Learning through Serving

A student workbook for service-

learning across the disciplines
Cress, C.M (2005)
 Book Evaluation
• Did the author succeed?
• Major themes and Ideas
• Strengths and weaknesses
• Assumptions
• Subject matter
• Quality
• Organization and style
• Compared to other books
 Part 1: Understanding the learning through
serving propositions Chapters 1-3
• “What is Service – Learning”
– As citizens it is our obligation to contribute to the improvement of our
nation and the world
– We are accountable for ourselves and for the welfare of others
• “Building and maintaining community partnerships”
– Rights and benefits to students and community
– ALPS (Action Learning Plan for Service)
– People should pay attention, tell the truth and be open to the outcome
• “Becoming Community: Moving from I to We”
– Bring who you are and what you know to the service-learning experience
– The seven Cs of Leadership Development
– All the parts impact the whole (the individual, the group and the
community)
 Part 2: Learning the Landscape,
Learning the Language
Chapters 4&5

“Groups are fun,

Groups are Not fun: “Creating Cultural
Teamwork for the Connections: Navigating
common good” difference, Investigating
– Group dynamics power, Unpacking privilege”
– Phase model of – Mindset; Heartset & Skillset
group development – Developmental Model of
– Positive and Intercultural Sensitivity
negative outcomes (Bennett)
of group work – Cultural humility, Cultural
awareness and Empathy
 Part 3: Facilitating Learning and Meaning-
Making inside and outside the classroom
Chapter 6
• “The process of reflection and
the necessary components of
deep reflection”
– Reflection serves a bridge for the
back and forth connecting
between what you learn in class
and what you experience in the
community
– Modes of reflection (writing, multi-
media, activities)
– Kolb’s experiential learning
model
– Pre-, during and post-reflection
Part 3: Facilitating Learning and Meaning-
Making inside and outside the classroom
Chapters 7&8

• “A Failure with the Best of

Intentions”
– Dynamics of service learning failures
– Perceptions of needs or community
issues
– Infrastructure and administrative
changes
– Approaches to handling conflict
• “Expanding Horizons”
– Transformational learning
– Ways of knowing
– Critical enquiry
 Part 4: Assessing the Engagement Effort
Chapters 9&10

• “Looking back, looking

• “Beyond a Grade: Are
forward: Where do we
we making a
go from here?”
difference?”
– Becoming engaged as a
– Evaluation process citizen is a ongoing
– CIE model (Concepts, journey that requires hard
Indicators, Evidence) work, critical thinking,
– Self-assessment clear communication
matrix skills, the ability to
– Measuring benefits to collaborate with others
community and problem-solving
expertise.
 Recommendations
• Audience for the book
Students, facilitators and
community members
• In what way can the
book be used?
As a guide and
To educate
 Recommendations
• Value for educational psychology
A guideline and training tool
To provide a clear view of role-players
Introduces perspectives on change
Empowers the community
• Recommendations and assessment
Missing the South African perspective
The activities help internalize and understand the
information
Thank you
Bibliography
Cress, C.M, Collier, P.J,
Reitenhauer, V.L and
Associates. (2005).
Learning through
Serving: A student
Guidebook for Service-
Learning Across the
Disciplines. Virginia:
Stylus Publishing, LLC.