Indiana State University

Center for Community Engagement

Service‐Learning
Faculty Guide
 T a b l e o f C on t e n t s

Part I ‐ Service Learning at Indiana State University .......................................................................................... 3

What is Service‐Learning? ......................................................................................................................... 3
What is the difference between service‐learning and volunteerism? ..................................................... 4
Benefits of Service‐Learning ..................................................................................................................... 4
Academic Principles of Experiential Learning Courses ............................................................................. 5
Six Models for Service‐Learning ................................................................................................................ 7
Part II ‐ Developing Service‐Learning Courses .................................................................................................. 8
Course Design ........................................................................................................................................... 8
Placement Considerations for Service‐Learning ....................................................................................... 9
Considerations for Working with Community Partners.......................................................................... 10
Service‐Learning Syllabi .......................................................................................................................... 12
Reflection ................................................................................................................................................ 13
Community‐Based Learning and Risk Management ............................................................................... 13
Faculty Promotion and Tenure Considerations ...................................................................................... 15
Getting Started: Current Needs of Local Agencies and the Community ................................................ 15
Online Resources .................................................................................................................................... 17
References .............................................................................................................................................. 18
Appendix: Worksheets and Forms .......................................................................................................... 20
Service‐Learning Course Design Worksheet ....................................................................................... 20
Indiana State University Service‐Learning Commitment .................................................................... 21
Service‐Learning Agreement ............................................................................................................ 22
Indiana State University Service‐Learning Informed Consent Form ................................................... 23
Indiana State University Service‐Learning Verification Form ............................................................ 24

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 Part I - Service Learning at Indiana State University

Experiential learning has been identified by the ISU community as an appropriate technique
for improving student learning and engagement, as well as contributing to the cultural, economic
and social well-being of the local community, state of Indiana, and beyond. Service learning is a
community-based form of experiential learning that has been widely embraced by K-12 and
higher education faculty, including many members of the Indiana State University community.
This manual has been developed by the Center for Community Engagement to provide a resource
for faculty who are interested in incorporating service-learning into their coursework. Additional
information and support, including assistance with developing community partnerships, is
available from the Center. Please contact us at 237-2334 or
http://web.indstate.edu/publicservice/.

What is Service-Learning?

Service-learning is still evolving as a distinct area of scholarship and, as a result, there is not a
common set of terminology used by educators (Steinberg, 2013). There is a general consensus
that service learning is the combination of academics, service, and critical reflection through the
partnerships between faculty, students, and community members (R. G. Bringle, Clayton, &
Hatcher, 2013). The core principles of a service-learning experience are that service-learning
should:
 Engage students in meeting the unmet needs of communities. Effective
service-learning is built on a partnership between the university and a
community organization. Faculty and students work in conjunction
with this university partner to identify the issue that will be addressed
by service-learning students.

 Enhance students’ academic learning, their sense of social

responsibility, and their civic skills.

The following definitions are cited frequently in service-learning literature:

Service-learning is a process through which students are involved in

community work that contributes significantly:

 To positive change in individuals, organizations, neighborhoods,

and/or larger systems in a community; and

 To students’ academic understanding, civic development, personal or

career growth, and/or understanding of larger social issues.

This process always includes an intentional and structured

educational/developmental component for students, and may be employed
in curricular or co-curricular settings.
(Berger, Langseth, & Plaut, 1999)

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 Service-learning is a credit-bearing, educational experience in which students
participate in an organized service activity that meets identified community needs
and reflect on the service activity in such a way as to gain further understanding or
course content, a broader appreciation of the discipline, and an enhanced sense of
civic responsibility.
(Robert G Bringle & Hatcher, 1995)

The key features of service-learning are an effective campus/community partnership, well-

defined learning goals, and opportunities for meaningful reflection.

What is the difference between service-learning and volunteerism?

When we encourage college students to do volunteer work because the needy are less
fortunate and therefore deserve our handouts, a clear message of inferiority and
superiority is sent, and the lessons learned only serve to reinforce the dichotomy that
already exists between the “haves” and the “have-nots.”
(Lisman, 1998)

The U.S. has a long tradition of volunteerism. In 2011, 64.3 million Americans provided
roughly 7.9 billion hours of service to their communities ("Volunteering and Civic Life in
America 2012," 2012). Although university students also have a tradition of volunteer service
that should be nurtured and encouraged, it is important to recognize the significant differences
between service-learning and volunteerism:

• Service-learning is almost always tied to a credit bearing course.

