Colegio de San Gabriel Arcangel, Inc.

Area E, Fatima V, Sapang Palay, City of San Jose del Monte, Bulacan
Telefax: (044) 760 0301 | 760 0397 | 0921 231 1379 | 0919 749 7728
National Service Training Program 2

Course Code : NSTP 2

Description : NATIONAL SERVICE TRAINING PROGRAM

LEARNING ACTIVITY SHEET (LAS) NO.5

Name Score
Date Section

Topic SERVICE LEARNING

Learning 1. Justify how service-learning leads to effective community intervention and

Outcomes active participation;
2. determine the strategies applied or adopted in community service and
interventions; and
3. formulate programs or campaigns that reinforce service-learning and
community involvement.

DISCUSSION

Service-learning provides students the opportunity to work with others, gain valuable insights, and
acquire different skills. Through varied community projects, they can apply what they have been
taught in class by formulating appropriate solutions to the problems they encounter in their chosen
communities.

As enrollees of NSTP-CWTS 2, students can use the insights they gain in the classroom and
provide solutions to real-life problem in the community. They become bona fide members of their
assigned communities as they render services and perform acts, such as the following:

1. Students can analyze the effects of natural disasters and use a kit to gather important
items during disaster preparation. Elementary students can design and distribute these
kits to the members of the community.
2. High school students can closely monitor the effects of poor nutrition and lack of
exercise and certain individuals by organizing health-related activities, concocting
nutritious recipes and putting up fruit and vegetables stands in school in the
community
3. Biology majors can study the complexity and diversity of wetlands to eliminate
invasive aquatic species. Streams can also be monitored, and the results may be
presented to the class.
4. University students can help struggling local nonprofit organizations cope with difficult
economic conditions. Students who are enrolled in communication-related courses

Prepared by: MARK S. GUERRERO, CDSGA-NSTP HEAD Page 1

 Colegio de San Gabriel Arcangel, Inc.
Area E, Fatima V, Sapang Palay, City of San Jose del Monte, Bulacan
Telefax: (044) 760 0301 | 760 0397 | 0921 231 1379 | 0919 749 7728
National Service Training Program 2

can provide varied public relations services with community partners, develop press
kits, and provide assistance in holding events.

Characteristics of Service-Learning
The common characteristics of service-learning are as follows:

1. It brings good, substantial, and practical results for the participants.

2. It promotes cooperation rather that competition, wherein the skills associated with
teamwork and active community involvement are developed.
3. It gives appropriate rather that simplified solutions to problems that seriously affect the
community.
4. It provides real-life experiences for students to gain knowledge from a particular
community engagement activity rather than from a textbook. Service-learning allows
the students to develop critical thinking by being provided with opportunities and
relevant learning that emerge from community issues (Chavez-Yenter, Badham,
Hearld, &Budhwani, 2015).
5. It gives the students a deeper understanding of concepts and real-life situations in the
community through immediately observable results.
6. Through an immediate understanding of a situation in the community service-learning
becomes a more significant experience for students, thus, leading to their emotional
and social development and cognitive learning.

What Service-Learning is NOT

There are various misconceptions in conducting service-learning. In this article, Andrew Furco
(1996) explains that service-learning is not defined as follows:

1. An occasional volunteering activity

2. An additional unit or credit in a degree course as a requirement for graduation
3. Number of hours of community service as a prerequisite for graduation
4. Rendering makeup community services imposed by university administrations
5. Applies only to students enrolled in tertiary level
6. Beneficial to the students and the beneficiaries of the community services.

The elements of service-learning improved the community services that gained popularity in
the academe and the community, which, in turn, have an impact on their development (National
Service-Learning Cooperative, 1999). Service-learning impacts the dynamic process of the
students’ personal and social growth in the academe, as well as their cognitive advancement.
According to Eyler and Giles (1999), the service-learning model enhances understanding and leads
to more effective action.

