Download - Service Learning Community Based Organizations

7/27/2019 Service Learning Community Based Organizations

1/61

APracticalGuidetoStartingand

SustainingHigh-QualityPrograms

Service-Learning

inCommunity-Base

d

Organizations

Service-Learning

inCommunity-Based

Organizations

Prepared by Search Institute or Learn and Serve Americas National Service-Learning Clearinghouse 2009


2/61

Service-Learning in Community-Based Organizations Pag 2


3/61


Svc-Lag Commuy-Basd Ogazaos:A Paccal Gud o Sag ad Susag Hgh-Qualy Pogams

Copyright 2009 by Learn and Serve Americas National Service-Learning Clearinghouse

This material is based upon work supported by the Corporation or National and Community Service under Learn and Serve

America Grant Number 05TAHCA005. Opinions or points o view expressed in this document are those o the author and

do not necessarily reect the ofcial position o the Corporation or the Learn and Serve America program.

Developed by Search Institute, Minneapolis, Minnesota (www.search-institute.org) or Learn and Serve Americas National

Service-Learning Clearinghouse.

Author: Eugene C. Roehlkepartain

Graphic Design: Jenny Bohlke

Special thanks to the ollowing individuals who contributed to or reviewed this resource: Shelley Billig (RMC Research

Corporation), Richard Bradley (service-learning consultant), Jason Burrage (National Service-Learning Clearinghouse),

Joy Fergason (The Ater-School Corporation), DD Gass (Camp Fire USA), Jennier Grifn-Wiesner (youth development

consultant), John Guey (Eagle Rock School and Proessional Development Center), Kay Hong (Search Institute), Kristin

Johnstad (Search Institute), Brad Lewis (Learn and Serve America, Corporation or National and Community Service), Kate

McPherson (Project Service Leadership), Sarah Nogueira Sanca (Education Development Center), Liberty Smith (National

Service-Learning Clearinghouse), and Sherry Swint (West Virginia Commission or National and Community Service).

Some sections o this guide were adapted with permission rom Roehlkepartain, E. C., Bright, T., Margolis-Rupp, B., &

Nelson, L. I. (2000).An Asset Builders Guide to Service-Learning. Minneapolis, MN: Search Institute.

Cover Photos rom CNCS Photo Ofce Corporation or National and Community Service, Ofce o Public Aairs

Roehlkepartain, E. C. Service-Learning in Community-Based Organizations: A Practical Guide to Starting and Sustaining

High-Quality Programs. Scotts Valley, CA: Learn and Serve Americas National Service-Learning Clearinghouse, 2009.

www.servicelearning.org/flemanager/download/cbo_toolkit

L091 - 03/09


4/61



5/61


COntentS

List o Worksheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

IntroductionStarting on the Right Foot . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Whats in this Guide?

How to Use this Guide

What Do We Mean by Service-Learning?

What Do We Mean by Community-Based Organizations?

What Are the Benefts o Community-Based Service-Learning?

Basic Components o Eective Service-Learning

Quality Makes a Dierence

1. InvestigateExplore Community Priorities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

2. PrepareGet Ready to Serve and Learn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

3. ActMake a Meaningul Dierence in the Community . . . . . . . . . . . . . . . . . . . . . . . . 31

4. ReectIntegrate Learning rom the Service Experience . . . . . . . . . . . . . . . . . . . . . . . . . 36

5. Demonstrate and CelebrateRecognize and Reinorce Learning and Impact . . . . . . . . . . . . . . . . . . . . . . . . . . 41

6. SustainKeep Your Service-Learning Eorts Going and Growing . . . . . . . . . . . . . . . . . . . . . 49

Reerences and Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56


6/61


LiSt O WOrkSHeetS

1. Investigate

Notes rom Our Service-Learning Community Walk1. . . . . . . . . . . . . . . . . . . . . . 16

Sample Interview Questions or Key Community Leaders2. . . . . . . . . . . . . . . . . . . . 17

Sample Learning Emphases in Dierent Settings3. . . . . . . . . . . . . . . . . . . . . . . . . 18

Setting Service-Learning Goals and Indicators4. . . . . . . . . . . . . . . . . . . . . . . . . . 19

Quality Check-Up: Investigate5. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

2. Prepare

Service-Learning Project Planning Checklist6. . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Planning to Learn: Linking to Curriculum in Community-Based Organizations7. . . . . . . . . 26

Planning Your Program Evaluation8. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Quality Check-Up: Prepare9. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

3. Act

A Service Project Job Description or Youth10. . . . . . . . . . . . . . . . . . . . . . . . . . . 34

Quality Check-Up: Act11. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

4. Reect

Key Questions or Reection12. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

Quality Check-Up: Reect13. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

5. Demonstrate and Celebrate

Exploring Options or Demonstrating Impact and Learning14. . . . . . . . . . . . . . . . . . . . 45

Creative Ways to Demonstrate Impact and Learning15. . . . . . . . . . . . . . . . . . . . . . . 46

Planning a Culminating Event16. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47

Quality Check-Up: Demonstrate and Celebrate17. . . . . . . . . . . . . . . . . . . . . . . . . 48

6. Sustain

Starting (But Not Staying) Where You Are Now18. . . . . . . . . . . . . . . . . . . . . . . . 54

Quality Check-up: Sustain19. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55


7/61


At a Glance

Introduction

StArtinG On tHe riGHt OOt

Imagine, or a moment, an East Coast community-based youth group sponsoring a conerencekeynoted by a highschooleron alcohol, tobacco, and other drug use among teenagers.

Now picture youth in a congregation in the southwest working with technology proessionals to reurbish used computers

donated by area businesses and provide them to nonprofts.

Finally, think o a young man who caps his years o scouting by coordinating an intergenerational project that raises

awareness o water-quality issues in his city, including marking more than 500 street drains with Do not dumpDrains to

creek.

There are thousands o stories like these o teenagers making a dierence through service. Many o us dont have to look

beyond our own neighborhoods to fnd them. But two unique characteristics o these tales show that there was more to

them than doing a good deed.

All three projects were intentionally designed service-learning1. .

The congregation youth, or example, are developing

technical skills that can be applied in work settings. Thesubstance abuse prevention group is learning about

community activism, public health, collaboration, and public

speaking. And the Eagle Scout water-quality project involved

intensive background research and preparation, including

dealing with city leaders or permission and guidance on how

to mark the drains and publicize the eort.

All three projects took place in and through community-2.

based organizations (CBOs). Although service-learning as a

specifc practice has been associated primarily with schools,

many CBOsyouth-serving, aith-based, amily-serving, social

services, and other organizationsfnd that service-learning is

a great way to achieve their mission, engage youth, and serve

their communities.

Community-based organizations have long benefted rom

peoples generosity and commitment to community. They engage

volunteers to meet important human and community needs, or to

address critical social issues. Sometimes they provide the service

experience or school-based service-learning programs. At the

same time, community-based organizations have a lot to gain by

using service-learning principles and practices as a core part o

their own programming.

Whats in this Guide?

Whether youre new to service-learning or have been doing it

or years, this guide gives you and your organization the tips, tools, and techniques you need to start making a positive

dierence in many peoples lives by providing high-quality opportunities or youth toserve and learn. Here are some o the

questions it addresses:

> Community-based organizations have a lot to gain

by using service-learning principles and practices

in their programming. This guide shows you how,

drawing on whats known about high-quality service-

learning programs and practices.

