Establishing a service-learning office on a college campus

Abstract

Bringing together disparate elements of service-learning under the auspices of a centralized office helps to direct and focus the energy of students and faculty on a college campus. Shannon Zoet, an AmeriCorps*VISTA with the Michigan Campus Compact at Jackson Community College, Jackson, Michigan, (2004-06) submitted this effective practice which outlines the steps to take, based on her firsthand experience as a service-learning coordinator.

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Issue

Many instructors utilize service-learning without knowing it or sharing it with others. Students and faculty who already understand the value of this type of experiential learning would do well to have a centralized location that supports and strengthens their efforts.

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Action

1. 1.  Explore what types of service-learning currently exist at the institution. Determine the best way to reach all instructors—e-mail, questionnaire, phone, or in-person. Once you have contacted an instructor, explain service-learning as defined by your institution; then ask if there are components of their courses that might fit the definition. Be sure to record all findings. In addition, identify students already involved in community service that may advocate for service-learning.
   2. Help faculty to understand service-learning. While individual discussions with each instructor are ideal, it is also useful to offer some kind of training, either formal or informal. Gather information from well-established service-learning programs and create a resource library that faculty can access for additional information. Continue talking about service-learning whenever possible—at department or community meetings, in casual conversation with potential participants— wherever appropriate.
   3. Consider the needs of community partners. While service-learning benefits all parties involved, the needs of community partners must be considered a priority. Determine community needs by reading community reports, scanning local media, and talking to area agencies. If a volunteer center exists in the community, inquire about community needs there. Think about how the courses at the institution might address those needs through a service-learning project.
   4. After discovering those supportive of service-learning, form a steering or advisory committee. Ask the following people to sit on the committee:
      • Faculty who already offer service-learning courses or are strongly interested
      • Administrators and staff who support service-learning
      • Representatives from community agencies already engaged or who could be potential partners
      • Students who participate in community service

      
      The purpose of this committee will be to define the function and direction of service-learning at the institution. It is probably best to meet at least quarterly as a group. At the beginning, the steering committee may help to write a mission statement for the service-learning office, and define initiatives and goals.

   5. Create an ongoing system for gathering and recording data about service-learning at the institution. Generate forms that can be filled out each semester by participants and partners. These should include:
      • Service-learning course information (from instructors)
      • Partner information (from community agencies)
      • Service-learning interest, service-learning timesheet, pre- and post- service-learning surveys, service-learning course evaluations (from students)

      
      Forms such as these can be completed online or in hard copy. Additionally, create a database in which all of this information can be cataloged and stored. Request the assistance of those in the Institutional Research or Information Technology departments to help you utilize appropriate technology.

   6. To get the word out about service-learning, create materials that can be circulated to students, faculty, administrators, partners, and the community. If possible, design a unique logo for the service-learning office and include this on all printed materials. Helpful communication materials include a website, brochures, quarterly or monthly newsletters, and t-shirts or other items (sweatshirts, hats, visors) that can be worn or used by students who are representing the institution in the community.
   7. Continually demonstrate the value of service-learning. Take advantage of award and recognition opportunities by nominating worthy faculty and students (see the Points of Light Institute’s website for information on nominating someone for a "Daily Point of Light Award" (http://www.pointsoflight.org/recognition). Once a service-learning office has been established at the institution, hold a recognition celebration to honor those who have been involved. Share the program's successes with administrators, and work with the marketing department to draw media attention to program impacts for students and for the community.

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Context

Michigan Campus Compact AmeriCorps*VISTA members are placed within a network of campuses to build, support, and develop the capacity of college students to address the local needs of children in low-income communities and to gain a richer experience outside the classroom.

The Center for Service Learning and Civic Engagement at Jackson Community College is a multifaceted initiative that continues to grow and improve while it addresses the identified needs of the community; offering a high quality, experiential education to its students as they learn to become civically engaged. The office helps students, staff, and faculty integrate service-learning into course work by:

• Designing service-learning projects and reflection activities
• Providing faculty resources on service-learning
• Acting as the liaison between students and community partner(s)
• Conducting in-class presentations
• Managing paperwork and record-keeping
• Instituting rewards for faculty participating in service-learning

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Outcome

After just one semester of the having the Office of Service-Learning and Civic Engagement in place, 288 students performed 2,975 hours of service in 15 different community agencies. And 18 instructors employed service-learning in 16 different courses.

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Posted On

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For More Information

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Resources

Jacoby, Barbara and Associates. Service-Learning in Higher Education. San Francisco: Jossey-Bass, 1996.

Source Documents

Related Practices

• Outlining steps for planning, implementing, and assessing a service-learning project
• Designing a service-learning program in ten steps

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