Prepared by: MARK S. GUERRERO, CDSGA-NSTP HEAD Page 2

 Colegio de San Gabriel Arcangel, Inc.
Area E, Fatima V, Sapang Palay, City of San Jose del Monte, Bulacan
Telefax: (044) 760 0301 | 760 0397 | 0921 231 1379 | 0919 749 7728
National Service Training Program 2

Service-Learning Theory
The service-learning theory is based on the idea that experience is the foundation of learning,
Experience becomes the basis for learning the different forms of community service (Morton
&Troppe, 1996). Service-learning refers to applying theories and classroom learnings to daily
experiences, which will result in reflection among the students (Mabry, 1998). Through these different
experiences and deeper reflections, the goal of community services to develop skills is achieved in
the community services (Eyler, Giles, Stenson, &Gray, 2001).

Legal Bases of Service-Learning

Service-learning is based on R.A No. 8292, also known as the Higher Education Modernization
Act of 1997. This law reiterates Section 2(1) of Article XIV of the 1987 Constitution by declaring that
is the policy of the state to “establish, maintain, and support a complete, adequate, and integrated
system of education relevant to the needs of the people society.” This policy can be attained
through the trilogy of functions-academics (teaching-learning), research, and extension
(community service)-of HEIs and their keeping in mind of their legal responsibility to act as effective
agents of change and development.

HEIs on Service-Learning
One of the trifocal functions of a university is community extension. According to Tariman
(2007), its duty to the youth is to make them literate and functional so they can make good decisions
regarding the problems affecting their health, families, and duties and responsibilities to the
community. Students should be provided with opportunities for cooperative undertakings that
affect the welfare of the entire community, so they can develop into young men and women who
look upon their own interests in terms of the welfare of others.

Benefits of Service-Learning
Service-learning has potential benefits to students, faculty members, and communities.

Students in service-learning classes can benefit academically, professionally, and personally.

Through service-learning, they can achieve the following:

1. Increase their understanding of the topics discussed in class.

2. Gained firsthand experience (possibly leading to a future internship or job)
3. Question or defend values and beliefs
4. Have the opportunity to act on values and beliefs
5. Develop critical thinking and problem-solving skills
Prepared by: MARK S. GUERRERO, CDSGA-NSTP HEAD Page 3
 Colegio de San Gabriel Arcangel, Inc.
Area E, Fatima V, Sapang Palay, City of San Jose del Monte, Bulacan
Telefax: (044) 760 0301 | 760 0397 | 0921 231 1379 | 0919 749 7728
National Service Training Program 2

6. Increase their knowledge of diverse cultures and communities

7. Learn more about social issues and their causes
8. Improve their ability to handle difficult situations
9. Be open to change and become more flexible
10. Develop or enhance their skills, especially in the areas of communication,
collaboration, and leadership
11. Test out the skills, interests, and values required in a potential career path, and learn
more about their fields of interests
12. Connect with professionals and community members who will also learn from the
service-learning program (SLP)
13. Grow a professional network of people that they contact later for career growth
14. Be encouraged in joining public service or social organizations

There are several personal and professional benefits that faculty members can drive from
integrating service-learning into the courses they handle. Their decision to teach service-learning
classes can help them to:

1. Promote interactive teaching as well as reciprocal learning between them and their
students
2. Provide new concepts and subjects that will enrich their classes
3. Open up new areas of concerns for research
4. Motivate their students to engage in active learning and be exposed to varied
teaching styles
5. Enable their students to learn more and further develop themselves
6. Increase enrollment by giving the proper motivation to highly engaged and active
students
7. Enhance the leadership potential of their students
8. Expose their students to networking activities with active faculty members in other
disciplines
9. Promote quality relationships between them and the members of the community of
the institution that facilitates collaborative endeavors
10. Offer firsthand information, concept, and opportunities for community involvement
that will help them understand and resolve issues

Community partner involved in service-learning can:

1. Receive additional human resource assistance that can expedite the achievement
of organizational goals
2. Inspire a higher level of enthusiasm, perspective, and energy
3. Improve the organizations’ pool of volunteers, as students engaged in services-
learning will boost their own morale, thus, prompting them to share their experiences
with their classmates and friends
4. Enhance public awareness regarding significant issues confronting the community
5. Ensure future support for the organization
6. Clarify the right information with the learner on community issues and problems

Prepared by: MARK S. GUERRERO, CDSGA-NSTP HEAD Page 4

 Colegio de San Gabriel Arcangel, Inc.
Area E, Fatima V, Sapang Palay, City of San Jose del Monte, Bulacan
Telefax: (044) 760 0301 | 760 0397 | 0921 231 1379 | 0919 749 7728
National Service Training Program 2

7. Prepare the youth of today, particularly students, to become tomorrow’s responsible

community leaders
8. Establish strong networks with partners in other organizations and agencies
9. Gain access to other resources of the university, and strengthen collaborative ties with
its faculty members, students, and staff

The objectives of service-learning provide stakeholders, especially the implementers of

different programs and activities, with opportunities for reflection and assessment of personal
values, skills, and knowledge.

The following are significant and helpful steps in effectively implementing service-learning:

1. Assess the community resources

After selecting a project, the available resources of the community must be
assessed or evaluated. This includes looking into opportunities to establish partnerships
with local leaders, out-of-school youth, businessmen, women leader, and youth
leaders regarding community issues and problems

2. Establish partnerships and linkages

Establishing partnerships with different service-oriented organizations is
necessary to make the delivery of community services more effective. Maintaining
and improving existing affiliations and developing potential partnerships are
important in ensuring that an organization’s needs and limitations can be met and
worked on.

3. Indicate the specific learning objectives in the syllabus

Specific learning objectives should be clearly stated in the syllabus. The
objectives must be a dominant component that can be easily identified in the SLP
organized by community-based organizations. Assessment tools should be devised
and used to evaluate student performance with regard to the application of the
subject. The service outcomes may differ from what is initially expected.

4. Initially plan according to the chosen program

In selecting program, the initial stage of planning is of utmost importance.
Planning should be done according to the expected goals. Identify the human,
financial, physical, and intellectual resources needed, including the additional
students leaders who can provide assistance in executing and coordinating the
different activities that are prepared for the community.

5. Plan the details of the program

Prepare the program with all the important things in mind such as the rationale,
timeline, budget, and list of assignments. The partners must have the following
components: a thorough plan; a schedule or time frame; a benchmark; a budget

Prepared by: MARK S. GUERRERO, CDSGA-NSTP HEAD Page 5

 Colegio de San Gabriel Arcangel, Inc.
Area E, Fatima V, Sapang Palay, City of San Jose del Monte, Bulacan
Telefax: (044) 760 0301 | 760 0397 | 0921 231 1379 | 0919 749 7728
National Service Training Program 2

evaluation and assessment; and tools and processes to identify, document, and
address problems and issues that can potentially take place.

6. Look for funds

It is necessary to look for adequate funding sources such as tie-ups with local
businesses, national corporations, faith-based organizations NGOs, government
agencies, and other local community organizations.

7. Implement and manage the program

The plan of action must be properly implemented. The right intervals for
assessment must be set, and the partners must be involved in the process. This, in turn,
will enhance the program.

8. Organize reflection activities

Carefully design activities that give students the chance to better understand
community service. Through this, the students’ knowledge and perceptions will be
permitted to record all their experiences, including their assignments, in a journal. This
also helps in further improving the program.

9. Assess and evaluate the program

It is imperative to include the active involvement of the community or institution
in assessing community service outcomes. The active participation of individual
students and organizations in the SLP must also be properly documented. This signals
the readiness for future community projects.

10. Celebrate the achievement

Appreciating and recognizing the students’ active involvement in community projects
will develop their lifelong interest in service involvement. Student names can be
posted in bulletin boards. The presence or attendance of community leaders in
recognition programs is necessary for inspiring students and other active participants
to join future community projects.