> Service-learning intentionally integrates and

emphasizes both service and learning. Youth engaged

in service-learning not only provide direct service

to the community, but also learn and grow in their

knowledge, skills, and attitudes.

> Eective service-learning has benefts or young

people, sponsoring organizations, communities, and

society.

> The guide introduces six phases o service-learning:

(1) Investigate; (2) Prepare; (3) Act; (4) Reect; (5)

Demonstrate and Celebrate; and (6) Sustain. These

basic steps provide the structure or this guide.

> Recent research identifes quality standards or

service-learning that are supported by the feld and by

existing research. The eight standards address issues

o youth voice, meaningul service, links to curriculum,

reection, diversity, partnerships, progress monitoring,

and duration and intensity. These standards are

addressed throughout the guide.


8/61


What is service-learning? First, the guide introduces the concept o service-learning and how and why it is useul and

appropriate in community-based organizations (pp. 79).

What is eective? The whole guide is built on whats known about quality service-learning, based on a major

consensus-building process in the feld in 2008 (Billig & Weah, 2008). These quality standards are introduced at

the beginning o the guide (p. 10). They are then used throughout as touchpoints or reecting on the quality and

impact o your program through all phases o the service-learning process. Each phase o the process includes a

checklist or how each o the standards can be applied to that aspect o service-learning.How do I do it?which leads back to investigation or a continuous cycle. In each o these phases, youll fnd:

An at-a-glance overview o the phase, which gives you basic inormation about

what it is and what to do.

An explanation or each phase o what it is and why it matters.

How to do it, including practical tips and guidelines, based on experiences o many

practitioners in community-based organizations.

Suggestions or doing the phaseon the web(including using social media). For more

background inormation on Web 2.0, read Marketing 101: Using Social Media/Web

2.0 to Highlight Your Program.1

Real-life examples that help illustrate how community-based organizations have

tackled that phase o service-learning.

Several ready-to-go worksheets to help implement each phase o service-learning.

What other tools are available? The guide ends with a collection o available reerences and resources. In addition,

weve included web links to additional reerences and tools when they are available.

How to Use this Guide

In addition to using this guide to improve your own service-learning practice, consider these options or expanding the

network o people who are working to implement quality service-learning in community-based organizations:

Keep the guide handy as a reerence as you launch, plan, and implement your service-learning eorts. Use relevant

worksheets and ideas during your planning meetings.

When youre encountering challenges in your program, review the relevant section to see i it oers insights into

other strategies to consider.

Read and discuss the guide in a study group with other service-learning practitioners or your planning team or

service-learning. Focus on one o the six phases in each session.

Use a section or worksheet as a way to start sta meetings or as part o sta development.

This guide is a frst eort to apply the 2008 quality standards or service-learning in a practical guide or community-based

organizations. As you use it, you will likely have ideas o other ways to do things, or you may have stories and examples o

what happened based on your eorts. Please share your insights and experiences with Learn and Serve Americas National

1 www.servicelearning.org/instant_ino/marketing_101/index.php


9/61


Service-Learning Clearinghouse (www.servicelearning.org). Well share your stories with others, and well use your eedback

to update and develop more resources to support leaders in communities across the United States as they engage young

people in eective service-learning.

What Do We Mean by Service-Learning?

Service-learning. It sounds like something or schools, right?Actually, not necessarily. Though much service-learning does

happen in schools, a lot also happens in youth organizations,

social service agencies, hospitals, aith-based organizations, and

other community settings.

But isnt that really just community service or volunteering? Again,

not necessarily. It depends on whether and how you use service

experiences to deepen learning and growth. In act, some o the

best service-learning can happen in community-based settings

where youth have the exibility and support needed to engage

deeply in both service andlearning. The eature that distinguishes

service-learning rom volunteering or community service is that

both learning and service are intentionally emphasized.

Youth engaged in service-learning not only provide direct service

to the community, but also learn about the context in which the service is provided, the connection between the service and

their own learning and development objectives, and their roles as citizens.

Sometimes its helpul to think o the relationship shown in the adjacent diagram (adapted rom Geiger, 2001). The goal

is to create programs and activities that are strong on both service and learning. I you are already doing projects that are

strong in one or the other, this guide will help you build on these eorts to move into the upper-right quadrant.

goal

High

Learning

LowLearning

HighService

LowService

TraditionalEducation

Service/Volunteering

Service-Learning

The Corporation or National and Community Services Defnition o Service-Learning

The National and Community Service Act o 19902 defnes service-learning as a method

under which students or participants learn and develop through active participation in thoughtully organized(A)

service that

is conducted in and meets the needs o a community;(i)

is coordinated with an elementary school, secondary school, institution o higher education, or(ii)

community service program, and with the community; and

helps oster civic responsibility; and(iii)

that(B)

is integrated into and enhances the academic curriculum o the students, or the educational(i)

components o the community service program in which the participants are enrolled; and

provides structured time or the students or participants to reect on the service experience.(ii)

2 www.learnandserve.gov/pd/cncs_statute.pd


10/61


What Do We Mean by Community-Based Organizations?

Community-based organizations with potential to engage in service-learning are active in virtually every U. S. county,

reservation, town, and city. They include:

Community-based youth development organizations and ater-school programsplaces where youth spend their

out-o-school timethat include service or service-learning as part o their programming;

Social service, health care, and other nonproft providers or associations that engage youth (and perhaps adults as

well) as volunteers; and

Faith-based organizations that provide services and oer service experiences as part o their programming.

Some CBOs are very large. Others are very small. But all have the potential and opportunity to meaningully engage youth in

ways that beneft the organization and its mission, the youth, and the broader community.

What Are the Benefts o Community-Based Service-Learning?

When done well, service-learning leads to positive outcomes or youth, the sponsoring organizations, the service

benefciaries, and the broader society. A act sheet rom the National Service-Learning Clearinghouse highlights some o thebenefts (Roehlkepartain, 2007a3). Here is a sampling:

Benets or youth participants

Increased access to the range o supports and opportunities they need.

Increased sel-efcacy as they learn that they can impact real social challenges.

Enhanced problem-solving skills, ability to work in teams, and planning abilities.

Enhanced civic engagement attitudes, skills, and behaviors.

Benets or youth development organizations (ater-school programs, youth development organizations, aith-based

organizations, etc.)

Sustained youth engagement as teenagers fnd they are valued and can contribute.

Meet organizational goals or teenagers learning and personal development.

Cultivate connections with schools, higher education, and other community groups.

Increase sta and volunteers level o engagement, leadership, and work satisaction.

Benets to other sponsoring organizations (social services, hospitals, cause-related organizations, etc.)

Expand mission, reach, and impact without substantially increasing costs.

Access teenagers energy, ideas, enthusiasm, and skills.

Increase public support and visibility in the community.

New partnerships and resources.

A new generation o volunteers or their own organization or cause.

Benets or service recipients, communities, and society

Meet real needs and priorities or individuals and communities.

Build positive relationships with youth.

See youth in a dierent wayas resources, not problems.

Cultivate a new generation o caring and experienced citizens, activists, and volunteers.

3 www.servicelearning.org/instant_ino/act_sheets/cb_acts/benefts_cbosl/


11/61


Basic Components o Eective Service-Learning

People oten get involved in service-learningparticularly in community-based organizationsbecause they care so much

about the action, the community needs met, or the issues addressed. The assumption is that i youth do good things, theyll

learn rom them. But thats not always true. As service-learning pioneers Dan Conrad and Diane Hedin wrote in 1987: Its

true that we learn rom experience [such as a service project]. We may also learn nothing. Or we may, like Mark Twains cat

who learned rom sitting on a hot stove lid never to sit again, learn the wrong lesson (p. 39).

