SERVICE LEARNING –
MODELS FOR COMMUNITY
PARTNERSHIPS
FIRST YEAR EXPERIENCE
CONFERENCE
ADDISON TEXAS
FEBRUARY 20-24, 2004
PRESENTERS:
Patsy Krech
University of Memphis
College of Arts & Sciences
Academic Advisor
217 Mitchell
Memphis, Tenn. 38152
[email protected]
901-678-3374
Peggy Quinn
University of Memphis
Freshmen Orientation Program
Consultant
424 Manning Hall
Memphis, Tenn. 38152
[email protected]
901-678-3111
AGENDA
 INTRODUCTION
Session Introduction and Goals
Brief background speaker introductions
Activity – Service learning definition
 SERVICE LEARNING RESEARCH
Definitions of Service Learning
List of Resources and References
 FORMAT 1
English 1010 and pre-health goals
Service learning overview
 FORMAT 2
English 1010 and education goals
Service learning project
Student reactions to Service Learning in learning
community setting
 FORMAT 3
Honors sections goals
Service learning project
Student reactions to Service Learning in traditional
classroom setting
 PROGRAM GUIDELINES
 SERVICE LEARNING OUTCOMES
 SERVICE LEARNING NETWORKING ACTIVITY
QUESTION/ANSWERS
GOALS
TO EXPLORE THE VALUE OF
SERVICE LEARNING
TO UNDERSTAND THE
STRUCTURAL FORMAT FOR
COURSE INTEGRATION
Patsy Krech is the Director of the Undergraduate Advising Center
of the College of Arts and Sciences. She works with departmental advisors
within the college to provide information and training. Also, she coordinates
learning community activities for pre-health learning communities and works
with the pre-professional advisor. She received her Master’s in English
Education at George Peabody College of Vanderbilt University.
E-mail:
[email protected]
Address: The University of Memphis, 217 Mitchell Hall, Memphis, TN 38152
Phone:
901-678-3374
Website:
www.people.memphis.edu/~pakrech
Peggy Quinn is Assistant Professor in the Department of Family
and Consumer Sciences and Consultant with Freshman Orientation. She also
coordinates and supervises internship programs and serves as a faculty advisor,
professor, and professional mentor to students in merchandising in the field of
merchandising. She received her Master’s in Marketing Education from the
University of Memphis.
E-mail:
[email protected]
Address: The University of Memphis, 404 Manning Hall, Memphis, TN 38152
Phone:
901-678-3111
INSTRUCTIONS: Take a few minutes to brainstorm your personal definition
and/ or perspective of what constitutes Service Learning. In the space below,
jot down words, phrases or a short paragraph that depicts your personal
reflection.
Service-Learning Definition
"Service-learning is the various pedagogies that link
community service and academic study so that each
strengthens the other. The basic theory of servicelearning is Dewey's: the interaction of knowledge
and skills with experience is key to learning.
Students learn best not by reading the Great Books
in a closed room but by opening the doors and
windows of experience. Learning starts with a
problem and continues with the application of
increasingly complex ideas and increasingly
sophisticated skills to increasingly complicated
problems."
Thomas Ehrlich, "Foreword" (pp.xi-xii) in Barbara
Jacoby and Associates, Service-Learning in Higher
Education: Concepts and Practices. San Francisco,
CA: Jossey-Bass. 1996.
Service-Learning Principles
"At their best, service-learning experiences are
reciprocally beneficial for both the community
and students. For many community
organizations, students augment service delivery,
meet crucial human needs, and provide a basis
for future citizen support. For students,
community service is an opportunity to enrich
and apply classroom knowledge; explore careers
or majors; develop civic and cultural literacy;
improve citizenship, develop occupational skills;
enhance personal growth and self-image;
establish job links; and foster a concern for social
problems, which leads to a sense of social
responsibility and commitment to public/human
service.”
From Brevard Community College, The Power.
July, 1994.
