Service- Learning

North Shore Community College

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Service-Learning Program

Center for Teaching, Learning, and Assessment

Located in

Lynn McGee Building, W-176 and

Danvers Berry, DB-388

For more information, please contact:

Cate Kaluzny, Coordinator Service-Learning Program ckaluzny@northshore.edu

978-739-5571 or ext. 5571 Danvers 781-477-2148 or ext. 2148 Lynn

Katelyn Adams, Graduate Fellow

Service-Learning Program servicelearning@northshore.edu

Faculty Handbook for Service-Learning

North Shore Community College

Table of Contents

Defining Service-Learning ………………………...………………………………………………………………...1 Benefits of Service-Learning ……………………………………………………………………………………..…1 Designing Your Course……………………………………………………………………………………………….3 Service-Learning: Full-Class Participation or Optional?...……………………………………………….........4 Project-Based Service-Learning 5 Sample Project Descriptions 7 Strategies for Successful Relationships with Community Partners 8 Steps to Integrating Service into Curriculum 10 Preparing Students for Service-Learning Experience 12 Service-Learning and Inclusion of Students Living with Disabilities 13 Assessment……………………………………………………………………………………………………………14 Reflection Activities……………………………………………………...…………………………………………..24 Reflection Questions …………………………………………………...………………………………………….. 25 The Three Levels of Reflection……………………………………………...…………………………………….. 26 Principles of Good Practice for Service-Learning Pedagogy…...…………………………………………..27 Wingspread Principles of Good Practice for Combining Service and Learning ………………………..29 Service-Learning Website Resources………………………………………………………………………...…. 30 Sample Syllabus...……………..............................................……………………………………………………32 Frequently Asked Questions……….…………………………………………………………………………...….36 Appendix………………………..............................................……………………………………………………37

Service-Learning Student Guide Field Trip Request Forms

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Defining Service-Learning

Service-Learning is a teaching and learning method that connects meaningful community service experiences with academic learning, focusing on critical and reflective thinking, and civic responsibility. Service-Learning enhances what is taught in college by extending students’ learning beyond the classroom and providing opportunities for students to use their emerging and acquired skills and knowledge to meet real needs in the community.

Service learning combines community service with classroom instruction, focusing on critical, reflective thinking as well as personal and civic responsibility. Service learning programs involve students in activities that address local needs while developing their academic skills and commitment to their community.

(http://www.aacc.nche.edu/Resources/aaccprograms/horizons/Pages/default.aspx) What Service-Learning is Not: There are many forms of experiential education including practicum courses, clinical courses, internships, and fieldwork. What makes service-learning stand out amongst these various forms of experiential education? “Service-learning programs are distinguished from other approaches to experiential education by their intention to equally benefit the provider and the recipient of the service as well as to ensure equal focus on both the service being provided and the learning that is occurring” (Furco, 1996).

Benefits of Service-Learning

How it Benefits the Student: Academic Benefits A number of researchers have documented the benefits of service-learning on academics (Eyler & Giles (1999), Astin et al. (2000), and Eyler et al. (2001). Service-learning improves student academic outcomes as demonstrated through complexity of understanding, problem analysis, critical thinking, and cognitive development. Students reported that they learned more and were motivated to work harder in a service-learning class then in a traditionally taught class. Active Real World Learning Experience

Service-learning enriches student learning of course material and “brings books to life and life to books.” Service-learning is an opportunity for students to have an active learning experience out in the real world. It allows students to take the skills and knowledge learned in school and apply them to real life situations which in turn increases their understanding of course content. An Experience with Diversity Engaging in service-leaning provides the opportunity for students to engage with diverse groups of people. Because community colleges are firmly rooted in the communities they serve, students have

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the opportunity to interact with people from diverse backgrounds as a concrete benefit of service-learning. Service-learning is seen as a form of diversity training. Career Builder

There are many ways that service-learning can help students with career preparation. First of all, volunteer work is a job. Students gain job experience—people skills, organizational skills, and many more. These are abilities students can put on their resumes. This tells a potential employer or the admissions people at a four-year school that a student has work experience, but it also tells them something about their character—that they are willing to give of their time, their skills, and their heart to help others. That’s a very powerful message. If a student is unsure about what they want to do as a career, service-learning may even provide them with some direction. It doesn’t happen every time, but sometimes students find their passion in working with a specific population or a specific setting. It can also help students to narrow down their options – for example a nursing student who volunteers in an emergency room setting may find that he isn’t comfortable with that environment and can focus his career goals on another aspect of nursing. The last reason why service-learning can be a career builder is references. It is always great to build on the network of people out in your community who know you and know that you do good work. They can later serve as references for you for whatever your next step may be – a new job or a new school, perhaps. They can also serve as resources when a student is looking for that next step. They may be aware of jobs or educational opportunities that a student has not heard of. Civic Learning

The Massachusetts Board of Higher Education (BHE) formally recognized Civic Learning as a part of the Vision Project in 2014. Thus civic learning became a priority of the BHE which includes all forms of service-learning. In response to this, NSCC created a Civic Learning Committee to advance civics education, service-learning, community engagement and community service on campus. Students benefit from this support both on state-wide level as well as within NSCC. Scholarships

Every semester we have students who go above and beyond the requirements of their service-learning assignment to do incredible numbers of service hours. Thanks to a grant from the Cummings Foundation in Beverly, we have been able to offer a scholarship to these students. If a student chooses to do the 15 hours of service required for class then they can earn part of their grade in the class. However, if they volunteer for 40 or 80 hours over the entire semester – that’s about 3 or 6 hours a week – students are eligible for a $250 or a $500 scholarship. How it Benefits the Community: Service-learning frequently builds lasting ties between colleges and the communities in which they are located. Community agencies highly value the expertise of college students not only for their enthusiasm but because they are eager to explore the intersection of theory and practice, can be cultivated as potential lifelong volunteers, and are likely to apply their professional skills to a service commitment.

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Community benefits include: • increased efficiency, quality of services or extent of services offered by assisted agencies • increased access to North Shore Community College resources (e.g., facilities, expertise, programs) • improved relationships with the College

How it Benefits the College: Service-learning can help community colleges increase their responsiveness to society’s needs. Often, this enhances the public image of community colleges and can positively impact the curriculum, student recruitment, alumni relations, the sense of community, and the success of fund-raising efforts. Service-learning can strengthen an educational institution by helping to fulfill its mission in several ways:

• rich opportunities for renewing teaching, and service activities • increased opportunities to engage students of all learning styles • additional experiential learning settings • increased access to community partners as co-teachers • retention of multi-ethnic students.

Partially Adapted from the University of Maryland Service-Learning Faculty Handbook.

Designing Your Course

While project-based service-learning has been very successful with first-year experience, service-learning can be implemented in your course in a variety of ways. The following pages include several suggestions and examples of service assignments and activities for different disciplines. This page outlines some of the structural options available to you as a faculty member in designing the service component of your course. Length of Service: Service activities are usually most effective when they are repetitive; a 12-15 hour commitment over the course of a semester is typical. However, this length of service can be challenging to many community college students who lead very full lives outside of school. Depending on the learning outcomes desired, a shorter service placement with more students able to participate might be appropriate. Faculty can also design a one-day service event, as described on the next page. Credit for Service and Reflection: Service-learning can be either mandatory or optional in your course. Often single-day service projects are mandatory, while longer assignments may be optional. If the assignment is optional, it works best for the service and reflection piece to replace another large assignment in the class. It can be structured in a similar way – for example students can do a class presentation on their service experience rather than a class presentation on a research topic. Most importantly, in order to encourage students to choose the service option, they need to see that it will not add an enormous burden of responsibility and extra work to the class. See examples. Location of Service: Depending on the topic of the course, it may or may not be appropriate to assign specific service locations for a service-learning assignment. The Service-Learning Office has a

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long list of potential sites for your reference. If you are looking for a very specific learning outcome, you may want to have all of your students work with a single site, or a single type of site. For example, an education class may have students working in schools as opposed to the food pantry because it better fits the learning objectives of the class. A sociology class may have students working at a variety of sites to address different social problems. The positive side of choosing fewer sites to work with is the control that you have over the student experience and the relationship that you can build with the agency. Conversely, allowing a wide variety of service options will probably enable more students to volunteer and will give a broader scope to class discussion and writing assignments. Reflection Options: Service-learning must include some form of meaningful reflection. This can be as simple as a journal, or much more complex like research projects and presentations. Use the examples listed on the next several pages as a resource in designing the reflection piece of your assignment. How ever you design the reflection, it should be guided by probing questions regarding the service and the students’ reaction to the experience. Without guiding questions, many students will simply chronicle their experience without any deeper thought.

Service-Learning: Full-Class Participation or Optional?

Service-Learning with Full-Class Participation A course requiring students to engage in some form of community service (one-time or ongoing, Individually, or with a group) and complete one or more reflective essays or other activities related to the service experience.

Advantage: Since all students in the course participate in the service and subsequent reflection, they establish a common ground for class discussions and for the synthesis of lectures, readings and observations at the service site.

Disadvantage: Some students might have legitimate reasons for not being able to participate in the service (e.g., child care or transportation issues).

Tips: Consider whether or not you will allow a substitution for the service component. Clarify the requirement in the course schedule, syllabus, and on the first day of class. Clearly explain the rationale for requiring service.

Example: A course on group communication sends students to different agencies to do various tasks with groups of clients. The faculty member asks students to present their findings to the class and to write a paper comparing several of the various settings studied. Service as an Optional Course Component Service and accompanying reflection are offered as an alternative to a quiz, particular readings, other experiential learning activity, or a research assignment.

Advantage: Students can choose service-learning or the more typical assignment based on their preferred learning styles.

Disadvantages: The choice creates differences in students’ experiences and thus can make class discussions more difficult. If the faculty member invites the service-learning students to share their community experiences, the non-service-learners might not understand or identify with what the service-learners are saying. Yet if the faculty member does not invite the service-learners to discuss their community experiences, they will fail to reap the benefits of structured reflection. Another

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disadvantage of this option is that some students might perceive service-based learning as less demanding, seeing it as the “easy way out.”

Tip: Faculty should ensure that whenever a service-based assignment replaces other work, it requires equal levels of academic rigor.

