service-learning, electronic Service-Learning (e-SL), e-SL typologies, and bestpractices in e-SL. The second part enumerates the steps in conducting e-SL. The last part provides helpful tools and strategies in the conduct of e-SL.

From Service-Learning to E-Service-Learning

WHAT IS SERVICE-LEARNING? Service-learning gained prominence within American higher education during the 1990s (Bringle & Hatcher, 2005) and had corresponding growth in other parts of the world. Most literature agree that SL has its roots in the educational philosophy of John Dewey. Dewey’s progressive education includes socially engaging learning experiences that are developmentally appropriate for young children (Dewey, 1938 cited in Williams, 2017). Dewey believe that schools and classrooms should represent real-life situations, allowing children to participate in learning activities interchangeably and have flexibility in a variety of social settings (Dewey, 1938; Gutek, 2014 cited in Williams, 2017). Dewey’s experimentalism on the principles of experience, inquiry, and reflection are the key elements of a theory of knowledge in service-learning (Giles and Eyler, 1994). As a teaching and learning pedagogy, service-learning is a curricular form of engagement where students link active service with learning outcomes. At the same time, this curricular engagement enhances the students’ civic education. Bringle and Hatcher (1995) defined Service-Learning as 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 (p.113).

In literature, SL has been described as an experience, a pedagogical concept, pedagogy, learning technique, philosophical concept and, a social movement (Butin, 2010; Moore & Lan, 2009; Jacoby et al., 1996; Eyler & Giles, 1999; Bringle & Hatcher, 1995; Tapia & Marta, 2003; Cohen & Kinsey 1994 cited in Cassidy et al. 2016).

Important Service-learning works best when it is designed to advance the objectives of a course and helps students learn course content. If service is merely an add-on, it degrades the academic integrity of the course (Enos and Troppe, 1996). According to the National Commission on Service-Learning, Minnesota, USA (2002), school-based service-learning is:

A method of teaching that combines community service with curriculum-based learning Linked to academic content and standards About students helping to determine and meet real, defined community needs Reciprocal in nature, benefiting both the community and the student An effective way to encourage and foster active citizenship as a part of public education An approach to teaching and learning that can be used in any curriculum area as long as it is appropriate to the learning goals For all ages, even the youngest child

School-based service-learning is not...

A volunteer or community service program with no ties to academics An “add-on” to the existing curriculum Logging a certain number of service hours to graduate One-sided – benefiting either the students or the community Compensatory service assigned as a form of punishment by the courts or school administrators Only for high school and college students

From Service-Learning to E-Service-Learning

WHY IS SERVICE-LEARNING IMPORTANT TO DLSU? Based on the Lasallian Guiding Principles of the Philippine Lasallian Family (2009), Lasallian education is a mission and ministry at the service of God, the Church, and society, and directed towards integral human and Christian development and liberation. Guided by these principles, Lasallian schools are educational communities where all sectors participate in the Church’s mission and are committed to easing the plight of the vulnerable and marginalized sectors of Philippine society; are committed to assuring the integral human and Christian development of learners in all their uniqueness and diversity (Lasalle Provincialate, 2009). One form of education strategy to realize these principles is through SL. Service-learning is part of the educational vision-mission of DLSU. It aspires to be “a leading learner-centered and research University bridging faith and scholarship, attuned to a sustainable Earth, and in the service of Church and society, especially the poor and marginalized”. DLSU incorporates SL in its strategic plans where all academic programs are required to have SL, at all levels. It is embedded and has become an integral part of DLSU’s education system as reflected in its teaching, research, and social engagement. Based on COSCA-SLP experience, students who took courses with a SL component, reveal showed compelling evidence of its benefits such as enhancement of their interpersonal communication, coordination, planning, teamwork, and management skills. The community partners, on the other hand, benefited from the service projects proposed for implementation. More importantly, the community members value the relationship that was built with the students because of their social involvement.

Important Service-learning may not be easily integrated in any course but can be used in any discipline.

WHAT IS E-SERVICE-LEARNING AT DLSU? The COVID-19 pandemic drives us to reimagine our SL program and recalibrate our course syllabus to adapt to the new normal. As Lasallians, we continue to pursue our active engagement with our partner communities especially those severely affected by the pandemic. At the onset of the lockdown, courses with SL components were discontinued as it highly depends on in-person interaction with people from the community. In response, the SLP team of COSCA offered the faculty members teaching courses with SL components to adopt e-SL during the third term of the academic year 2019-2020 through synchronous and asynchronous learning methods. According to Waldner et al. (2012), e-service-learning occurs when the instructional component, the service component, or both are conducted online. The development of e-SL evolved due to the proliferation of the online learning mode in many universities abroad and to respond to the need of continued SL implementation but not face to face. Online learning has grown significantly in the last decade (Waldner et al. 2012) particularly in the United States, however, e-service-learning remains rare. The growth of service-learning offerings online has not been able to be at pace with the online student population growth. Because few schools or instructors are using e-service-learning, the vast majority of online students do not receive service-learning benefits. Dailey-Hebert et al. (2008) suggests that a movement to electronic-service-learning may force some servicelearning practitioners to abandon their service-learning endeavors if they cannot transition successfully online. Further, Waldner et al. (2012) argued that online learning is a facilitator rather than a barrier to

From Service-Learning to E-Service-Learning

service-learning. E-service-learning holds the potential to transform service-learning and online learning by freeing service-learning from geographical constraints and equipping online learning with a tool to promote engagement. Thus, e-service-learning is not a mere pedagogical curiosity; instead, it is a key to the future of service-learning. Waldner et al. (2010) explained that online service-learning is important because

Service-learning may be particularly useful for adult learners often found online because it engages their life experiences and their ability to learn from hands-on. Moreover, e-service learning may compensate for the lack of interaction that can occur in traditional distance learning courses. Combining service learning with internet instruction may introduce a new motivation to e-learning while applying knowledge in a real-world setting. A third reason involves the viability of service-learning itself. With so many students taking courses online, service-learning itself must go online to remain relevant and viable. Additionally, e-service learning courses open up the world of service-learning to students that would otherwise have limited access to it due to disabilities, rural location, or work or family schedule conflicts (p. 2-3).

To illustrate e-SL, Figure 1 shows the intersection of service-learning and online learning describing that e-SL happens when service-learning is combined with online learning.

ServiceLearning

e-SL

Online Learning

Figure 1. E-Service-Learning Diagram (Waldner et al., 2010)

An Emerging E-Service Learning Typology Figure 2 shows the continuum of service-learning implying that service-learning is constantly evolving. From the left of the spectrum is the traditional service-learning, with both the instruction and service on-site or 0% online. At the other end of the spectrum lies extreme e-service-learning with 100% of both the instruction and service online (Waldner et al., 2012). The nascent forms of e-service-learning that lie between the extremes of traditional service-learning and extreme e-service-learning have been neither characterized nor rigorously studied. 0% online

T-SL

100% online

E-SL

XE-SL

Figure 2. The continuum of Service-Learning (Waldner et al., 2012)

From Service-Learning to E-Service-Learning

According to Waldner et al. (2012), most literature suggested that e-service-learning generally occurs in a hybrid model, with some aspect of instruction and/or service occurring online. The e-SL typology shown in Figure 3 provides a starting point for characterizing different forms of service-learning. The literature review revealed four types of e-service-learning: Hybrid Type I (service fully on-site with teaching fully online), Hybrid Type II (service fully online with teaching fully on site), Hybrid Type III (a blended format with instruction and service partially online and partially on-site), and extreme e-service-learning (100% of the instruction and service online). Users should be sensitive to these differences among the four types because each type features different products, partners, and limitations.

