SERVICE LEARNING

• Learning Objectives
1. Explain how service learning leads to effective
community intervention and active participation
2. Outline the different strategies applied or
adopted in community services and
intervention and
3. Formulate programs or campaigns that
reinforce service learning and community
involvement
 SERVICE LEARNING
 Overview

- This chapter deals with the guidelines and procedures
of community service learning.

 It integrates meaningful community service and

reflection to enrich the students learning experience and
social development.
Service-learning

Provides students the

opportunity to work with
others.

Gain valuable insights and

acquire different skills
Service-learning
APPLICATIONS:
1. Students can analyze the effect of natural disasters
and used a kit to gather important items during
disaster preparation
2. Students can closely monitors the effects of poor
nutrition and lack of exercise.
3. Biology majors study the complexity and diversity of
wet lands to eliminate invasive aquatic species
4. University students can help struggling local non-profit
organizations cope with difficult economic conditions
Characteristics of Service-learning
1. Brings good, substantial and practical
results for the participants.

2. Promotes cooperation rather than

competition.

3. Gives appropriate rather than simplified

solutions to problems.
4. Provides real life experiences wherein students gain
knowledge from a particular community
engagement activity rather than from a textbook.

5. Gives students a deeper understanding of concepts

and real life situations in the community.

6. Through an immediate understanding of a situation

in the community, service-learning becomes a more
significant experience for students
What service-learning is not
1. An episodic volunteer program
2. An add on course to an existing school or college curriculum
3. Logging a set number of community service hours in order to
graduate.
4. Compensatory service assigned is a form of punishment by
the courts or by school administrators.
5. Only for high school or college students
6. One-sided, that is, beneficial only to the students or the
community
 Service-learning Theory
Based on the idea that experience is the
foundation for learning, and

the bases for learning are the different

forms of community service (Morton &
Troppe, 1996)

Experiential education
Legal Bases of Service-learning
Legal Basis
Servicelearning is based on RA 8292, also
known as the Higher Education Modernization
Act of 1997.

“Policy of the state is to establish, maintain and

support complete, adequate, and integrated
system of education relevant to the needs of the
people and the society.”
 HEIs on Service Learning
 One of the trifocal functions of the
University/College is community
extension.
 According to Tariman (2007), its duty to
the youth is to make them literate and
functional.
 They should be provided with
opportunities for cooperative
undertaking affecting the welfare of the
entire community
Benefits of Service-learning
1. Increase their understanding of the class
topic

2. Gain firsthand experience

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

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 more flexible

10. Develop or enhance their skills

(communication, collaboration, and
leadership)
11.Test
out the skills, interests and values required in a
potential career path

12.Connect
with the professionals and community
members

13.Grow a professional network of people

14.Be encourage in joining public service

Decision to teach service-learning classes
can:
1. Promote interactive teaching

2. Provide new concepts and subjects

3. Open up new areas of concern for research

4. Motivate their students to engage in
active learning

5. Enable their students to learn more

6. Increase enrollment by giving the proper

motivation
7. Enhance the leadership potential

8. Expose their students to networking activities

9. Promote quality relationships between them and the

members

10. Offer firsthand information or concepts

Community partners involved in
service learning can:
1. Receive additional human resource assistance

2. Inspire a higher level of enthusiasm, perspective and energy

3. Improve the organizations pool of volunteers

4. Enhance public awareness

5. Ensure future support for the organization

4. Enhance public awareness

5. Ensure future support for the

organization

6. Make students well informed about

issues
7. Prepare the youth of today

8. Establish strong networks with partners

9. Gain access to the other resources of the

university and strengthen collaborative ties
with its faculty members, students and staff
 Steps in Effective Implementing
service-learning
1. Assess the community resources
- after selecting a project, the
available resources of the community
must be assessed or evaluated

2. Establish partnership and linkages

- Necessary to make the delivery of
community services more effective
Steps in Effective Implementing
service-learning
3. Indicate the specific learning
objectives in the syllabus

-Must be a dominant component that can

be easily identified in the service-learning

-Assessment tools should be devised

and used to evaluate students
4. Initially plan on the chosen program
-Initial stage of planning is of outmost importance
-Plan according to expected goals

5. Plan the details of the program

-Prepare the program with all the important things

- The community project must have the following
components:
a.) A thorough plan
b.) Schedule or time frame
c.)Benchmark
d.) Budget evaluation and assessment
e.) Tools and processes to identify
f.) Document and address problems and issues
6. Look for funds
-Necessary to look for adequate funding
resources

7. Implement and manage the program

- The plan of action must be properly
implemented

8. Organize reflection activities

- Carefully design activities that give students
the chance to better understand community
service
9. Assess and evaluate the program

-It is imperative to include the active involvement

of the community
- The active participation of individual students
and organizations in the service-learning must
also be properly documented

10. Celebrate the achievement

Recognizing the students active involvement

in community projects will develop their life-
long interest in service involvement
 Guidelines and Procedures

A. Preparatory stage
1. The students and faculty members are both responsible
for the selection pf the community or institution.

2. The faculty member must submit a letter of intent to the

college dean through the chairman of the head of the SLP.

3. The faculty member will write a letter of intent and

request of permission to conduct a SLP to the selected
community or institution.
4. Thestudents who will join the SLP must secure a
waiver from the office of student affairs (OSA) to be
signed by their parents or guardians.

5. The faculty member must conduct a classroom

briefing about the program 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 T-shirt and observe the proper decorum while in the community.

2. Engaging in other forms of vices are strictly

prohibited both or faculty members and students.

3. The students and faculty member of the SLP shall cover their
respective transportation, communication and meal expensed during
the period.
3.The faculty member or the assigned a group leaders shall
take responsibility for all communications and coordination with
the partner community

4. The college dean or the head of the program will conduct spot
monitoring to determine the actual and current status of the
program

5. In case the faculty member in-charge will be absent, he or

she must inform and ask permission from the college dean to
find another faculty member as substitute to supervise students.
C

.
1 The students must submit a narrative report with
pictorial documentation and reflection paper to the
faculty member.

2. The faculty member will evaluate the students narrative

report using the assessment tool that is designed for
this activity.
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 cooperating community or institution upon the
completion of the service –learning activities.
Thank you
very much