Quality service-learning includes the ollowing six components, each o which builds on and integrates the others. Attending

to all o them is key to having the kind o impact you hope or. These are described in more detail in the pages that ollow:

5. Demonstrate &Celebrate

6. Sustain 2. Prepare

3. Act

1. Investigate

4. Reflect


12/61


Quality Makes a Dierence

Just calling something service-learning does not guarantee that a project will realize its potential impact. Oering all the

components o high-quality service-learning is critical.

In 2008, the National Youth Leadership Council and RMC Research completed an extensive review and feld consensus-

building process to identiy standards o quality supported by research that shows the standards do, in act, improve

outcomes (Billig & Weah, 2008). Though developed primarily or K12 educational settings, the standards oer important

insight into what eective service-learning looks like in any setting.

Here are the eight quality standards, ocused on community-based organizations:

Youh Voc1. Eective service-learning provides youth with a strong voice in planning, implementing, and

evaluating service-learning experiences, with guidance rom adults. This strong youth voice not only ensures that

the experiences will be meaningul and relevant or them, but it also teaches them leadership, planning, decision-

making, and civic engagement skills that will last a lietime. (See Points o Light Foundation, 20084; and RMC

Research, 2007b5.)

Magul Svc2. Eective service-learning is purposeul, connected, relevant, and useul. It engages

participants in activities that are age- and ability-appropriate, personally relevant, as well as interesting, and the

outcomes o the service are visible, attainable, and valuable to both the youth and those being served.

L o Cuculum3. Eective service-learning is intentionally and specifcally designed to tie to the educational

and developmental goals or curriculum standards o the sponsoring organization. These goals should be clearly

articulated, and activities reviewed in light o these goals. Particular attention needs to be paid to ensuring that

participants learn how to transer knowledge and skills rom one setting to another.

rco4. Eective service-learning incorporates multiple challenging and engaging reection activities that

prompt deep thinking and analysis about onesel, ones relationship to society, and complex community challenges.

Reection involves a variety o verbal, written, artistic, and nonverbal activities during and ater service experiences.

(See RMC Research, 2007a6.)

Dvsy5. Eective service-learning promotes understanding o diversity and mutual respect among allparticipants, including both those oering and receiving service. It helps participants identiy and analyze dierent

points o view, overcome stereotypes, and value diverse backgrounds and perspectives. It seeks to include a wide

range o youth oering service to others. (See Roehlkepartain, 2007b7.)

Pashps6. Eective service-learning orms partnerships with youth, educators, amilies, community members,

community-based organizations, and/or businesses that are collaborative, mutually benefcial, and address

community priorities. Partners see each other as resources and collaborate to establish a shared vision, set goals,

and implement plans. (See Roehlkepartain & Bailis, 20078.)

Pogss Moog7. Eective service-learning engages participants in an ongoing process to assess the quality

o implementation and progress toward meeting specifed learning, service, and growth goals. It uses evidence

rom multiple sources or improvement and sustainability.

4 www.servicelearning.org/instant_ino/act_sheets/cb_acts/youth_voice/

5 www.servicelearning.org/instant_ino/act_sheets/k-12_acts/support_youth-voice/index.php

6 www.servicelearning.org/instant_ino/act_sheets/k-12_acts/reection/index.php

7 www.servicelearning.org/instant_ino/act_sheets/cb_acts/disadvantaged_youth/

8 www.servicelearning.org/instant_ino/act_sheets/cb_acts/developing_partnerships/


13/61


Duao ad isy8. For service-learning to have a real and lasting impact, it needs to have sufcient

duration and intensity to complete all the core componentsinvestigate, prepare, act, reect, demonstrate and

celebrate, and sustain. Only then are all the elements in place to address identifed community priorities and

achieve the learning outcomes. This typically takes concentrated blocks o time across several weeks or months.

These eight standards serve as important touchstones or quality in service-learning. For quality to be achieved, you need

to pay attention to them throughout the service-learning process. To help see each standards relevance throughout the

service-learning process, we have included a Quality Check-Up that asks pertinent questions during each component oservice-learning.

Whether you are just getting started or youve been doing this or a while, being intentional in addressing each o these

standards will help you grow and strengthen your eorts. As with any process, your goal ought not to be perection, but

steady progress and continual improvement.

> Download the complete K12 Service-Learning Standards or Quality Practice: www.nylc.org/standards

> Download the supporting research summary: www.nylc.org/objects/publications/StandardsResearch.pd

Digging into the Quality Standards


14/61


1. inVeStiGAteExplore Community Priorities and Needs

What It Is?

Investigating community priorities and needs is a systematic processthrough which service-learners obtain and analyze inormation

rom the community to determine what kinds o service projects

they might undertake that would be valued by the community.

Typically these community assessments ocus on identiying

needs to be met. A growing number o people argue, however,

that it is as or more eective to ocus on identiying strengths,

resources, hopes, and opportunities or partnering in the

community (Roehlkepartain, 20089).

There are many ways to investigate community needs and

priorities. On the simple side, they may involve library or onlineresearch, interviews with a ew key community leaders, or a

tour o the community. More complex methods include surveys,

extensive interviews, geo-mapping technologies, and other

complex processes. The goal is to match the level o community

investigation with the level o experience and scope o your service-

learning program.

Why It Matters

Investigating community priorities or needs is an important oundational step in service-learning, or a number o reasons:

It helps ensure that the service-learning projects address community priorities and engage the broader community

as partners, not just recipients.

It introduces participants to basic research skills and techniques.

Youth and adults become more invested in their projects when they understand the issues at stake, know people

who would beneft, and have confdence that their eorts will meet genuine community priorities.

Agencies and sponsoring organizations beneft rom being seen as true resources and collaborators in building

community and meeting community needs.

Shared priorities tend to be sustained more than eorts that matter only to one or another o the partners.

In the long term, people who develop the practices o listening and learning will become more eective citizens,

leaders, and change agents.

Too many service projects are developed without meaningul engagement with the broader community in planning and

shaping the project. The result is oten that the people providing the service impose their ideas on another group, with

9 www.servicelearning.org/instant_ino/act_sheets/cb_acts/beyond_needs_assess/

At a Glance

> This frst phase, Investigate, ocuses on identiying

community priorities or service-learning. This step

ensures that the service provided is meaningul to

both the participants as well as those being served. It

also teaches youth research and analysis skills.

> There are many dierent ways to investigate

community priorities, including community walks,

examining public documents, conducting surveys, and

interviewing key leaders.

> Program participants interpret the fndings rom

their investigation to identiy their learning, service,

and growth goals or their service-learning project,

working with community partners to ensure that the

project is appropriate and meaningul or everyone.

> Particular attention should be paid to developing

learning goals and objectives, since community-based

organizations too oten neglect the learning in service-

learning.


15/61


little or no consideration [or] that groups traditions, belies, and needs (Simmons & Toole, 2003). When this happens the

value o teenagers service is lessened, and, in worst-case scenarios, community residents interpret the service as intrusive

and exploitive.