INSTRUCTIONS

SERVICE

ONSITE

ONLINE

TRADITIONAL SERVICE-LEARNING (T-SL)

E-SERVICE-LEARNING HYBRID TYPE II

E-SERVICE-LEARNING HYBRID TYPE I

EXTREME SERVICE-LEARNING (XE-SL)

E-SL HYBRID III

ONLINE

Figure 3. Types of e-service-learning (Waldner et al., 2012)

Using the types and description of e-SL, Table 1 provides concrete examples of how these typologies may be applied in the different courses in DLSU. Table 1. Typology, Description, and Examples

Type

Description

Example

Type I (Hybrid) e-SL

In the Economics and Development class, the learning sessions are conducted fully online. Partner community is introduced to students via virtual presentation and tour (i.e., Zoom meeting). Instruction Online, Once students have an idea of the community they will Service on Site profile, students will conduct an in-person household survey in the community for a day. All data analysis, validation, reflection, and evaluation will occur online.

Type II (Hybrid) e-SL

In the Information System class, students will develop a Web Design for a partner NGO. All data gathering needed to develop Instruction on Site, a website and technical inputs (i.e., NGO programs and services, history, etc,) in designing the web pages are done Service Online on-site or in the community. The final website design, implementation, promotion, and management are done online.

From Service-Learning to E-Service-Learning

Type

Description

Example

The Accounting and Ethics class combines the online and face-to-face tutorials or mentoring to Alternative Learning Students (ALS). The students are paired with ALS learners and Instruction and/or initial contacts to know about the needs of the mentees/tutees, Service Partially on identification of specific tutorial topics, and schedules are done Type III (Hybrid) e-SL Site and Partially online or in person. The students then visit the ALS learners and Online conduct face-to-face mentoring related to basic accounting topics for three consecutive Saturdays. The accomplishment of activity worksheets, final assessment, and reflections are done online.

Instruction and Service 100% online (not on-site)

Type IV (Extreme) e-SL

In the Corporate Social Responsibility and Governance class the learning sessions and SL orientation (i.e., AVP presentation, virtual meeting, virtual tour, etc.) are done online. Students meet the community representative to identify and plan a community project virtually. All project implementation, management activities, and final project outputs (i.e., Promotional materials, learning modules, project proposal, etc.) are submitted to the partner organization online through email and Google drive. Reflections are done through virtual sharing, blogs, and e-journals.

Best Practices of E-Service-Learning Waldner et al. (2012) gathered twelve best practices from various kinds of literature that are classified into three: technology, communication, and course design.

Table 2. e-SL Best Practices (Waldner et al., 2012)

Aspects Technology

Communication

Course Design

Best Practices 1. 2. 3. 4.

Training of students, community partner, instructor Bridge synchronous and asynchronous methods Trial runs before live sessions Assess community partner and student technical capacity

5. 6. 7. 8. 9. 10. 11. 12.

Clear expectations in Memorandum of Understanding Community partner access to the course shell Use of groups, group space on the course management system Community partner “reveal” Service-related to learning objectives Reflection Student input Feedback

From Service-Learning to E-Service-Learning

Adaptive Practices of DLSU of E-Service-Learning Aside from the best practices identified by Waldner et al., the SLP team has come up with helpful practices and current methods also related to technology, communication, and course design. These are mostly based on the team’s e-SL experiences with various departments. On Technology

Online assessment of partner’s technological and online communication capacities Conduct online training of faculty on Canvas/Animospace through ASIST (Academic Support for Instructional Services and Technology) Training of community and organizational representatives on the use of various platforms (i.e., Zoom, FB, Google meet, messenger) Identify common online technologies/platforms and tools to be used (e.g., teleconferencing, AVP, email, video streaming, SMS, etc.) Perform teleconferencing, group chats (FB messenger, Viber), phone calls, emails for proper and efficient coordination Enhancement of audio and video presentation materials (i.e., Virtual community tour) Upload of partner’s PowerPoint presentation, pre-recorded videos, AVPs, etc. in Canvas/Animospace or Google drive for asynchronous or independent learning mode Pre-testing and dry runs before live sessions

On Communication and Coordination Signed Memorandum of Understanding with partner organizations willing to participate in online learning for the academic year. Conduct regular virtual meetings and consultation between COSCA and partner organization, COSCA-SLP and students, COSCA-SLP and faculty, Partner representatives, and students. This aims to share feedbacks on students’ projects, planned activities, and for rapport building. Implementation of online Partner’s Formation Program (skills enhancement). Conduct virtual orientation to partner representatives and key officials to prepare them for the e-SL class. The orientation contains a brief about e-SL, course orientation, roles, and responsibilities of partners in an online setting, netiquettes, etc. Virtual meetings with students and faculty for rapport building, planning, feedbacking, etc. Class is divided into small groups to encourage full student participation in e-SL project implementation. Selection of a group leader to closely coordinate with partner representative through emails and group chats. SLP coordinator assigned in each class helps coordinate the project and guide students and partner organization. On Course Design

Faculty in-charge enhances course syllabus incorporating e-SL in the course learning outcomes, outputs, grading, assessment, and learning plan Faculty online orientation on e-SL and course integration write shop Incorporation in the class schedule of e-SL activities such as orientation (synchronous and asynchronous), project implementation, reflection, and turn-over of e-SL project to the partner organization Reflections through e-journal, virtual sharing, pre-recorded group sharing, and blogs Administration of online evaluation for students, faculty, and partner organization

From Service-Learning to E-Service-Learning

Advantages and Disadvantages of e-Service-Learning Online learning is often plagued with a perceived E-service-learning that can provide an antidote by enhancing engagement in online courses. Bennett and Green (2001) suggest that service-learning and online instruction can have a “symbiotic educational relationship” (p. 491) because an online course allows many individuals who could not otherwise come to class to engage in service-learning. Moreover, service-learning helps overcome the apparent limitation of online instruction, specifically, the “lack of opportunity to practice and demonstrate knowledge and skills, lack of opportunities to process these practical experiences with course instructors, and access to evaluate feedback as the course material is transferred to practical application” (p. 497). Thus, the aptly note that “These perceived weaknesses may actually become course strengths when online instruction is combined with service-learning” (p. 497). Below are some of the advantages and disadvantages of using e-SL. Advantages of e-SL