Example: In a psychology course on aging, students can opt to provide recreational activities for nursing home residents in place of reading three articles on aging and the psychological impact of mobility impairment. During a subsequent class discussion, students who chose the readings can compare their reactions with those of their peers whose experience might challenge or reinforce what the readings presented. Adapted from the University of Maryland Service-Learning Faculty Handbook.

Project-Based Service-Learning

The following section provides a brief conceptual framework for considering the role of Project-Based Service-Learning . What Makes Project-Based Service-Learning Valuable for Community College Students? In Project-Based Service-Learning, learning is tied directly to the interests of the student and the student’s community. The student therefore makes meaningful contributions to his or her environment while at the same time benefiting from these contributions. A number of projects, for example, allow students to act as positive role models for younger community members and/or support the needs of various organizations; in turn, these projects deepen the students’ own sense of connection with the community. How can I design a project around the interests of my students? The following are some broad areas where community-based organizations have expressed need:

Individuals with disabilities Youth programing Homelessness Healthcare Animal rescue Environmental Elderly Education Law enforcement Museum

Project design could connect with any of these categories or develop in relation to other community needs. My students lead busy lives. Is it fair to ask them to participate in Project-Based Service-Learning during such a challenging transitional period? Won’t they be more likely to drop my course? Studies at North Shore Community College indicate that once students have the opportunity to engage in service-learning, they seek it out in future classes. Perceived barriers are likely not a good indication of whether or not students will want to participate. Moreover, studies also suggest that service-learning students are more likely to persist than non-service-learning students.

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What are some questions I should consider in designing my First Year Experience course around Project-Based Service-Learning?

Designing a project o What are my own interests, and how might they relate to the interests of my students? o What informs the assumptions I am making about my students’ interests? o Is there a relationship between perceived identity and the type of interests I ascribe

to them? Participation

o Will I make service-learning optional in my class, or will I require full-class participation? o Which projects are best suited for the type of participation I will require?

Assessment o How will I assess the service and the learning components of the course? o How will I structure and evaluate my students’ reflections?

Project-Based Service-Learning allows for a rich instructional approach to addressing the academic and psychosocial needs of First Year Experience students. It supports them in developing the self-concept and relationship-based sense of belonging critical to their success. Students interrogate their own identities, build valuable connections within their newfound academic environment, and situate their learning in the larger social context of their communities. It thus bridges the perceptual gap that sets up an artificial distinction between academic learning and the so-called “soft-skills” that make such learning possible. Objective: To gain first-hand experience in civic engagement Students work together on real projects in the community, addressing current social issues and needs, while also receiving a rich learning experience. Work with the Service-Learning Coordinator to locate a community agency where students can perform course-related service as a class for a single day or through multiple short visits. Some suggestions include working in a soup kitchen, planting trees, participating in neighborhood cleanups, or visiting a local nursing home. Make sure that the agency supervisor takes time to orient the students and explain the needs and challenges of the site, and that the students have the chance to mingle with staff and clients of the agency as they carry out their service. Before students begin their project, have them research the following:

1. Describe the mission of the community agency. What underlying social problem(s) does it address? Why does this problem exist?

2. How could this problem be solved or reduced? What could students personally do to help address this problem?

3. How can civic responsibility help solve this problem?

4. Why is service important and how is it related to civic responsibility? Sample reflection: Ask students what they thought they contributed to the day’s activities, what they gained from their experiences, whether their experiences were positive or negative, and how the service tied into their coursework. Ask students to consider what role citizens play in helping the agency to fulfill its mission, and whether they have a responsibility to help others. If there are students who do not feel a sense of responsibility to others, explore with the class why these feelings exist and how they came about.

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Steps for Project-Based Service-Learning (adopted from Middlesex Community College)

1. Identify course 2. Decide on goals and outcomes 3. Brainstorm possible projects 4. Meet with community partner and service-learning coordinator 5. Design the project as an integrated part of the course 6. Plan the reflection assignments and assessment component 7. Revise syllabus 8. Introduce service-learning as integrated into the curriculum 9. Invite community partner to class 10. Produce product for community partner 11. Share reflections/presentations/outcomes as a part of the curriculum. 12. Celebrate achievement

Adapted from the original: Gottlieb, K. and Robinson, G. (2002). A Practical Guide for Integrating Civic Responsibility into the Curriculum. (p 38). Washington D.C.: Community College Press

Sample Project Descriptions

  Danielle Santos Animal Bios: Northeast Animal Shelter

For several semesters, I ran a service learning project with Northeast Animal Shelter of Salem, MA in my College Writing 2 course. I chose this community partner and project because I am personally concerned with the issue of animal homelessness and the lack of space in shelters. We spent the first few weeks of class discussing and writing about civic responsibility as a general theme. The students then researched NEAS and its programs, as well as general issues regarding shelter animals, such as the difference between kill and no-kill shelters. They were required to write journal entries about what they learned, their thoughts, etc., which were worth homework assignments. I found that anywhere from 50-75% of each of my classes had never been in an animal shelter before.

Though I modified the project over the course of the semesters to try new things, I mostly required that the service learning be whole-class participation. I made sure to outline all of the expectations on the syllabus and gave them the date of the trip. Students were expected to work out their own transportation, though they were encouraged to carpool. The first semester, I ran it on a Saturday, and 40 out of 42 students attended. I gave classwork credit for attending, and only those who attended would be able to complete the follow-up reflection activity, also worth credit. At the shelter, the students were given a tour and an overview of the obstacles the volunteers and staff faced, as well as more information about the types of programs they run (i.e., rescuing Chihuahuas from California, transporting dogs from down South, Seniors for Seniors, etc.). The students then chose an animal to write a bio about, and the staff pulled the files for the students to learn as much information as they could about that animal. They then wrote the animal bios individually or with a partner for a class writing assignment. It was a great opportunity to teach point of view (they had to write from the animal’s perspective), narration, description, use of detail, and how to phrase information about the animal that may not be positive. For students with allergies to animals (or any extreme fears), I asked them to choose an animal from the NEAS website to write a bio for. The bios were then posted to NEAS’s website. At the end of the course, the student had to

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choose a cause of their own and write a proposition/persuasive essay where they advocated for a solution. Christian Bednar Literacy program

During the fall of 2011, my developmental writing class and I created a literacy program for preschool children in Lynn. Each semester a new group of my students tailored the program to their own interests. As part of our compositional work, the students engaged in a number of transactional literacy tasks. These included composing their own children’s stories, reading their compositions, drafting promotional flyers to advertise the program, requesting donations and supplies for post-reading activities, and reflecting on their experiences. The students hosted their program on four separate occasions throughout the semester.

My primary objective in structuring the literacy program was to enhance my students’ writing,

reading, and civic engagement. Many of my students expressed limited opportunities to engage with literary texts as young children. As adults, I wanted to impress upon them how critical their role is to model these types of behaviors to younger children. Through this program, I aimed to help my students take greater ownership for their own learning and the learning of others.

Strategies for Successful Relationships with

Community Partners

1. Communication with Community Partners:

Communication is the key to the service-learning relationship with community partners. Contact your community partner well before the service-learning project begins. Be especially mindful to not think of the service-learning project as something to be fully developed by the faculty member and then introduced or imposed upon your community partner. Design it from the very beginning in close cooperation with your community partner. Service-learning projects are greatly improved when the community partner is thoroughly informed of course goals and content, plays an active role in both the design and integration of the service-learning project, and has ample opportunity to work closely with the students enrolled in the course.

This communication should begin well before the service-learning project begins, should continue throughout the semester when the service-learning project is underway, and should even extend after the project and semester have ended. A mutually beneficial definition of service-learning should be crafted through dialogue between the faculty member and the community partner.

2. Meeting Community Partner Needs:

Service-learning projects should be designed in close cooperation with community partners and should be designed with both the needs of the faculty member and community partner in mind. Reach out to your community partner, listen to their suggestions, and work with them

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to design projects that will increase student learning while meeting the real needs of the community. Service- learning projects designed solely by the faculty member risk not truly being of service to their community, while projects focused solely on service may not effectively contribute to the learning outcomes of the course. Cooperation between the faculty member and community partner is key.

3. Share Reflections with Community Partners:

In an effort to insure a truly mutually beneficial relationship between faculty members and community partners, share student reflections with community partners. The sharing of student reflection assignments with community partners can be used to improve both the student learning experience as well as advance the level to which the service-learning project truly meets the needs of the community partner.

4. Build Long Lasting Relationships with Community Partners:

Service-learning is greatly improved by the building of long-term relationships between service-learning faculty and community partners. This mutually beneficial partnership should ideally work over time to both enhance the full integration of service into course content and continually increasing the ways in which student involvement truly meets the needs of community partners. Keep community partners involved from semester to semester as changes are made to the course and service-learning project. Solicit regular feedback from the community partner and be responsive to their changing needs. Similarly, work with partners to encourage ongoing student investment in the community. Many community partners’ needs will far outlast the bounds of your service-learning project and many would welcome continued student service after the semester ends.

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Steps to Integrating Service into Curriculum Negotiating Projects Articulate, in writing, the objective(s) of the service assignment.

* What do you want students to gain through the experience? * Communicate your objectives(s) to the Service-Learning Coordinator.

Identify community needs that may be appropriate for your objectives. * Use the list of NSCC Community Partners or identify community needs via your own professional contacts.

Follow guidelines for working with community partners located in the Appendix. Developing the Syllabus Identify the service activity and objective(s)/student learning outcomes of the service

in the syllabus. Link the service to course content.

* Writing assignments, discussion topics, readings, presentations, and other activities listed in the syllabus.

Clearly explain the incentive(s) for successful completion of the experience. * Provide a clear link between course content, the service activity and student success in the course.

Describe how students will be assessed on the experience. * Clarify that the grade is for the processing of their experience - through papers, discussions, presentations, etc. - not for the service hours alone.

Orientation/Training Talk about the service experience on the first day of the course.

* The Service-Learning Coordinator and Graduate Fellow are available for class presentations. Address student concerns, fears, and expectations regarding the service. Prepare students with the appropriate skills and brief them on their responsibilities

regarding communication, follow-through and professionalism. Have students complete the Service-Learning Agreement Form 1and submit

a copy to you (see Appendix).

Contracting/Supervision Provide a timeline.

* Students need benchmarks for contacting the agency, meeting with supervisors, signing contracts, and beginning and completing the service in order to avoid the temptation to procrastinate.

