Social Awareness and Empowerment for Service

Service Learning

3.​ Number of hours of community service as a

prerequisite for graduation
SERVICE LEARNING
4.​ Rendering makeup community administrations
-​ Provides students the opportunity to: services imposed by university
o​ Work with others 5.​ Applies only to students enrolled in tertiary level
o​ Gain valuable insights Or not only for tertiary level students
o​ Acquire different skills 6.​ Beneficial to the students and the beneficiaries of
Varied Community projects the community services
-​ Students can apply what they have been taught in
class by formulating appropriate solutions to the The elements of service-learning improved the
problems they encounter in their chosen community services that gained popularity in the academe
communities. and the community, which, in turn, have an impact. on their
development (National Service-Learning Cooperative, 1999).
As enrollees of NSTP-CWTS 2, students can use the Service-learning impacts the dynamic process of the
insights they gain in the classroom and provide solutions students' personal and social growth in the academe, as
to real-life problems in the community. well as their cognitive advancement. According to Eyler and
Giles (1999), the service-learning model enhances
They become bona fide members of their assigned understanding and leads to more effective action.
communities as they render services and perform acts,
such as the following: SERVICE LEARNING THEORY
1.​ Students can analyze the effects of natural -​ based on the idea that experience is the
disasters and use a kit to gather important items foundation of learning. Experience becomes the
during disaster preparation. Elementary students basis for learning the different forms of
can design and distribute these kits to the community service (Morton & Troppe, 1996).
members of the community. -​ Service-learning refers to applying theories and
2.​ High school students can closely monitor the classroom learnings to daily experiences, which
effects of poor nutrition and lack of exercise of will result in reflection among the students
certain individuals by organizing health-related (Mabry, 1998).
activities, concocting nutritious recipes, and -​ Through these different experiences and deeper
putting up fruit and vegetable stands in schools reflections, the goal of community services to
in the community. develop skills is achieved in the community
3.​ Biology majors can study the complexity and services (Eyler, Giles, Stenson, & Gray, 2001):
diversity of wetlands to eliminate invasive
aquatic species. Streams can also be monitored, LEGAL BASIS OF SERVICE LEARNING
and results may be presented to the class. Service Learning
4.​ University students can help struggling local -​ Based on R.A. No. 8292
nonprofit organizations cope with difficult
economic conditions. Students who are enrolled in
communication-related courses can provide R.A. No. 8292
varied public relations services with community -​ Also known as Higher Education Modernization Act
partners, develop press kits, and provide of 1997
assistance in holding events. -​ reiterates Section 2(1) of Article XIV of the 1987
Constitution by declaring that it is the policy of
CHARACTERISTICS OF SERVICE LEARING the state to "establish, maintain, and support a
1.​ It brings good, substantial, and practical results complete, adequate, and integrated system of
for the participants. education relevant to the needs of the people
2.​ It promotes cooperation rather than competition, society." This policy can be attained through the
trilogy of functions,
wherein the skills associated with teamwork and
active community involvement are developed.
Trilogy of functions:
3.​ It gives appropriate rather than simplified
1.​ academics (teaching-learning)
solutions to problems that seriously affect the 2.​ research,
community. 3.​ extension (community service) - of HEls
4.​ It provides real-life experiences for students to and their keeping in mind of their legal responsibility to act
gain knowledge from a particular community as effective agents of change and development.
engagement activity rather than from a
textbook. Service-learning allows the students to HEIS ON SERVICE-LEARNING
develop critical thinking by being provided with
Community Extension
opportunities and relevant learning that emerge
-​ one of the trifocal functions of a university
from community issues (Chavez-Yenter, Badham, -​ Has a duty to the youth
Hearld, & Budhwani, 2015). o​ to make them literate and functional so
5.​ It gives students a deeper understanding of they can make good decisions regarding
concepts and real-life situations in the the problems affecting their health,
community through immediately observable families, and duties and responsibilities
results. to the community Tariman (2007).
6.​ Through an immediate understanding of a Students should be provided with opportunities for
situation in the community, service-learning
cooperative undertakings that affect the welfare of the
becomes a more significant experience for
entire community, so they can develop into young men and
students, thus, leading to their emotional, social
women who look upon their own interests in terms of the
development and cognitive learning.
welfare of others.