Overcomes limitations of both service-learning and online learning (Waldner et al., 2012) Free from place-based access or geographical constraints (Waldner et al., 2012) Overcomes community interaction Can engage populations that otherwise may be unable to participate in a service-learning activity, such as the disabled (Malvey et al., 2006) Might include regional, national, or even global partners for service projects (Malvey et al., 2006)

Disadvantages of e-SL

“Miss out on the spontaneity and excitement of events by not being physically onsite” (Malvey et al., 2006 p. 191) Lack of access to community partners Students may miss out on critical networking, organizational dynamics, and other learning experiences available to students conducting their service physically on-site (Waldner et al., 2012) Lack of familiarity and training of faculty, students, and community on online SL, software, and hardware Lack of interaction and engagement (Gaytan & McEwen, 2007; Hill, Song, & West, 2009; Muirhead, 2004; Swan, 2002)

Important Indeed, e-SL is not a mere digitization of processes that could also be carried out in person and that now, thanks to technologies, are carried out virtually. It represents a further step and requires thinking of the learning process not as a face-to-face transposition, but as a specific reflection on what its development would be like in a virtual environment, in which the singular and permanent continuity online - offline is reflected (Ruiz Corbella & García Gutiérrez, 2020 cited in Albanesi et al., 2020).

Steps in E-Service-Learning Syllabus Integration

Steps in E-Service Learning Syllabus Integration

STEP 1. SELECTING AND KNOWING YOUR PARTNER ORGANIZATION/COMMUNITY Selecting a partner organization or a community for the class is a very crucial task. Since this is an online SL, knowing the situation and capacity of the organization to perform virtual meetings and activities should be properly considered. Remember that e-SL is NOT for all partner organizations. There are three options to finding community partner(s) for your course: (1) find the site/organization yourself; (2) have COSCA facilitate your engagement with their current pool of partner organizations and/or networks; and (3) have the students find their own site or organization. Option 1: Finding your own partner organization/site In looking for a potential partner organization for the class, the minimum criteria to consider in selecting a partner organization are as follows. The partner organization should: Have vision, mission, thrusts, and programs that are aligned with the DLSU’s values and thrusts Has legal personality (government accredited or registered in such agencies as Securities and Exchange Commission, Department of Trade and Industry, Cooperative Development Authority, Department of Education, etc.) A formal agreement (e.g., Memorandum of Agreement, Memorandum of Understanding) with the Department/College) Key leaders and members have available internet connection and communication technologies such as smartphones, tablet, or computer Key leaders and members are knowledgeable on the use of online social media platforms and communication applications such as but not limited to email, Zoom, Google Meeting, Facebook, YouTube, Viber, etc. Have time to coordinate and work with students Have time to attend virtual meetings and undergo capacity-building activities Annex E presents the guide for the partner’s virtual presentation. Once selected, it is important to coordinate with a potential partner organization to learn about their programs particularly their issues and needs. Understanding their situation and aligning it with the course objectives will help the students and faculty on how these needs could be addressed through e-SL projects. Option 2: Seek COSCA’s assistance in selecting a partner organization/community Faculty or student may seek COSCA’s assistance in choosing a partner organization for the class. COSCA has a pool of partner organizations and communities that have previous engagements with formal agreement with DLSU. Information related to these partner organizations (i.e., organization data, community profile, government registration, etc.) can be accessed once the partnership with the student or faculty has been finalized by COSCA. The request for partner organization may be done by emailing COSCA and setting an appointment with the partner organization coordinator.

Steps in E-Service Learning Syllabus Integration

Option 3: Students finding their own partner organization/community Students may also opt to find a community or partner organization on their own or use one which they already know and have worked with in the past. However, they should take into consideration the set of minimum criteria described in Option 1 in selecting their own partner organization.

STEP 2. REVIEW AND DESIGN COURSE SYLLABUS WITH E-SERVICE LEARNING One of the important steps in applying e-SL in the course syllabus is to review it to see how e-SL could be integrated into the course objectives, outcomes, outputs, grading, and class schedule. It is essential to note that course content should not be changed entirely but rather, it should be enhanced using e-SL as a methodology in teaching courses with SL in the new normal setting. In designing an e-SL or SL course, it is best to choose among a variety of options to give faculty and students flexibility in achieving the desired course objectives and student development outcomes, as well as meeting the needs of communities. The range of possibilities is explored by Enos and Troppe (1996) in the following models of SL integration:

Table 3. Models of SL Integration

Models of SL Integration

4th-Credit Option

Service as an Extensive Course Requirement

Service-related Research [Action Research]

Description A one-unit service course is added to a regular three-unit course. Student completes 1 hour per week or 14 hours/term of voluntary service for a partner organization or community. Lessons learned in class are applied in the context of the partner organization. The student submits a reflection paper to discuss how the service is linked to the course. The student also reflects on community service and how Lasallian principles were applied. Service is an integral and time-intensive part of the Course. Students in the class provide a needed service to individuals, organizations, schools, or other entities in the community. The service experience relates to the subject matter of the course. Knowledge from the discipline informs the service experiences in which the students are involved. Studying community problems and applying the research findings to solutions to the center of their service projects. Intended to empower the group by conducting research and using research results as advocacy tools.

Steps in E-Service Learning Syllabus Integration

Models of SL Integration

Service-Learning Internships

Service-Learning Disciplinary Capstone Course

Description Students provide needed service in the community and take complementary course work which enables their reflection upon theoretical/philosophical aspects of their experiences. Reflection by students on the connections between their actions on the job and their work in a classroom. Development of civic responsibility and moral character. Integrate students’ cumulative knowledge in a specific discipline and demonstrate that integration through an SL project. Similar to extensive SL but the capstone course is taken by graduating students. SL make deep disciplinary connections to service and to understand the scholarship of service. Integrate service into students’ chosen careers. The clarification of student career interest and the provision of practical experience are viewed as side benefits.

Points to consider in selecting SL Curriculum Integration Model: Are there still available units in the program flow chart for a new course? What are the chances of getting a new course/fee approved? In which model are students better equipped to serve? Which model provides sufficient time for community immersion/service? Which model provides sufficient curriculum time for reflection/student preparation? Which model is more feasible given the current context and school policies?

Design the Service Component of the Course Once the e-SL model is identified, the following steps help design the service component of the course (Penullar, 2021). 1. 2. 3. 4. 5.

List Outputs and Services that students can provide based on the course outcomes and objectives Shortlist potential community partners who may benefit from the products or services. Call or Meet partner organizations to determine if the proposed project matches community need. Determine the potential project’s weight in the grading system. Prepare an SL Project Guide: a.) Project Plan and Completion Report Template b.) Assessment Rubric for the Plan and Report 6. Determine which resources/content the students would need to be able to succeed in the project. Ask yourself, what topics must be learned by students before SL project implementation? 7. If you opt to seek COSCA-SLP’s assistance, call for a meeting together with their partner organization to plan and schedule the activities for the following: a.) e-SL virtual orientation for faculty and students b.) Online partner’s orientation for needs assessment & coordination c.) Presentation of proposed activity/program flow d.) The actual date of project implementation with reflection and evaluation

Steps in E-Service Learning Syllabus Integration

Designing the Reflection Reflection is agreed to be an essential element of effective practice in service-learning (Howard 1993; Jacoby 1996; Porter-Honnet and Poulsen 1989 cited in Hatcher & Bringle, 1995). According to Hatcher and Bringle (1995), reflection is the intentional consideration of an experience in light of particular learning objectives. It is important to explain the value, expectations, and purpose of the project and the critical reflection to enhance the commitment students give to a service-learning project and the benefits they receive from it. These should be incorporated in the course syllabus and discussed in class.