If you can give the Service-Learning Coordinator a copy of Service-Learning Form 1, she will call mid-semester to check on student progress and provide a report for you.

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Reflection Implement reflective assignments and activities throughout the semester.

* See section on “Reflection Activities.” Discuss the service in class even if you are using an optional placement model.

* Students who choose not to participate in the experience will still gain insights and knowledge from the comments of students who do participate.

Assessment/Evaluation Use reflection assignments to assess student learning and evaluate performance.

* Evaluate analytical skills, communication skills, critical thinking and judgment from students’ reflection papers and presentations.

Create individual or group assignments that require students to integrate the course content and the service experience.

The agency will receive a form to evaluate the performance of the student from the Service-Learning Office (Community Partner Evaluation of Student).

Though incentive points may be provided for successfully completing the service contract and obtaining a supervisor evaluation, the grade should be based upon rigorous assessment of student learning and skill application.

Have students go on line, fill out, and submit the Student Evaluation of Service-Learning Experience survey * Student evaluations can be very helpful for planning the next course’s

service experience. Please contact me if you would like to receive a summary of your student’s feedback.

Forms All students must complete a hard copy of Form 1 to the Service-Learning Office (included

In the Appendix) to enroll in service-learning. Electronic copies are found on the NSCC public website.

Students then must complete Form 2 and have it signed by the community partner and/or faculty member and turn it in to the Service-Learning Office. (See Appendix).

Students must also turn in the Student Evaluation of Service-Learning which is a Survey Monkey form to be completed electronically.

If a class is engaging in full-class participation service-learning the faculty member must contact Joan Peabody to acquire field trip forms which need to be completed. (See Appendix).

Adapted from Colorado State University Faculty Manual. http://www.colostate.edu/depts/SLVP

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Preparing Students for Service-Learning Experience

Planning Ahead Allow sufficient time to travel to and from the service site Participate for appropriate amount of time at site Directions and transportation should be secured Have contact information for site in case of emergency or if you are late Know the name of the person to report to at site Be aware of the service site’s expectations Understand the rules/regulations of the site and keep client confidentiality, as well the responsibility

of a mandated reporter Culture of the Non-Profit World Know the mission and vision of the organization and surrounding community Ensure you are dressed properly—ask faculty or site supervisor what the appropriate clothing is to wear Site work is for students enrolled in the course only

Professionalism Be self-sufficient and respectful Treat all with respect, and be respectful of clients’ feelings Be honest with your intentions and clear about your expectations—do not make promises you

cannot keep Show empathy and create a supportive, safe environment with a judgement free attitude Always demonstrate appropriate language and behavior Unpaid does not mean unprofessional, provide all service with sincere effort Refrain from developing personal relationships until after commitment and academic requirements

are completed Bring few personal belongings to site

General Reminders Go with a positive attitude and keep an open mind Watch and learn from seasoned volunteers, observe and follow Be confident in building relationships, and ask questions Do not give away personal information Take notes after each visit to enhance your experience and reflection process Leave site on good terms and let site supervisor know when you are finished with your service Have fun with the experience and be proud of your accomplishments

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Service-Learning and Inclusion of Students Living with Disabilities

Because service-learning has so many positive outcomes on student engagement, learning, and peer interaction, students with disabilities should be encouraged to participate. Experience has shown that with planning and accommodation, students with disabilities can and do flourish in service-learning projects. Therefore, whether the service-learning component in a course is required or optional, all students should be encouraged to participate. Service-learning faculty should give thoughtful consideration to including all students when designing projects. Service-learning faculty are strongly encouraged to contact and collaborate with the Disability Services Office as part of their project planning. With the goal of including a wide range of students of varying ability, it is also useful for faculty to invite student questions and concerns about service-learning project access. Some considerations, however, need to be made:

Accessibility of site / ADA compliance Safety Physical and mobility expectations of tasks Assignment instructions and requirements Peer collaboration and partnering

Accessibility of site / Physical and mobility expectations of tasks / safety: We cannot assume that all public spaces are completely accessible to students with physical limitations. Whether or not students with disabilities are involved in particular project, service-learning faculty should consider the Americans with Disabilities Act (ADA) compliance of project sites. Site features such as restrooms, elevators, ramps, hallways and doorways should accommodate all project participants. Both getting to the service-learning site and getting around once the student is there can be challenging. Assignment instructions and requirements / Peer collaboration and partnering: Because some psychiatric and socialization disabilities come with anxiety, the need for literal instructions, or the need for more than typical supervision, faculty must plan ahead to accommodate affected students. Clear assignment guidelines, detailed directions to the site, and telephone contact with the faculty member are all necessary. Resources to help one should be provided for all to ensure an atmosphere of inclusion. It is also crucial to make the project tasks and post-project reflective writing instructions explicit. It may also be worthwhile to schedule the reflection writing deadline several class meeting days after the project to give students the opportunity to ask questions or collaborate in class. Faculty may consider including the following in the syllabus "As a faculty member, I invite student questions about any aspect of the project including concerns about access". Overall, faculty implementing service-learning as part of their course should be mindful of offering all students the opportunity for the same learning outcomes. Any alternative to a course service-learning project should be designed to lead students to the same experience and knowledge base.

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Assessment

 Assessment of the Service-Learning Component in FYE

One of the challenges for faculty who teach service-learning courses is how to evaluate all of the learning that is gained via this unique pedagogy.

It is important to describe how your students will be graded for their participation in service-learning. To start, the following questions can be used as a guide to link service-learning to NSCC’s GenEd Outcomes, or to the specific learning outcomes (SLOs) that you want your students to achieve.

1) What student learning outcome(s) do you want to address? (Critical thinking?

Respect for diversity? Clear communication? Evaluating evidence? Teamwork?) 2) How will students meet this objective through service-learning? (Rubrics are helpful

as a guide in this regard) 3) Will you use a reflective assignment built around the outcomes? 4) How will you know that the outcome has been achieved?

One way to approach grading is to think of service as a type of “text” about which your students will have assignments, via homework or other methods. Just as students are graded on how they demonstrate what they’ve learned from a textbook within the context of a class, students in service- learning courses may be evaluated on how they understand, apply, and integrate the “text” of service to in-class work.

Another popular evaluation method is the use of reflective essays or journals, whereby students consider how service-learning transformed their thoughts, actions, beliefs, or their community.

Using Rubrics to Assess the Student Outcomes in Service-Learning Courses

Assessing the service-learning component in a course can seem very subjective. One way to evaluate service-learning is via a rubric. Rubrics are a transparent, consistent means of assessing students’ work or the quality of reflection. Rubrics allow students to know the criteria by which they’ll be graded, and the work expected of them.

Before using a rubric or creating your own, consider the following:

1) What are the most important criteria that you wish to evaluate? These might be derived from

course goals, learning outcomes, or other values 2) What sort of scale do you wish to use: points, letter grades, or other descriptors (Excellent,

Very Good, Satisfactory, Poor, etc.)? On the following pages, you will find some rubrics to get you started. The first three are specific to service-learning: assessing the final paper for service-learning courses; assessing the reflection portion of the work; and (for instructors only), assessing your service-learning course syllabus. The last rubric is part of a series of analytic rubrics published by the AAC&U, covering over a dozen student learning outcomes; the rubric we’ve chosen is Intercultural Knowledge & Competence, but other rubrics --Civic Engagement, Global Learning, Teamwork, and the like--are also relevant to service-learning and worth looking at on this site: https://www.aacu.org/value-rubrics

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Final Paper Rubric  

Criteria 4 3 2 1

Awareness of Purpose of Service- Learning

Student demonstrates awareness of purpose of SL as a means to become actively engaged in social responsibility & civic dialogue beyond course material, furthering their understanding of the rights & responsibilities of living in a democratic society.

Student expresses awareness of how SL is an intentional means to further understanding and awareness of core societal issues and become actively engaged but doesn’t completely make connections beyond course material.

Student expresses awareness of how SL is integral to course and understanding of the relevance of their personal engagement.

Student demonstrates limited awareness of the purpose of service-- learning in the course.

Application of Theory to Practice & Practice to Theory

Student develops own informed perspective based on both theory & service. Compelling evidence from both course materials & service appear often and develop the author's thesis well.

Student develops a perspective based on both theory & service. Appropriately detailed evidence and explanation appear in most paragraphs, although he/she may require more interpretation/detail and clearer connections.

Student expresses some connection but little interpretation or framing. Evidence and explanation appear in some paragraphs, but the evidence may be overly general or the explanation assumptive.

Student does not apply theory, or there is a limited, unclear connection of theory/ideas to service. Evidence and explanation do not appear, or they are random and unrelated to the thesis.

Critical Thinking

Student explicitly states how personal assumptions have changed, and how new connections regarding complexity of societal issues have emerged.

Student states and begins to question original personal assumptions based on theory & service. Begins to delve deeper into larger core issues but without making connections regarding complexity of societal issues.

Student asks questions and tries to see and respond from different perspectives using evidence/insights but original perspective has not been enhanced or expanded.

Student accepts ideas and observations at face value. Opinions are stated without argument or support. Fails to identify issues and stakeholders.

Thesis, Overall

Structure, Content,

Mechanics & Writing

Style

Thesis provides writer’s clearly defined purpose. Structure and content present a clear sense of beginning, middle, and end. Transitions distinctive and clear. Grammar, spelling, mechanics, and punctuation are practically flawless. Sources are cited expertly, using the appropriate style.

Thesis describes writer’s purpose but lacks depth of detail. Structure and content present a clear sense of beginning, middle, and end. Transitions generally connect but may be unclear. Grammar, spelling, mechanics, and punctuation are practically flawless, and if errors occur, they do not confuse meaning. Sources are cited appropriately.

Thesis makes a point, but unconnected to purpose. Structure and content present an imperfect sense of beginning, middle, and end. Transitions awkward. Grammar, spelling, mechanics, and punctuation contain regular, patterned errors, suggesting poor proof reading or under- developed writing skills. Sources are not cited consistently

No thesis statement. Structure and content present an incoherent sense of beginning, middle, and end. Transitions confusing if at all. Grammar, spelling, mechanics, and punctuation render the paper incoherent, suggesting poor proof reading and under- developed writing skills. Sources are not cited.

