Service-Learning Guide for Academics: Introduction to Service Learning at Rhodes University

[1]Draft Document

Academic Staff Guide for Service-Learning

Introduction

The focused attention that higher education bestows on service-learning can be attributed to the two themes that impact on higher education internationally: transformation and social responsiveness of the higher education system. This calls for change in the manner in which the core academic responsibilities of knowledge production (research), knowledge dissemination (teaching) and the application of knowledge (community engagement) are shaped in order to transform the higher education sector and for it to respond in a broadened sense to the call of social responsiveness.

The Council on Higher Education recommends that service-learning (which is within the Community Engagement continuum) be seen as part of a new social contract between the university and society, in which “…service-learning is entrenched in a discourse that proposes the development and transformation of higher education in relation to community needs” (CHE, 2006).

Service-learning courses link academic learning, community service experiences, and learning explicitly related to service. Service-learning is infused into courses to enrich the understanding of course content, broadens appreciation of the discipline, provides opportunities for practical application and enhances development of democratic citizenship. Lecturers engaged in service-learning have increased opportunities not only to enrich teaching and integrate service, but also to design research to improve future learning and service outcomes. Service-learning programs involve students in organized community service that addresses local needs, while developing their academic skills, sense of social responsiveness and commitment to the community.

Service-Learning is defined by Bringle and Hatcher as “… a credit bearing, educational, experience in which students participate in an organized service activity that meets identified community needs and reflects 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 civic responsibility” (Bringle and Hatcher, 1995: p112).

What constitutes a Service-Learning course?

Service-learning courses are developed and embedded within a curriculum program where direct or indirect service to the community is provided. Direct service involves working with others through person to person and face to face interactions. Examples are tutoring or mentoring high school learners in identified academic subjects or providing necessary research data impacting on implementation decisions for an NGO. Indirect service involves a project with a focus on the impact of a community as a whole. Examples include rapid increase in demand for additional residential accommodation in a small town where students collect data regarding the impact of this phenomenon, making recommendations to solve the problem and submitting these suggestions and solutions to authorities who will be able to use them. Indirect service courses may also focus on a research question—finding, gathering, analyzing, and reporting information or conducting environmental or other tests, or conducting experiments.

There are two main ways to involve students in service-learning, either through discipline-based course or a project-based course.

In a discipline-based course, students have a presence in the community and complete assignments or participate in discussions to connect the classroom learning with the service activity.

An example is Pharmacy students required to complete the Community Experience Programme embedded in Pharmacy Administration and Practice. Students interview and assist patients from public health care facilities who have prevalent conditions like Asthma, Hypertension and Diabetes. The interviews involve asking patients about their conditions and how these affect their lives. The students then educate the patients about their conditions, proper use of their medication and healthy lifestyle habits. This programme gives students insight into the socio-economic factors affecting patients health related behaviour i.e. taking medication as directed and living the lifestyle required for that condition . This module is repeated every year with different classes.

Students in a project-based service-learning course use knowledge gained in the courses to work on a mutually identified community problem or need. The specific service-learning activity in a project-based course is not likely to be repeated. The partnership between the academic department and the community partner may continue with different problems each year. An example is local municipality partnering up with Geography students to collect and analyze data to identify the capacity of the town’s water supply to cope with additional demand during 2010 World Cup.

An effective service-learning course should include the following core premises:

Connection to academic learning

Conceptualising a service-learning component requires careful thought and a number of steps. The service activity must be connected to classroom learning and theory, and community service placements must be connected to course objectives and learning outcomes. The service enhances understanding of the academic content of the course and leads students to apply academic learning in a community setting.

The service activity is designed with clear goals, expectations, and responsibilities for the lecturer and students enrolled in the course and the community partner. There are clearly established lines of communication that allow for all groups to provide feedback about the service activity.

The following components should be incorporated when developing a service-learning course:

• A set of statements concerning the goals of the service, expectations and responsibilities for the lecturer/s, students and community partners is an essential component.
• These statements are derived from ongoing conversations and the development of mutual understanding and appreciation for differences in culture and practice within the partnership between the lecturer, students and community partners.
• In a joint effort the lecturer and the community partner develop a plan for service activity which focuses on how students will be able to engage meaningfully with the academic content of the course whilst meeting the community priorities. The students will need class activities and assignments to assist them in making the connection between course content and service and in applying academic content to service activity.

There are two important aspects which are often overlooked in the conceptual exercise of designing a service-learning course, namely the evaluation of the project and the sustainability of the project.

Student analysis of the connection between academic content and service

The learning experience includes structured time for students and community participants to reflect on and analyze the service experience. Providing structured discussions and/or assignments leading students in reflection of the service fosters student ability to connect the service to content and, conversely, to apply the content to the service experience. Reflection may be accomplished through a variety of approaches, including reflective journals (open ended or responding to questions), formal writing assignments, classroom discussions, threaded discussions (using RU Connected), exam questions, and final projects.

Student preparation and support

Preparation of students for the service activity, whether in class or through electronic interaction (RU Connected), is included in the course plan. This includes description of the activity, safety, time allocation, schedule, cultural sensitivity, understanding of and training for the tasks and approaches involved, and introduction to the work of the community partner.

In a well-orchestrated service-learning course students are orientated to the responsibilities and issues related to service as well as an orientation into the community organization(s) whom they will be working with. Students may be introduced to people, issues, and communities with whom they are unfamiliar; they may be asked to confront and address previous stereotypes and biases. Good intentions alone are not enough to ensure that students approach new environments with respect and courtesy for those with whom they may come into contact. The following pointers are therefore helpful in preparing students for the meaningful service activity:

• Clearly explain to the students the unique features of a service-learning course and how the service component fits into the course expectations.
• Help students gain a better appreciation for differences and treating people who are different from themselves with respect is an important aspect of service-learning courses.
•  It is important to discuss the importance of maintaining the confidentiality of sensitive information that students might learn about the community partners.
• Students should be made aware that the community partners rely on students’ service hours to help meet their needs. Students should be reminded that they must be dependable and provide the community partner with sufficient notice if they will not be able to make their scheduled time as planned.

Student support and monitoring of student participation should continue on a regular basis throughout the module.

 Evaluation

The following components related to evaluating the service-learning project are important to consider:

Sustainability

 Sustainability in service-learning refers to a number of aspects such as timing and duration which entails designing regular scheduled activities continuing throughout the duration of the module.

Clear communication regarding the length of the partnership between the department and the community partner needs to be established (needs of the community partner are a factor).

Regular and frequent student and lecturer interaction should be specified.

Ultimately an indication of long term sustainability is commitment from the department to offer the service-learning course on annual bases.

 Resources

Community Engagement at Rhodes University is overseen by the Community Engagement Director in the Community Engagement Division. Queries about community engagement initiatives like service-learning should in the first instance go to this Division.

The Centre for Higher Education Research Teaching and Learning offers service-learning curriculum development support to academics exploring learning in mutually beneficial partnership with Rhodes’ community/ies. Contact Mandy Hlengwa at a.hlengwa@ru.ac.za

Community linkages and partnerships can be facilitated by Rhodes University’s C ommunity Engagement office.

For information regarding service-learning resources go to

http://ruconnected.ru.ac.za/course/view.php?id=701