• Service-learning is explicitly tied to the learning objectives and academic
content of a course.
• Service-learning meets community needs AND faculty and student learning
needs.
• Although service-learning fosters civic responsibility that is not the primary
outcome of the experience.
• Service-learning always includes critical reflection.
(Robert G. Bringle & Hatcher, 1996)

Assigning students a set number of “service-learning” hours to complete at their discretion is not
service-learning. Service-learning is very intentional in its design. The primary objective of
service-learning is learning. Community impact is an important, but secondary objective.

Benefits of Service-Learning

Service-learning, as one application of experiential education, provides a wealth of

benefits that some other experiential tools are lacking – students learn through real-
world-based community experiences providing them with exposure to the rich diversity

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 that typically exists outside of our university walls in terms of social, political,
environmental, ethnic, and socio-economic dimensions.
(Hrivnak & Sherman, 2010)

Service-learning is beneficial both to the student and to the community in which the
students serve. For students, service learning allows them to put into practice what they have
learned in the classroom in a real world context, which helps to reinforce the learning process
and course content (Hrivnak & Sherman, 2010). When service learning is implemented in a
positive and engaging way it leads to positive civic and motivational outcomes for students
(Levesque-Bristol, Knapp, & Fisher, 2010). There is also some evidence that student
participation in at least one service-learning course is predictive of a student’s post-graduation
social capital, i.e. social networks that can be used as a resource (D’Agostino, 2010).
The community partners that students work with benefit from the labor and resources the
students provide as well as the students’ energy and new perspectives. The help provided by
service-learners can increase or make possible programs that rely on volunteers and frees up staff
and resources for other projects (Blouin & Perry, 2009). The relationships created between
community partners and the university through service learning courses can be very beneficial to
all parties involved (students, instructors, and community partners) and create programs and
outcomes that help the local community while contributing to college students’ education and
civic engagement (Harkavy & Hartley, 2010).

Academic Principles of Experiential Learning Courses

Service learning is a teaching methodology that falls within the larger field of
experiential learning. Experiential learning, at its core, is pedagogy based upon optimally
engaging students in the educational process through sequential exposure to challenging and
enriching activities conducted in appropriate settings. It integrates development of knowledge,
skills, and dispositions, and fosters methods of critical inquiry and personal reflection.
Experiential learning includes a variety of pedagogies not limited to service-learning, field and
community-based research, co-ops, and internships. The following principles were written to
assist faculty and curriculum committees with the development of experiential learning courses.

Course Objectives: Course objectives must be clear and appropriately rigorous for
university curricula. A course design based firmly upon any teaching method must establish
clear, testable content/learning objectives. Establishment of these objectives is of even larger
significance than in traditional courses because of the increased complexity of courses that
employ experiential learning activities. The architecture of the class —the experiences, learning
strategies and evaluation-- must therefore descend directly from the stated objectives. In addition,
in community-based field experiences, a clear connection should be drawn between the stated
learning outcomes and the mission and scope of activities of the partner organization(s) where
service will occur. Although the pedagogy of a field class differs from a lecture class, the course
objectives do not differ greatly.

Example: A field practicum in the social work major presents an orientation to and theoretical
framework for the helping process within social work in the context of the generalist practice
model. The course clearly delineates its objectives of the generic knowledge base, skills, and

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values of social work that need to be learned, while providing students with experiences to
develop self-awareness, observational techniques and documentation abilities, and interpersonal
communication skills. The course includes the opportunity to utilize these experiences in a 100
hour field practicum in health and human services organizations.

Learning Strategies: Learning strategies must be demonstrably effective and directly pointed
toward course objectives. While many types of experience “teach” the participant something, not
all learning experiences rise to the level and academic rigor of a university class. As with any
course, experiential learning courses must offer a compelling argument for the effectiveness of the
pedagogical approach to be used. In particular, a clear path from pedagogy to objectives must be
outlined within the course syllabus and in the evaluation measures chosen.

Community-based experiences require additional consideration in development of the learning

experience. Development of a partnership with a community organization should begin well in
advance of the start of the course. Organization staff should receive information about the
learning outcomes of the course and the expectations related to students' service. A quality
community placement will allow students to exercise initiative, take responsibility, and work as
peers with practitioners and/or clients. Community voice is an important consideration in
community-based experiences. Placement should reflect real concerns of individuals and
community organizations. Students should have the opportunity to study community assessments
or other data that provide a foundation for understanding the identified community need.

Example: Political science students are immersed in community issues and politics through
internships with local non-profit agencies. Studying relevant community assessments and other
related data, students draw up policy proposals and initiatives that their agency can present to the
local government (as well as the state and national government). Students take a direct role
applying the skills and knowledge they are learning in class to participate in the political process.
By witnessing and participating in an actual case study of local politics students are provided with
a direct insight into political systems that is difficult to obtain theoretically.