  Assessment as Critical and Creative Engagement: A Service-Learning Model for Meaningful Growth of Pedagogy and Program  Thomas Burke & Julia van der Ryn, Dominican University. Reproduced with permission (February 2010)

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Service-Learning Reflection Rubric rating sheet

Question / points 4 3 2 1 0

A. What did you learn in your course (and other courses, if applicable) that relates to your service or community site? What did you learn during your service or at your community site that relates to your course?

Skillfully conveys perspectives from the course (and other courses, if applicable) and the community partner site with respect to an audience.

Adequately conveys perspectives from the course (and other courses, if applicable) and the community partner site with some respect to an audience.

Conveys ideas and facts from the course (and other courses, if applicable) and the community partner site that may be related but doesn't explicitly explain their relationship. Demonstrates minimal attention to an audience.

Conveys ideas and facts from the course and community partner site that don't seem to be related. Demonstrates little attention to an audience.

Does not meet level one performance.

B. What problem(s) did you help solve, enhancing our community? How did you accomplish this?

Skillfully explains the problem(s), his/her intervention, his/her process learned from the course and community partner site (decisions, thinking, info literacy, reasoning), and the positive effects of that intervention.

Adequately explains the problem(s), his/her intervention, his/her process learned from the course and community partner site (decisions, thinking, info literacy, reasoning), and the positive effects of that intervention.

Explains most of these: the problem(s), his/her intervention, his/her process learned from the course and community partner site (decisions, thinking, info literacy, reasoning), and the positive effects of that intervention.

Explains some of these: the problem(s), his/her intervention, his/her process learned from the course and community partner site (decisions, thinking, info literacy, reasoning), and the positive effects of that intervention.

Does not meet level one performance.

C. How has your experience affected your thinking about the community, its problems, and the solutions to those problems?

Skillfully explains changes in thinking about the community, its problems, and the solutions to those problems as a result of the service-learning experience (and other related experiences).

Adequately explains changes in thinking about the community, its problems, and the solutions to those problems as a result of the service-learning experience (and other related experiences).

Explains changes in thinking about most of these: the community, its problems, and the solutions to those problems as a result of the service-learning experience (and other related experiences).

Explains changes in thinking about some of these: its problems, and the solutions to those problems as a result of the service-learning experience (and other related experiences).

Does not meet level one performance.

D. What personal, academic or career goals did you achieve? How has your experience affected your thinking about personal, academic or career goals? How will you serve the community in the future?

Skillfully explains what personal, academic or career goals were accomplished, how the student was changed, and what future service the student plans as a result of the service-learning experience.

Adequately explains what personal, academic or career goals were accomplished, how the student was changed, and what future service the student plans as a result of the service-learning experience.

Explains most of these: personal, academic or career goals that were accomplished, how the student was changed, and what future service the student plans as a result of the service-learning experience.

Explains some of these: personal, academic or career goals that were accomplished, how the student was changed, and what future service the student plans as a result of the service-learning experience.

Does not meet level one performance.

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essay/rubric A B C D134578141617181922

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Service‐Learning Course Syllabus Rubric 

  Element is strongly developed   Element is present and adequately developed 

Element is present, but insufficient 

Element is lacking or absent 

Course Goals and 

Outcomes 

Course goals and outcomes are clearly identified and articulate connections between academic achievement, civic engagement, and personal growth in support of transformative learning. 

Course goals and outcomes are clearly defined and include: academic achievement, civic engagement, personal growth. 

Certain course goals and outcomes are clearly defined but one or more of the following learning outcomes is not addressed: academic achievement, civic engagement, personal growth. 

Course goals and learning outcomes are not clearly defined or do not address academic, civic, personal outcomes. 

Purpose of Service‐Learning 

Component 

Purpose of service‐learning is clearly defined and articulates how the class’ particular service component will both enhance student learning and encourage personal and social transformation. 

Purpose of service‐learning is clearly defined and articulates how the class’ particular service component will enhance student learning.  

Purpose of service‐learning is articulated, but specific explanation of class’ particular service‐learning component is absent or unclear. 

Purpose of service‐learning component is not addressed or articulated. 

Community‐Based 

Assignment 

Community‐based assignment, including minimum requirements, is clearly defined, emphasizing reciprocity between community priorities and student learning as the purpose of students’ engagement. 

Community‐based assignment is clearly defined in syllabus.  A minimum of 20 hours of engagement on behalf of a single community partner is required.   

Community‐based assignment is mentioned in syllabus, but requirements of that assignment are not clearly defined. 

Community‐based assignment is either not mentioned or left undefined in syllabus. 

Expectations for Student Engagement in Community Based Work 

Expectations for students’ community‐based work are clearly articulated and encourage students to regard community partner(s) as co‐educators contributing both to their learning and also to their personal development. 

Expectations for student conduct during community‐based work are clearly noted.  Students’ role as learners both in classroom and in community‐based work is clearly articulated. 

Expectations for student conduct during community‐based work are noted, but are not clearly defined or do not adequately reflect the students’ role as learners when engaging with the broader community. 

Expectations for student conduct during engagement in community‐based work are not articulated. 

Classroom Component 

Design of classroom discussion and activities facilitates collaborative learning among students, faculty, and (when appropriate) community partners to link classroom and community‐based knowledge. 

Design of class encourages discussion around students’ community‐based experiences and requires student participation. 

Design of class provides limited opportunity for class discussion about students’ service experiences. 

Class design does not allow for discussion or require student participation. 

Reflection  A variety of reflection activities are required and used to reinforce students’ learning in the classroom and service site.  Reflection activities challenge students to make meaning of their service experience and encourage students to articulate their learning.   

Reflection on service is noted as a course requirement and methods for student reflection are indicated.  Reflection activities link students’ community‐based experiences to course content. 

Indication of reflection requirement exists, but method for reflection is not specified and it is unclear if reflection will encourage a thought process linking community‐based experience to course content. 

Reflection requirements are unclear or not stated. 

Course Assignments 

Course assignments consistently support integrative learning, requiring students to think critically about and integrate their classroom and community‐based experiences. 

A sufficient number of course assignments support critical reflection on both classroom and community‐based experiences. 

Some course assignments attempt to integrate classroom and community knowledge, but do not require critical reflection about one or both components. 

Course assignments do not integrate the classroom component with the service requirement. 

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INTEGRATIVE LEARNING VALUE RUBRIC for more information, please contact value@aacu.org

The VALUE rubrics were developed by teams of faculty experts representing colleges and universities across the United States through a process that examined many existing campus rubrics and related documents for each learning outcome and incorporated additional feedback from faculty. The rubrics articulate fundamental criteria for each learning outcome, with performance descriptors demonstrating progressively more sophisticated levels of attainment. The rubrics are intended for institutional-level use in evaluating and discussing student learning, not for grading. The core expectations articulated in all 15 of the VALUE rubrics can and should be translated into the language of individual campuses, disciplines, and even courses. The utility of the VALUE rubrics is to position learning at all undergraduate levels within a basic framework of expectations such that evidence of learning can by shared nationally through a common dialog and understanding of student success.

Definition Integrative learning is an understanding and a disposition that a student builds across the curriculum and co-curriculum, from making simple connections among ideas and experiences to synthesizing and transferring learning to new, complex situations within and beyond the campus.

Framing Language

Fostering students’ abilities to integrate learning—across courses, over time, and between campus and community life—is one of the most important goals and challenges for higher education. Initially, students connect previous learning to new classroom learning. Later, significant knowledge within individual disciplines serves as the foundation, but integrative learning goes beyond academic boundaries. Indeed, integrative experiences often occur as learners address real-world problems, unscripted and sufficiently broad, to require multiple areas of knowledge and multiple modes of inquiry, offering multiple solutions and benefiting from multiple perspectives. Integrative learning also involves internal changes in the learner. These internal changes, which indicate growth as a confident, lifelong learner, include the ability to adapt one's intellectual skills, to contribute in a wide variety of situations, and to understand and develop individual purpose, values and ethics. Developing students’ capacities for integrative learning is central to personal success, social responsibility, and civic engagement in today’s global society. Students face a rapidly changing and increasingly connected world where integrative learning becomes not just a benefit...but a necessity. Because integrative learning is about making connections, this learning may not be as evident in traditional academic artifacts such as research papers and academic projects unless the student, for example, is prompted to draw implications for practice. These connections often surface, however, in reflective work, self assessment, or creative endeavors of all kinds. Integrative assignments foster learning between courses or by connecting courses to experientially-based work. Work samples or collections of work that include such artifacts give evidence of integrative learning. Faculty are encouraged to look for evidence that the student connects the learning gained in classroom study to learning gained in real life situations that are related to other learning experiences, extra-curricular activities, or work. Through integrative learning, students pull together their entire experience inside and outside of the formal classroom; thus, artificial barriers between formal study and informal or tacit learning become permeable. Integrative learning, whatever the context or source, builds upon connecting both theory and practice toward a deepened understanding. Assignments to foster such connections and understanding could include, for example, composition papers that focus on topics from biology, economics, or history; mathematics assignments that apply mathematical tools to important issues and require written analysis to explain the implications and limitations of the mathematical treatment, or art history presentations that demonstrate aesthetic connections between selected paintings and novels. In this regard, some majors (e.g., interdisciplinary majors or problem-based field studies) seem to inherently evoke characteristics of integrative learning and result in work samples or collections of work that significantly demonstrate this outcome. However, fields of study that require accumulation of extensive and high-consensus content knowledge (such as accounting, engineering, or chemistry) also involve the kinds of complex and integrative constructions (e.g., ethical dilemmas and social consciousness) that seem to be highlighted so extensively in self reflection in arts and humanities, but they may be embedded in individual performances and less evident. The key in the development of such work samples or collections of work will be in designing structures that include artifacts and reflective writing or feedback that support students' examination of their learning and give evidence that, as graduates, they will extend their integrative abilities into the challenges of personal, professional, and civic life.

