Betsy Eudey

California State University Stanislaus

Technologies of Engagement: Incorporating Service-Learning

into the Online Classroom

What is Service Learning?

“A teaching and learning approach that integrates community service with

academic study to enrich learning, teach civic responsibility, and strengthen

communities” (National Commission on Service Learning).

What is Service Learning?

“The core concept driving this educational strategy is that by combining

service objectives and learning objectives, along with the intent to show measurable

change in both the recipient and the provider of the service, the result is a

radically-effective transformative method of teaching students” (Learn and Serve

America, 2009).

Why Service Learning?

Service learning aims to help “students engage in multiple forms of active learning

in authentic settings, draw on their individual and/or collective experience,

share, process, generalize, and enact their learning. Teachers create opportunities... but, again, the learners themselves are at the very center of this model” (Carver, King,

Hannum and Fowler, 2007, p. 5).

Why Service Learning?

• When implemented effectively, SL– Promotes engagement in the course– Expands understanding of course content– Often enhances community among

students– Often improves grades– Often support connection to the

community and service outside of class

Online Service Learning

• Supports constructivist aims• Promotes engagement in the course• Can support varied learning styles• Can enhance achievement of course

learning goals• Can build student ties to campus and

community

Common face-to-face activities

– Examples include:– Direct face-to-face assistance to

agency/organization clients or members in offices, in the field, etc.

– Collecting donations of goods or services– Creating displays or videos that are used

in face to face settings– Hosting or working at an event– Conducting research for the agency

Online/Off-Site Projects

– Examples include:– Creating materials for or posting materials

to a website, wiki, blog, social networking page, etc.

– Creating or translating agency materials– Interacting online or by phone with agency

clients, donors, volunteers, etc.– Working with organizational databases– Research and outreach activities

Project Examples

• Pregnant and Parenting Student • Support Services

• (Course: Women's and Feminist Activism)

– Researching services available on campus and in the community

– Creating print materials for use in the student health center

– Creating materials to post online

Project Examples

• Campus Sexual Assault, Harassment • and Stalking Services (course: Society and Gender)

– Researching other campuses and articles– Evaluating campus materials– Creating new materials and programs

drawing upon course materials, research, and campus knowledge

– Sharing input with relevant campus staff

Project Examples

• Domestic Violence Support Services • (Course: Women's and Feminist Activism)

– Collecting donations for shelters– Making items for shelter residents– Translating center materials into non-

English languages– Creating new print materials for the

agency

Project Examples

• Handbook Guide (course: Gender and Education)

– Created a wiki offering a comprehensive study guide and additional resource materials for the Handbook for Achieving Gender Equity Through Education produced by the Feminist Majority Foundation Educational Foundation

– http://gend4100unittwo.wetpaint.com

Typical SL Challenges

• Identifying service locations/partners• Complying with campus policies/risk mgt• Developing activities in support of course

learning outcomes• Sufficient time for planning• Relationships with agency

staff/volunteers• Motivating students to participants

Special On-Line Challenges

• Developing and maintaining connection with agencies and students across space and time

• Finding community partners who are comfortable with virtual or independent volunteers

• Technological competencies of agency staff and volunteers and students

• Appropriate utilization of CMS or other online programs to support project work

• Risk management/safety

Best Practices

• Begin planning months in advance

• Take anticipated student characteristics into consideration

• Connect early and often with campus Service Learning coordinator

• Connect early and often with agency liaisons

• Create regular means for students to share experiences, concerns, needs

Best Practices

• If new to this, consider selecting an agency/partner with whom the campus already has a relationship or use your own campus as your partner

• Create a replicable project with choice of activity

• Give students adequate time to learn the technologies as well as the subject matter

• Make sure activities are tied to course learning outcomes and agency goals

Best Practices

• Obtain appropriate permissions from students if materials developed by students become public use or are to be modified in the future

• Incorporate evaluation of the project as a graded component of the activity – and select a good format for the evaluation

• Expect there to be problems – use this as an opportunity, not a deterrent

To begin a project....

– Learn and Serve America suggests:

• Identify an existing program or activity to transform into authentic service-learning

• - OR - • Begin with standard curriculum content,

and skills, and then find the natural extension into service

• - OR -

To Begin a Project, cont.

• From a theme or unit of study, identify content and skill connections

• - OR - • Start with a student-identified need• - OR -• Partner with a community-based

organization to identify local assets and needs (Bringing Learning to Life, 2009)

As you're planning, determine

• How much control will students have over project design/agency selection?

• Will students work individually or in groups?• Will there be a f2f aspect of the work?• What potential risks are there for students,

the agency, the campus?• Will this be a required or optional activity?

Suggested References

• Balliet, B. J. & Heffernan, K. (Eds.) (2000). The practice of change: Concepts and models for service-learning in women’s studies. Washington,

DC: American Association for Higher Education.

• Bennett, G. & Green, F. P. (2001). Promoting service learning via online instruction. College Student Journal, 35(4), 491-498. Retrieved April 18,

2008, from Academic Search Elite.

• Burton, E. M. (2003, Spring). Distance learning and service-learning in the accelerated format. New Directions for Adult and Continuing Education,

97, 63-71.

• Carver, R., King, R., Hannum, W. & Fowler, B. (2007). Toward a model of experiential e-learning. MERLOT Journal of Online Learning and Teaching

3(3). Retrieved April 20, 2008 from http://jolt.merlot.org/vol3no3/hannum.htm

Suggested References

• Course combines service learning with online delivery. (2002, May). Online Classroom, 3 & 7. Retrieved from WilsonWeb, WN: 0212107445003.

• Dugger, K. (2008). Introduction. In K. Dugger (Ed.), Handbook on service learning in women’s studies and the disciplines. (pp. 1-6). Towson, MD:

Institute for Teaching and Research on Women.

• Knowles, M. S. (1988). The modern practice of adult education. Cambridge, MA: Cambridge Book Company.

• Learn and Serve America (2009). Bring learning to life: Service-learning in action guide. Learn and Serve America’s National Service Learning

Clearinghouse. Retrieved June 1, 2009 from http://www.servicelearning.org/page/index.php?detailed=639.

Suggested References

• Learn and Serve America (2009). What is Service Learning? Learn and Serve America’s National Service-Learning Clearinghouse. Retrieved June

1, 2009 from http://www.servicelearning.org/what-service-learning.

• Learn and Serve America (2004). What is Service Learning? National Conference on Community Volunteering and National Service. Kansas City,

June 6-8 2004. Retrieved June 1, 2009 from http://www.servicelearning.org/what-service-learning.

• Lorenzetti, J.P. (2007). How to: Incorporate service learning into your distance education course. Distance Education Report, 11(20), 5-6.

Suggested References

• Strait, J. & Sauer, T. (2004). Constructing experiential learning for online courses: The birth of e-service. Educause Quarterly 27(1), 62-65.

• Tyler, D. (2009). Incorporating service-learning for the on-line student. Paper presented at the annual meeting of the American Sociological

Association Annual Meeting, Sheraton Boston and the Boston Marriott Copley Place, Boston, MA.

• Walker, T. (2000). A feminist challenge to community service: A call to politicize service-learning. In B. J. Balliet & K. Heffernan (Eds.), The

Practice of Change: Concepts and Models for Service-Learning in Women’s Studies (pp. 25-46). Washington, DC: American Association for Higher

Education.

To Contact Betsy

Betsy EudeyAssociate Professor, Gender Studies

Director, Faculty Center for Excellence in Teaching and Learning

California State University Stanislaus

One University Circle

Turlock, CA 95382

209-667-3215

BEudey@csustan.edu