Re: Service Learning in Developmental Education Courses

Dear Janet, Diane, and S-L Colleagues:

This is a very interesting discussion on "optional" service-learning within
a "designated" service-learning course. Allow me to chime in.

While I give a small number of "bonus" points in my existing business
classes, the purpose is to attract students who may have an intrinsic
interest in service, but who are primarily driven by the extrinsic reward
(at least initially). The key is to expose students to the ethic of
community service.

To get the bonus, students must temporarily become a member of a student
organization whose explicit purpose is to make a difference in their
communitites by teaching the principles, concepts and skills that they have
recently learned. If a student chooses to remain a part of the organization
after the semester is over, they are then considered "veteran" students who
are in a position to now mentor "rookie" students. 

The veterans who serve a second semester then become eligible for a 3-unit
"service-learning" course; to earn credit for this course, the (now
seasoned) veteran must be a project leader on at least one sustainable
project; s/he must read a book about the pros and cons of globalization;
s/he must keep a log of hours; s/he must make at least one oral presentation
to peers and/or the community explaining the goals, objectives,
deliverables, and quantifiable measures of success of the project, and offer
suggestions for future improvements.

Currently, I have a paper under review at the Michigan Journal of Community
Service-Learning. The abstract is below. If anyone would like a full copy of
the manuscript, please send me an email and I will gladly oblige.

Have a good day.

Curt DeBerg
CSU, Chico College of Business
530.898.4824

________________________
Creating Sustainable Service-Learning Programs:
A Role for Student Organizations

ABSTRACT

This paper examines the role of student organizations in implementing
sustainable service-learning programs.  By integrating noncredit activities
of a student organization and course-based service-learning, academic
programs can (1) sustain student involvement over more than one semester,
(2) challenge students to examine how service activities contribute to their
own understanding of what it means to be an "engaged citizen," and enhance
value to the community. We discuss how one chapter of a global student
organization (Students in Free Enterprise - SIFE) in a large public
university in California has succeeded in developing and sustaining
service-learning partnerships over the last eight years. A well-defined
mission, clear objectives, external assessment and program design have
contributed to the sustainability of S-L. The program design emphasizes
extended involvement of students and provides opportunities for the most
experienced students to assume significant project management and leadership
responsibilities for (1) mentoring younger students, (2) resource generation
and utilization, (3) community partnerships, and (4) marketing. The service
learning projects completed by the SIFE students have created a civic
connection that has brought local and state policymakers together with
leaders in the business community to improve school-to-career programs in
California high schools. 

National student organizations such as SIFE also enhance sustainability by
providing mechanisms for disseminating successful models through regional
and national meetings, and through peer coaching opportunities. Other
national student organizations, both in the business discipline (e.g., Beta
Alpha Psi, the Marketing Association and Delta Sigma Pi) and other
disciplines, can use the SIFE model to enhance their own service-learning
objectives, while at the same time strengthening the civic connection
between the university and the community. 

-----Original Message-----
From: eylerjs [mailto:janet.s.eyler@vanderbilt.edu] 
Sent: Wednesday, July 03, 2002 6:09 AM
To: Diane Fleishman
Cc: service-learning@csf.colorado.edu
Subject: Re: Service Learning in Developmental Education Courses


>I am also at the point of program development of establishiing 
>policiiies for service-learning. Our faculty committee would like some 
>models.
>
>Some of the questions we have are:
>       Can a course be designated service-learning if the service is 
>optional?

sure although this is IMHO not the most effective way to design a s-l class
-- it is much easier to thoroughly integrate subject matter, service,
reflection if the course is built around a subject matter appropriate
service experience.  But I have seen effective s-l classes where some do and
some don't do service.  The key to success here is creative ways to bring
the service experience into the classroom so that all benefit and also for
those doing service and not doing service to each share their expertise.
e.g.  those doing service can bring in case studies, role plays from their
sites etc to illuminate the subject matter in class or teams can be made up
of those doing library research and those doing service with the goal of
sharing what each group has learned.

>       Is there a minimum number of service hours required to assure the 
>quality of the learning?

there isn't a lot of empirical evidence here but there is some indication
that roughly 20 hours is a threshold.  obviously it will depend on  the
goals for the service-learning
>       Does working on political issues or elections count as 
>service-leaarning? What about student teaching?

political service is arguable but student teaching or other vocational field
based study is NOT service-learning.  take a look at Andy Furco's excellent
article on the distinctions among various forms of field based e xperiential
learning to clarify this


>
>As you can guess some of these questions arose from a s-l survey we 
>conducted. It was amazing what was turned in even though we had an 
>explicit definition of s-l included. Our goal is to have courses listed 
>in the catalogue as S-L, just as we have courses designated W writing 
>courses,etc.
>
>Thanks
>Diane
>
>-----Original Message-----
>From: Mary E Ridgway [mailto:MARYR@uta.edu]
>Sent: Tuesday, July 02, 2002 3:05 PM
>To: 'service-learning@csf.colorado.edu'
>Subject: Service Learning in Developmental Education Courses
>
>
>The goal of enrolling 500,000 more students in Texas higher education 
>by 2015 is one of four established by the state's new Closing the Gaps 
>plan. To help accomplish this goal, Texas colleges and universities 
>have been asked to develop and implement service learning courses and 
>service learning components in existing courses at each institution 
>that enable students to serve in mentoring/tutoring roles with at-risk 
>youth.
>
>
>I  am very interested in learning if there are some good models in 
>place for service learning components in developmental reading, writing 
>or math classes. We are developing service learning components in our 
>college learning  course and our college adjustment course. I would 
>appreciate learning  more about what others are doing in these areas.
>
>Thanks,
>
>Mary R
>
>Mary Ridgway, Ph.D. -  Director
>University of Texas at Arlington
>Center for Community Service Learning
>"Linking Service and Learning"
>B18 Davis Hall
>Box 19124
>Arlington, TX 76019
>817-272-2124-phone
>817-272-7626-fax
>maryr@uta.edu
>www2.uta.edu/ccsl