Reflection: Structured reflection is a necessary element of most successful learning

experiences. In most forms of experiential coursework, students will need the opportunity to
reflect on the progression of their learning in a manner that is both self-critical and exploratory.
When it is required as an element of learning within the syllabus, reflection should be systematic,
with regularly scheduled periods for self-examination and discussion, and involve a written
component. Reflection should be integrated throughout the class experience by linking it with
other reading, writing and discussion assignments.

Example: Elementary education students maintain a detailed log of their initial K-12 field
experiences. Through careful review, they are able to adjust their teaching performance and
examine their changing attitudes and approaches over time. The supervising faculty member can
evaluate these logs to search for increased sophistication of understanding and to comment on the
student’s ability to articulate in writing.

Evaluation: Critical evaluation of student performance by the faculty member is an

indispensable component of any university class. The forms of evaluation of student performance

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in an experiential learning class may be as variable as the experiences themselves, but must
include written or verbal demonstration of knowledge acquired, as outlined in the content
objectives and shaped by learning strategies. Importantly, students must demonstrate both
acquisition of course content and an improved ability to integrate theory and practice. The
quality of insight evident in the reflection documents might comprise a portion of the evaluation
process, but not entirely supplant more objective or quantitative approaches. A variety of forms
of evaluation of student performance may test knowledge acquisition and student ability to
analyze, synthesize, make judgments, and apply theory and concepts to practical problems or in
new situations, such as journal reflections, theses and written reports, written exams and oral
presentations.

Where appropriate (i.e., service learning), community partners should be included in evaluation.
Minimal community input might consist of sharing the evaluation plan with the partner and
providing a mechanism for receiving feedback about student performance. Community partners
might also be invited to read reports, attend student presentations or otherwise evaluate final
projects.

Example: Chemistry students, given a series of local pollutant issues to explore, submit a series
of research reports to local health or environmental organizations. The faculty member and
community agents evaluate these reports on a number of levels—writing quality, basic chemistry,
appropriateness of analytical methods chosen, accuracy and utility of findings and
recommendations.

Six Models for Service-Learning

Service learning seeks to apply the principals of experiential learning to service in the
community. These courses can take many formats. The following categories are representative of
most service-learning courses (Heffernan, 2001):

“Pure” Service-Learning - The core idea in this type of course is community service. “Pure”
service-learning courses typically are not lodged in a single discipline. Students enroll in these
courses because they are interested in volunteerism, student activism, and civic engagement. The
academic purpose of this type of course is to prepare students for active and informed civic
participation. An Alternative Spring Break course is an example of “pure” service-learning.
Students travel to another geographic region and provide focused service to a philanthropic or
environmental agency during an intensive, one-week program.

Discipline-Based Service-Learning - Students provide service throughout the semester and

reflect on experiences using course content as a basis of analysis. Discipline-based service-
learning courses are found in both major/minor and foundational studies courses.

Problem-Based Service Learning - Students serve as “consultants” for a community client.

This model is based on the presumption that students have an established base of knowledge and
expertise. Individuals or teams of students work with a community organization to identify a
specific need and then develop a solution for the need in the form of a final product to deliver to
the community partner.

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Capstone Courses – Service-learning capstone courses typically are discipline based. The goal
of the capstone course is to synthesize students’ understanding of their discipline. Capstone
courses are useful in helping students transition from theory to practice.

Service Internships – This type of course is discipline based and more intensive than other
service-learning courses. Students typically work between 10 and 40 hours in the community
setting. Service internships differ from traditional internships in the reflection component.
Students are required to link their service experiences with discipline-based theory throughout the
internship.

Undergraduate Community-Based Action Research – This type of service- learning is

appropriate for students with substantial experience in community service and adequate
knowledge of research methodology. Community based action research requires students to
work closely with faculty members and a community partner to design a research project that
addresses a specific community need.

Part II - Developing Service-Learning Courses

Developing a service-learning course is comprised of two main processes, one being the
design of the course itself and the other being the identification of a community agency or group
with which to work and the establishment of a relationship with that community partner.

