Lesson 1

SERVICE-LEARNING OBJECTIVES

Learning objectives
At the end of this chapter, the students should be able to:
1. Explain how service-learning leads to effective community intervention and active
participation;
2. Outline the different strategies applied or adopted in community services and
intervention; and
3. Formulate programs or campaigns that reinforce service-learning and community
involvement.

Overview
This chapter deals with the guidelines and procedures of community service-learning. It
integrates meaningful community service and reflection to enrich the students; learning
experience and social development.

Lecture
Service-learning provides students the opportunity to work with others, gain valuable
insights, and acquire different skills. Though varied community projects, thy can apply what they
have been taught in class by formulating appropriate solutions to the problems they encounter in
their chosen communities.
As enrollees of NSTP-CWTS 2, students can use the insights they gain in the classroom
and provide solutions to real-life problems in the community they become bona fide members of
their assigned communities as they render service and perform acts like the following:
1. Students can analyze the effect of natural disasters and use a kit to gather important items
during disaster preparation. Elementary students can design and distribute these kits to
the members of the community.
2. High school students can closely monitor the effects of poor nutrition and lack of exercise
by organizing health-related activities, concoct nutritious recipes, and putting up fruit and
vegetable stands in schools in the community.
3. Biology majors can study the complexity and diversity of wetlands to eliminate invasive
aquatics species. Streams can also be monitored and the results may be presented to the
class.
 4. University students can help struggling local non-profit organizations cope with difficult
economic conditions. Students who are enrolled in communication=--related courses can
provide varied public relations services with community partners, develop press kits, and
provide assistance in holding events.

Characteristics of Service-learning
The common characteristics of service-learning include the following:
1. It brings good, substantial, and practical results for the participants.
2. It promotes cooperation rather than competition where the skills associated with
teamwork and active community involvement are developed.
3. It gives appropriate rather than simplified solutions to problems that seriously affect
the community.
4. It provides real-life experiences wherein students gain knowledge from a particular
community engagement activity rather than from a textbook. Through these direct
experiences, service-learning offers great opportunities for students to develop their
critical thinking skills and learn how to identify relevant and emerging issues in
community settings.
5. It gives students a deeper understanding of concepts and real-life situations in the
community through immediately observable results.
6. Through an immediate understanding of a situation in the community, service-
learning becomes a more significant experience for the students, leading to their
emotional and social development and cognitive learning.

What Service-learning is Not

Students have misconceptions about the conduct and value of service-learning. Service-
learning is not:
1. An episodic volunteer program
2. An add-on course to an existing school or college curriculum
3. Logging a set number of community service hours in order to graduate
4. Compensatory service assigned as a form of punishment by the courts or by school
administrators
5. Only high school or college students
6. One-sided, that is, beneficial only to the students or the community

The distinctive element of service-learning is that it improves the community through the
services provided, and it also results in the improvement of the students and the other people
providing the services. Service-learning is rapidly growing and becoming popular because of its
powerful impact on people and their development. It is a dynamic process, through which the
students’ personal and social growth are tightly interwoven into their academic and cognitive
advancement. According to Eyler and Giles (1999), the service-learning model enhances
understanding and leads to more effective action.

Service-learning Theory
Service-learning theory is based on the idea that experience is the foundation for
learning and the bases for learning are the different forms of community service (Morton &
Troppe, 1996). Service-learning, therefore, is a form of experiential education wherein learning
occurs through cycles of action and reflection. Students work with others in applying what they
have learned in class to solve community problems while, at the same time, reflecting upon their
experiences as they seek to attain their goals for the community and to develop skills for
themselves (Eyler & Giles, 1999).
Legal Bases of Service-learning
Service-learning is based on RA 8292, also known as the Higher Education
Modernization Act of 1997. This law reiterates Section 2(1) of Article XIV of the 1987
Constitution by declaring that the “policy of the state is to establish, maintain, and support a
complete, adequate, and integrated system of education relevant to the needs of the people and
the society.” This policy can be attained through the HEI’s trilogy of functions – academics
(teaching-learning), research, and extension (community service) – and their in mind of their
legal responsibility to act as effective agents of change and development.

HEIs on Service-learning
One of the trifocal functions of the university is community extension. According to
Tariman (2007), its duty to the youth is to make them literate and functional, so they can make
good decisions regarding the problems affecting their health, families, and duties and
responsibilities to the community, they should be provided with opportunities for cooperative
undertakings and affecting the welfare of the entire community, so they can develop into young
men and women who look upon their own interests in terms of the welfare of others.