How to Do It

Using Appropriate Methods to Investigate Community PrioritiesThere are dozens o ways to investigate community

priorities. Here are a ew basic ideas:

Conduct a community walk. Have participants walk through your selected area with ipcams or cameras in hand. (Be

sure to include neighborhoods where participants dont usually venture to widen their perspective and experience.)

They might notice lots o parks and green spaces where people gather. Or perhaps your community is home to many

small businesses. What are youth doing? Use Worksheet 1 to note what you see and experience.

Examine publicly available documents, like United Way or city/county government needs assessments.

Survey other youth or community members through an online poll. Conducting an online poll could also help recruit

other youth who care about the eort or the issues.

Have participants identiy key leaders in the community (or experts who ocus on the issue your group seeks to

address). Next have participants prepare and interview these leaders in order to understand their perspectives on the

issue and its impact. Participants will learn interview skills while also building a relationship with a key community

leader. Use Worksheet 2 as a starting point or questions that ocus either on needs or strengths.

Interpreting the Inormation You GatherOnce youve gathered your inormation, its time to reect on what the

participants saw, analyze it in light o current social issues, and determine how your group might respond. You might use

these questions to guide your discussion:

What needs or priorities stood out? What underlying issues are at stake?

What could be done to respond to what weve seen or heard?

What other questions do we need to investigate beore taking action?

Which service options might ft our group, its skills, interests, and experience?

Which ones would ft our goals or service, learning, and growth?

What could we do that is attainable within the time and resources we have?

In what ways might we partner with other people, organizations, or agencies in the community to reach these

goals?

How will we share what weve learned with other stakeholdersparticularly those who would beneftto ensure

that what we do will really be valued?

Setting Goals Based on the InvestigationOut o the investigation should come clear, specifc, and attainable goals andindicators or learning, service, and participants growth:

Svc Set service goals that are age- and ability-appropriate, personally relevant, interesting, and engaging or

participants. Just as important, the service goals should be visible, attainable, and valuable to both the participants

and the community they are serving. Setting these goals can be challenging, particularly with diverse groups o

participants. But the eort to work through priorities is important to the process.


16/61


Lag Many community-based organizations have trouble thinking through learning goals in service-learning,

presuming that the learning emphasis is or schools. However, most community-based organizations have mission

priorities around learning that may be related to an issue, developing skills, or shaping participants character. (See

Worksheet 7 in the Prepare section.) Learning objectives or service-learning work best when they:

Are shaped jointly by the program leaders, participants, and partners;

Align with the service objectives;

Progress rom concrete, measurable actions to more complex analysis, application, synthesis, and critique,

depending on participants age and experience;

Contribute to the sustainability o the service-learning program; and

Are shared with participants, partners, parents, and other stakeholders (adapted rom Seier & Conners,

200710).

Worksheet 3 oers examples o learning goals or dierent projects in dierent types o CBOs. Consider these steps

when setting your own learning objectives or your service-learning program or project (adapted rom Seier &

Conners, 2007):

Review your organizations goals or youth programming and any other competencies or knowledge bases

that are in place to guide your program.

Engage program participants, parents, other leaders in your organization, and community partners about

their expectations or or insights into learning outcomes. What knowledge, skills, and competencies are

important or participants to obtain?

Establish learning objectives or the program, ocusing on what participants must do to achieve a specifc

competency, including the skills, knowledge, and attitudes they will learn. Objectives should be measurable

and observable.

Identiy what the student must learn in order to complete the project. For example, i the students are

expected to plan a community-based research project, they will need inormation about survey design, data

collection, or the ethics o community-based research as part o their preparation.

Determine how learning will be demonstrated or measured. Many dierent methods could be used, including

those described in the Reection section as well as the Demonstration and Celebration section in this guide.

Identiy how you will stimulate learning and introduce new materials. This could include content-based

sessions, guest presentations, research projects, and other methods.

Gowh Many CBOs use the Developmental Assetsa ramework o key elements o healthy youth

developmentto help set their goals or participants growth and development. (See Developmental Assets: A

Framework or Enriching Service-Learning Roehlkepartain & Scales, 200711.) The asset-building approach ocuses on

ensuring that youth have the experiences, opportunities, and relationships they need in lie to grow up successully.

By reviewing the asset ramework, CBOs can identiy specifc ways their service-learning programs can nurture teens

with support, boundaries and expectations, positive values, social competencies, and other categories o assets.

Worksheet 4 can help with recording service, learning, and growth goals and indicators.

10 www.servicelearning.org/flemanager/download/HE_ toolkit_with_worksheets.pd

11 www.servicelearning.org/instant_ino/act_sheets/cb_acts/developmental_assets/index.php


17/61


On the Web

The Internet and social media (Web 2.0) can be valuable tools or the investigation phase o service-learning. Here are some

possibilities:

Find potential project ideas and curriculum on the Service-Learning Ideas and Curriculum Examples (SLICE) database

on Learn and Serve Americas National Service Learning Clearinghouse (NSLC).12 Then contribute your own examples

or others to use.

Have youth gather data rom the web on local issues and identiy potential partners and interviewees or their

investigation project. They can also access extensive inormation on various methods or investigating community

changes, priorities, resources, and needs. Useul Web sites may include those or local newspapers, TV/radio station,

city council, and the school board as well as state and ederal government sites that collect data on all communities

and school districts, such as the U.S. Census Bureau and the U. S. Department o Education.

Use Wikis or other collaborative creation tools (e.g., writeboards or Google docs) to design investigation tools,

allowing youth to design the questions, methods, and strategies even when they are not able to meet in person.

Demonstrate the results rom your investigation by having participants post videos, blogs, or other user-generated

content on the Web, then encourage local organizations to link to the postings as a way to share learning about the

community.

Real-Lie Example

Fourth and fth graders involved in a program called Meth-Free Tennessee Youth Edition addressed a unique aspect o the

growing methamphetamine problem in their community. A member o the group had been put into Childrens Services ater

her parents were arrested on meth-related charges. Due to the dangerous chemicals, she was orced to give up everything,

including her clothes and stued animals. Ater the group heard her story, they decided to create backpacks that hold basic

items that meth-endangered youth would want to have with them: toothbrushes, change o clothes, a stued animal. Ater

the bags were created, the group worked with a person who helped them investigate how they could ensure that every First

Responder in the community would have one with them at all times.

12 www.servicelearning.org/slice/index.php?ep_action=share


18/61


This worksheet may be reproduced or nonproft educational purposes. From: Roehlkepartain, E. C. Service-Learning in Community-Based Organizations: A PracticalGuide to Starting and Sustaining High-Quality Programs. Scotts Valley, CA: Learn and Serve Americas National Service-Learning Clearinghouse, 2009.www.servicelearning.org/flemanager/download/cbo_toolkit

Worksheet 1

nos om Ou Svc-Lag Commuy Wal

Sghs ad rsoucs

Ou Commuy

Cocs W Hav

Abou Ou Commuy

Svc Oppous

W S Ou Commuy

Web 2.0 Idea: Map your walk in Google Maps or another similar program. This will give the youth a visual reerence or

their work.


19/61



Worksheet 2Sampl ivw Qusos o ky Commuy Lads

Needs-Based Interview Questions

Describe your organization. What needs is it trying to meet? What problems is it trying to solve? How is it trying to solve

them?

What are the biggest challenges or problems acing your organization at this time?

What will it take to fx those problems?

What could we do together to address these challenges?

Strength-Based Interview Questions

Describe your organization. What is its vision? What does it seek to accomplish?