Course Design

The first step in designing a service-learning course is to carefully consider how the
learning objectives of your course might be achieved through a service experience. Learning
outcomes can be broader than just traditional discipline based outcomes. With a service-
learning experience not only can discipline related content be emphasized, but professional or
life skills, and civic attitudes and responsibilities can also be an outcome (Rubin, 2013). It is
important to carefully think through a course’s learning objectives to make sure that a service
learning pedagogy makes sense within a course’s goals (Butin, 2006).
Learning outcomes should be built around core capabilities and understanding of
subject material. Service-learning lends itself to accomplishing this goal through the
connection of personal experience to what is learned in class (Hrivnak & Sherman, 2010).
While developing learning outcomes reflect on how the service experiences students will
have can provide for the application and reinforcement of core concepts and skills that will
be covered in class.
The following questions and objectives were written to help faculty determine the
focus of their service-learning projects. See the appendix for a worksheet version.

1. Describe the discipline related content you will focus on during the service-learning
experience and write clear learning outcomes.
2. Describe the professional or life skills you would like students to develop through

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 service-learning.
3. Describe the attitudes or civic responsibilities you would like students to develop through
service-learning.
4. Identify a time frame for the service-learning project.
5. How many hours of service would you like students to complete?
6. Develop some examples of service tasks that your students could complete.

Placement Considerations for Service-Learning

Once learning outcomes have been established and service experiences that will
facilitate the teaching of these objectives have been identified, the next step is identifying
potential community partners. The quality of service-learning placements can be determined
by the extent to which the placement meets agency service and student learning needs.
Service-learning is likely to be more successful as a teaching method when: students
are given choices, there is direct student involvement with the population being served (if
applicable), in class discussions of the service-learning project take place, and structured
reflection journals and writing occurs (Levesque-Bristol et al., 2010). To this end, the
following guidelines have been identified as considerations for service-learning placements
(Roehlkepartain, 2009):

1. Placement Quality – Can students:

a. Choose which site or activities they will participate in
b. Exercise initiative?
c. Take responsibility?
d. Work as peers with practitioners and community members?

2. Application – Are students linking what they learn in the classroom to what they are
doing in the community? Are agency staff aware of the course objectives and outcomes
that students are learning about in class? Are students developing strategies for working
towards these outcomes?

3. Diversity – Are students working with diverse clients, students, and practitioners? Are
there opportunities to reflect on interactions with diverse groups?

4. Community Voice – Do the students believe the placement reflects a real community
concern? Is there community assessment data that students can study? Can students
participate in assessment of community needs?

5. Reflection – Are there adequate opportunities for reflection? Are students asked to
juxtapose their initial expectations about the experience against the realities of the
service experience? Are students asked to critically assess their contributions,
identifying both strengths and weaknesses?

Community agencies vary in their capacity to accommodate service-learning students. In some

instances the mission of an agency may fit with the course objectives, but the agency does not

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have sufficient staff to provide supervision. If you are uncertain about an organization’s capacity,
contact the Center for Community Engagement. The Community Engagement staff has
extensive experience working with many community partners and may be able to provide
assistance and insight.

Considerations for Working with Community Partners

The success of your service-learning project is dependent on the relationship you

develop with a community partner. It is this relationship which is at the center of an effective
service-learning collaboration, not simply the transaction of an educational experience for a
service or labor (Beran & Lubin, 2012). When faculty members treat community partners as
collaborators rather than recipients of aid this tends to produce better outcomes in the
community (Blouin & Perry, 2009).
In a study investigating the benefits of service-learning on community partners,
Blouin and Perry (2009), identified three major challenges faced by service learning courses
from the perspective of the community organization, “poor student conduct, poor fit between
course and organizational objectives, and lack of communication between instructors and
organizations” (p. 133). Their research found that instructors hold a great deal of influence
over these factors. Proper planning and communication are key to overcoming these issues.
Effective service- learning projects require planning and communication between you
and the community partner prior, during, and after the service-learning experience. Below are
some suggestions for developing a successful relationship with your community partner.

1. Make contact with a community partner well in advance of the start of the course. At
your initial meeting be prepared to share your learning outcomes for the service-
learning project. You also may need to explain the difference between service-
learning and volunteerism. A community agency may be used to working with
volunteers that can be assigned tasks (i.e. stuffing envelopes) on an as-needed basis.
Making an agency aware of its opportunity to educate students about its mission and
community impact, while helping them to reframe tasks and making sure that
students see the bigger picture can increase student motivation and commitment to the
agency (Mills, 2012).

2. Discuss your community partner’s mission, scope of activities, and needs for service
during the initial meeting. If your desired learning outcomes are not consistent with
the mission and scope of activities of the local agency, you will need to consider
another partner.

3. Identify what the community partner hopes to gain from the experience.
Typically, community partners are seeking a new source of volunteers, prospective
interns, or technical expertise from faculty and/or students. It is important to have a
conversation about the likelihood that these objectives will be me.