Benefits of Service-learning
Service-learning has potential benefits to the students, faculty, and community.
Students in service-learning classes can benefit academically, professionally, and
personally. They will:
1. Increase their understanding of the class topic
2. Gain firsthand experience (possibly leading to a future internship or job)
3. Question or defend values and beliefs
 4. Have the opportunity to act on values and beliefs
5. Develop critical thinking and problem-solving skills
6. Increase their knowledge of diverse cultures and communities
7. Learn more about social issues and their causes
8. Improve their ability to handle difficult situations
9. Be open to change and become more flexible
10. Develop or enhance their skills, especially in the areas of communication, collaboration,
and leadership
11. Test out the skills, interests, and values required in a potential career path and learn more
about their field of interest
12. Connect with professionals and community members who will also learn from the
service-learning program
13. Grow a professional network of people, whom they can contact later for career growth
14. Be encouraged in joining public service or social organizations

There are personal and professional benefits that faculty members can derive from
integrating service-learning into the courses they handle. Their decision to teach service-
learning classes can:
1. Promote interactive teaching as well as reciprocal learning between them and their
students
2. Provide new concepts and subjects that will enrich the class
3. Open up new areas of concern for research
4. Motivate their students to engage in active learning and be exposed to varied teaching
styles
5. Enable their students to learn more and further develop themselves
6. Increase enrollment by giving the proper motivation to highly engaged and active
students
7. Enhance the leadership potential of their students
8. Expose their students to networking activities with active faculty members in other
disciplines
9. Promote quality relationships between them and the members of the community or
the institution which may facilitate collaborative endeavors
10. Offer firsthand information or concepts and opportunities for community involvement
that will help them understand and resolve issues
Community partners involved in service-learning can:
1. Receive additional human resource assistance that can expedite the achievement of
organizational goals
2. Inspire a higher level of enthusiasm, perspective, and energy
 3. Improve the organization’s pool of volunteers as students engaged in their service-
learning will boost their own morale prompting them to share their experiences with
their classmates and friends
4. Enhance public awareness regarding significant issues confronting the community
5. Ensure future support for the organization
6. Make students well informed about issues in the community and enlighten them
regarding common misconceptions
7. Prepare the youth of today, particularly students, to become tomorrow’s responsible
community leaders
8. Establish strong networks with partners in other organizations and agencies
9. Gain access to the other resources of the university and strengthen collaborative ties
with its faculty members, students, and staff
The objectives of service-learning provide the stakeholders especially the implementers
of different programs and activities with opportunities for reflection and the assessment of
personal values, skills, and knowledge.
The following are significant and helpful steps in effectively implementing service-
learning:
1. Assess the community resources.
After selecting a project, the available resources of the community must be
assessed or evaluated. This includes looking into opportunities to establish
partnerships with the local leaders, out-of-school youth, businessmen, women leaders,
and youth leaders regarding community issues and problems.

2. Establish partnership and linkages.

Establishing partnerships with different service-oriented organizations is
necessary to make the delivery of community services more effective. Maintaining
and improving existing affiliations and developing potential partnerships are
important in ensuring that an organization’s needs and limitations can be met and
worked on.

3. Indicate the specific learning objectives in the syllabus.

Specific learning objectives should be clearly stated in the syllabus. It must be a
dominant component that can be easily identified in the service-learning organized by
community-based organizations. Assessment tools should be devised and used to
evaluate student performance with regard to the application of the subject. The
service outcomes may differ from what is initially expected.

4. Initially plan on the chosen program.

In selecting the program, the initial stage of planning is of utmost importance.
Plan according ti expected goals. Find out your human financial, physical, and
intellectual resources including the additional student leaders who can assist your
 group in executing and coordinating the different activities you have prepared for the
community.

5. Plan the details of the program.

Prepare the program with all the important things in mind like the rationale,
timeline budget, and list of assignments. The partners must be involved in this
process. The community project must have the following components: a thorough
plan, schedule or time frame, benchmark, budget evaluation and assessment, and
tools and processes to identify, document, and address problems and issues that can
potentially take place.

6. Look for funds.

It is necessary to look for adequate funding sources such as tie-ups with local
businessmen, national corporations, faith-based organizations, NGOs, government
agencies (Gas), and other local community organizations.

7. Implement and manage the program.

The plan of action must be properly implemented. The right intervals for assessment
must be set and partners must be involved in the process. This, in turn, will enhance
the program.