What are the strengths o your organization? Where are you making a dierence?

I you could have three wishes or the uture o your organizations work, what would they be?

How might we partner with you to ulfll your dreams or the uture?


20/61



Worksheet 3Sampl Lag emphass D Sgs

exampls o Possbl Lag emphass . . .

Svc PojcYouh-SvgOgazaos

ah-BasdOgazaos

Socal SvcOgazaos

Organizing aood drive or aood shel

Job skills such as keepinginventory

Leadership skills in planningthe drive

How their tradition asks themto address poverty in theworld

Social conditions in thecommunity that contribute topoverty

Tutoring youngerchildren

Educational enrichment

Social skills (talking with

younger children, problemsolving, etc.)

Developing spiritual qualitiessuch as patience, listening,and caring

The role o education inhealthy development

Studying andcleaning up ariver or lake

Appreciating nature

Responsibility or theenvironment

Faith perspectives on theenvironment and stewardship

Sustainable neighborhoods

Building a homeor a low-incomeamily

Planning and organizing skills

Understanding dierentpeople

Social and economic justicerom a aith perspective

Project planning andimplementation

Home maintenance skills

Participating in avoter registrationdrive*

Civic responsibility

Commitment to thecommunity

The responsibility o peopleo aith to participate in thepolitical process

Neighborhood organizing

Civic participation

Developing apresentationabout racism

Community organizing skills

Appreciating dierences insociety

Faith perspectives on racial

justice and reconciliation

Community history with civilrights

*Funds rom the Corporation or National and Community Service may not be used to provide religious instruction, conduct worshhip services,or engage in any orm o proselytization; to assist, promote or deter union organizing; to fnance, directly or indirectly any activity designed toinuence the outcome o an election to any public ofce; or to impaiur existing contracts or services or collective bargaining agreements.


21/61



Worksheet 4Sg Svc-Lag Goals ad idcaos

Goals: Wha Wll W Accomplsh? idcaos: How Wll W kow?

Service

Wha wll pacpas accomplsh ha wll m

al commuy pos?

How wll you ow wh hs os

hac commuy l?

1.

2.

1.

2.

Learning

Wha slls, owldg, o auds wll

pacpas la?

How wll you ow wh hs lag has

occud?

1.

2.

1.

2.

Growth

How wll hs svc-lag acvy hlp

pacpas gow ad dvlop?

Wha vdc wll you s ha

pacpas a gowg?

1.

2.

1.

2.

When youre developing goals, try to make them SMART:

S pecifc

M easurable

A ttainable

R ealistic

T imely


22/61



Worksheet 5Qualy Chc-Up: ivsga

Use the ollowing questionsbased on eight standards or quality service-learningto shape your exploration o

community priorities.

Magul

Svc

Are the potential opportunities or service . . .

Appropriate to participant ages and abilities?

Personally relevant to participants?

Likely to lead to outcomes that are valued by those being served?

L o Cuculum Would the potential opportunities or service contribute to programmatic learning goals or

participants?

rco

Would the potential opportunities or service . . .Lead participants to think deeply about complex issues and solutions?

Encourage participants to examine their preconceptions?

Dvsy

How will the investigation process acilitate . . .

Identiying and analyzing dierent points o view?

Developing skills in conict resolution and group decision making?

Understanding and valuing the diverse backgrounds and perspectives o those oering and

receiving service?

Recognizing and overcoming stereotypes?

Youh Voc Are participants actively engaged in the investigation process?

Do participants have decision-making roles in selecting the service opportunity?

Are participants acquiring knowledge and skills in the investigation process?

Do you have plans in place to cultivate youth-adult partnerships?

Pashps Have partners collaborated to establish a shared vision and set common goals to address

community priorities?

Do partners know about the contributions others oer to the project?

Are there any missing partners or others who should be a part o this program?

MoogPogss

How will participants begin to identiy the evidence they will need to show progress toward

meeting goals or service, learning, and growth?

Will the plan oster youths ability to examine their project with a view to evaluating progress,

continual improvement, and impact?

Duao ad

isy

Have you ocused enough time on investigating priorities so that you have confdence that

the service you provide will be meaningul and have the desired impact?


23/61


2. PrePAreGet Ready to Serve and Learn

What It Is

Being prepared is essential or a positive service-learning

experience. Preparation involves:

Preparing to learn Setting the context or the service and

planning the learning opportunities and curriculum, based

on the learning goals.

Preparing to serve Orienting participants to the project

and providing needed skills training, ensuring that details

are in place or the project, procuring supplies, and

addressing other logistical issues based on the service goals.

Preparing to grow Helping participants explore the

personal, social, cultural, or other issues that may arisethrough the project, based on the growth goals.

Why It Matters

The success o service-learning programs and projects can generally be traced back to how well the group prepared or the

experience. Preparation ensures that all participants are engaged in and committed to the project, as well as being ready to

grow and learn. It increases the likelihood that both the participants oering the service and the community being served

have positive experiences that reinorce their commitment to civic engagement, service-learning, and community impact.

How to Do It

Engage participants as leaders during preparation. It will likely take longer than just doing it yoursel, but in the end,

it will increase their buy-in, their learning and growth, and the eectiveness o their eorts. I they dont have much

leadership experience, work more collaboratively. I they do have a background in leadership roles, work more like

a coach or guide. Tap participants skills and expertise in designing and leading the project. With appropriate adult

support, they can play lead roles in all the preparation elements that ollow.

Develop a clear service project work plan, working with any community partners and those who will beneft rom the

service being oered. Use the project planning as an opportunity to teach participants how to manage the logistics

o a project. Be sure you have the supplies, skills, money, time, transportation, rereshments, und-raising, and other

resources needed to accomplish the service goals. Think through the timeline and schedule in coordination withother activities in the community, in your organization, or in the lives o the participants. Use Worksheet 6 to remind

you o issues to address. A resource with more details on project planning is available through the National Service

Resource Center, Eective Practices: Planning a Service Event.13

Develop the curriculum or learning and growth, based on your learning and growth goals. The goal is to create

learning experiences based on the experience o service (an experiential education model), rather than a parallel

13 www.nationalserviceresources.org/ep-planning-service

At a Glance

> Preparation involves getting ready or all aspects o

the program, including learning, service, and personal

growth. The investment in preparation pays rich

dividends in the quality and impact o the program.

> Program participants should be active in leading and

preparing or the projects.

> The project plan addresses both the goals o the

project as well as the logistics o the project, rom

undraising to saety to training o the participants to

be successul.

> Establish the goals, methods, and processes orevaluation or the program beore you begin.


24/61


traditional, leader-centered teaching approach. Think o tools, activities, and learning processes that will prompt and

guide participants to:

Deepen understanding o the content areas you seek to address.o

Internalize skills, inormation, and perspectives rom the service experiences.o

Be challenged to think at a higher level about themselves, other people, the world, and the issues o the day.o

Its oten helpul to create a portolio o learning options or students to demonstrate their learning and impact.

Figuring out what these need to be as you begin the project will allow or a more complete and integrated project.

Some learning and documentation methods include:

Keeping a journal (print, online, audio) throughout the service-learning project.o

Giving oral presentations or demonstrations.o

Writing essays or blogs, or creating a video about the experience.o

Developing products to be used or the project.o

Creating diagrams, work plans, maps, and other tools used during the project.o

Writing research papers on background inormation.o

Use Worksheet 7 to reect more on intentionally integrating learning goals into your program.