Why is reflection important? The purpose of the critical reflection component of service-learning is to help students generate, deepen, and document their learning so that they can build on it for:

Continuous personal growth, throughout and beyond the service-learning experience Continuous improvement in the quality of student service and your capacity for citizenship and change agency, throughout and beyond the service-learning experience Continuous academic learning, throughout and beyond the service-learning experience (USI, n.d.)

An effective reflection activity (Hatcher & Bringle, 1997) must: a.) b.) c.) d.)

Link Experience to Learning Objectives Give Guidance for the Activities Schedule Reflection Activities Regularly Allow Feedback and Assessment, and

What are the forms of e-SL reflection? Virtual reflections can take in many forms and may be done individually or by group. Some forms of reflections you can consider are: E-journal/diary Pre-recorded group sharing Blogging Guided class discussion Oral presentation

Important Students learn through reflection, exploration, use of critical thinking, interacting with others, sharing information, and using resources (Nagia, Hodson-Carlton, & Ryan, 2004).

The Lasallian Reflection Framework The Lasallian Reflection Framework (LRF) serves as a guide for all Lasallian formation and action initiatives, programs, projects, and activities. It leads all Lasallians most especially the students into deeper appreciation and practice of doing reflection. As Lasallians, to reflect and to pause for a while in silence is also to get in touch with his/her

Steps in E-Service Learning Syllabus Integration

experience of others, of one’s self and by tradition, it is to be in God’s Holy Presence as we are reminded by St. John Baptist De La Salle on his Meditation for Pentecost. The LRF has three stages: 1. See-Experience/Conscious Experience (“Masid-Danas”)

This is to experience it firsthand, especially the reality of the poor through exposure and immersion. This stage leads us from conscious sense-experience (see, hear, touch, smell, and even taste) to a purposive encounter of knowing and feeling one’s self and others. 2. Analysis-Reflection/Critical Reflection (“Suri-Nilay”)

The heart of LRF leads us to go further and deeper in the process, from sense-experience to a second level seeing, that of analysis. We begin to ask the why of the situation: looking for interconnections of personal and social structures (economic, political, and socio-cultural); and going beyond looking at surface problems to the identification of root causes of issues, problems, and crises. 3. Commitment-Action/Committed Action (“Taya-Kilos”)

A concrete plan of action will be drawn up (context-sensitive, life-affirming, mutually empowering, and capacitating). Implementation of the plan can be done individually or collectively (by the association in communion) on the local level to the global level.

ANALYSISREFLECTION SURI-NILAY SEEEXPERIENCE MASID-DANAS

COMMITMENTACTION TAYA-KILOS Figure 4. The Lasallian Reflection Framework (OVCLM, 2011)

Steps in E-Service Learning Syllabus Integration

Applying the LRF in reflection, the following guide questions are helpful: For Student Reflection See-Experience (Masid-Danas)

Who is our partner organization? Who did I speak to? Why is our service needed? What are the issues confronted by our partner organization? Why did that situation occur? How will they benefit from the project?

Analysis-Reflection (Suri-Nilay)

What specific elements/principles of my course are related to my community experience? How was I able to apply my skill, perspective, or concept related to the course? Does this experience challenge or reinforce my prior understanding of the course? How did this experience make me feel (positively and/or negatively)? What specific elements of the Lasallian values I can relate to this experience?

Commitment-Action (Taya-Kilos)

Was I able to apply the theories I learned in the course to the project I did for the community? Did the service-learning project address community needs? Why? How? What did I learn most from this experience? What are the additional skills I got from my service-learning activity? Is Was the project I did for the community sustainable? Can this be replicated by the community on their own? As a student, how can I continue my service to the people in need?

Important When students contemplate their service activities, there is potential to reformulate assumptions, create new frameworks, and build perceptions that influence future action. However, if students do not think seriously about their service, their experiences may support presuppositions, reinforce stereotypes, and fail to critically guide future action (Sheckley, Allen, and Keeton 1993 cited in Hatcher and Bringle, 1995).

STEP 3. E-SERVICE-LEARNING IMPLEMENTATION PROCESS There are six important activities in the process of implementing e-SL. These are: Activity 1. E-Service-Learning and Partner’s Orientation The Faculty member sets initial meetings with the class, COSCA -SLP Team and partner organization or community. The meeting includes introduction of the participants, orientation on e-SL and preliminary information about the partners.

Steps in E-Service Learning Syllabus Integration

Activity 2. Needs Assessment and Project Identification The partner organization or community presents the priority issues and concerns during the initial meeting. It is also during this activity that partner organization representative/s and students will agree on possible project activities addressing identified community needs. A project proposal template may be prepared as a guide in proposal development. The project proposal should be approved by the partner organization before its implementation. See Annex A Project Proposal Template. Activity 3. Project Coordination and Feedback The students as a group work on their proposal, gather additional data from related literature and coordination with the partner organization and community. It would be beneficial if the class has a group chat or Viber group which involve COSCA and the partner organization and community. Activity 4. Project Implementation The e-SL project implementation activity involves the execution of the planned project. This is done as a class or in a small group together with the partner organization. All students are involved in the entire process of project implementation. Activity 5. Project Turn-over, Presentation, and Reflection Once the project is completed, the online presentation and sharing of reflections are made. This is when the class or group project results are presented to the whole class, to the faculty, and to the partner organization. Students and partner organization representatives also share their reflection on their service experience and learnings. The final copy of the electronic project outputs is turned over directly to the partner organization by uploading it in the Animospace or Google drive and shared with the partner. A hard copy of projects or other project outputs may be delivered to the address of the organization through a courier service. The SLP coordinator shall assist in the project turnover, electronically or physically. Activity 6. Evaluation The final activity is the administration of online evaluation for students, faculty, and partner representatives. Sample evaluation tools are found in Annex C. Results of the evaluation are shared with the faculty and partner organization. Figure 5 presents the e-SL activities showing the continuous process of implementation and the application of the LRF principles. During the class orientation and needs assessment, students get to virtually see and learn about the thrusts and programs of their partner organization. Through their interaction with the partner organization, students get to experience firsthand the information about the local situation. It is during the needs assessment, project identification, and project coordination that deeper analysis and reflection are made on how the identified needs could be addressed by the students. The commitment and action are done through the e-SL project execution by the students and partner organization.