"A service-learning program provides educational
experiences:
Under which students learn and develop through
active participation in thoughtfully organized service
experiences that meet actual community needs and
that are coordinated in collaboration with school and
community;
That is integrated into the students' academic
curriculum or provides structured time for a student
to think, talk, or write about what the student did and
saw during the actual service activity;
That provides a student with opportunities to use
newly-acquired skills and knowledge in real-life
situations in their own communities;
and
That enhances what is taught by extending student
learning beyond the classroom and into the
community and helps to foster the development of a
sense of caring for others."
From the Commission on National and Community
Service (now the Corporation for National and
Community Service).
Resources and References
Campus Compact
http://www.compact.org/faculty/
Cooper, M. The Big Dummy’s Guide to Service Learning: 27 Simple Answers to
Good Questions on Faculty, Programmatic, Student, Administrative, & Non-Profit
Issues. http://www.fiu.edu/~time4chg/Library/bigdummy.html
Crews, R. Service-Learning: The Home of Service-Learning on the World Wide
Web http://csf.colorado.edu/sl/
Eyler, J.S., Giles, D. E., Stemson, C. M., & Gray, C. J. At A Glance: What We
Know About the Effects of Service-Learning on College Students, Faculty,
Institutions, and Communities, 1993-2000: Third Edition.
http://www.compact.org/resource/aag.pdf)
Jacoby, B. & Associates. (1996). Service-Learning in Higher Education:
Concepts and Practices. San Francisco, CA: Jossey-Bass.
Kraft, R. J. & Swadener, M. (1994). Building Community Service Learning in the
Academic Disciplines, Denver, CO: Colorado Campus Compact.
Morgan, W. & Streb, M.(1999). How Quality Service-Learning Develops Civic Values.
Bloomington, IN: Indiana University.
National Service- Learning Clearinghouse
http://www.servicelearning.org/
Owens, T. & Wang, C. (1997). Community-Based Learning: A Foundation for
Meaningful Educational Reform. Portland, OR: Northwest Regional Educational
Laboratory.
The Power. (July 1994). Brevard Community College.
Sax, L. J. & Astin, A. W. (1997). The Benefits of Service: Evidence from
Undergraduates. Educational Record, Summer-Fall, 25-33.
Schneider, M. K. (June 1998). Models of Good Practice for Service-Learning
Programs: What Can We Learn From 1,000 Faculty, 25,000 Students, and 27
Institutions Involved in Service? American Association for Higher Education
Bulletin. http://www.aahe.org/service/bulletin article.htm
Krech/Quinn
ACAD 1102
www.people.memphis.edu/~pakrech/prehealth.html
SERVICE PROJECT
 Research the Service
 Visitation/Appointment/Interview
Due September______________
 Service Activity Hours (eight hours)
(Service Activity Interview-Included in hours)
 Written/Oral Reports
Research Information on Service (format provided) 50 pts.
Interview Report (format provided) 25 pts.
Daily Journal of Activities (format provided) 50 pts.
Critique of Personal Service Experience (format provided) 25 pts. for
oral report; 50 pts. for written report
Notebook (3 ring 1” binder as indicated below)- to include the Research,
Interview Appointment Report, Daily Journal of Activities, and Critique
of Personal Service Experience)
Service Hours Documentation Form
 Evaluation of overall project (in-class 12/5/03)
(Form provided)
Total pts. 200
Evaluative Criteria:
Format Followed
Thorough content
Professionalism (Error-free, Correct Grammar and Punctuation)
SUMMARIZE NOT PLAGIARIZE!!!
Materials/Supplies: 3 ring binder (1 in. with pockets and clear view cover
for insert); computer disc in MS Word or Power Point; brochures and
handouts from selected service area.
Optional Audio/Visual Resources: Photographs, videotape, artwork, etc.
ENTRANCE INTERVIEW
1.
What is your area of interest in the health field?
2.
How would you explain or define a learning community?
3.
What do you expect from the pre-health learning
community (skills learned, health knowledge, career
information, contact resources, etc.)?