Address saety, risk management, and liability concerns, including parental permission, insurance, transportation,

supervision, medical release orms, and similar issues. Much more inormation is available on the Risk Management

and Liability act sheet rom NSLC (Points o Light Foundation, 200214).

Orient participants to the project site, people, and underlying issues. I possible, tour the site in advance o the

service (i you didnt do so during the investigation phase). Address appropriate conduct and etiquette (including

how to dress appropriately) in the setting in which participants will be serving, particularly any rules, customs, or

cultural dierences that may not be amiliar. Provide inormation and practice (through presentations, role-playing,

DVDs, and other strategies). Identiy and address any stereotypes or preconceptions that participants may have about

the communities or people they will be serving.

Engage and communicate regularly with partners, parents, and community members. Enlisting their support and

advice is vital to reaching your goals. Not only can community members and partners be key in planning the logistics

(they may have done your selected project several times beore), but they also can help orient students to the issues

and challenges in the community while building their eagerness to engage in the service. Parents support will be key

in reinorcing the service, learning, and growth goalsin addition to the many ways they oten will help with the

project logistics and implementation.

Plan refection, demonstration, and celebration activities so that you have the baseline inormation and

documentation you need rom the whole project. (See sections 4 and 5 in this guide or discussions o these tasks.)

Focus these components around the service, learning, and growth goals. Use inormation later in this guide to plan

these activities.

Plan your evaluation activities, building on your learning, service, and growth goals. Begin the evaluation planning

beore you begin your program. Worksheet 8 outlines key questions to consider in determining your evaluation

approach. More inormation on evaluation design is available in the Evaluation and Assessment section o NSLC.15

Set up strategies to deal with inconsistent participation by youth in the program. Because they are voluntary and

take place in out-o-school times that may compete with other expectations or activities, community-based programs

ace particular challenges in maintaining a consistent group o youth. Service-learning program leaders have to be

14www.servicelearning.org/instant_ino/act_sheets/cb_acts/risk_mgmt/index.php15 www.servicelearning.org/instant_ino/hot_topics/eval_assess/index.php


25/61


creative in fnding ways to keep youth voice strong and to keep the process moving, even when youth are not at

every meeting. Here are a ew tips or addressing this issue:

Begin each session with reection that helps all participants get caught up with the process.

Ask some youth to volunteer to orient those who are late in joining the project.

Divide into smaller groups to do dierent projects i several youth are not interested in the selected project.

Try It!At frst, try short-term service projects that oer early wins. For example, Meth-Free Tennessee Youth Edition subgrantees

were told to start their multi-year initiatives with a Martin Luther King Jr. Day o Service project. Coordinators said, Put

all your eggs into this basket. Focus on how you are going to do a quality service-learning project. Then [once thats under

your belt] start thinking long-term. The grant manager also created a simple reporting tool that outlined each stage o the

process, so they had to say here is how we prepared, this is how it was meaningul, this is how we did it. That way i

they were using the tool, they would have to do all o those things.

On the Web

The Internet oers a number o opportunities and resources that are valuable during the preparation phase o service-

learning:

Utilize an online project-planning site (e.g. Bootcamp, ProjectsCenter, or WhoDoes) to work through the logistics o

the project, inviting youth leaders and partners to have access to the site or real-time updates. Check with youth

and community partners about the online tools theyre using so that you dont have to introduce a new platorm.

Try the my!TeamPlanner tool on Facebook, 16 which allows you to share documents, create to-do lists, schedule

meetings, make announcements, and acilitate discussions in a way that is integrated with participants other social

networking.

Learn more about project planning through the online course rom the National Service Resource Center. Visit the

centers Online Learning Center17 and sign up or the Project Planning course.

Online saety reminder: Be sure to secure photo releases rom all those participating in the project. I your organization

maintains an ofcial Web site or social networking site, any picture, drawing, rendering, or other image requires the express

written approval o all adults in the image and o at least one parent or guardian o any youth under the age o 18 shown

beore being posted on the site. I personal inormation is collected or disseminated (such as e-mail addresses, birth dates,

addresses, or gender) rom anyone under the age o 13, it must meet the requirements o the Childrens Online Privacy

Protection Act o 1998 (COPPA).18

16 http://apps.acebook.com/my-team/b_myteam.php17 my.nationalservice.org/learning/18 www.tc.gov/ogc/coppa1.htm


26/61


Real-Lie Example

YouthWorks is a Minneapolis-based nondenominational Christian service-learning program that sets up or church groups

short-term (one week) service experiences in 75 dierent sites around the country. Because so many personal as well as

social justice issues come into play during the experiences, YouthWorks has created a preparation guide that churches work

through beore entering into the program. It helps them address such questions as What might the culture be like, and

what can they expect rom the site? What do theypersonally want to get out o the experience? What are the social issues

and cultural issues at hand? In addition, each day o service begins with a reection that raises unique questions such as

Where is the beauty in this community that I might not see?


27/61



Worksheet 6Svc-Lag Pojc Plag Chcls

Goals

Service

Learning

Growth

Who Will Participate?

Youth leaders:

Other youth:

Adult allies/coordinators:

Community partners:

Parents:

Others:

What We Will Do

Service oered:

Where:

When (times and dates):

Plans or Project Logistics

Tools and supplies (needed and sources o)

Funding (needed and sources o)

Transportation

Rereshments

Saety and Risk Management Issues

Site check or saety and appropriateness or youth

Parental permission

Insurance (needed and sources o)

Transportation and driving plans

Supervision plans

Medical release orms

Project Orientation or Youth

Orientation to the site and project

Etiquette and cultural orientation

Skills training or youth

Background inormation on underlying societal issues

Partner and Parent Engagement

Type and requency o communication

Clarity o expectations and roles

Plan or Refection, Demonstration, Celebration, and Evaluation

Focus, methods, and timeline or reection

Identifed methods or demonstrating impact and learning

Planned celebration or recognition activities

Evaluation plan, including baseline data collected


28/61



Worksheet 7Plag o La:Lg o Cuculum Commuy-Basd Ogazaos

One o the greatest challenges in community-based organizations that seek to do service-learning is linking to curriculum,

which is a oundational practice in high-quality service-learning (Billig & Weah, 2008). Some assume that learning happens

naturally, and others assume that curriculum connections are only relevant to schools. (Thus, a common strategy is

to partner with a school to help meet their learning goals or students. For more inormation on school-community

partnerships, see Abravanel, 2003; Cairn & Scherer, 1994; and Roehlkepartain, 1995.)

However, learning is broader thanschoolor academics. Indeed, an underlying principle o experiential education (one o the

philosophical oundations o service-learning) is that the most eective learning takes place outside o the classroom and

school. Indeed, the esteemed educational theorist Lawrence A. Cremin (1976) advocated or an ecology o education

in which educational institutions and confgurations [are viewed] in relation to one another and to the larger society that

sustains them and is in turn aected by them (p. 36). He goes on to say that the public school ought never to take the

entire credit or the educational accomplishments o the public, and it ought never to be assigned the entire blame (p. 58).

High-quality youth programs in community-based organizations have their own learning objectives (Eccles & Gootman,

2002), which may or may not overlap with what youth are learning in school. These goals may ocus on knowledge about

the social issues and concerns they seek to address, or they may emphasize the ways the organization seeks to develop

young peoples career readiness, character, lie skills, or leadership.