Steps in E-Service Learning Syllabus Integration

SEE-EXPERIENCE (Masid-Danas) Orientation

Evaluation

Needs Assessment & Project Identification

Project Turnover & Presentation

Project Coordination & Feedbacking Project Implementation

ANALYSIS-REFLECTION (Suri-Nilay)

COMMITMENT-ACTION (Taya-Kilos) Figure 5. E-SL Process

Table 4 provides helpful online strategies and methods in the conduct of e-SL. It also applies the LRF in the e-SL process. Table 4. E-SL Online Strategies/Methods

LRF

E-SL Process

Online Strategies/Methods Synchronous

Asynchronous

Presentation materials, preOrientation Video conference of presentation recorded videos, and related See-Experience e-SL (PowerPoint presentation) and literature are uploaded in Canvas (Masid-Danas) Partner virtual community tour (Animospace)/Google drive/ organization Cloud storage Virtual discussion between students and partner organization Project Accomplish/prepare project Identification and proposal using a template as a Online project proposal AnalysisDevelopment guide presentation of students to Reflection partners (Suri-Nilay) Project Group chats (i.e., Viber, FB mesCoordination and Online consultation meeting senger, text messaging, Line, etc.) Feedback

Steps in E-Service Learning Syllabus Integration

LRF

AnalysisReflection (Suri-Nilay), continued

E-SL Process

Reflection

Project Implementation

CommitmentAction (Taya-Kilos)

Online Strategies/Methods Synchronous Group reflection/sharing using reflection guide through video conference

Upload reflection guide and rubrics in Canvas/Google drive/ Cloud storage

Guided class discussion

Reflection could be in the form of E-journals, Blogs, Video blogs, Photo essay, Written essay, Pre-recorded group reflection

Online project activity implementation such as a webinar, tutorials, Facebook/YouTube account creation tutorials, etc.,

Upload projects in Canvas, Google drive (i.e., marketing materials, video tutorials, infographics, learning materials, etc.)

Oral presentation through video conference between the class Project Turn-over and partner organization and Presentation Questions can be sent through chats or discussion boards

Evaluation

Asynchronous

Video conference discussion using evaluation guide

Upload of project outputs and video recording of presentation in Canvas/Google drive Recorded presentations are shared and distributed to the partner organization Upload of project evaluation rubric Canvas/Google drive Online evaluation using Google Form Pre-recorded group evaluation using evaluation guide

STEP 4. EVALUATING E-SERVICE-LEARNING EXPERIENCE The last stage of e-SL implementation is the post-activity evaluation of students’ online service experience. The faculty may also develop an online peer evaluation where each student can provide feedback about their team performance to their professor. Peer evaluation may contain feedback on student’s contributions, attitudes, cooperation, and participation. The faculty may also administer an online evaluation of the partner organization’s e-SL engagement experience with the students. The online evaluation should contain the following assessment areas: student learning outcomes (course design), project management and sustainability (technology, coordination, communication), Lasallian values (respect to dignity of stakeholders, people’s participation, LRF principles, etc.). A faculty evaluation of e-SL experience should also be administered.

Tools and Strategies

UNDERSTANDING THE COMMUNITY SITUATION FIRST One of the most important strategies to engage community partners in e-SL is to first understand their current situation and how the pandemic has affected their lives. Before the faculty and students engage with the partner organizations, one must understand the: Effects of the pandemic in the community’s/partner organization’s livelihood, mental health, organizational operations Organizational needs and priorities of the community/partner organization Type of online activities and projects that are feasible for the community/partner organization Technological knowledge and capacities of the community/partner organization Technological readiness for online communications of the community/partner organization Gathering these information is relevant so that we can better assess our level of engagement with our partner organizations and how we can address their current needs as well as contribute to their social and economic recovery in the new normal or post pandemic period.

Case Example An example of assessing partner organizations during the pandemic was done by the COSCA - Partnership and Development Program (PNDP) team. Metro Manila was placed on a total lockdown on March 12, 2020. From June 13 to 29, 2020, the PNDP team conducted an online survey among 64 partner organizations and communities comprised of 274 respondents. The survey objectives include 1.) to determine the current state of partner people organizations and institutions in this pandemic; 2.) to determine the top priority needs of partner; 3.) to determine the capacity of partners in terms of telecommunications. The survey was divided into three parts. Part 1 on the situation and needs of the partners in terms of COVID-19 situation, health, livelihood, educational, and disaster risk reduction and management, and organizational and Barangay Development. Part 2 on partner’s connectivity. Part 3 on online learning and virtual social engagement. The results of the survey serve as reference on the implementation of appropriate Lasallian response in the new normal through SL and other curricular and co-curricular social engagement activities.

INTERACTIVE VIRTUAL ACTIVITIES When e-SL is delivered 100% online or what is referred to by Waldner et al. (2010) as Extreme SL, this requires creativity in the conduct of class activities. The faculty, students, and partner organization representatives need to be familiar and knowledgeable on various online communication platforms and tools that can be useful during orientation, reflection, meetings, and project implementation. To be effective and engaging, the virtual activities should be interactive using various applications which can be found in the web. Table 5 provides useful digital learning tools, communication, and resources for e-SL class.

Tools and Strategies

Table 5. List of Digital Tools

Digital Tools/ Resources

Canvas

Uses

Application in e-SL

A course management system that supports online learning and teaching. It Depository of learning materials, allows professors to post grades, assignment, and course information information, and assignments online. Virtual classroom

Google Classroom

For creation, distribution, and grading assignments

Depository of e-journal, projects, and other class outputs

For video and audio conferencing, chat, and webinars.

Class and partner’s meeting

For video and audio conferencing, chat, and webinars.

Class and partner’s meeting

Zoom

Google Meet

Class and partner’s meeting For chat, meet, call, and collabo-rate Microsoft Teams

Coordination work

Table 6. Sample e-SL Projects

Type Direct

Indirect

Advocacy

Research

Sample Online Projects Online tutorials Facebook/YouTube account creation and demonstration Counseling Webinars Resource mobilization Donation drive Legal consultation /advise Legal review of documents Project proposal development Learning materials development Development of promotional materials, websites, etc. Development of IEC materials/Infographics Campaign drive Instructional videos Organizational profiling Online survey Documentation of community history

Tools and Strategies

CLASS MANAGEMENT STRATEGIES To ensure student participation and encourage effective interaction, the class can be divided into small groups. Each group could have a group leader who serves as a key contact person with the community partner. Create chat groups for faster communication and coordination work between students, faculty, and partner organization representative. Regular consultation meeting and feedbacking to discuss and resolve issues arising especially during project implementation is important and eliminates confusion. Use digital platforms that everyone is familiar with. Train key community leaders on how to use digital tools and platforms. Conduct trial runs before actual activity/event. Regularly check on partner organizations about their situation and concern about online activities. Help them address these issues and allow easing of their online participation, if needed. Arrange for the provision of connectivity support (internet) to partner organization representatives who usually join virtual class activities. Most of them are financially hard up. For better see-experience of the students, partner organizations should have virtual community tours. Conduct orientation on netiquette (combination of network and etiquette) to students and partner organizations for better online behavior. Procure licensed applications for better security features. Online classes may be recorded for purposes of viewing by learners who may have missed a particular class, subject to existing university policies on attendance. Establish a backup plan or strategy/technology (i.e., assign a co-host; extra laptop) if technology fails. Ensure that partner organizations are willing to embrace the technology and online transactions (Grab, Lalamove) and not a “technophobe”. Find an alternative participation method in the event of technological failure. Regular real time virtual sessions are better and more interactive. Course timeframe must be carefully planned or with pre-set meetings.