4.
Have you participated in a learning community in the past?
No____ Yes______
If yes, please describe:
5.
How would you explain or define Service Learning?
6.
Have you participated in a Service Learning project that
was required for class?
No____ Yes ____
If yes, what type of project did you do?
7.
Have you done volunteer work for a service organization or
a health care facility?
No____ Yes____
Where did you volunteer? ________________________
How many service hours? ________________________
Are you still a volunteer? No____
Yes_____
Other Comments:
Krech/Quinn
Due Date:
ACAD 1102
Research the Service
50 points of 200 project points
Before you go for your initial visit to the health care service, find out what you can about it.
Search the web for a website, check the telephone book, and ask others what they know about
this service. Collect brochures at the health service if you need more information.
Using the information you collected, write an overview of what the service provides, whom it
serves, and its history. Your report should be at least one page, double-spaced.
Krech/Quinn
ACAD 1102
Due Date:
Daily Journal of Activities (Service Project)
50 points of 200 project points
Keep a record of the visits you make to the health/care facility you choose for your project,
including what you learn, what you see, what you do. If you work with someone, include details
about that person’s work and attitude. For your notebook, convert your notes into a typed,
detailed accounting of the 8 hours you spend at the facility (the initial contact visit counts as one
of these hours) in narrative format, organized by the dates of your visits.
Examples:
September 12, 2003
I met with Dr. Smith at her office at 2222 Poplar Avenue. She shares her practice with two other
doctors, but I will be working primarily for her. One of her nurse practitioners, Mr. Nelson, will
be overseeing the work that I do. Each week I will spend an hour with Mr. Nelson as he
interviews patients for a long-term care study that this practice is participating in. I will be
typing up notes from these visits and filing them. Both Dr. Smith and Mr. Nelson impressed me
with their concern for their patients and with the importance of accuracy in the records I create
for them. It was an informative meeting, and I am looking forward to my hours with this
practice.
September 19, 2003
Today was my first hour of service. Mr. Nelson interviewed three patients in the first half hour,
and I typed up the notes in the second half hour. These patients seemed nervous about the
interviews, but Mr. Nelson chatted with them first to get them ready for his medical questions
concerning their current and previous medical conditions. Mr. Nelson’s notes were not easy to
read, but since I had overheard the conversations I was able to type them up with almost no
difficulty. Each of these patients had a history of hypertension, high blood pressure. They had
all taken various medications to help to control their blood pressure, with varying results. Mr.
Nelson indicated that some patients are affected by caffeine or salt intake, and that medicine
alone may not be sufficient to reduce blood pressure levels.
For additional Service Project handouts, see our website:
http://www.people.memphis.edu/~pakrech/prehealth.html
Service Locations
Health Related Facilities
Baptist Memorial Hospital for Women
Baptist Memorial Hospital- Germantown
Baptist Rehabilitation- Collierville
Baptist Rehabilitation- Germantown
Booker T. Washington High School (pre-health students)
Covington High School athletic trainer
Dr. Armando Foronda, General Surgeon, Pulaski TN
Dr. Waddell, Dentistry
Genex Inc.
Le Bonheur Children’s Medical Center
Lifeline Blood Center, Jackson
Memphis Regional Medical Hospital
Methodist Alliance Hospice
Millington Health Care Center
OrthoMemphis
Physiotherapy Associates
Podiatry Centers of Memphis
Southerland Cardiology Clinic
St. Jude Hospital
Sugar Creek Retirement Center, Brownsville TN
Super D Pharmacy
Veterans Medical Center
Walgreen’s Pharmacy
Non-Profit Organizations
Big Brother and Big Sister
Friends for Life
Linwood Home for Boys
Memphis Botanic Gardens
Memphis Zoological Gardens
Pink Palace Museum
RELEASE/HOLD HARMLESS AGREEMENT
1.