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Glossary

The definitions that follow were developed to clarify terms and concepts used in this rubric only. Academic knowledge: Disciplinary learning; learning from academic study, texts, etc. • Content: The information conveyed in the work samples or collections of work. • Contexts: Actual or simulated situations in which a student demonstrates learning outcomes. New and challenging contexts encourage

students to stretch beyond their current frames of reference. • Co-curriculum: A parallel component of the academic curriculum that is in addition to formal classroom (student government,

community service, residence hall activities, student organizations, etc.). • Experience: Learning that takes place in a setting outside of the formal classroom, such as workplace, service learning site, internship

site or another. • Form: The external frameworks in which information and evidence are presented, ranging from choices for particular work sample or

collection of works (such as a research paper, PowerPoint, video recording, etc.) to choices in make-up of the eportfolio. • Performance: A dynamic and sustained act that brings together knowing and doing (creating a painting, solving an experimental design

problem, developing a public relations strategy for a business, etc.); performance makes learning observable. • Reflection: A meta-cognitive act of examining a performance in order to explore its significance and consequences. • Self Assessment: Describing, interpreting, and judging a performance based on stated or implied expectations followed by planning for

further learning.

INTEGRATIVE LEARNING VALUE RUBRIC for more information, please contact value@aacu.org

Definition

Integrative learning is an understanding and a disposition that a student builds across the curriculum and cocurriculum, from making simple connections among ideas and experiences to synthesizing and transferring learning to new, complex situations within and beyond the campus.

Evaluators are encouraged to assign a zero to any work sample or collection of work that does not meet benchmark (cell one) level performance.

Capstone 4

Milestones3 2

Benchmark1

Connections to Experience Connects relevant experience and academic knowledge

Meaningfully synthesizes connections among experiences outside of the formal classroom (including life experiences and academic experiences such as internships and travel abroad) to deepen understanding of fields of study and to broaden own points of view.

Effectively selects and develops examples of life experiences, drawn from a variety of contexts (e.g., family life, artistic participation, civic involvement, work experience), to illuminate concepts/theories/frameworks of fields of study.

Compares life experiences and academic knowledge to infer differences, as well as similarities, and acknowledge perspectives other than own.

Identifies connections between life experiences and those academic texts and ideas perceived as similar and related to own interests.

Connections to Discipline Sees (makes) connections across disciplines, perspectives

Independently creates wholes out of multiple parts (synthesizes) or draws conclusions by combining examples, facts, or theories from more than one field of study or perspective.

Independently connects examples, facts, or theories from more than one field of study or perspective.

When prompted, connects examples, facts, or theories from more than one field of study or perspective.

When prompted, presents examples, facts, or theories from more than one field of study or perspective.

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Transfer Adapts and applies skills, abilities, theories, or methodologies gained in one situation to new situations

Adapts and applies, independently, skills, abilities, theories, or methodologies gained in one situation to new situations to solve difficult problems or explore complex issues in original ways.

Adapts and applies skills, abilities, theories, or methodologies gained in one situation to new situations to solve problems or explore issues.

Uses skills, abilities, theories, or methodologies gained in one situation in a new situation to contribute to understanding of problems or issues.

Uses, in a basic way, skills, abilities, theories, or methodologies gained in one situation in a new situation.

Integrated Communication

Fulfills the assignment(s) by choosing a format, language, or graph (or other visual representation) in ways that enhance meaning, making clear the interdependence of language and meaning, thought, and expression.

Fulfills the assignment(s) by choosing a format, language, or graph (or other visual representation) to explicitly connect content and form, demonstrating awareness of purpose and audience.

Fulfills the assignment(s) by choosing a format, language, or graph (or other visual representation) that connects in a basic way what is being communicated (content) with how it is said (form).

Fulfills the assignment(s) (i.e. to produce an essay, a poster, a video, a PowerPoint presentation, etc.) in an appropriate form.

Reflection and Self-Assessment Demonstrates a developing sense of self as a learner, building on prior experiences to respond to new and challenging contexts (may be evident in self-assessment, reflective, or creative work)

Envisions a future self (and possibly makes plans that build on past experiences that have occurred across multiple and diverse contexts).

Evaluates changes in own learning over time, recognizing complex contextual factors (e.g., works with ambiguity and risk, deals with frustration, considers ethical frameworks).

Articulates strengths and challenges (within specific performances or events) to increase effectiveness in different contexts (through increased self-awareness).

Describes own performances with general descriptors of success and failure.

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Reflection Activities

Discussions Exchanges of ideas between students and faculty about the subject matter of the course can provide service-learners with a chance to relate their service to course concepts and share their experiences with traditional learners. Discussions need not be focused on the service aspect of the students’ experiences, but rather on course concepts. Discussions offer a forum which encourages students (both traditional and service-learning) to process and relate what they are studying, doing, and learning, and are an opportunity for the instructor to emphasize key concepts through the examples provided by the students. Journals Reflective writing is a primary tool used by educators engaged in service-learning. Asking students to consider their experiences can be very effective, however, it is important to guide students in their journaling so that they are not simply logs of events. The students should be encouraged to address objective events, subjective impressions, and an analytic response, at the very least, in each journal entry. In addition, some instructors include specific guided questions which assist students to integrate their experience with particular course concepts. Microcosm In the classroom, students explore a broad concept or issue by examining its impact on a local entity and incorporating the experience of the service-learning students whose service addresses the issue. For instance, students might study the availability of health care in the community by studying the local Free Clinic. Local issues and problems are a microcosm for studying broader topics. Analytical Papers In contrast with traditional research papers, service-learners can incorporate examples from their service experiences with course material to demonstrate their learning. Analytical papers might include: a detailed description of the type of work they did, the environment and goals of the agency and/or project, and a summary of their experiences; an evaluation of the purpose and meaning of their service and the needs met by it, what they learned from their experience, the strengths and limitations of those addressing the issues and needs, and changes and improvements they would make in their service and the project or agency; or an integration section in which students elaborate on how their service experience related to and/or conflicted with course concepts, affected their evaluation of or changed their assumptions about the material discussed in class, demonstrated ways in which academic learning is relevant and can be applied in the community, and ways in which their experience impacted their educational and/or career goals. Portfolios Compiling an array of materials related to their service can help contextualize students’ experiences. Some service-learning portfolios consist of other reflection elements, such as a journal, a paper or a presentation. They can also hold artifacts from the service project, such as pictures and brochures, as well as additional items which might relate to the service project and the course, such as newspaper clippings, articles, etc. As a practical tool, portfolios can further serve as organizers for the various documentation of the service-learning experience, such as the time-sheet, handbook, service-learning agreement, and training materials. Both faculty and students can be very creative with the portfolio concept and find many ways to use it. Presentations Either group or individual presentations by service-learning students to the class can offer traditional students a chance to learn from the others' experiences. Following the same format as the analytical

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paper, students can describe, evaluate, and integrate their service with the course, while also using visual materials and responding to questions to convey their learning to the instructor and class. Reading Responses Students write about their service experience in relation to assigned course readings. The questions you formulate for their responses can be open-ended or pointed in helping students think critically about the academic material in a real-world context. This activity can be particularly valuable when the readings incorporate issues similar to those being confronted by the service agencies and projects engaging the students. Student Forum Electronically (by e-mail or listserv) or during in-class forum groups, students respond in writing to your discussion questions and to each other. Each student should talk about or post a response to the week's reflection question and to at least one other student's entry. Some discussion questions may be directly related to course readings while others may be more open-ended regarding their service or personal perceptions and experiences. You respond to students as appropriate and can use their entries in the forum for future discussion topics. A listserv allows both service-learning and traditional students to consider the values, ideas, and experiences of other students and your questions can guide them towards integrating these with course material. Adapted from Center for Public Policy & Service, Mesa Community College. Student Guide for Service-Learning.

Reflection Questions

Some questions you might present for your students to consider in discussions, journals, portfolios, student forums, and other contexts:

1. What expectations do you have about your service experience?

2. What do you think your project or the service agency will be like?

3. What do you think you will do and what impact do you think you will have?

4. What are the social issues that this project or service agency addresses?

5. How does this project or agency address community needs?

6. What are the causes of those community needs?

7. How do people contribute to this problem?

8. How do we help to solve it?

9. Did anything surprise you? If so, what?

10. What did you do today that made you feel that you made a difference? Why?

11. Did anything happen that made you feel uncomfortable? If so, what, and why do you think it made you feel this way?

12. What did you do that seemed to be effective or ineffective in service to others?

13. How does your understanding of the community change as a result of your participation in this project?

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14. How can you continue your involvement with this group or social issue?

15. How can you educate others or raise awareness about this group or social issue?

16. What is the most positive thing that happened during your service experience this week?

17. What are the most difficult and most satisfying parts of your work? Why?

18. What do you think is your most valuable contribution to your project?

19. Is there a person or activity you find interesting or challenging in your project?

20. Have you learned from any disappointments or successes of your project?

21. How is your service relevant to the readings and discussions in class?

22. How does your service experience connect to your long-term goals?

Center for Public Policy & Service, Mesa Community College. Student Guide for Service-Learning. Virginia Campus Outreach Opportunity League. (1995). Reflections - A Resource Book.

The Three Levels of Reflection

The Mirror (A clear reflection of the Self) Who am I? What are my values? What have I learned about myself through this experience? Do I have more/less understanding or empathy than I did before volunteering? In what ways, if any, has your sense of self, your values, your sense of "community," your willingness

to serve others, and your self-confidence/self-esteem been impacted or altered through this experience?

Have your motivations for volunteering changed? In what ways? How has this experience challenged stereotypes or prejudices you have/had? Any realizations, insights, or especially strong lessons learned or half-glimpsed? Will these experiences change the way you act or think in the future? Have you given enough, opened up enough, cared enough? How have you challenged yourself, your ideals, your philosophies, your concept of life or of the

way you live?

The Microscope (Makes the small experience large) What happened? Describe your experience. What would you change about this situation if you were in charge? What have you learned about this agency, the people, or the community? Was there a moment of failure, success, indecision, doubt, humor, frustration, happiness, sadness? Do you feel your actions had any impact? What more needs to be done?

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Does this experience compliment or contrast with what you're learning in class? How? Has learning through experience taught you more, less, or the same as the class? In what ways?

The Binoculars (Makes what appears distant, appear closer) From your service experience, are you able to identify any underlying or overarching issues which

influence the problem? What could be done to change the situation? How will this alter your future behaviors, attitudes, and career? How is the agency you're serving impacted by what is going on in the larger political and/or social

sphere? What can be done?