4. Provide a realistic overview of the skills and abilities of your students. Your
community partner will need to know about the level of supervision required of your
students. If you are providing technical assistance to an agency, do your students have

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 advanced skills required to develop a professional product or program that can be
implemented? Can you rely on your students to consistently report to the agency for
their service? Will students work as individuals or in groups?

5. Develop a plan for supervision of students. It is a good idea to get the input of the
community agency you are working with regarding this matter. You will need an on-
site supervisor who relays concerns about individual students and/or the quality of the
service directly to you. The on-site supervisor also should be involved in the
assessment of the experience. If you are placing a large number of inexperienced
students in an agency and you have adequate resources, you might consider utilizing a
graduate assistant or upper-level undergraduate to manage logging student hours and
troubleshooting on-site.

6. Share your evaluation plan with the community partner. What standards of
performance will you use? It is important to communicate that students will not be
evaluated solely on “showing up.”

7. Arrange for a representative of the community partner agency to meet with the
students prior to the service experience. It may be useful for community partners to
first meet with the students in the classroom and again at the agency for an orientation.
It is important for the community partner to share with the students the mission and
scope of activities of the agency, procedural guidelines, and rules of conduct for the
agency, as well as, give an overview of how the students’ service will meet a real need
of the agency.

8. If the agency has a volunteer manual, it should be made available to the students. Pre-
service screenings required of volunteers, including criminal background checks and
TB screenings, should and, probably will, be required of service-learning students.
Ask about any specific screening requirements prior to the start of your course. Share
those requirements with your students during the first few days of class. Be prepared
to make alternative arrangements if a student does not meet screening requirements.
(For example, some youth-serving agencies will not allow convicted felons to work
directly with children.) If screening requirements are strenuous (i.e. volunteers need
to profess a certain faith, etc…), consider developing another community partnership
or multiple community partnerships.

9. Plan a timeframe and location for the work.

10. Utilize a service-learning contract for students, faculty, and community partners. It is
a good policy to have clear written communication that explains expectations and
requirements for all parties involved. Examples are provided in the appendix.

11. Develop and communicate an emergency reporting system. Students should contact
the agency and their professor if they are unable to meet a service commitment.
Incidents at the agency (injuries, unprofessional behavior, etc.) should be reported to
the agency staff and the faculty member.

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 12. Communicate with the community partner on an on-going basis over the semester.

13. Invite the community partner to participate in the evaluation of final projects,
presentations, portfolios, web pages, etc. Often it is a good idea to let a community
partner vet a presentation or written final project to make sure no inaccuracies or
sensitive information is released, especially if the agency works with a vulnerable
population or has strict licensing/confidentiality requirements (Blouin & Perry, 2009).

14. Provide recognition for the efforts of the community partner. Community-based
organizations, like the university, value positive exposure in the local media. The
Office of Communications and Marketing may be interested in your project. A quick
E-mail to your college’s liaison briefly describing the project is helpful. (Keep in
mind they cannot cover every project.) Write a letter of thanks and cc it to the
partner’s supervisor. Organize a celebration on the last day of class. Encourage
students to write individual letters of appreciation. Talk to a Community Engagement
staff member about including the community partner in university-wide recognition
of service-learning partners.

If you need assistance in initiating, developing, or trouble-shooting

a community-campus partnership, please contact the Center for Community Engagement at
237-2334.

Service-Learning Syllabi

Once a service-learning course is designed and the details of the service placements
are arranged with your various community partners, it is important to clearly communicate
expectations with your students. The inclusion of a service-learning project places new
demands on students that should be clearly defined in the course syllabus. Heffernan (2001)
identified the following components of exemplary service-learning syllabi:

 Identify service as an expressed goal.

 Clearly describe how the service experience will be measured and what will be
measured.
 Describe the nature of the service placement and/or project.
 Specify the roles and responsibilities of students in the placement and/or service
projects, (e.g., transportation, time requirements, community contacts, etc.)
 Define the need(s) the service placement meets.
 Specify how students will be expected to demonstrate what they have learning in the
placement project (journal, papers, presentations).
 Present course assignments that link the service placement and the course content.
 Include a description of the reflective process.
 Include a description of the expectations for the public dissemination of students’ work.

In addition, inform students of basic expectations about their professional behavior

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while serving. Common concerns from community partners regarding student behavior
include inappropriate dress and excessive texting or cell-phone use. Remember that your
course syllabus serves as a contract with your students. Consequently, delineating the specific
requirements of your service-learning project will help ensure that students are clear about
your expectations.