I PROMISE NOT TO SUE THE UNIVERSITY OF MEMPHIS FOR ANY INJURIES
OCCURRING WHILE I AM PARTICIPATING IN THIS ACTIVITY:
In consideration for receiving permission to participate in The Service Learning Project in
ACAD 1102 (hereinafter referred to as “activity”), I release and covenant not to sue The
University of Memphis, The Tennessee Board of Regents, The State of Tennessee, and all
employees and agents of these parties (hereinafter referred to as “releasees”) from all claims
related to any loss that may be sustained by me, including loss of life, or to any property
belonging to me, whether caused by the negligence of the releasees or otherwise, while
participating in this activity, or while on the premises where this activity is being conducted.
2.
I AM AWARE OF THE RISKS OF CHOOSING TO PARTICIPATE IN THIS ACTIVITY, AND I
ACCEPT RESPONSIBILITY FOR THESE RISKS:
The activity has been explained to me, including risks involved in participating in this activity,
and I understand these risks. These risks include but are in no way limited to: _______________
______________________________________________________________________________
I voluntarily choose to participate in this activity. I voluntarily assume full responsibility for any
risks of loss, property damage or personal injury, including death, that may be sustained by me as
a result of participating in this activity, whether caused by the negligence of the releasees or
otherwise.
3.
I WILL REIMBURSE THE UNIVERSITY OF MEMPHIS FOR ANY COSTS THEY INCUR
BECAUSE OF MY PARTICIPATION IN THIS ACTIVITY:
I agree to indemnify the releasees for any loss or costs, including medical bills, court costs and
attorneys’ fees, that they may incur due to my participation in this activity, whether this loss is a
result of the negligence of releasees or otherwise.
4.
THIS AGREEMENT WILL ALSO PREVENT MY FAMILY FROM SUING THE
UNIVERSITY OF MEMPHIS:
It is my intent that this Agreement shall bind the members of my family and spouse, if I am alive,
and my heirs, assigns and personal representative, if I am deceased. This Agreement shall be
deemed as a Release and consent not to sue regarding any claims these parties may have against
releasees relating to my participation in this activity, whether these claims arise out of the
negligence of the releasees or otherwise.
5.
THIS AGREEMENT SHALL BE CONSTRUED IN ACCORDANCE WITH THE LAWS OF
THE STATE OF TENNESSEE.
In signing this Agreement, I acknowledge that I have read it and understand it, and that I sign it
voluntarily.
________________
__________________________
_______________
Participant’s Date of Birth
Signature
Date
If under eighteen (18) years old, signature of parent or legal guardian required.
__________________________
_______________
Mother / Legal Guardian (circle one)
Date
__________________________
_______________
Father
Date
___________________________________________
Site of Service Learning Project
______________________________________
Address
SERVICE HOURS DOCUMENTATION FORM
Service Site:_____________________________________________________________
Address:________________________________________________________________
City:__________________State:___________________Zip:______________________
Phone:__________________Fax:_________________E-mail:____________________
Service Site Supervisor:___________________________________________________
Title:___________________________________________________________________
Phone:__________________Fax:_________________E-mail:____________________
Student Volunteer:_______________________________________________________
Address:________________________________________________________________
City:__________________State:___________________Zip:______________________
Phone:_________________Fax:__________________E-mail:____________________
University of Memphis Contact Person:_____________________________________
Address:_______________________________________________________________
City:__________________State:__________________Zip:______________________
Phone:_________________Fax:__________________E-mail:____________________
Instructions: Please record below the hours of volunteer services rendered, duration of
volunteer service, type of services provided and any additional comments.