Principles of Good Practice for

Service-Learning Pedagogy

Principle 1: Academic Credit is for Learning, Not for Service

In traditional courses, academic credit and grades are assigned based on students’ demonstration of academic learning as measured by the instructor. It is no different in service-learning courses. While in traditional courses we assess students’ learning from traditional course resources, e.g., textbooks, class discussions, library research, etc., in service-learning courses we evaluate students’ learning from traditional resources, from the community service, and from the blending of the two. So, academic credit is not awarded for doing service or for the quality of the service, but rather for the student’s demonstration of academic and civic learning. Principle 2: Do Not Compromise Academic Rigor

Since there is a widespread perception in academic circles that community service is a “soft” learning resource, there may be a temptation to compromise the academic rigor in a service-learning course. The perceived “soft” service component actually raises the learning challenge in a course. Service-learning students must not only master academic material as in traditional courses, but also learn how to learn from unstructured and ill-structured community experiences and merge that learning with the learning from other course resources. Furthermore, while in traditional courses students must satisfy only academic learning objectives, in service-learning courses students must satisfy both academic and civic-learning objectives. Principle 3: Establish Learning Objectives While establishing learning objectives for students is a standard to which all courses are accountable, in fact, it is especially necessary and advantageous to establish learning objectives in service-learning courses. The addition of the community as a learning context multiplies the learning possibilities. To sort out those of greatest priority, as well as to leverage the bounty of learning opportunities offered by community service experiences, deliberate planning of course academic and civic-learning objectives is required.

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Principle 4: Establish Criteria for the Selection of Service Placements Requiring students to serve in any community-based organization as part of a service-learning course is tantamount to requiring students to read any book as part of a traditional course. Faculty who are deliberate about establishing criteria for selecting community service placements will find that students are able to extract more relevant learning from their respective service experiences, and are more likely to meet the course’s learning objectives. We recommend four criteria for selecting service placements:

(1) Circumscribe the range of acceptable service placements around the content of the course (e.g., for a course on homelessness, homeless shelters and soup kitchens are learning-appropriate placements, but serving in a hospice is not).

(2) Limit specific service activities and contexts to those with the potential to meet course-relevant

academic and civic learning objectives (e.g., filing papers in a warehouse, while of service to a school district, will offer little to stimulate either academic or civic-learning in a course on elementary school education).

(3) Correlate the required duration of service with its role in the realization of academic and civic-

learning objectives (e.g., one two-hour shift at a hospital will do little to contribute to academic or civic-learning in a course on institutional health care).

(4) Assign community projects that meet real needs in the community as determined by the

community. Principle 5: Provide Educationally-Sound Learning Strategies to Harvest Community Learning and Realize Course Learning Objectives Requiring service-learning students to merely record their service activities and hours as their journal assignment is tantamount to requiring students in an engineering course to log their activities and hours in the lab. Learning in any course is realized by an appropriate mix and level of learning strategies and assignments that correspond with the learning objectives for the course. Learning interventions that promote critical reflection, analysis, and application of service experiences enable learning. To make certain that service does not underachieve in its role as an instrument of learning, careful thought must be given to learning activities that encourage the integration of experiential and academic learning. These activities include classroom discussions, presentations, and journal and paper assignments that support analysis of service experiences in the context of the course academic and civic-learning objectives. Principle 6: Prepare Students for Learning from the Community Most students lack experience with both extracting and making meaning from experience and in merging it with other academic and civic course learning strategies. Therefore, even an exemplary reflection journal assignment will yield, without sufficient support, uneven responses. Faculty can provide: (1) learning supports such as opportunities to acquire skills for gleaning the learning from the service context (e.g., participant-observer skills), and/or (2) examples of how to successfully complete assignments (e.g., making past exemplary student papers and reflection journals available to current students to peruse).

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Principle 7: Minimize the Distinction between the Student’s Community Learning Role and the Classroom Learning Role Principle 8: Re-think the Faculty Instructional Role A shift in instructor role that would be most compatible with these new learning phenomena would move away from information dissemination and move toward learning facilitation and guidance. Exclusive or even primary use of the traditional instructional model interferes with the promise of learning fulfillment available in community service-learning courses. Principle 9: Be Prepared for Variation in, and Some Loss of Control with, Student Learning Outcomes Even when service-learning students are exposed to the same presentations and the same readings, instructors can expect that classroom discussions will be less predictable and the content of student papers/projects less homogeneous than in courses without a service assignment. As an instructor, are you prepared for greater heterogeneity in student learning outcomes and some degree of loss in control over student learning stimuli? Principle 10: Maximize the Community Responsibility Orientation of the Course

If one of the objectives of a community service-learning course is to cultivate students’ sense of community and social responsibility, then designing course learning formats and assignments that encourage a communal rather than an individual learning orientation will contribute to this objective.

Wingspread Principles of Good Practice

for Combining Service and Learning

The Principles of Good Practice for Combining Service and Learning is the product of a two-year process by experienced practitioners to articulate what they learned and discovered to be the best practices for combining community service with student learning and development. Finalized in the spring of 1989 at the historic Wingspread Conference, hosted by the Johnson Foundation, the Principles represents the collaborative effort of more than seventy-five national and regional organizations committed to community service and experiential education. The Principles have since been regarded as the foundation for all effective service-learning programs by schools and campuses across the nation.

1) An effective program engages people in responsible and challenging actions for the common good.

2) An effective program provides structured opportunities for people to reflect critically on their

service.

3) An effective program articulates clear service and learning goals for everyone involved.

4) An effective program allows for those with needs to define those needs.

5) An effective program clarifies the responsibilities of each person and organization involved.

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6) An effective program matches service providers and service needs through a process that recognizes changing circumstances.

7) An effective program expects genuine, active, and sustained organizational commitment.

8) An effective program includes training, supervision, monitoring, support, recognition, and evaluation to meet service and learning goals.

9) An effective program insures that the time commitment for service and learning is flexible,

appropriate, and in the best interests of all involved.

10) An effective program is committed to program participation by and with diverse populations.

Honnet, E.P., and S.J. Poulen. (1989). Principles of Good Practice for Combining Service and Learning, a Wingspread Special Report. Racine, WI: The Johnson Foundation, Inc.

Service-Learning Web Site Resources

American Association of Community Colleges www.aacc.nche.edu AACC is the national voice for the nation's 1151 accredited two-year colleges and their 10 million students. There are links to model service-learning programs at a variety of community colleges as well as information about federal initiatives. Campus Compact www.compact.org Campus Compact is an organization actively engaged both on and off campus in community service. This is a comprehensive site with links to resources, job listings, news, model programs, and sample syllabi. Massachusetts Campus Compact www.tufts.edu/as/macc Massachusetts Campus Compact strives to be at the cutting edge of research and information in the community service and service-learning fields. The web site provides online links as well as the MACC newsletter, sample syllabi, articles, guides and handbooks. Massachusetts Service Alliance www.mass-service.org The Massachusetts Service Alliance is a private, nonprofit organization that serves as the state commission on community service. National Service-Learning Clearinghouse https://gsn.nylc.org/clearinghouse The National Service-Learning Clearinghouse supports the service-learning community in higher education, kindergarten through grade twelve, community based initiatives, and tribal programs as well as others interested in strengthening schools and communities using service-learning techniques and methodologies. The Clearinghouse web site includes service-learning literature, events, resources, and “best practices” in K-12 and in higher education.

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Sample Syllabus Instructor: Danielle Santos Telephone: 978-739-5561 Email: dsantos@northshore.edu (this is the best way to reach me) Class Time and Location: MWF 9:30-10:20 in DB-121 Office Hours: M 11:25-12:25; T 1-2; W 11:25-12:25; F 11:25-12:25 Office Location: DB-367F Credits: 3 Pre: ESL019 or 122 and 124 with ‘B-‘or COM010, 011, 013 with ‘C’ Co: COM014 NOTE: This course requires a whole-class service-learning component with the Northeast Animal Shelter (NEAS) of Salem, MA. Text: Choices by Kate Mangelsdorf and Evelyn Posey, 5th edition (ISBN-13: 978-0312611408) Course Materials:

Access to a working computer and printer, ink, and paper Folder (for keeping handouts/assignments organized) 2-pocket folder for turning in unit materials Notebook Pen/Pencil

A Note on Materials/Texts: Please understand that these materials are required. The textbook is required by the second week of class; if you have not yet purchased/received your textbook by this point, you are still responsible for all reading and assignments due. The textbook is required at each class meeting. Course Description: Provides students with the opportunity to develop skill in expressing complex ideas using basic essay structure. Students will practice all steps of the writing process, develop skill in analyzing and integrating source material into thoughtful compositions in standard English and meet individual goals for writing improvement. Students identified through the College Assessment Program should enroll in this course in their first semester. This course satisfies no elective requirement. Goals/Competencies: By the end of the developmental sequence, (for most students requires 2 semesters) students will demonstrate an ability to:

Articulate and reflect on their learning in a manner that is responsive to the course goals. Show increased confidence in themselves as readers, writers, and thinkers in a college environment. Engage in open-ended, inquiry-driven analysis, discussion, and questioning of academically appropriate topics.

Course Outcomes:

Adapt strategies to meet explicit and implicit requirements of different audiences, purposes, and genres. Employ a flexible and at times recursive and nonlinear writing process that includes meaningful revising, drafting,

editing, feedback, and prewriting. Develop writing that is thoughtful and organized with a beginning, middle, and end, including but not limited to

the five paragraph model. Edit the writing so that its surface features are clear and effective for its audience and purpose. Provide meaningful feedback to classmates in peer workshops.

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Demonstrate computer usage, including basic word processing, email procedures, and utilization of Pipeline and NSCC’s Learning Management System.

Assemble knowledge regarding the College, including behavioral and academic expectations and support services.

Recognize the link between skills and behaviors that are academic, and those that relate to careers and life What is Service-Learning? Service-Learning is a teaching and learning method that connects meaningful community service experiences with academic learning, focusing on critical and reflective thinking, and civic responsibility. Service-Learning enhances what is taught in college by extending students’ learning beyond the classroom and providing opportunities for students to use their emerging and acquired skills and knowledge to meet real needs in the community. Service-Learning Student Learning Outcomes for NSCC:

1. Students will link course content to what they are learning in the “real world” while meeting community needs. 2. Students will develop an awareness of community needs, which creates an understanding of civic responsibility. 3. Students will develop communication and networking skills. 4. Students will reflect on their Service-Learning experience and examine their attitudes, values, and beliefs. 5. Students will enhance critical thinking and problem solving skills through active learning.