A service-learning approach challenges community-based organizations to be thoughtul in how they link service to learning

goals and methods. In some cases, it may press you to be more explicit and articulate about your organizations overall

learning and growth objectives (which will strengthen all program areas, not just service-learning programs). Use this

worksheet (with young people as active partners) to reect on how you can be more intentional and ocused in how young

people are engaged in learning through your service-learning eorts.

What does our organization seek to help youth learn through their participation in our programs?

1.

2.

3.

Determine how your service-learning program links to these learning goals. Use these levels o curriculum integration as a

starting point or reection and ongoing improvement. I your service projects are operating at Level 1, determine how you

can begin moving to Level 2, and so orth.


29/61



Lvl 1Service projects are planned and implemented with minimal or no links to the programs curriculum and learning

goals. (This level is really community service, not service-learning.)

For example: A aith-based organization plans a monthly service project or its youth group based on a request orvolunteers rom the community.

What might Level 3 look like in your organization?

Lvl 2Service engagement is indirectly linked to program curriculum and, thus, enhances general learning goals.

For example: An environmentally ocused organization might have participants clean a riverbed, promoting the

project as part o their mission.


Lvl 3The service project is designed with clear, direct links to program curriculum and general learning goals.

For example: A character development program might explicitly identiy leadership skills and positive values

that it seeks to nurture through participants service project with the Humane Society. Preparation, refection,

demonstration, and celebration would all tie to these learning goals.


Lvl 4Planning or, engaging in, reecting on, and demonstrating learning through service engagement is a primary

strategy or stimulating learning to achieve learning goals.

For example: A youth program ocused on youth leadership might design its whole program around engaging

young people in leading childrens activities in an ater-school program. The youth participants design the

curriculum, lead the activities, debrie and problem-solve together, and refect on the leadership principles and

practices that they are utilizing through the service project.


Worksheet 7 continued


30/61



Worksheet 8Plag You Pogam evaluao

There is no one right way to evaluate your service-learning program. Many actors aect issues, such as how much you

should invest in evaluation and what methods you should use. Program leaders and participants can oten carry out their

own evaluation eectively. But some situations will require outside expertise and perspective. I the stakes are higher, be

sure to engage an evaluation partner in the process. These questions will help you articulate your needs and some o the

available options.

1. Why a you vsg m ad soucs a valuao?

____ To improve the quality or efciency o the program

____ To increase the programs visibility and reputation

____ To meet an expectation o unders or other stakeholders

____ To understand and increase the programs impact on youth and/or on the community/issue

____ To ully examine and describe an eective program or replication or unding

2. Who a h audcs o h valuao omao?

____ Participants engaged in the service

____ Community members and partners

____ Funders

____ Your organizations sta and volunteers

____ The media or general public

____ Other researchers or policy makers

3. How wll you ow you pojc s succssul? W a smpl (3-4 sc) sam o

wha wll chag as a sul o wha you dog.

4. Wha do you d o valua?

____ Whether learning, service, and growth goals were met

____ Who participated and to what extent (youth, community recipients, partners, sta)

____ The quality o the experience or each group involved, and/or what might improve it the next time

____ The impact o the service-learning project on each group (the most difcult type o evaluation, requiring

more sophisticated methods than described here)


31/61


5. Wh wll you g h omao? Whos voc ds o b pa o h valuao?

____ Program documentation (minutes, calendars, descriptions)

____ Service recipients

____ Program partner organizations

____ Program sta and volunteers

____ Parents o participating youth

____ Funders or other stakeholders

6. How wll you asoably ad alscally collc h omao, basd o h soucs avalabl

(m ad moy) as wll as s poal bud o hos povdg h omao?

____ Questionnaires (orms, paper or online surveys)

____ Interviews

____ Program documentation

____ Observation o activities, participants, and/or sta

____ Review o reection materials and demonstration tools (such as project portolios, presentations)

____ Focus groups

7. Wh do you d h omao? How wll you su ha s avalabl wh you d ?

8. Wha soucs a avalabl o collc, aalyz, ad p h valuao omao?

____ What existing expertise do you have in your partnership to conduct an evaluation?

____ What resources may be available in local schools, colleges, or businesses? (High school or college classes

could evaluate your program on their service-learning project.)

____ What unding or in-kind contributions are available or an evaluation?

Worksheet 8 continued


32/61



Worksheet 9Qualy Chc-Up: Ppa

Use the ollowing questionsbased on eight standards or quality service-learningto shape how to get ready to serve.

Magul

Svc

How are youth learning the knowledge and skills they will need?

What kind o orientation do participants have to the underlying issues involved in the

project?

L o Cuculum How are learning goals being addressed through preparation or service?

How are participants using their skills rom other areas o lie to contribute to the service-

learning project?

rco What reection activities are being planned?

How are youth exploring alternate solutions to community challenges?

What is being done to elicit preconceptions and assumptions prior to engaging in service?

What road bumps can the youth envision that might get in the way? How can a

troubleshooting process improve their chances o success?

Dvsy How are participants integrating dierent points o view into preparation?

What conict resolution and group decision-making skills are being cultivated through the

preparation process?

How is everyonethose oering service and those receiving servicepart o preparation?

Youh Voc How are participants meaningully involved in preparing or service?

What signifcant decision-making roles do youth have?

How is the preparation building trust between youth and adults?

Pashps How are partners collaboratively developing and implementing plans?

Do partners communicate regularly about plans, activities, and progress?

Pogss

Moog

What baseline inormation are you gathering in order to track progress in meeting service,

learning, and growth goals?

What systems are set up to monitor progress?

Duao adisy

Is adequate time set aside to accomplish the service goals and to complete the other

components o the service-learning process?

Is the project signifcant enough in duration and intensity to have a real impact in the

community and in the lives o participants?


33/61


3. ACtMake a Meaningul Dierence in the Community

What It Is

The action phase is oten the most visible and tangible part oservice-learning, as it involves providing the meaningul service in the

community. It moves social issues rom participants heads into their

hearts and hands, and it motivates them to learn and grow while also

contributing to community lie.

Why It Matters

The action phase o service-learning is its heart. Not only is it when

participants provide the service that meets human and community

needs, but it also provides the experiential oundation or theirpersonal growth and learning that will occur through the reection

and demonstration processes.

How to Do It

The action phase varies considerably, depending on the type o

project youre doing, where you do it, the age o the people involved, the number o participants involved, and many other

actors. So some o the ollowing tasks may be less or more important. There are a number o ongoing tasks that oten

require attention:

Establish clear assignments, expectations, and schedules. Some o the common problems in service-learning

experiences occur when roles, expectations, and assignments are not clear. Efcient logistics will create a better

experience or all involved, and it will also maximize service and learning.

Ensure that participants are appropriately engaged in ways that match their maturity, skills, physical capacities, and

other qualities. Worksheet 10 oers a job description ormat or the participants that can help clariy these issues.

I a task or a project doesnt ft well with particular participants, fnd creative ways to match their skills and interests

with the broader project learning and service goals.

Nurture a supportive experience or participants. Relationships grow when diverse adults and youth work side by

side or a common purpose. Encourage youth not to ocus so much on the task at hand that they ail to attend to

the relationships with their peers, adults, and those being served. Take time to know each others names and a little

bit about each other. Use every opportunity to tell participants whatthey are doing well and whytheir eorts are

making a dierence. Encourage them to do the same or others in the project.

