Service-learning is a teaching and learning strategy that integrates meaningful community service with course content and reflection to enrich the learning experience, teach social and civic responsibility, and strengthen communities.
STUDENTS SUCCEED THROUGH:
• Integrated service related to the class objectives
• Rich learning opportunities outside class
• Experiential learning--serving others together
• Critical reflection & applied learning
WHY SERVICE IN THE CLASSROOM?
• A 2013 study found that people who volunteer are 27% more likely to find jobs. Bloomberg Businessweek
• Students want real-life experiences of significance.
• Build stronger relationships with students
• Build stronger relationships between school and community partners
• Improve student engagement and satisfaction with courses
• Enhance student retention of relevant course material
• Provide ideas for new research areas
• Obtain internal and external funding
STUDENTS WHO SERVE:
• Rethink how they learn and why they value their education
• Become involved in their communities
• Become active rather than passive learners
• Help identify and solve problems in their communities
• Build closer connections between their campus and their communities
• Learn about our increasingly varied and changing world
• Understand people and cultures that are unique
• Develop resourcefulness, a stronger inner self, and a clearer sense of personal identity
There is much research showing that implementing a Service Learning component to classes benefits not just the students - but faculty and the larger institutional community as a whole. Below are some research highlights for your review:
Additional Resources to Get You Started
Please be sure to include the following statement with your course:
"This section of [ENG 122] is a PPCC endorsed service-learning class. Students will spend a part of the course semester on a service-learning activity. This activity will address a need in our community, support our course objectives, involve a connection between the campus and the world around it, challenge students to be civically engaged, and involve structured student reflection."
There are three key components that are essential in a Service Learning project:
(1) Partners, (2) Curricular Connections, and (3) Learning/Civic Goals for Students.
The two below documents include, 1) a Reflection Paper Prompts and Template which faculty can adapt for use when assigning reflective essays (Reflection being one of the key HIPs components), and 2) a Service Reflective Toolkit containing general info on the value of student Reflection as a pedagogical approach, additional tips and strategies for developing reflection-based assignments.
Not sure where to start drafting your Service Learning assignment? Take a look at these example assignments.
Below you will find both faculty and student perspectives on various Service Learning projects successfully implemented at PPCC.
You can also listen to Katie Wheeler (Communications professor and Service Learning Faculty Specialist) discuss Service Learning at PPCC and recent student projects, including: partnering with the Boys and Girls club, working with the local homeless population, and even hosting a haunted house!
PPCC COM students have partnered with The Boys and Girls Club for more than two years, volunteering at the clubs and hosting events, like the Thanksgiving Dinner for Club students and parents. PPCC Service Learning, through a generous donation from El Pomar, has established an incentive scholarship for the Boys and Girls Club students to attend PPCC upon their graduation from high school.
Additionally, Wheeler’s Group Communication students created their own projects this fall in various contexts: one student served her own community by working with families returning from deployment, the second group worked with individuals in homeless situations, and the third volunteered to do the photography for the Boys and Girls Club Thanksgiving event.
Katie Wheeler, Communications Professor
Gina Swanson, Sociology Professor
Students worked with the Ronald McDonald House and Lutheran Family Services' refugee assistance program. Students also wrote letters of advocacy--on veterans’ health care, proposed Medicaid funding cuts, and anti-fracking.
Swanson: “I have literally been in tears this semester with the heart my students have put into their projects. I think the fact that they pick an option that means something personally to them is so important. I can't tell you how many have told me the experience was life-changing or career-affirming for them.” The vast majority of students reported a change in their thinking and actions. Students were particularly pleased to apply the theories they were learning to real life.
Students worked with community partners to better understand how the Mill Street Neighborhood can build community, access resources, and address neighborhood issues. The Council of Neighborhood Organizations (CONO), the City of Colorado Springs, the Independence Center, Springs Rescue Mission, and many other local organizations and stakeholders are involved in the Mill Street Study. The Mill Street neighborhood was identified decades ago as a neighborhood in need of resources.
PPCC students took part in the exploration of need and opportunities for community building, looking specifically at Social, Political, Economic, Environmental, Cultural, and Historical factors (acronym “SPEECH”). This multi-faceted lens provides students an understanding of geography, community, and diversity in a hands-on project the exists right in their back yard… a project that they we be able to watch unfold over the coming years! Students are asking how they can remain involved in the Mill Street Project.
Amy Filipiak, Geography Professor
Cheryl Ray, English Professor
|Students research socio-economic conditions of senior citizens in the United States. They are astonished to find out the isolation and poverty that many seniors live in. Then the students interview an elderly person and write the person’s biography. The students make meaningful connections with their partners through this process and develop compassion for another generation. All of the class compiles a book of these memoirs and deliver them to the seniors as a gift. This project is life altering for the students and seniors alike|
"I never thought that I would be speaking with such powerful people in my community. I have always wanted to make an impact and this class gave me a pathway to do so. I also learned the best way to others is help is to help them understand/befriend themselves. Through those new relationships, I feel I am really making a difference. I never would have done this on my own. I now know so much more on a topic I love to babble about and I can spread these practices to others on a larger scale." Service Learning Student
To read the full reflection, click the link below.
"I chose to be part of ‘A Night of Music for Rebuilding Puerto Rico” because my stepfather is a Puerto Rican native. We rarely talk about the aftermath of Hurricane Maria and I thought maybe this could be an opportunity to be educated on all of the struggles the island is still facing as well as provide me a chance to be able to talk about it with my family. I was involved in this program by donating and speaking at the event.
I took so much from this event. It was inspiring watching so many students speaking out about how they feel we should be helping Puerto Rico. It was refreshing to see that much drive at such a young age.
I would highly recommend this Service-Learning event to others. It opened up much-needed conversations about what’s going on outside of our community. Anyone willing to learn will learn something."
- Nayeli Salinas, PHI 111 Intro to Philosophy class spring 2018 semester
To read the full reflection, click the link below.
Below is a document which was included in a student's Service Learning final project.
Photo by Dwan Petti
HIPS has compiled an extensive list of community and volunteer partners which faculty can partner with in developing their Service Learning curriculum, and associated student projects.
The below link will take you to a page with opportunities, as well as contact information for each, and the types of volunteer work they are in need of.
Faculty opt in to using the HIPs rubric by attaching it to an assignment folder.
Step-by-step instructions for attaching the rubric to an assignment can be found at: https://ppcconline.blog/dwkb/adding-hips-rubric-to-assignment-folders/
Access the Rubric Guide and FAQ and additional materials on the Assessment page.
How Less-Advantaged Students Experience Service-Learning - Short article on the impact of Service Learning on students from traditionally underserved populations - with several suggestions for implementation into your pedagogy.
Teaching Tolerance - A thoughtful essay about the days after the election in classrooms.
PBS - A lesson plan about democracy and healing divisions
Newsela - A factual article about the election that can be changed for different reading levels in English and Spanish.
Election Processing Community Circle Activity - Helping students of all ages talk about the election.
How to lead thoughtful, constructive conversations:
HIPs Faculty Specialists are peer experts who are ready to assist fellow faculty to implement or improve high impact practices.
Ruth Ann Larish
HS Faculty Specialist for Service Learning
ME Faculty Specialist for Service Learning
BPS Faculty Specialist for Service Learning
CHTS Faculty Specialist for Service Learning
Have general HIPs questions? Contact: HIPs@ppcc.edu
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