What is expected of you in this Service-Learning course? Our service-learning partnership is with the Northeast Animal Shelter in Salem, MA. Your time on-site is limited: you will be attending a tour of the shelter on Saturday, Oct. 5th*. You will learn more about this specific shelter as well as the general issue of shelter overcrowding and its causes by reviewing the NEAS website and through readings/resources I provide you with. Some of your writing assignments in this course will center on helping/promoting the shelter’s animals and their needs. We will also organize a drive on campus to collect much-needed supplies for NEAS. Other writing assignments in this course will center on the broader idea of civic engagement and responsibility. You will be expected to reflect on your service-learning experience throughout the semester and also to evaluate your experience in December. Specific grading details for your service-learning participation are found further in the syllabus, but please remember that as whole-class participation is required, your writing assignments, both formal and informal, all center on this general theme—thus, this service-learning project is an integral and inextricable aspect of your grades in this course. Furthermore, you will receive a certificate of completion for your service-learning work at the end of the semester. As we will further discuss, service-learning not only benefits the community, but also benefits the college, your instructor, and most importantly, YOU! I am excited to engage in this project with you this semester! *Note: If you have a true conflict with the date/time of this tour (or another concern), you will have an alternative writing assignment to complete in lieu of attending. This is something you will need to discuss with me ASAP and in private. Class Policies (a.k.a. be present, be prepared, be proactive!):

Academic Behavior: In this class, you are expected to exhibit professional and respectful behavior that is conducive to

a mutually beneficial learning environment in the classroom. You are expected to exhibit responsibility for your own learning, time management, and proper submission of assignments, as well as for understanding and referring to the policies outlined in this syllabus. Students in violation of these standards may be asked to leave class. Further information regarding academic behavior can be found in my Attendance/Participation policy.

Attendance: In order to be successful in this course, you will need to attend regularly and participate in class. I do NOT differentiate between “excused” and “unexcused” absences (i.e, being sick, having a doctor’s

appointment, your car breaking down, etc. all count as an absence and will be reflected in your participation grade).

Excessive absenteeism will likely result in my asking you to withdraw from the course.

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Extenuating circumstances for absences (serious or long-term illness, etc.) may prompt an exception to my attendance policy; however, you should be prepared to discuss your circumstances with the Dean of Students prior to this decision.

Late Work: Late work is NOT accepted. LATE is defined as after the beginning of class time. This is to help keep

you motivated and on track with your assignments. If you run into a true issue with a deadline for this course, you must seek me out immediately and ahead

of the due date/time. You must be proactive! I am willing to hear out emergency situations provided that you approach the situation in a responsible way. I will then deem whether or not the situation warrants an extension. Be aware, however, that if you need to speak with me about an extension, granted or not, this will only be appropriate once during the course of the semester.

Technology Requirements: If you do not have access to a working computer/printer, you have computer labs and a library available

to you on campus (see posted hours). The use of Angel in this course is mandatory; you will be expected to log on for many reasons, including checking for schedule changes, knowing the homework for the week, and checking your grades. Please note: I do NOT accept work by e-mail for ANY reason, nor do I accept ANY excuses for failed technology. If you encounter problems with technology, you need to be proactive in seeking help by visiting the NSCC website (use the search function), emailing the appropriate person, exploring Pipeline, using the internet, asking a classmate, etc. Any related excuses, such as your printer ink ran out, you had internet connectivity issues, etc. are also unacceptable.

E-mail and ANGEL: Please check your North Shore student email and ANGEL frequently! This is the only email I will use in

correspondence with you, and I do frequently send out emails regarding any changes to assignments, reminders, and any class cancellations that might occur. Any class cancellations may result in a change to the syllabus schedule—it is imperative that you check your email and follow any instructions before returning to class.

Plagiarism: Plagiarism is defined as the use, by paraphrase or direct quotation, of the published or unpublished work

of another person without full and clear acknowledgement. It also includes the unacknowledged use of materials prepared by another person or agency engaged in the selling of term papers or other academic materials; taking credit for work done by another person; doing work for which another person will receive credit; copying or purchasing other’s work or arranging for others to do work under a false name.

The college considers plagiarism to be an act of academic dishonesty and can and will take disciplinary action against students who plagiarize the work of others. The course instructor has the right to take action as appropriate up to and including failing the student. Additionally or alternatively, a faculty member may file a complaint against the student under the College’s Code of Conduct alleging academic dishonesty. The complaint will be handled by the College’s Code of Conduct Officer pursuant to the Code of Conduct. If a faculty member issues a failing grade, the student shall have the right to file a grievance under the Grade Appeal Process of the Student Grievance Procedure.

Ask for Help! Always understand that you can (and should!) come to me for help with anything you may be struggling

with in this class or in college in general. I am happy to answer your questions or steer you in the right direction. You may send me an email or meet with me during office hours. You may expect an email response from me within 24 hours.

Disability Accommodations: North Shore Community College welcomes students with disabilities to engage in an interactive,

collaborative partnership with Disability Services and faculty in order to meet your educational and academic needs. If you have a disability-related need for reasonable academic accommodations in this course and have not yet met with a Disability Counselor, please visit www.northshore.edu/disability and follow the outlined procedure to request services.

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If Disability Services has formally approved you for an academic accommodation in this class, please present the instructor with your “Faculty Notice of Academic Accommodations” during the first week of the semester, so that we can address your specific needs as early as possible. If you will require assistance during an emergency evacuation on campus, please notify the

instructor immediately. For your reference, evacuation procedures are posted in all classrooms. Tutoring Services: FREE tutoring services are available on both campuses, including a Writing Lab. eTutoring is

also available. For further information on tutoring, please visit www.northshore.edu/tutoring. Class Format: This class will consist of a service-learning project, individual and group work, reading and writing, lecture, discussion, note-taking, and computer lab work. The Grading System: Grade Raw Score Grade Raw Score A 93-100 C 73-76 A- 90-92 C- 70-72 B+ 87-89 D+ 67-69 B 83-86 D 63-66 B- 80-82 D- 60-62 C+ 77-79 F Below 60

The deadline to withdraw from the course is November 26th.

Calculation of Course Grade: Attendance and Participation 15% Unit Projects 40% Journals, including Service-Learning 25% Final Exam 20% *Attendance and Participation: Participation grades are given at the end of each unit project (four times per semester). Your grade will be an overall average of your participation and attendance in class, both individually and in groups, and in regards to the service learning component of this course. The baseline grade for solid performance in attendance and participation will be a B (83-86). You will earn a B if you attend class, are on time, are prepared with your textbook, notebook, and writing utensil, and if you are attentive. This grade also takes into account any homework assignments or deadlines noted within a unit project (i.e., if you are unprepared with an assignment for class, you will lose points). If you wish to achieve higher than a B for the week, you will also need to participate actively in class by asking questions, contributing to discussions, making valuable contributions to group activities, demonstrating an understanding of the reading material, etc. However, your grade will earn lower than a B if you exhibit the following behaviors:

Being absent from class Being late to class or leaving early from class Talking while I am talking or while another classmate is trying to contribute to a discussion Being disrespectful to me or a classmate through your mannerisms or language Using a cell phone at any point during class Using a laptop during class without permission from me Failing to contribute to group activities Being unprepared for class (no book, writing utensil, paper, assignment etc.) Packing up to leave class prior to being dismissed Engaging in any other activity that I deem inappropriate to the academic environment

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You will receive a participation grade at the end of each unit project. If you are dissatisfied with your attendance/participation grade, please see me during my office hours so we can discuss what you can do to raise it. *Unit Projects: You will complete four unit projects in this course. These units seek to foster your understanding of specific writing skills and strategies. Each unit will be prefaced with an assignment sheet detailing reading to be completed, journal topics, formal writing assignments, and due dates. Final unit projects will be submitted in an organized manner in a two-pocket folder. With first drafts of formal writing assignments, I review and give feedback. If you are absent on the day a

draft is due or if you fail to come to class with a draft in hand, you will have to see me during my office hours if you wish to get my feedback.

With second drafts of formal writing assignments, your PEERS will review your work. I you are absent on the day a draft is due or if you fail to come to class with a draft in hand, it will affect your attendance/participation grade.

Unit 1: Civic Responsibility Essay Unit 2: Animal Bio Unit 3: Persuasive Letter Unit 4: Proposal Essay *Journals: You will be asked to reflect and respond to readings, discussions, and your service-learning experience in a series of journals, or informal writings. Journals are graded out of 100 total points based on the grading system values as shown above. *Final Exam: Students must have a ‘C’ average or better to be eligible to participate in the Final Writing Exam, which will be administered during finals week.

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Frequently Asked Questions

Frequently Asked Questions for the First Year Experience Teacher Considering Service-Learning:

1. How is service-learning different from community service? Service-Learning connects meaningful service experiences with academic learning. Once a community need is identified, instructors can design a project that aligns service with the outcomes of a specific class. Students thus serve the community while engaging in a rich educational opportunity as well. 2. Does it take a lot of extra work for instructors to participate in service-learning? Just like any other major worthwhile project, service-learning requires a fair amount of planning and organizing before the semester begins. Depending on the type of project you choose, you may devote some time over the entire semester to service-learning, or perhaps your project happens only once or twice. You will receive ongoing support from a service-learning Fellow and the Service-Learning Office. 3. Should instructors require service-learning, or make it optional? Instructors can choose whether to make service-learning a requirement of the class, or optional, but a project that closely aligns with the course’s objectives can make for a robust learning opportunity that all students would benefit from. Instructors may offer incentives to students if the project does not happen during already-scheduled class times. If the service-learning event occurs on a weekend or any other time outside of class time, instructors may offer no-homework passes to all students who attend, or extra credit points, for example. 4. Should instructors grade service-learning projects? If so, how?

Instructors should include some kind of reflection exercise that can be graded like any other assignment. In addition, instructors can offer points for participation.

5. How can instructors decide on a project? Service-learning Fellows are available to help you with project ideas. Also, the Service-Learning Office has many resources and community partner contact information. 6. Are there certain classes that are a better fit with service-learning? Any instructor is eligible to include service-learning in their classes. With some creativity and knowledge of a community need, a service-learning opportunity could be available to all students in all classes. 7. How often are instructors committed to doing service-learning once they begin? Instructors should participate in service-learning during at least one semester each academic year.