Reflection
“Experience alone is insufficient to be called experiential education, and it is the reflection
process which turns experience into experiential education.”
(Joplin, 1995, p. 15)

In service-learning courses, regular time periods should be scheduled for discussion

and other reflective activities. Student reflection is the primary vehicle for determining the
extent to which students are able to integrate theory and practice. Eyler and Giles (1999)
suggest that faculty consider including the following reflection elements in service-learning
courses:

 Giving opportunities to reflect on expectations before the service begins.

 Frequent opportunities for discussion of service.
 Frequent classroom application of theory to service experience and vice versa.
 Written assignments with increasing demands for analysis as service progresses.
 Frequent feedback on journals, work, projects, and other work.
 Critical reflection that challenges student assumptions.

Written reflection assignments are one of the best ways to get students to reflect on
their experiences, as well as, evaluate how much learning and critical thinking they are
achieving. A very useful way to evaluate these writing assignments is through the use of a
rubric. Molee, Henry, Sessa, & McKinney-Prupis describe using a rubric that follows
Bloom’s Taxonomy, with the following levels: 1) Identify and describe specific academic
concepts that are now understood better as a result of reflection on the service activity, 2)
Apply the academic concept in the context of the experience, 3) Analyze and synthesize the
academic material in light of the service experience and develop an enhanced understanding
of it, and 4) Evaluate the adequacy of the material and/or your prior understanding of it and
develop a strategy for improved action (2010).
Reflective activities take many forms and may include journal, essay, and other
reflective writing, group discussions, visual and oral presentations, self-evaluations,
narratives, case studies, videos, photographic essays, and web pages. Campus Compact has
created an extensive website dedicated to reflection and service-learning. The site is available
at: http://www.compact.org/disciplines/reflection/faq/

Community-Based Learning and Risk Management

Community-based learning is an important part of a student’s education that requires

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careful and thoughtful planning and preparation. An important part of this preparation is risk
management. Although community-based learning may involve some risk, following risk
management procedures can ensure that students have a safe and quality experience.

Key steps to minimizing risk include:

1. Provide adequate information about the student’s duties. Utilization of a learning

commitment that is signed by the community partner, student, and faculty will help assure
that all participants have similar expectations.

2. Develop placements that appropriately match student abilities and community partner
expectations.

3. Define a communication process between the student, partner, and faculty.

4. Provide training for students prior to placement.

5. Utilize an informed consent statement to assure that students are aware of any risks they
may encounter. A sample informed consent is available in the appendix.

6. Inform students that Indiana State University’s insurance does not cover students traveling
to or from community sites or while providing service in the community.

7. Students who are providing direct service to child and youth-serving agencies should
undergo a limited criminal background screening through the Office of Human Resources.
Forms are available on the Human Resources website:
http://www.indstate.edu/humres/forms/index.htm
This process should be set up with Human Resources and your department will be billed
for all background checks done (it is up to you and your department whether or not you
require students to pay this fee).

Seidman and Tremper (1994) offer the following basic principles of risk management
in service-learning:

1. Everyone knows what is expected of him or her. All have a position description, operate
within those bounds, and are confident that they will be treated with dignity and respect.

2. Everyone knows how to and is able to perform her or his duties properly and safely. They
have been trained and equipped appropriately so that they have the knowledge, skills, and
tools to do their jobs.

3. Everyone knows when and how to report problems or suggest changes. They are
expected to recognize potential hazards and are encouraged to propose solutions.

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Faculty Promotion and Tenure Considerations

Developing a service-learning course can be more time consuming than developing a

standard course. Some faculty might worry about how this use of time could impact their
research, as well as, tenure considerations. One way to allay this tension is to perform research
in relation to service learning. Faculty can incorporate service-learning into their research, either
using the service learning class to advance knowledge in their field or they can conduct
pedagogical research on service-learning itself, or some combination of the two (Rubin, 2013).
This can be a productive way for instructors to participate both in the practice of service learning
and fulfill the research requirements of tenure (R. G. Bringle et al., 2013). Community
engagement staff are available for consultation regarding the documentation of engaged teaching
and the scholarship of engagement.

Getting Started: Current Needs of Local Agencies and the Community

The Center for Community Engagement has facilitated a number of focus groups and
one on one meetings with local nonprofit organizations. During these meetings a number of
community and agency needs have been suggested. Below is a summary of the general
themes that arose. If you need assistance in identifying a community need and potential
agencies that deals work in that area, please contact the Center for Community Engagement at
237-2334.