Guidelines and Procedure

A. Preparatory Stage

Faculty members interested in conducting service-learning must see to it that the SLP is
indicated in the syllabus.

1. Both students and faculty members are responsible for the selection of the community
or institution. However, institutions or communities with already existing memorandums
of agreement with the school or university are the most appropriate choices.

Prepared by: MARK S. GUERRERO, CDSGA-NSTP HEAD Page 6

 Colegio de San Gabriel Arcangel, Inc.
Area E, Fatima V, Sapang Palay, City of San Jose del Monte, Bulacan
Telefax: (044) 760 0301 | 760 0397 | 0921 231 1379 | 0919 749 7728
National Service Training Program 2

2. The faculty members must submit a letter of intent to the college dean, through the
chairman or the head of the SLP. The letter should come with the program or activity
design indicating the rationale, objectives, time frame, evaluation process (rubrics
and reflection papers), and schedule of activities.
3. The faculty member will write a letter of intent and request for permission to conduct
an SLP on the selected community or institution. The letter must be noted by the dean
through the program coordinator or head.
4. The students who will join the SLP must secure a waiver from the Office of Student
Affairs (OSA), which is to be signed by their parents or guardians. The faculty member
will collect the waivers a day before the actual activity. Students without signed
waivers will not be allowed to join the SLP.
5. The faculty member must conduct a classroom briefing about the program and
activities before the implementation of the SLP.

B. Implementation Stage

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 proper
decorum while in the community or institution. Smoking and engaging in other vices
while in the community or institution, whether before, during, or after the SLP, are
strictly prohibited for both faculty members and students.
2. The students and faculty member included in the SLP shall cover their respective
transportation, communication, and meal expenses during the period. Other logistical
requirements shall be based on those indicated in the activity design approved by
the college dean.
3. The faculty member or the assigned group leaders shall take responsibility for all forms
of communication and coordination with the partner community or institution in
relation to the SLP. They are also in charge of ensuring the safety and security of the
students while in the community.
4. The college dean or the head of the program will conduct spot monitoring or follow-
ups of students involved in the SLP to determine the actual and current status of the
program.
5. In case the faculty member in charge of the SLP will be absent, he or she must inform
and ask permission from the college dean to find a substitute faculty member to
supervise the students. Any SLP activity without the supervision of an assigned faculty
member shall be considered unofficial.

C. Post-activity Evaluation Stage

1. The students must submit a narrative report with pictorial documentation and
reflection paper to the faculty member. The report must be hardbound, must follow
the required format, and the submitted 15 days after the SLP activity.
2. The faculty member will evaluate the students’ narrative reports using as assessment
tool o0r rubrics designed for the activity. There are two evaluation results to be
combined and then divided into two (Nugrobo, 2010). The SLP activity constitutes ten
percent (10%) of the computed grade for the term for every subject with an SLP.

Prepared by: MARK S. GUERRERO, CDSGA-NSTP HEAD Page 7

 Colegio de San Gabriel Arcangel, Inc.
Area E, Fatima V, Sapang Palay, City of San Jose del Monte, Bulacan
Telefax: (044) 760 0301 | 760 0397 | 0921 231 1379 | 0919 749 7728
National Service Training Program 2

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 or appreciation to the cooperating
community or institution upon the completion of the SLP activities.

Review Questions:
1. What is service learning?
2. What are the characteristics of service learning?
3. What are the common misconceptions about service learning?
4. What are the steps to effectively implement service learning?
5. What are the 3 procedures for service learning implementation?

Application:
1. What public awareness campaigns or programs are needed to resolve the issues and problems in
your community?
2. If you were given a chance to organize students to participate in a three year strategic planning for
an SLP, how would you lead your team?
3. How important is the service learning to you as NSTP Student?

Prepared by: MARK S. GUERRERO, CDSGA-NSTP HEAD Page 8