Student Volunteer:_______________________________________________________
Duration of Service: Begins:____________________Ends:______________________
Duties:_______________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________
Number of Volunteer Hours Served:____________________
Comments:____________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
__________________________________________
Service Volunteer Supervisor:(Signature)_____________________________
Date: _____________________________
Student Volunteer:
(Signature)____________________________
Date: ____________________________
SAMPLE SERVICE THANK YOU LETTER
(Correspondence to Service Supervisor from University Contact)
DATE
SUPERVISOR ADDRESS
Dear (Dr., Mr., Mrs., Ms.):
On behalf of the University of Memphis and the freshmen orientation program, ACAD
1100, we would like to thank you for taking time out of your busy schedule to provide
service hour opportunities for (enter student’s name). Completing service hours in a field
that supports the career goals of our students is invaluable. You have provided a learning
environment for students that extends the educational boundaries of the classroom, assists
in career choice and selection of a major, and allows hands-on experience in community
service and health care endeavors.
Please feel free to contact me with any additional suggestions or comments that will
enhance the development and implementation of our service projects at the University of
Memphis. You can reach me at 678-3111 or e-mail me at [email protected]. Thank
you once again for becoming a partner in our efforts to educate and retain entering
freshmen at the University of Memphis.
Appreciatively,
Peggy Quinn, Asst. Professor
ACAD 1100 Program
SAMPLE SERVICE THANK YOU LETTER
(Correspondence to Service Supervisor from Student Volunteer)
DATE
SUPERVISOR ADDRESS
Dear (Dr., Mr., Mrs., Ms.):
What a great opportunity it was to work with you at (Insert Service or Health Care
Organization). The service hours have benefited me both personally and professionally. I
am confident that this learning experience will prove invaluable as I work to achieve my
academic and career goals.
The chance to provide service to my community and to support the health care initiatives in
our career area was extremely rewarding. I truly appreciate your time and effort in
helping me to develop and implement skills that will be necessary for future professionals
in our field.
Appreciatively,
(Insert Student Name)
Evaluation of the Pre-Health Service Project
1. What are three things that you learned about the health field from participating in this project?
2. How would you evaluate the instructional resources (handouts, class instruction, etc.) that were
provided to develop and implement this project?
3. How valuable was the project in learning to utilize time management and organizational skills?
4. How did this project encourage the development of written and verbal communication skills?
5. What changes would you suggest that might make the project even more productive for future
classes?
6. What was the most valuable learning experience you encountered in this activity?
7. Please add any additional comments on back.
Evaluation Service Project:
Career Related Service/Pre-Health
1. What are things that you learned that can help you in
the field of Pre-Health?
 Be on time, attentive, patient and caring to clients
 When working with children, you must adjust to their
needs
 Elderly are as hard to care for as children
 Not all patients want to get better; lots of
hypochondriacs
 How different health components work together
 Doctor-patient relationships
 Nurses are underpaid for what they do
 Learned an appreciation for hospital staff
 Field can be depressive (St. Jude)
 Rather work in a clinic than a hospital
 A lot of paperwork is required
 How important labs are to healthcare
 Learned about a variety of healthcare careers
 Basic duties and daily routines
 How to count pills and pull right medicine off shelf
 How to communicate with patients because it could be
life threatening
 Preparation schools are very competitive
 No job is unimportant
 Doing a good job means getting better jobs later
 See the benefits of your work and the appreciation for
what you do
 Helped me to meet a deadline and work with members
of a team
6. What was the most valuable learning experience?
 People appreciate you when you volunteer
 I am good with children
 I can learn from children
 Communicating with others, importance of
communication, and being time-efficient
 The hospital setting taught me a lot
 The good advice I got from my interview
 Learned more about my profession; how hospital works
 Volunteering isn’t the greatest experience in the world
 I confirmed what I wanted to do this for my career
 Interacting with patients
 Just being in the medical environment and getting an
early perspective
 Loved working with the staff
 Making a better environment for people; helping others
 Observing dental procedures; following doctor on
rounds
 Work on time management and organization, be in
medical field, take better care of self
 Getting in contact with important people is not the
easiest thing to do
 Don’t recommend ACAD for incoming freshmen (1)
Add any additional comments:
 Project was excellent, had bad experience, wasn’t your
fault, keep up good teaching
 I will be a pharmacist!