Agency Needs
 Provide volunteers and interns for various projects.
 Research grant opportunities and assistance with capital/funding campaigns.
 Provide technical assistance for grant writing, web design, and data management.
 Help with social media and marketing.
 Assistance disseminating agency information to target populations.
 Help serving disadvantaged/low income youth.

Community Needs
 Collaboration within community in terms of events, marketing, etc…
 Job opportunities and economic development.
 Effective communication between different sectors of the population and greater
integration of different levels of society.
 Better understanding of the resources available.
 Awareness and a greater understanding of community challenges and social issues.
 Drug prevention.
 Affordable housing; help combating homelessness.
 Education; Vocational job training and placement.
 Initiatives to improve community health.
 Healthcare for the low income population (both physical and mental health).
 Access to healthy foods
 Youth parks and more green spaces.
 Public transportation; transportation for the elderly.

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 Tutoring facilities for outlying areas in the Wabash Valley.
 Developing young leaders and youth education.
 Development of poor neighborhoods and methods to address poverty.
 Collaboration between business and the arts.

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Online Resources

Explore the below websites for many additional resources for help in designing effective
service learning courses. Many of these sites have sample syllabi, model service learning
programs, and guides as well as grant opportunities.

Campus Compact, a national higher education association of almost 1,200 college and
universities dedicated to campus based civic engagement and service learning, has extensive
online resources to help in all stages of service-learning course design:

http://www.compact.org/

Indiana Campus Compact, the Indiana state affiliate of Campus Compact.

http://www.indianacampuscompact.org/

National Service-Learning Clearinghouse, provides comprehensive service-learning resources

for higher education, K-12, community-based organizations, tribal programs, and all other
interested parties.

http://www.servicelearning.org/

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References

Beran, Jamie, & Lubin, Aleeza. (2012). Shifting Service‐Learning From Transactional to Relational. Journal
of Jewish Communal Service, 87(1/2), 88‐92.
Berger, J., Langseth, M.N., & Plaut, J.L. (1999). From Charity to Change: Model Campus‐community
Collaborations from Minnesota and the Nation: Minnesota Campus Compact.
Blouin, David D, & Perry, Evelyn M. (2009). Whom does service learning really serve? Community‐based
organizations' perspectives on service learning. Teaching Sociology, 37(2), 120‐135.
Bringle, R. G., Clayton, P. H., & Hatcher, J. A. (2013). Research on Service Learning: Conceptual
Frameworks and Assessments. In P. H. B. Clayton, R. G.; Hatcher, J. A. (Ed.), IUPUI Series on
Service Learning Research (1st ed., Vol. 2A, pp. 332). Sterling, Virginia: Stylus Publishing.
Bringle, Robert G, & Hatcher, Julie A. (1995). A service‐learning curriculum for faculty. Michigan Journal
of Community Service Learning, 2(1), 112‐122.
Bringle, Robert G., & Hatcher, Julie A. (1996). Implementing Service Learning in Higher Education. The
Journal of Higher Education, 67(2), 221‐239. doi: 10.2307/2943981
Butin, Dan Wernaa. (2006). The limits of service‐learning in higher education. The Review of Higher
Education, 29(4), 473‐498.
D’Agostino, Maria J. (2010). Measuring Social Capital as an Outcome of Service Learning. Innovative
Higher Education, 35(5), 313‐328.
Eyler, J., & Giles, D. (1999). Where is the learning in service‐learning? : Jossey‐Bass.
Harkavy, Ira, & Hartley, Matthew. (2010). Pursuing Franklin’s dream: Philosophical and historical roots of
service‐learning. American journal of community psychology, 46(3‐4), 418‐427.
Heffernan, Kerrissa. (2001). Fundamentals of Service‐Learning Course Construction: Campus Compact.
Hrivnak, George A, & Sherman, Cynthia L. (2010). The power of nascency: Realizing the potential of
service‐learning in an unscripted future. International journal of organizational analysis, 18(2),
198‐215.
Joplin, L. (1995). On defining experiential education. In K. Warren, M. Sakofs & J. Dubuque (Eds.), The
theory of experiential education (3rd ed., pp. 17‐22). IA: Kendall/Hunt.
Levesque‐Bristol, Chantal, Knapp, Timothy D, & Fisher, Bradley J. (2010). The Effectiveness of Service‐
Learning: It's Not Always What You Think. Journal of Experiential Education, 33(3), 208‐224.
Lisman, C David. (1998). Toward a civil society: Civic literacy and service learning. Westport, CT: Bergin &
Garvey.
Mills, Steven D. (2012). The Four Furies: Primary Tensions between Service‐Learners and Host Agencies.
Michigan Journal of Community Service Learning, 19(1), 33‐43.
Molee, Lenore M, Henry, Mary E, Sessa, Valerie I, & McKinney‐Prupis, Erin R. (2010). Assessing learning
in service‐learning courses through critical reflection. Journal of Experiential Education, 33(3),
239‐257.
Roehlkepartain, Eugene C. (2009). Service‐Learning in Community‐Based Organizations: A Practical
Guide to Starting and Sustaining High‐Quality Programs. Scotts Valley, CA: Learn and Serve
America's National Service‐Learning Clearinghouse.
Rubin, Maureen S. (2013). A Smart Start to Service‐Learning. In P. H. B. Clayton, R. G.; Hatcher, J. A. (Ed.),
IUPUI Series on Service Learning Research (1st ed., Vol. 2A, pp. 332). Sterling, Virginia: Stylus
Publishing.
Seidman, Anna, & Tremper, Charles. (1994). Legal issues for service‐learning programs: A community
service brief: Nonprofit Risk Management Center.
Steinberg, K. S.; Bringle, R. G.; McGuire, L. E. (2013). Research on Service Learning: Conceptual
Frameworks and Assessments. In P. H. B. Clayton, R. G.; Hatcher, J. A. (Ed.), IUPUI Series on
Service Learning Research (1st ed., Vol. 2A, pp. 332). Sterling, Virginia: Stylus Publishing.