SERVICE LEARNING IS NOT BENEFITS OF SERVICE-LEARNING

Andrew Furco (1996) explains that service-learning is not
defined as follows:
BENEFITS FOR STUDENTS
1.​ An occasional volunteering activity ●​ Academically
2.​ An additional unit or credit in a degree course as a ●​ Professionally
requirement for graduation ●​ Personally
Social Awareness and Empowerment for Service
Service Learning

Can achieve: 7.​ Prepare the youth of today, particularly

1.​ Increase their understanding of the topics students, to become tomorrow's responsible
discussed in class community leaders
2.​ Gain firsthand experience (possibly leading to a 8.​ Establish strong networks with partners in other
future internship or job) organizations and agencies
3.​ Question or defend values and beliefs 9.​ Gain access to other resources of the university,
4.​ Have the opportunity to act on values and beliefs and strengthen collaborative ties with its faculty
5.​ Develop critical thinking and problem-solving members, students, and staff
skills
6.​ Increase their knowledge of diverse cultures and OBJECTIVES OF SERVICE LEARNING
communities Create opportunities to stake holders especially the
7.​ Learn more about social issues and their causes implementers of different programs and activities:
8.​ Improve their ability to handle difficult ●​ Reflection
situations ●​ Assessment of:
9.​ Be open to change and become more flexible o​ Personal values
10.​ Develop or enhance their skills, especially in the o​ Skills
areas of communication, collaboration, and
o​ Knowledge
leadership
11.​ Test out the skills, interests, and values required
in a potential career path, and learn more about STEPS IN EFFECTIVELY IMPLEMENTING
their fields of interest SERVICE-LEARNING
12.​ Connect with professionals and community 1.​ Assess the Community Resources
members who will also learn from the 2.​ Establish partnerships and linkages
service-learning program (SLP) 3.​ Indicate the specific learning objectives in
13.​ Grow a professional network of people that they the syllabus
can contact later for career growth 4.​ Initially plan according to the chosen
14.​ Be encouraged in joining public service or social program
organizations 5.​ Plan the details for the program
6.​ Loof for funds
-​ BENEFITS FOR FACULTY MEMBERS, PERSONAL 7.​ Implement and manage the program
AND PROFESSIONAL 8.​ Organize reflection activities
●​ Derived from integrating service-learning into the 9.​ Assess and evaluate the program
courses being handled 10.​ Celebrate the Achievement
●​ Their decision to teach service-learning classes
can help them to:
1.​ Assess the Community Resources
1.​ Promote interactive teaching as well as
After selecting a project, the available resources
reciprocal learning between them and their
students of the community must be assessed or evaluated.
2.​ Provide new concepts and subjects that will This includes looking into opportunities to establish
enrich their classes partnerships with the local leaders, out-of-school
3.​ Open up new areas of concern for research youth, businessmen, women leaders, and youth
4.​ Motivate their students to engage in active leaders regarding community issues and problems
learning and be exposed to varied teaching styles
5.​ Enable their students to learn more and further 2.​ Establish partnerships and linkages
develop themselves Establishing partnerships with different
6.​ Increase enrollment by giving the proper service-oriented organizations is necessary to make
motivation to highly engage and active students the delivery of community services more effective.
7.​ Enhance the leadership potential of their
Maintaining and improving existing affiliations and
students
8.​ Expose their students to networking activities
developing potential partnerships are important in
with active faculty members in other disciplines ensuring that an organization's needs and limitations
9.​ Promote quality relationships between them and can be met and worked on.
the members of the community or the institution
that facilitates collaborative endeavors 3.​ Indicate the specific learning objectives in the
10.​ Offer firsthand information, concepts, and syllabus
opportunities for community involvement that Specific learning objectives should be clearly
will help them understand and resolve issues stated in the syllabus. The objectives must be a
dominant component that can be easily identified in
BENEFITS FOR COMMUNITY PARTNERS
the SLP organized by community-based organizations.
1.​ Receive additional human resource assistance Assessment tools should be devised and used to
that can expedite the achievement of evaluate student performance with regard to the
organizational goals application of the subject. The service outcomes may
2.​ Inspire a higher level of enthusiasm, perspective, differ from what is initially expected.
and energy
3.​ Improve the organization's pool of volunteers, as
4.​ Initially plan according to the chosen program
students engaged in service-learning will boost
their own morale, thus, prompting them to share
In selecting the program, the initial stage of
their experiences with their classmates and planning is of utmost importance. Planning should be
friends done according to the expected goals. Identify the
4.​ Enhance public awareness regarding significant human, financial, physical, and intellectual resources
issues confronting the community needed, including the additional student leaders who
5.​ Ensure future support for the organization can provide assistance, in executing and coordinating
6.​ Clarify the right information with the learner on the different activities that are prepared for the
community issues and problems community.
Social Awareness and Empowerment for Service
Service Learning