Important e-SL projects deal with people and not only with tech or devices; they connect people and not only computer terminals or connection points (Albanesi et al., 2020).

Annexes

ANNEX A

Project Proposal Template

Annexes

ANNEX B

Reflection Rubric RUBRIC TO ASSESS ACADEMIC SERVICE-LEARNING REFLECTION PAPERS Dimensions of Quality (Criteria)

NOVICE 1 point

APPRENTICE 2 points

PROFICIENT 3 points

YES

Student expresses an abstract level of responding which requires objective evidence. They demonstrate awareness of different perspectives, and weigh evidence to successfully argue for a conclusion/opinion.

CRITICAL THINKING

Student accepts things at face value, as if all opinions were created equal. Opinions are stated without argument.

YES

Student accepts most things at face value, as if most opinions were created equal. Opinions are stated with limited argument.

Student expresses and acts out personal role in service and applies the experience to developing solutions.

APPLYING THE SL EXPERIENCE TO THE ACADEMIC KNOWLEDGE BASE AND OBJECTIVES OF THE COURSE

Student expresses some connection Student does not apply the academbetween the academic knowledge ic knowledge base and objectives of base and objectives of the course the course to the service experience. and the service experience.

Student creates their own academic Student develops a perspective built perspective infused with the knowlupon the academic knowledge base edge base and objectives of the and objectives of the course that is course and applies it to the service linked to the service experience. experience beyond the curriculum.

OPTIONAL

Student expresses empathy and/ Student expresses awareness of the Student demonstrates limited or awareness of personal role in AWARENESS OF purpose of service and a one-onawareness of the purpose of service service and applies it to a connecPURPOSE OF SERVICE one connection with the experience, and obtaining AS-L credit. tion with solutions and the bigger but it is not applied. picture.

DISTINGUISHED 4 points

RESPONSIBILITY TO COMMUNITY

Student expresses insight into community issues pertinent to the Student demonstrates a limited service project and integrates a awareness of personal responsibility personal sense of responsibility to to community. participating in a solution but does not apply that knowledge.

Student acknowledges a responsibility to community regarding issues pertinent to the service and expresses a commitment to working towards specific solution(s).

Student acknowledges a responsibility to community regarding issues pertinent to the service and expresses a commitment to working towards specific solutions. In addition, student gets others involved.

OPTIONAL

YES

GRADED

Adapted by Dr. Barrett Brenton from Rubric Developed by Campus Compact

IMPACT ON STUDENT’S PERSONAL LIFE

Student expresses very limited or no connection between service and self.

Student expresses how they could change as a result of the service.

Student expresses change(s) in self because of the service.

Student expresses a connection between service and self.

Student begins to argue for conclusions based on objective evidence that express concrete arguments.

Annexes

ANNEX C

Student Evaluation of e-Service-Learning (e-SL) Experience

Student Evaluation of e-Service-Learning (eSL) Experience AY 2020-2021, Term 1 DATA PRIVACY CONSENT FORM Greetings from COSCA- Service-Learning Program! The Center for Social Concern and Action-Service-Learning Program (COSCA-SLP) would like to thank you for actively participating in the electronic-Service-Learning (e-SL) activity you did with our partner organization. With this, we would like to ask for your honest feedback by answering this short evaluation survey. Your evaluation will be very useful in the improvement of our future e-SL activities. In general observance of RA-10173 also known as the Philippine Data Privacy Act of 2012, we are providing you with this letter to inform and secure your consent. DATA PRIVACY CONSENT I allow COSCA-SLP to store and use my responses for the purpose of assessing the e-SL activity required in this course. As such, by clicking Yes, I agree and authorize COSCA-SLP to: 1. Use my personal data for the purpose of evaluating and documenting the e-SL activity only. 2. I agree and understand that personal information gathered from this survey form shall be used for its intended purpose and beyond it, I will be asked for consent. 3. I agree and understand that my information will be deleted or disposed of upon completion of the consolidated evaluation report within the academic year. 4. I understand and I am assured that necessary precautions will be taken by the DLSU and COSCA to protect my personal information. I acknowledge that I have read and agreed to the Privacy Policy. oo Yes, I agree. oo No, I don’t agree. PERSONAL INFORMATION 1. Email address: 2. Year Level: oo First year oo Second year oo Third year oo Fourth Year oo Graduating oo Graduate student (MA/PhD)

Annexes

College: oo BAGCED oo CCS oo CLA oo COS oo GCOE oo RVR COB oo SOE oo COL Course: oo ACETHIC oo CSRGOVE oo COBCSRG oo CITIGOV oo GEPCOMM oo MDPARAS oo BUS560M

Part I Instruction: Using the following scale, mark the rate that corresponds to your level of agreement or disagreement with each statement. SCALE: 5- Strongly Agree; 4- Agree; 3-Moderate; 2- Disagree; 1 – Strongly Disagree; N/A Not Applicable AREAS OF ASSESSMENT

SCALE

The e-SL is relevant to the course I am taking.

N/A

I have gained better understanding of this course because of e-SL.

N/A

I was able to see and understand the situation of the community/partner organization virtually.

N/A

I was able to analyze and reflect on the symptoms and causes of the community issue/problem being addressed.

N/A

The online project activity with the community/organization I did was appropriate and relevant to their own needs.

N/A

I had proper and smooth coordination, communication, and cooperation with the representatives of the partner organization.

N/A

I was able to implement our e-SL project with minimal technical/connectivity problem.

N/A

Our class/group received clear, relevant, and immediate communication from our Faculty in-charge for class online project-related concerns.

N/A

Our class/group received clear, relevant, and immediate communication from COSCA coordinator for class online project-related concerns.

N/A

10. I am happy and satisfied with my overall e-SL experience.

Annexes

Part II 1. The most important lesson/s I learned from my e-SL experience (Mark at least THREE that apply) oo Civic responsibilty oo Connections between course objectives and service oo Application of knowledge learned in class oo Understanding of social issues oo Coordination and communication oo Collaboration and teamwork oo Leadership oo Partnership and network building oo Sense of self-fulfillment oo Other :_________ 2. The greatest challenge faced in my e-SL experience is/are (Mark at least TWO that apply) oo Technological gaps/challenges oo Internet connectivity oo Lack of teamwork oo Communication (groupmates and partner organization) oo Preparatory orientation oo Support from faculty oo Support from COSCA oo Funding for e-SL project oo Limited engagement oo Other: ______ 3. I was able to overcome these challenges by _______________. 4. I believe that the impact/benefits of my e-SL activity on the organization or people I worked with is/are _____________. 5. My recommendation/s to improve e-SL in the future _________________.