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Appendix

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The Service-Learning Program

located in

Lynn McGee Building, Rm. 176-W (781) 477-2148

and the

Center for Teaching, Learning, and Assessment

Danvers Berry, Rm. 388 (978) 739-5571

For more information, please contact:

Cate Kaluzny Service-Learning Coordinator

ckaluzny@northshore.edu Danvers and Lynn Campus

Katelyn Adams

Graduate Fellow in Service-Learning servicelearning@northshore.edu

Lynn and Danvers Campus

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Service-learning is a teaching and learning method that connects meaningful community service experiences with academic learning, focusing on critical and

reflective thinking, and civic responsibility. Service-learning enhances what is taught in college by extending students’ learning beyond the classroom and providing

opportunities for students to use their emerging and acquired skills and knowledge to meet real needs in the community.

Scholarship Opportunity for Service-Learning Students!

The Cummings Foundation of Beverly, MA has established a scholarship program to support students who go the extra mile in serving their community though their service-learning project. Students who complete 40 hours of service may apply for a $250 scholarship! Students who complete 80 hours of service may apply for a $500 scholarship! The Fall 2016 application deadline is November 20, 2016. Volunteer hours do not need to be completed until the semester ends in December. Note: Preference will be given to those who have not previously been awarded the Cummings Foundation Scholarship. If you would like a scholarship application, or if you have any questions, please contact Cate Kaluzny at (978) 739- 5571 or ckaluzny@northshore.edu.

Criminal Offender Record Information

and Sex Offender Registry Information Checks In order for a student to be eligible to participate in an academic, community or clinical program that involves potential unsupervised contact with children, the disabled or the elderly, the student may be required to undergo a Criminal Offender Record Information (CORI) check and/or a Sex Offender Registry Information (SORI) check. Students found to have certain criminal convictions or pending criminal actions will be presumed ineligible to participate in such activities. The College is authorized by the Commonwealth’s Criminal History Systems Board, pursuant to Massachusetts General Laws, Chapter 6, Sections 167-178B, to access CORI records. The College shall refer to regulations issued by the Commonwealth’s Executive Office of Health and Human Services 101 Code of Massachusetts Regulations 15.00-15.16 as guidance when assessing student CORI records. Sex Offender checks shall be performed pursuant to Massachusetts General Laws, Chapter 6, Sections 178C-178P. For more information regarding the College’s CORI/SORI check process, please contact Thanh Giddarie.

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Steps to Follow to Engage in Service-Learning Successfully and Have it Noted on Your

Academic Transcript

Checklist for Optional Service-Learning: Are you interested? Do you have the interest, time and commitment level to participate

in a service-learning activity?

Where should you volunteer? Choose 2-3 potential service sites. Sometimes things don’t work out with your first choice so it is a good idea to have a few options. Here are some suggestions for making your choice: Do your service where you currently volunteer, or where you’ve volunteered in the past.

Is your workplace a potential service site (i.e. hospital, nursing home, school, daycare program)? Think about adding an hour or two to your schedule for volunteering in a different capacity than your job.

Check with your instructor. Ask your instructor if the service sites you have chosen are appropriate choices for your assignment.

Make the call. Call the agency. Here are some important things to include in your phone conversation: Introduce yourself as a NSCC student doing a service-learning project for your course.

Ask whether the agency needs volunteers at this time and what the time commitment, training, and volunteer activities are.

If the agency is interested in having you volunteer, determine the dates and times you will be volunteering (a regular schedule is usually easiest for everybody, i.e. every Tuesday from 3-5).

Form 1 (Due October 16). Fill out Form 1 and pass it in to your instructor or to the Service-Learning Program. You are also welcome to sign it, scan it and return it via email to servicelearning@northshore.edu.

Serve. Keep your commitment and complete your service responsibly. Attend regularly and arrive on time. Ask questions when there is an unfamiliar task or situation. Accept feedback graciously and with a positive attitude. Act in a professional manner at all times and remember that you are representing North Shore Community College. When you complete your hours be sure to inform your agency that you have done so and leave on a positive note.

Reflect. Complete your reflection assignments as they are due in class.

Submit Confirmation of Service and Reflection (Form 2) to be completed by Community Partner and Instructor by December 1st.

Evaluate (Form 3) by December 1st. This is an online Survey Monkey form.

You must earn a passing grade in your class. This is required in order to receive a service-learning designation on your transcript.

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If you have any questions or need help along the way, please email Cate Kaluzny or Taylor Wright at servicelearning@northshore.edu.

Checklist for Full Class Service-Learning: Form 1 (October 16). Fill out Form 1 and pass it in to your instructor or to the Service-

Learning Program. You are also welcome to sign it, scan it and return it via email to servicelearning@northshore.edu.

Serve. Keep your commitment and complete your service responsibly.

Reflect. Complete your reflection assignments as they are due in class.

Submit Confirmation of Service and Reflection to be completed by Instructor by December 1st (Form 2).

Evaluate (Form 3) by December 1st. This is an online Survey Monkey form.

You must earn a passing grade in your class. This is required in order to receive a

service-learning designation on your transcript. If you have any questions or need help along the way, please email Cate Kaluzny or Taylor Wright at servicelearning@northshore.edu.

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What do NSCC students say about Service-Learning?

“Those who have the

privilege of working in

this small neighborhood

project will be exposed

to/experience a culturally

rich, diverse population

who are open and hopeful

for change.”

“I got a better understanding of the court process and the criminal justice system as a whole.”

‘It extended my learning in the classroom to where I live in my own city – to those I interact with on a daily basis.”

“This course has opened my eyes about people’s differences. These people shared their life stories with me and I have more compassion for the elderly now.”

“It helped me to understand how democracy works – for each person and how to be a better informed/involved citizen.”

“This experience gave me the opportunity to take what I was learning in class and put it to use – practice for when I am working in the field.”

“It really gave me a feel for the entire planning and implementation process. We not only got to see it, we experienced it.”

“I learned a lot about myself and was able to apply material learned in class to real life situations.”

“This program helped to get me involved in someone else’s life that needed help and has helped to open my eyes to issues. Also it has helped to show me how certain government programs work.”

“It gave me a taste of what I will be doing when I get my degree.”

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NSCC Service-Learning Form 1

Student Information, Consent, and Release Form

To be read and completed in its entirety by student: Student’s Program of Study: ___________________________ First Name: ________________________________ Last Name: _________________________________________ #N ___ ___ ___ ___ ___ ___ ___ ___ ___: Address: __________________________________________________ City: _________________________________ State: _______ Zip: ________________ Semester: ______________ Phone#: _______________________________ Alternate Phone #: _____________________________________ NSCC Email: _________________________________ Alternate E-Mail: ___________________________________ Are you a full- or part-time student? __________ Do you plan on applying for a scholarship? _________

To be completed by student and reviewed by instructor: Instructor: ______________________________________ Course Code: ___________ CRN#: ______________ Course Name: __________________________________________________________________________________ Community Service Agency: ____________________________________________________________________ Agency Address: ______________________________ City: __________________ State: _____ Zip: _________ Agency Contact: ___________________________________ Contact Phone #: ___________________________ Agency Contact Email Address:__________________________________________________________________ Service-learning activities shall include but are not limited to: _________________________________________________________________________________________ _________________________________________________________________________________________

Dates of Service-Learning Experience: ____________________________________________________________ Please turn form over for Student Acknowledgements.

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Student Acknowledgements:

______ I am currently enrolled as a student at North Shore Community College and will be participating in the Service-learning activity described above.

______ I am at least 18 years old and competent to sign this Agreement and by signing, represent that I understand its terms and conditions.

______ I am physically and mentally able, with or without accommodation, to participate in this activity and am capable of using any associated equipment.

______ I acknowledge that there may be hazards, dangers, and risks associated with my participation in this activity. I further acknowledge that all risks cannot be prevented.

______ I agree to assume all risks and responsibilities for my participation in this activity on behalf of myself and

my family and agree to indemnity, hold harmless and release from liability and waiver any legal action against North Shore Community College, its governing board, officers, agents, and employees for any personal injury or property damage suffered by me while participating in this activity or while in transit to or from the premises where the activity is being conducted.

______ I understand and agree that North Shore Community College does not provide medical services or personnel at the activity site. In the event that personal transportation is used to convey myself or others, it is expressly agreed that North Shore Community College incurs no responsibility or liability for an accident or other damage to vehicles or property or personal injury to drivers or passengers either to or from the site or while at the site.

Student’s Signature: _________________________________________________ __Date: ____________________ Parent/Guardian signature if student is under 18 years old: _________________________________________________ Emergency Contact: ______________________________ Emergency Contact Phone #: ________________________

Release Form

A parent or guardian must sign in place of the subject if the subject is under 18 years of age. Scene: _Service-Learning________________________________________________ Name: _______________________________________________________________ I give permission, without restriction, to North Shore Community College to: ___ photograph me ___ videotape me ___ audio record me ___ quote me ___ use a copy of my artwork or writing I herby consent, for any and all purposes, to reproduction and/or use of the media noted above by North Shore Community College in any form and in any medium, including advertising, display, or any other use. I hereby release North Shore Community College, the Commonwealth of Massachusetts, and their employees and agents, from and against any liability, including liability for negligence, arising out of or in any way connected to North Shore Community College’s use of the materials noted above. Signature: ___________________________________ Date: _________________

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NSCC Service-Learning Form 2

Community Partner and Faculty Confirmation Section I (to be completed by Agency Supervisor if optional service-learning or Faculty if full-class participation service-learning) Student’s Name: _________________________________________________Course/CRN: __________________________ Community Service Agency: ____________________________________________________________________________ Service-Learning Hours Completed: _____________________________________________________________________ Supervisors or Faculty Name: ____________________________________________________________________________ Supervisors or Faculty Signature: ______________________________________________ Date: __________________ Comments: ______________________________________________________________________________________________

Section 2 (to be completed by Faculty) Student Completed Reflection Assignment related to service-learning Experience: Faculty Signature_______________________________________________________________________________________

Please complete this form and return it to the service-learning office either in 176W in Lynn or DB388 in Danvers. Thank you!

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