 Very fulfilling; learned a lot; fun; educational
Evaluation Service Project:
Junior Achievement/ Education
1. What are things that you learned that can help you in
the field of Education?
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Know job duties/responsibilities
Room set-up affects traffic flow
From teaching second grade, I want to teach older children
Hard to remember names, so will take photos
Structure questions you ask children to get desired response
Be prepared, patient, creative, flexible and stay focused
How to encourage good behavior
You will have good and bad days, but remain positive as it is
rewarding
Don’t play favorites and maintain a disciplined classroom
environment early
Don’t talk above or below your class; talk to your class
Understand that everyone learns at their own pace
Just the experience with the children in the classroom
environment
How to speak in front of class to the children and not be nervous
How important it is to work with other teachers
Directions must be clear, organized, and step by step
How really wonderful children are!
Kids are really smart
Make each child feel special
Better understand the challenges teachers face
6. What was the most valuable learning experience?
 Seeing the students actually learn and what to expect
 Students really look to you for direction and you have to
be patient
 Interaction with the kids; learning from the children;
different personalities
 Children are very critical
 This is what I was meant to do; I can’t wait to start:
Encouraged me to continue to teach
 Didn’t learn much; kids were horrible and hard to teach
 Teaching a lesson by myself; I can do it and not be
nervous
 Experience is the best teacher
Add any additional comments:
 Fun; Junior Achievement was a great community
program to serve volunteer hours
SERVICE ON SATURDAY (HONORS SECTION)
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Made a difference in the community
Community Service can be fun
Learned a bout many different service organizations
So many programs need volunteers
Leadership opportunities by volunteering
Instructions were very helpful, sufficient, good, and
horrible
Very helpful in time management and organizational skills
Helpful in managing multiple tasks
Didn’t see how project related to time management and
organization
Encouraged verbal communication and interaction among
peers
Required paper applied practice of writing skills
Communication skills on phone
Not too much on communication skills
Class was good and don’t change it
Class needs to be more organized with project
Opportunity to do more Service on Saturday
Learned teamwork
One person can make a difference
PROGRAM GUIDELINES
 INVESTIGATE LEGAL ISSUES
 ADVERTISE AND PROMOTE BENEFITS OF SERVICE
LEARNING COMMUNITY
 EDUCATE FACULTY, ADVISORS & STUDENT
 EDUCATE UNIVERSITY COMMUNITY
 CONNECT PARTNERSHIP RESOURCES
(Service organization, service supervisor, service recipients,
student, faculty, university and community)
 EXPAND LEARNING ENVIRONMENT INTO THE
COMMUNITY
 EXPAND STUDENT PROFESSIONAL DEVELOPMENT
OPPORTUNITIES
 PERSONALIZE STUDENT SERVICE LEARNING TO
CAREER INTEREST
 ESTABLISH POSITIVE SERVICE LEARNING IMAGE
FOR ALL SUPPORT SYSTEMS
 USE ENTRANCE AND EXIT INTERVIEWS FOR
FEEDBACK
SERVICE LEARNING OUTCOMES
For University:
 69 0f 72 students enrolled for spring semester
 Partnerships with students, faculty, academic
disciplines and community resources
 Faculty development opportunities
For Health Care and Non-Profit Service
Organizations:
 Partnership with university
And university resources
 Opportunity to increase pool
Of volunteer resources
 Goal oriented volunteers
 Potential field professionals
For Students:
 Partnerships with service agencies, community,
faculty and peers
 Extension of learning environment into community
 Application of academic and life-time skills
 Enrichment of civic responsibility
 Personal and professional development
opportunities
SERVICE LEARNING NETWORKING ACTIVITY
Instructions: Break up into small assigned groups. Discuss service
learning opportunities on your campuses. Use the guidelines below
to organize your discussion. Select a spokesperson to present a
summary.
 Identify your campus setting (ex.: University of
Memphis, 4-year urban institution)
 Share types of Service Learning opportunities on your
campuses
 Discuss benefits
 Relate challenges
 Other Comments: