1	Service-Learning and Community Based Research Presentation by Roxana Moayedi Trinity College
2	Service-Learning and Social Change “Participation in an organized service activity that meets identified community needs and reflects on service activity as a means of gaining a deeper understanding of course content, a broader appreciation of the discipline, and an enhanced sense of civic responsibility” From: A Service Learning Curriculum for Faculty.
3	Definitions Volunteerism: Performing services for others in the community without material compensation, and the primary intended beneficiary is clearly the service recipient, (e.g. campus ministry activities). Community Service: The engagement of students with the primary focus on the service being provided , as well as the benefits the service activities have on the recipients. The students receive credit for learning about how their unpaid service work makes a difference in the lives of the service recipients, (e.g. high school requirement).
4	Definitions continued Internship: Performing service primarily for the purpose of providing the students with pre-professional experience. It allows students to prepare for and test out their career interests, while earning college credit. However, development of students’ civic responsibility is not the primary focus.
5	Definitions continued Service-Learning: Places equal emphasis on service and learning, as an educational requirement. Service-learning combines a course-based, credit-bearing, educational experience in which students (a) provide service (as defined by the community based organizations), and (b) reflect on the service activity as a means of gaining a better understanding of course content. It is a pedagogy that allows students to test theories with real life experiences. Students are assessed not for performing a public service, but rather for their reflective and analytical ability to apply the course material to their service experience.
6	Definitions Continued Community Based Research: CBR is the extension of service-learning. In CBR projects, service primarily focuses on the provision of research and advocacy for community based organizations.
7	Community Based Organization CBO refers to any nonprofit organization that empowers the marginalized and disadvantaged groups through, provision of direct service, research, advocacy, education, or outreach activities.
8	Service-Learning and CBR Service-learning and CBR are the response to the following criticism of higher education: Disconnection from local communities Narrow definitions of academic research Lack of students' civic engagement
9	Benefits of Service-Learning for Community Based Organizations Through collaboration with CBO’s, universities can channel the following resources to serve the unmet needs in the community: - Human labor - Research and management skills - Technical expertise These resources will improve upon and expand the quality and quantity of CBOs’ services. b. Enables Organizations to Build Capacity Educate Sharpen or develop new skills Enhance confidence or efficacy
10	Benefits for Students: To provide experiential learning opportunities To enhance civic and social skills To engage and learn about diversity To allow for spiritual exploration of one's personal beliefs To learn about systematic forms of inequalities and advocate for social justice To develop social and professional networks
11	Benefits for Faculty: Enhances student’s learning through active pedagogy Reinvigorates new learning Expands the traditional definition of academic research Provides opportunities to combine teaching, research, and service
12	Benefits for Higher Education : Educates committed and caring citizens Improves faculty and staff morale Builds relationships with the community Fulfills the service mission of higher education institutions Improves students’ retention, particularly of women and minorities
13	Principles of Good Practice Provides structured opportunities for people to reflect critically on their service Engages people in responsible and challenging actions for the common good. Allows for those with needs to define those needs. Matches service providers and service needs through a process that recognizes changing circumstances. Expects a genuine, active, and sustained organizational commitment. Includes training, supervision, monitoring, support, recognition, and evaluation to meet service and learning goals. Insures that the time commitment for service and learning is flexible, appropriate, and in the best interest of all involved. Is committed to program participation by and with diverse populations Clarifies the responsibilities of each person and organization Articulates clear service and learning goals for everyone involved Honnet Porter, E. & Poulson J. S. Wingspread Principles of Good Practice in Combining Service Service and Learning. The Johnson Foundation. 1989.
14	Principles of Good Practice - in Community Service-Learning Pedagogy Academic credit is for learning, not for service. Do not compromise academic rigor. Set learning goals for students. Establish criteria for the selection of community service placements. Provide educationally sound mechanisms to harvest the community learning. Provide supports for students to learn how to harvest community learning. Minimize the distinction between the student’s community learning role and the classroom learning role. Re-think the faculty instructional role. Be prepared for uncertainty and variation in student learning outcomes. Maximize the community responsibility orientation of the course. Howard, J. ed. Praxis I: A Faculty Casebook on Community Service Learning Arbor, MI: Office of Community Service Learning Press, University of Michigan.
15	Higher Education and CBOs: Different Realities Higher Education Academic calendar Academic reward system Publish or perish CBOs Real deadlines People’s livelihood Impact on quality of life for those most in need
16	Factors for Faculty Resistance Requires too much work Not rewarded by traditional academic rank and tenure system Unpredictable experiential pedagogy Political and professional risks Expectations may exceed realistic “deliverables”
17	Institutional Sustainability Requires: Creation of a permanent office/position(s) to build a bridge between academia and the community e.g. select community partners; maintain regular communication channels; define roles and responsibilities, etc. Modification in faculty rank and tenure reward system e.g. redefining scholarship to include CBR and service-learning Integration of service-learning and CBR into curriculum