Annexes

ANNEX D

Data Privacy On Online Learning Data Privacy Council Education Sector Advisory No. 2020-1 Follow the link below: https://www.privacy.gov.ph/wp-content/uploads/2020/10/DP-Council-Education-Sector-Advisory-No.-2020-1.pdf

Annexes

ANNEX E

Partner’s Guide For Virtual Presentation CONTENT OF ONLINE PRESENTATION 1. Who we are? 1.1 Short history/how the organization started. 1.2 Vision-Mission 1.3 Trust 1.4 Sector being catered to 1.5 Partnerships/networks (ie. Government, NGO, etc) 2. What we do? 2.1 Programs and Services 2.2 Projects 2.3 Activities 3. Where are we? 3.1 Areas of Operation 3.2 Scope of work 3.3 Beneficiaries 4. How Lasallians get involved in the organization/community? 4.1 Possible program involvement 4.2 Projects addressing community/organizational needs CONTENT OF VIRTUAL COMMUNITY TOUR 1. Community Façade (frontage) 2. Main roads/drainage 3. Water and electrical system 4. Barangay Hall 5. Market/Economic Activities 6. Schools 7. Community Health 8. Religious activities/situation 9. Houses/residential areas 10. Short interview with people in the community a.) How are you doing? b.) How many people are living with you in this house? c.) What is your source of income?

Annexes

ANNEX F

Template For Memorandum Of Agreement With Partner Organization This Memorandum of Agreement (MOA) is made and entered in Manila, Philippines by and among the following Contracting Parties:

De La Salle University, is a non-stock and non-profit, private university and academic institution established by the Brothers of the Christian Schools, with office address at 2401 Taft Avenue, Malate, Manila, represented by the Vice President for Lasallian Mission, Ms. Fritzie Ian P. De Vera, and hereinafter referred to as DLSU-COSCA; and

___________________(name of partner organization), is a non-profit organization, registered with the Securities and Exchange Commission (SEC), with office address at____________________, represented by its Program Operations Manager/Director, ________, and hereinafter referred to as __________________.

A. Purpose This MOA aims to: 1. Articulate the basis and general principles for ongoing reciprocal partnership, cooperation, coordination, formation, and social engagement between the parties to promote, support and contribute to the realization of their mutual interests; 2. Contribute in the realization of the DLSU’s vision-mission “De La Salle University is a leading learner-centered and research University bridging faith and scholarship, attuned to a sustainable Earth and in the service of Church and society, especially the poor and marginalized”; Contribute in the realization of ______(name of partner) vision-mission “________vision and mission statement); 3. Enhance reciprocal partnership between DLSU-COSCA and ___________, in respect to social engagement/ community service implementation and social formation of DLSU students, faculty, student organizations, staff, community/organizational partners and other stakeholders, including but not limited to service learning, NSTP and other social formation activities. 4. Recognize the importance of exchanging knowledge and expertise between the Contracting parties through various social and community service activities of students, faculty, and partner organization; and 5. Ensure smooth program implementation with partner organization. B. Roles and Responsibilities The Contracting Parties shall endeavor to cooperate in the planning, implementation, monitoring and evaluation of COSCA’s curricular and co-curricular programs. It shall ensure that measures are in place for the safety, security and wellbeing of Lasallians and of the participants or beneficiaries from the community/partner organization. Specifically, 1. Provide necessary orientation, training and participation of Area/Center Coordinators to develop and increase their understanding and capacities of the social formation of students, staff and faculty of DLSU;

Annexes

2. Conduct regular coordination and communication such as emails and text messaging to plan, monitor and evaluate each activity, thereby ensuring the smooth implementation of its programs; 3. Ensure the safe online activities of students, faculty and staff while in virtual meetings and other online activities that is consistent to the requirements and policies of both parties and of the community; 4. Actively monitor the students, faculty and staff during their online service project or activity; and together conduct processing, feedbacking and evaluation of experiences, thereby providing recommendations that will improve or enrich the service project of DLSU or their social engagement experience in the program. DLSU-COSCA specifically agrees to: 1. Designate a Program Coordinator who would represent DLSU-COSCA in all program-related activities to ensure smooth program implementation; 2. Provide relevant information about DLSU, COSCA and specific programs guidelines; 3. Provide orientation and training on Lasallian Reflection Framework, Community Engagement Framework and other related Foundational Principles of Lasallian Formation; 4. Provide logistics, administrative and technical assistance during online program implementation; 5. Facilitate consultation, online meetings, planning, monitoring and evaluation, and other related activities of DLSUCOSCA program; 6. Assign DLSU students who would extend service activities based on their skills, knowledge and resources to partner organization; 7. Provide online program orientation prior to actual service activity of students, faculty or staff; 8. Closely coordinate and oversee program implementation; 9. Extend capacity building workshops and seminars to partner organization based on their identified needs; 10. Ensure compliance of students, faculty and staff to university online learning policies; 11. Guide partner organization on student management; and, 12. Provide partner organization a copy of student/ faculty’s program output or report. ______________ (name of partner organization) specifically agrees to: 1. Designate area/center coordinators, and other personnel to help facilitate online program implementation; 2. Provide relevant information about community situation, organizational orientation, and other specific community/ center policies; 3. Identify community/organizational projects based on needs;

Annexes

4. Prepare the center/community through: a.) Orientation about DLSU-COSCA programs, objectives of service activity, and students/ faculty involvement; b.) Ensure availability of online meeting, and other related logistical needs necessary for virtual service activity; c.) Ensure enough number of host families are oriented about the activity, when such is needed. 5. Align social engagement activities of the organization to the United Nations’ Sustainable Development Goals (SDGs), with DLSU’s Development Agenda in Environment/Disaster Risk Reduction, Social Entrepreneurship, Health and Education to the activities/projects where DLSU community can engage. 6. Assist students, faculty and staff during online project implementation. 7. Assist in student management by providing feedback to DLSU-COSCA coordinators regarding students’ needs and concerns; 8. Oversee the implementation and completion of project outputs of students and other DLSU stakeholders; 9. Facilitate post service processing/reflection sessions; 10. Actively participate during project/output presentations, consultation meetings, planning, monitoring and evaluation and other related activities of DLSU-COSCA programs; 11. Submit relevant reports on time as needed by the program; 12. Ensure online safety and security of students, staff and faculty; and, 13. Assist DLSU-COSCA in ensuring compliance of students/faculty/staff on program guidelines and university policies. 14. Regular and active participation in online meetings, assessments, workshops/trainings/formation sessions and other program related activities of DLSU-COSCA; 15. Keep soft or hard copy of students and/or faculty’s project outputs; 16. Conduct online orientation about the program, organization, and activity as well as virtual tour; 17. Develop an activity and program plan of action; and, 18. Report on the result of program implementation, monitoring and evaluation. C. Intellectual Property 1. Each Party will share with each other project outputs made by the students, concepts and ideas of its intellectual property therefore are as relevant and appropriate to advance the collaborative ends of this MOAs, provided that neither Party shall seek to benefit unduly in any way from the other Party’s intellectual property and each Party will respect the intellectual property rights of the other by reference to the latter’s related policies and procedures and in accordance with relevant laws. All intellectual property rights in any materials, documents, software or other items created by or licensed to either Party will remain vested in such Party; and 2. Nothing in this MOA shall be construed as permitting either Party to use any logo or trademark of the other Party without obtaining the other Party’s prior written consent.