8. Organize reflection activities.

Carefully design activities that give students the chance to better understand
community service. Through this, the students’ knowledge and perceptions will
continuously be reinforced. Students must be permitted to record all their
experiences, including their assignments, in a journal. This also helps in further
improving the program.

9. Asses and evaluate the program.

It is imperative to include the active involvement of the community or institution
in assessing community service outcomes. The active participation of individual
students and organizations in the service-learning program must also be properly
documented. This signals a readiness for future community projects.

10. Celebrate the achievement.

Appreciating and recognizing the students’ active involvement in community
projects will develop their life-long interest in service involvement. Student names
can be posted in bulletin boards. The presence or attendance of community leaders in
recognition programs is necessary for inspiring students and other active participants
in community projects.
Guidelines and Procedures
A. Preparatory Stage
Faculty members interested in conducting service-learning must see to it that the
service-learning program (SLP) is indicated in the syllabus.
1. The students and faculty members are both responsible for the selection of the
community or institution. However, institutions or communities with already
existing Memorandum of Agreements with the school/university are the most
appropriate choices.
2. The faculty member must submit a letter of intent to the college dean through
the chairman or the head of the SLP. The letter should come with the
program/ activity design indicating the rationale, objectives, time frame, the
evolution process (rubrics and reflection papers), and the schedule of
activities.
3. The faculty member will write a letter of intent and request for permission to
conduct a SLP to the selected community or institution. The letter must be
noted by the dean through the program coordinator of head.
4. The students who will join the SLP must secure a waiver from the office of
student affairs (OSA) to be signed by their parents or guardians. The faculty
member will collect the waivers a day before the actual activity. Students
without signed waivers will not be allowed to join the SLP.
5. The faculty member must conduct a classroom briefing about the
program/activity before the implementation of the SLP.

B. Implementation Stage
1. The students and the supervising faculty member of the SLP are required to
wear the prescribed school identification card (ID) and college T-shirt and
observe proper decorum while in the community or institution. Smoking and
engaging in other forms of vices while in the community or institution,
whether before, during, or after the SLP are strictly prohibited for both faculty
members and students.
2. The students and faculty member on the SLP shall cover their respective
transportation, communication, and meal expenses during the period. Other
logistics requirements shall be based on those indicated in the approved
activity design of the college dean.
 3. The faculty member or the assigned group leaders shall take responsibility for
all communications and coordination with the partner community or
institution in relation to the SLP. They are also in charge of ensuring the
safety and security of the students while in the community.
4. The college dean or the head of the program will conduct spot monitoring or
follow-up of students involved in the SLP to determine the actual and current
status of the program.
5. In case the faculty member in-charge will be absent, he or she must inform
and ask permission from the college dean to find another faculty member as
substitute to supervision of an assigned faculty member shall be considered
unofficial.

C. Post-activity Evaluation Stage

1. The students must submit a narrative report with pictorial documentation and
reflection paper to the faculty member. The report must be hard-bound, follow
the required format, and be submitted fifteen days (15) after the SLP activity.
2. The faculty member will evaluate the students’ narrative report by using the
assessment tool that is designed for this activity. The performance of the
students will be evaluated using the same rubrics. The two will be the SLP
grade of the student, representing ten percent (10%) of the total computed
grade for the team.
3. The college or university through the chairman or head of the program must
conduct an exit conference with the community or institution beneficiaries and
leaders to assess the SLP implemented.
4. A certificate of SLP completion shall be issued by the college or university
upon the written request of the faculty member in charge.
5. The college or university shall issue a certificate of appreciation to the
cooperating community or institution upon the completion of the service-
learning activities.
 CONCLUSION
Service-learning is applied in a wide variety of settings, including schools, universities,
and community- and faith-based organizations. It can involve a group of students, a classroom,
or an entire school. Students build character and become active participants as they work with
others in their school and community in various service projects designed for the development of
education, public safety, and the environment.
For example, student-volunteers collecting trash or dredging an urban or rural river,
stream, or waterway render a valuable service to the community. If students also analyze their
findings to determine the possible sources of pollution and share the results with the residents of
the neighborhood also engaged in service-learning, they will be doing the community much
good.
Service-learning provides an important service to the community. Students develop an
understanding of actual social, political, economic, and environmental issues in their assigned
communities. They may also reflect on their future personal and career interests whether these be
in the field of natural sciences, behavioral sciences, public administration, values clarification
and formation, environmental studies, public policy, or other related areas. Through service-
learning, both the students and the community undergo a transformative experience.