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. Volunteering and Civic Life in America 2012. (2012). In C. f. N. C. Service (Ed.), (pp. 3). Washington, D.C.:
Corporation for National & Community Service.

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Appendix: Worksheets and Forms

Service-Learning Course Design Worksheet

1. Describe the discipline related content you will focus on during the service-learning experience and
write clear learning outcomes.

2. Describe the professional or life skills you would like students to develop through service-learning.

3. Describe the attitudes or civic responsibilities you would like students to develop through service-
learning.

4. Identify a time frame for the service-learning project.

5. How many hours of service would you like students to complete?

6. Develop some examples of service tasks that your students could complete.

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 Indiana State University Service-Learning Commitment

Date Due to Course Instructor:

Total Hours Required:

Student Name:

Phone:

Course Name and

Number:

Course
Instructor: Phone: _

Community
Agency: _

Supervisor: _ Phone:

Date and Time of Orientation

Visit/Meeting:

Supervisor Initials:

Related Course Learning Objectives – (Determined by Instructor)

1.
2.
3.
4.

Service Learning Project Description

Days and Times Student Will Be On Site

Student’s Personal Learning Objectives

1.
2.
3.

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 Service-Learning Agreement

I agree to honor the minimum commitment required for the service-learning option in
my class, we well as any of the additional training and/or time requirements of my
service-learning site as detailed by the course syllabus and the community agency
representative. I also agree to contact the instructor and the site supervisor should I have
any concerns about my service-learning responsibilities.

Student Signature:
Date:

I agree to provide adequate training and supervision for the service-learning student,
to outline responsibilities for the student that meet the stated learning objectives for
the student’s course, and to complete necessary service-learning forms by the due
dates. I also agree to contact the instructor should I have any concerns about a
student’s performance or service-learning responsibilities.

Community Agency Supervisor

Signature: Date:

I have reviewed this contract and found the course objectives and the service
responsibilities to be appropriately matched.

Faculty
Signature: Date:

Center for Community Engagement

Indiana State University
Terre Haute, IN 47809
812-237-2334

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 Indiana State University Service-Learning Informed Consent Form

I , intend to participate in community service at

, for the course .

I understand that my responsibilities at the community organization are:

I understand that certain risks are inherent in such activity and I fully accept these risks. These
risks may include but are not limited to

and those normally associated with travel to and from community sites, including
catastrophic injury or death.

I understand that I am required to provide my own health and accident insurance. Neither the
Trustees of Indiana State University nor my instructor is responsible for any medical or legal
expenses that may result from injury or illness sustained while participating in community service.

Participant Signature
Date

Participant Name (print)

Address

Phone E-mail

Person to contact in case of emergency

Name Relationship
Phone
Address

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 Indiana State University Service-Learning Verification Form

Student Name:

Phone:

Course Name and

Number:

Course
Instructor: Phone: _

Community
Agency: _

Supervisor: _ Phone:

Please complete the following information for your service-learning course.

Date of Project
Completion:

Type of Service Performed:

Number of Hours Completed:

I certify that I have completed all hours recorded on this form:

Student Signature: Date:

Agency Signature:

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