with the school or university are the most

5.​ Plan the details for the program appropriate choices.
Prepare the program with all the important
things in mind such as the rationale, timeline, budget, 2. The faculty member must submit a letter of intent
and list of assignments. The partners must be to the college dean, through the chairman or the head
involved in this process. The community project must of the SLP. The letter should come with the program
have the following components: or activity design indicating the rationale, objectives,
a)​ a thorough plan; time frame, evaluation process (rubrics and
b)​ a schedule or time frame; reflection papers), and schedule of activities.
c)​ a benchmark;
d)​ a budget evaluation and assessment; 3. The faculty member will write a letter of intent
e)​ tools and processes to and request for permission to conduct an SLP on the
o​ identify selected community or institution. The letter must be
o​ document noted by the dean through the program coordinator
o​ address problems and issues that or head.
can potentially take place.
4. The students who will join the SLP must secure a
6.​ Loof for funds waiver from the Office of Student Affairs (OSA),
It is necessary to look for adequate funding which is to be signed by their parents or guardians.
sources such as tie-ups with local businessmen, The faculty member will collect the waivers a day
national corporations, faith-based organizations, before the actual activity. Students without signed
NGOs, government agencies, and other local waivers will not be allowed to join the SLP.
community organizations.
5. The faculty member must conduct a classroom
7.​ Implement and manage the program briefing about the program and activities before the
The plan of action must be properly implemented. The implementation of the SLP.
right intervals for assessment must be set, and the
partners must be involved in the process. This, in B.​ IMPLEMENTATION STAGE
turn, will enhance the program. 1. The students and the supervising faculty member
of the SLP are required to wear the prescribed school
identification card (ID) and college shirt and observe
8.​ Organize reflection activities
proper decorum while in the community or institution.
Carefully design activities that give students the
Smoking and engaging in other vices while in the
chance to better understand community service.
community or institution, whether before, during, or
Through this, the students' knowledge and
after the SLP, are strictly prohibited for both faculty
perceptions will be continuously reinforced. Students members and students.
must be permitted to record all their experiences,
including their assignments, in a journal. This also 2. The students and faculty member included in the
helps in further improving the program SLP shall cover their respective transportation,
communication, and meal expenses during the period.
9.​ Assess and evaluate the program Other logistical requirements shall be based on those
It is imperative to include the active involvement indicated in the activity design approved by the
of the community or institution in assessing college dean.
community service outcomes. The active
participation of individual students and organizations 3. The faculty member or the assigned group leaders
in the SLP must also be properly documented. This shall take responsibility for all forms of
signals the readiness for future community projects. communication and coordination with the partner
community or institution in relation to the SLP. They
10.​ Celebrate the Achievement are also in charge of ensuring the safety and security
Appreciating and recognizing the students' active of the students while in the community.
involvement in community projects will develop their
lifelong interest in service involvement. Student 4. The college dean or the head of the program will
names can be posted in bulletin boards. The presence conduct spot monitoring or follow-ups of students
or attendance of community leaders in recognition involved in the SLP to determine the actual and
programs is necessary for inspiring students and current status of the program.
other active participants to join future community
projects. 5. In case the faculty member in charge of the SLP
will be absent, he or she must inform and ask
GUIDELINES AND PROCEDURES permission from the college dean to find a substitute
faculty member to supervise the students. Any SLP
A.​ PREPARATORY STAGE activity without the supervision of an assigned
faculty member shall be considered unofficial.
Faculty members interested in conducting
C.​ Post-activity Evaluation Stage
service-learning must see to it that the SLP is
1. The students must submit a narrative report with
indicated in the syllabus.
pictorial documentation and a reflection paper to the
1. Both students and faculty members are faculty member. The report must be hardbound, must
responsible for the selection of the community or follow the required format, and be submitted 15 days
institution. However, institutions or communities after the SLP activity.
with already existing memorandums of agreement
Social Awareness and Empowerment for Service
Service Learning

2. The faculty member will evaluate the students'

narrative reports using an assessment tool or rubrics
designed for the activity. There are two evaluation
results to be combined and then divided into two
(Nugroho,2010). The SP activity constitutes ten
percent (10%) of the computed grade for the term for
every subject with an SLP.

3. The college or university, through the chairman or

head of the program, must conduct an exit
conference with the community or institution
beneficiaries and leaders to assess the SLP
implemented.

4. A certificate of SLP completion shall be issued by

the college or university upon the written request of
the faculty member in charge.

5. The college or university shall issue a certificate

of appreciation to the activities.
cooperating community

SUMMING UP
Service-learning is applied in a wide variety of
settings, including schools, universities, and
community- and faith-based organizations. It can
involve a group of students, a class, or an entire
student body. Students build character and become
active participants as they work with others in their
school and community in various service projects
designed for the development of education, public
safety, and the environment.
For example, student volunteers collecting trash or
dredging an urban or rural river, stream, or waterway
render a valuable service to the community. If
students also analyze their findings to determine the
possible sources of pollution and share the results
with the residents of the neighborhood also engaged
in service-learning, they will be doing the community
much good.
Service-learning provides an important service to the
community. Students develop an understanding of
actual social, political, economic, and environmental
issues in their assigned communities. They may also
reflect on their future personal and career interests,
whether these be in the field of natural sciences,
behavioral sciences, public administration, values
clarification and formation, environmental studies,
public policy, or other related areas. The learners and
the community both acquire transformative
experiences through SLPs.