Stay ocused on the learning and growth goals. Just because participants are serving doesnt mean they are engaged

and learning. Ask questions that remind youth o the learning goals, and give them opportunities to apply their

knowledge and skills to the project at hand. Take advantage o unexpected learning opportunities that come up.

Promote interpersonal and cultural sharing. Engaging with people who are dierent rom themselves in race, culture

abilities, age, economics, or religion provides an opportunity or deepening an understanding o others and breaking

At a Glance

> The action phase involves providing the meaningulservice in the community. It also provides the

experiential oundation or learning and growth

through reection.

> The action phase requires clarity in expectations,

assignments, and schedules. It also requires matching

the participants with the appropriate tasks or their

skills and maturity. Take care to manage risks while

also challenging participants to grow.

> Focus on building relationships among participants

and with community members while serving. Buildingbridges across dierences is a core strategy in service-

learning.

> Collect data, artiacts, pictures, and other

documentation or reection, demonstration,

celebration, and evaluation.


34/61


down stereotypes. However, i not processed well through reection and dialogue, the experiences can inadvertently

reinorce misperceptions or prejudices. The goal is to make the most o these interactions not only to ensure that the

service is provided with respect, but also to contribute to growth and learning goals.

Cope creatively with changes and challenges. Regardless o how well you think youve prepared, unknowns remain,

and once you are onsite, you will need to respond to the unexpected. Always look or creative options. These may

include brainstorming solutions and alternatives with youth, seizing a teachable moment about the challenge, and

maintaining a positive attitude, knowing that the group will oten mirror your attitude.Provide supervision and ensure saety. Participants (and others) can sometimes get so caught up in a project that they

dont realize how much they are stretching their bodies, minds, skills, or emotions beyond their limits. In addition,

agencies that work primarily with adult volunteers may not know when their expectations exceed what youth

participants can do saely and eectively. Anticipate any personal or physical saety issues in advance and prepare

youth accordingly. Provide regular supervision and monitoring as well.

Keep energy and interest levels high. In extended service projects (which are more eective and have greater impact)

atigue or disinterest can set in. Breaks, recreation, and rereshment can be important to keeping participants

contributing ully. Snacks, resting in the shade, time to chill and chat (with each other and the people receiving

service), and storytelling can all help renew energy. In addition, encouraging youth to learn and try dierent tasks

that are part o the project can also reduce atigue or disinterest.

Collect data, artiacts, and stories or the evaluation. This may include surveys, interviews, observation, videotaping,

photography, and other methods. Be sure to gain the perspectives o community residents, community partners, and

the participants engaged in service-learning.

Journal during the action phase. What is journaling doing in a section on action? Journaling is a reection process,

right? Actually, journaling is a reective process, but its also an eective way to document an experience in real

time in order to be able to look back aterward and recall details, eelings, and so on. (In extended service projects,

reection also helps keep continuity, energy, and ocus.) Build in time during or right ater service or your team

to write, draw, or otherwise describe what they saw, how they elt, things they did, people they met, and other

thoughts that stand out or them.

Document experiences in preparation or refection, demonstration, and celebration.

Participants will get the mostout o their service-learning i they document their experiences, learning, and questions along the way. Giving time

and attention to documentation and reection in the midst o action will help ensure that the experience has a

lasting impact. There are many ways to promote reection during the action stages:

Ask youth questions about what they are doing and why, what they are learning, and what they are conused

or concerned about.

Encourage participants to write down any key words or phrases that describe their experience, their eelings,

or what they are learning.

Assign participants to be the ofcial photographers and/or videographers.

Encourage youth to keep a journal.

Arrange or participants to write about their day while they are at the site. The closer in time to the event,

the more likely they will be able to remember it.

I you are traveling to and rom the site together, use the time to discuss the days events and experiences.

Build in time at the end o the day to see how everyone is eeling and talk about any issues that came up

during the day.

Keep your own notes or a journal to capture your reections or later sharing.


35/61


On the Web

The Webparticularly social mediacan be a valuable tool during the action phase. Here are some possibilities:

Have participants capture video o the service-learning project (or create their own video diaries) or posting on

video-sharing and other social networking sites.

Encourage selected youth to Twitter about their experiences during the service activities.

Invite participants to blog about their service-learning experience. (I the service is being provided ar rom home, this

becomes an important way to keep others up to date on how the project is going.)

Try It!Design T-shirts on which participants write one or more o their personal goals or their service experience. Or create one

design that lists your groups goals. Ask them to wear their shirts during the action and/or reection phases o the project.

(Thanks to the Aterschool Corporation o New York or this tip.)

Real-Lie ExampleSynergy Works! is a popular fve-week service-learning program in rural north central Idaho. The activities students engage

in have ranged rom learning about agriculture and ood preparation (including making homemade ice cream!) to learning

about world cultures (again through ood preparation, but this time it was cooking squid with seniors). It is also a good

example o the relative weight that can be given to action. Only one o the fve sessions is ocused on action; the rest o the

time is devoted to activelyaddressing the other phases.


36/61



Worksheet 10

A Svc Pojc Job Dscpo o Youh

Wha you wll b dog:

Wh you wll b dog :

Wh you wll b dog ad how much m you ca xpc o spd:

You supvso (cludg coac omao):

th xpcd suls o oucoms o you wo:

expcaos o you whl you a povdg h svc:

Be courteous, riendly, and respectul to others serving with you or receiving the service.o

Get to know the people whom you are serving.o

Work cooperatively as part o your team to reach the goals.o

Become amiliar with emergency procedures at the work site.o

Tell project leaders or sta when you cannot meet your timeline.o

Do not use language or dress in ways that might be oensive to people in the community.o

Use your time (and other peoples time) well. I you dont eel like youre contributing, tell a program leader.o

Keep in mind your learning goals. Try to apply your knowledge to the situation.o

Ask questions about things that you dont understand or that make you curious.o

Be honest in raising issues and concerns that may arise.o

Ask or help in learning new skills that you need.o

Have un!o


37/61



Worksheet 11

Qualy Chc-Up: Aco

Use the ollowing questionsbased on eight standards or quality service-learningto shape how to eect action that

makes a dierence in the community.

Magul

Svc

Are the service activities appropriate to participants ages and abilities?

Are the activities interesting and engaging to participants?

Do those being served value the service being oered?

L o

Cuculum

Are participants learning inormation or skills related to learning goals?

Are participants learning how the knowledge and skills they are using are relevant to other

areas o their lives?

rcoAre the activities prompting participants to think deeply about complex community problems

and alternative solutions?

Are participants being exposed to issues that can shape how they understand their roles and

responsibilities?

Dvsy I stereotypes surace while providing service, how are they addressed?

Youh Voc How are participants expected to use their knowledge and skills by playing leadership roleswhile oering service?

How are trust and open expression o ideas encouraged while serving?

Pashps Are partners in regular communication throughout the service activity?

Are partners actively involved in the service activities?

Pogss

Moog

What inormation is being collected rom multiple sources to show evidence o quality o

programs as well as progress toward meeting specifc service, learning, and growth goals?

Duao ad

isy

Are participants spending enough time engaged in service that they are able to make a

meaningul contribution?

Does the service activity continue across a period o several weeks or months in order to

achieve service and learning outcomes?


38/61


4. reLeCtIntegrate Learning rom the Service Experience

What It Is

Reection should be more than summarizing events and talking

about eelings during the experience (though its important to

articulate both o these). It should involve more challeng