Annexes

D. Data Privacy In accordance with the Data Privacy Act of 2012, only personal information of parties and their key program stakeholders and/or beneficiaries necessary in the course of their partnership and engagement shall be processed and shared. It shall be done so only when their consent has been given. E. Validity, Revision, Termination and Effectivity 1. This MOA shall take effect upon signing hereof and shall remain in full force and in effect until terminated by any of the parties upon written notice at least 30 days before the intended termination date. 2. Its validity may be extended by agreement in writing between the Parties. This MOA will cover Terms 3 of AY 2020-2021 and Term 2 of AY 2021-2022. 3. Any revisions to this MOA shall be agreed in writing between the Parties. F. Dispute Resolution The Parties will endeavour to resolve any dispute as between them relating to the interpretation of this MOA, or any matter covered by it, through negotiation and constructive discussion between senior personnel. If settlement cannot be reached, the issue shall then be presented to the directors of the two parties for joint resolution by them. G. Amendment This MOU is the complete agreement between DLSU-COSCA and _____________ may be amended only by a written agreement signed by each of the parties involved. The Contracting Parties hereunto have caused this instrument to be signed by their authorized representatives on the dates and at the places stated below. Signed on this _____ day of __________, 20___ at De La Salle University, with address 2401 Taft Avenue, Manila, in the City of Manila. It shall take effect for one academic years (Term 3 AY2020-2021 until Term 2 AY2021-2022), from ___ of ___________2020 until the ______ of ____________ 2022.

____________________ ____________________ Ms. Fritzie Ian P. De Vera (Name) Vice President for Lasallian Mission, DLSU President, (Partner Organization) SIGNED IN THE PRESENCE OF:

____________________ ____________________ Mr. Neil Oliver T. Penullar (Name) COSCA Director (Position, Parner Organization)

Annexes

LIST OF REFERENCES A Guide to Reflection in Service-Learning at USI (n.d.). Retrieved from https://www.usi.edu/media/3379102/SL Guide-to-Service-Learning-Reflection.pdf. University Southern Indiana Albanesi, C., Aramburuzabala, P., Brozmanova Gregorova, A., Cayuela, A., Cinque, M., Culcasi, I., Dima, G., García, J., Izquierdo, A., Lázaro, P., Mikelić Preradović, N., Sarraute, M., Zunszain, P., (2020). Practical guide on e-Service-Learning in response to COVID-19. Retrieved from https://www.eoslhe.eu/wp-content/uploads/ 2020/10/Practical-guide-on-e-Service-Learning_web.pdf Bennett, G., Green, F., (2001). Promoting Service Learning via online instruction. Higher Education. 20. Retrieved from https://digitalcommons.unomaha.edu/cgi/viewcontent.cgi?article=1016&context=slcehighered Bringle, R., Hatcher, J. (1999). Reflection in Service-Learning: Making Meaning or Experience. Retrieved from https://digital commons.unomaha.edu/slceeval/23 Bringle, R. G. &, Hatcher, J. (2005). Service learning as scholarship: Why theory-based research is critical to service learning. In: Bringle, R. & Erasmus, M. (guest editors). Acta Academica, Supplementum 3: Research and (community) service learning in South African higher education institutions, pp. 24-44. Bloemfontein: UFS-SASOL Library. Data Privacy Council Education Sector Advisory No. 2020-1 Data Privacy and Online Learning (2020). National Privacy Commission. Retrieved from https://www.privacy.gov.ph/wp-content/uploads/2020/10/DP-Council Education-Sector-Advisory-No.-2020-1.pdf Enos, S., Troppe, M. (1996). Curricular Models for Service Learning. Metropolitan Universities: An International Forum, v7 n1 p71-84 Giles, D., Eyler, J., (1994). The theoretical roots of Service-Learning in John Dewey: Toward a theory of Service Learning. Service Learning, General. Paper 150. Retrieved from https://digitalcommons.unomaha.edu/cgi/ viewcontent.cgi?article=1152&context=slceslgen Hatcher, J., Bringle, R. (1995). A Service-Learning Curriculum for Faculty. Volume 2, Issue 1, 1995. Retrieved from http://hdl. handle.net/2027/spo.3239521.0002.111 Hatcher, J. Bringle, R. (1997). Bringing the Gap between Service and Learning. University of Nebraska at Omaha Digital Commons@UNO. Retrieved from file:///D:/Work%20from%20Home/Work%20Files/SLP/E-Service-Learning/ eSL%20literatures/Bringing%20the%20Gap%20between%20Service%20and%20Learning.pdf Lasallian Reflection Framework (2011). Office of the Vice-Chancellor for Lasallian Mission and Center for Social Concern and Action. De La Salle University, Manila. Marcus, V., Atan, N., Yusof, S., (2020). A systematic review of e-Service Learning in higher education. Lokman Tahir Universiti Teknologi Malaysia, Johor, Malaysia. https://doi.org/10.3991/ijim.v14i06.13395 Marcus, V., Atan, N., Yusof, S., (2020). Promoting students’ generic skills with the Integration of e-Service Learning platform. Universiti Teknologi Malaysia, Johor Bahru, Malaysia, https://doi.org/10.3991/ijet.v14i20.11455

Annexes

National Commission on Service-Learning. (2002). Learning in deed: The power of Service-Learning for American schools. Retrieved from file:///D:/Work%20from%20Home/Work%20Files/SLP/E-Service-Learning/ eSL%20literatures/LearningDeedServiceLearning_American+Schools.PDF Penullar, N. (2021). Service-Learning Syllabus Integration. [Webinar presentation]. De La Salle University, Manila, Philippines Waldner, L., McGorry, S., Widener, M. (2012). E-Service-Learning: The evolution of Service-Learning to engage a growing online student population. Journal of Higher Education Outreach and Engagement, 16 (2) p. 123. University of Georgia. Waldner, L., McGorry, S., Widener, M. Journal of Online Learning and Teaching; Long Beach Vol. 6, Iss. 4, (Dec 2010): 839. Retrieved from file:///D:/Work%20from%20Home/Work%20Files/SLP/E-Service-Learning/eSL%20litera tures/2.%20Extreme%20EService%20Learning_XE-SL_%20EService%20Learning%20in%20the%20 100%25%20online%20course.pdf Williams, M. (2017). John Dewey in the 21st Century. Journal of Inquiry & Action in Education, 9(1), 2017

E-SERVICE LEARNING A Practical Guide For Lasallians