Service Learning Faculty Guidebook Updated 5.21.18

Faculty Guide to the
Pedagogy of Service Learning

Created 4/25/2018

WELCOME!

Hello,

Welcome to the Office of Service Learning at Monmouth University. My name is Gilly Scott and I am the
Coordinator of Service Learning. During my time as a student, I was fortunate to participate in 4 courses where
the pedagogy of Service Learning was instrumental to my learning and engagement with the local community.
These experiences have positively influenced me both personally and professionally, resulting in my passion for
providing you with the support necessary through your SL journey. The Office of Service Learning can provide
you with the following:

Course planning support including 1:1 planning meetings that focus on SL Course Designation
application and process, Critical Reflection assistance, course-planning guides, and sample rubrics
Community partner identification, outreach, facilitation, communication and logistical support
Logistical Support including assistance with risk management tips and forms, IRB and other
administrative paperwork
Service learning workshops with faculty members, students and community organizations,
Faculty and Student Research & Engaged Scholarship

Whether you are new to service learning (or new to service learning at Monmouth University), I suggest
contacting our office to set up a consultation to share about your course and see how we can support you in
the coming semesters. Our office is looking forward to working together as you incorporate the pedagogy of
service learning into your course(s) curriculum. My office is located on the Lower Level of the Rebecca Strafford
Student Center, first door on the right.

Sincerely,

Gilly

MISSION STATEMENT:

The Office of Service Learning fosters student academic learning that relies on meaningful service experiences
that combine classroom pedagogy with community action. The SL Office partners with faculty to bring a
transformative pedagogy to campus, enabling students to put abstract classroom concepts into concrete
form, increasing their content knowledge and higher order thinking skills. This powerful collaboration among
students, faculty, and the community meets the needs of local partners and empowers our students as
engaged citizens in their Life after Monmouth.

WHAT IS SERVICE LEARNING?

“The belief that all genuine education comes about through experience does not mean that all experiences
are genuinely or equally educative. Experience and education cannot be directly equated to each other”
(Dewey 1934). In 1934, educational philosopher, John Dewey further explained these words in his book
Experience and Education. Because of his work and that of many others, the world of Experiential Education
has continued to expand, including the implementation of Service Learning.

Service Learning is a “form of experiential education where learning occurs through a cycle of student action
and reflection through a three-phase process:

1. classroom preparation through explanation and analysis of theories and ideas
2. service activity that emerges from and informs classroom context
3. and structured reflection tying service experience back to specific learning goals.

Students link personal and social development with academic and cognitive development. Experience
enhances understanding that leads to more effective action.” (NCFSL, 2018). Students work under the
supervision of a faculty member and/or must register for course credit. Service Learning opportunities are varied
and include such placements as translating for children at the local church and providing public relations
assistance for non-profit organizations. Key characteristics of Service Learning include:

1. Collaborative, sustainable partnerships between the University and the community. Faculty members
and students working together with community partners to identify solutions to society’s most pressing
issues, among them food justice, social equality, health disparities, homelessness, economic and small
business development, education, climate change, transportation systems, and clean, sustainable
energy and air systems.

2. Students as active learners who become stakeholders in their own education. The integration of course
content, community work, and reflection fosters an active learning environment that strengthens
students’ social, moral, professional, and civic development.

3. Connecting disciplines to help solve multidimensional issues that our society faces in mutual
collaboration with our communities. It enables faculty to be creative and innovative with their research
questions pertaining to community needs and allows students to be part of the reciprocal process.

SERVICE LEARNING BENEFITS|STUDENTS:

Since John Dewey’s original claims that education comes from experience and that reflection is an integral
part of learning, many researchers have identified the positive impact that the implementation of the service-
learning pedagogy can have on students, faculty, and communities alike. On the following two pages, there
are some of the many benefits identified through their work. As a result of actively participating in a course that
has the service learning pedagogy …

…students will experience positive outcomes related to their academic learning
…a student’s ability to apply what they have learned in “the real world” will improve
…there will be a positive impact on each individual student’s academic outcomes such as demonstrated
complexity of understanding, problem analysis, problem-solving, critical thinking, and cognitive
development
…students will have an improved ability to understand complexity and ambiguity
…students and community members will be able to identify and work towards addressing a common goal
…students will be able to transfer knowledge and skills to novel situations
…students will be able to connect personal development with academic development
…students can develop mentoring relationships with faculty

BENEFITS OF SERVICE LEARNING FOR STUDENTS:

Academic Outcomes
Positive impact on students' academic learning
Improves ability to apply what they have learned in "the real world"
Positive impact on academic outcomes such as demonstrated complexity of understanding, problem
analysis, problem-solving, critical thinking, and cognitive development
Improved ability to understand complexity and ambiguity

Personal Outcomes
Greater interpersonal development and ability to work well with others, and build leadership and
communication skills
Explore or cement values and beliefs.
Enhances student personal development such as sense of personal efficacy, personal identity, spiritual
growth, and moral development

Social Outcomes
Reduced stereotypes and greater inter-cultural understanding
Improved social responsibility and citizenship skills
Learn more about social issues and their root causes.
Greater involvement in community service after graduation

Career Development
Connections with professionals and community members for learning and career opportunities
Gain hands-on experience
Develop or enhance skills, especially in the areas of communication, collaboration, and leadership

Relationship Institution
Stronger relationships with faculty
Greater satisfaction with college
Improved graduation rates

SERVICE LEARNING BENEFITS|FACULTY:

Faculty using service-learning report satisfaction with quality of student learning (Eyler et al.)
Faculty report using service-learning enhances teaching quality (Eyler et al.)
Service-learning provides outlets for faculty professional expertise and opportunities for faculty research
(Willis, 2002)
Add new insights and dimensions to class discussions which promote students' active learning; engage
students with different learning styles (McGoldrick & Ziegert, 2002).
Boost course enrollment by attracting highly motivated and engaged students.
Provide firsthand knowledge of community issues; provide opportunities to be more involved in community
issues.

SERVICE LEARNING BENEFITS|COLLEGES & UNIVERSITIES:

Improved institutional commitment to the curriculum
Increase public awareness of key issues.
Reach out to youth — an important part of any organization's future support.
Educate students/youth about community issues; correct any misperceptions.
Help prepare today's students to be tomorrow's civic leaders.
Improves student satisfaction with college (Eyler et al.)
Increases student retention (Eyler et al.)
Enhances community relations (Eyler et al.)

SERVICE LEARNING BENEFITS|COMMUNITY:

Communities suggest they benefit from additional resources provided by student service (Eyler et al.)
Communities benefit from faculty expertise (Eyler et al.)
Communities report enhanced university relations (Eyler et al.)
Satisfaction with student participation
Enhanced community-university relations

CRITERIA FOR SERVICE LEARNING AT MONMOUTH UNIVERSITY

A course where the pedagogy of Service Learning is implemented must be an approved course at Monmouth
University and adhere to the following criteria:

Establishment of a community-based partnership to address an identified community need. This partnership
is between the faculty member, enrolled students, a grassroots organization/community agency, and
service recipients.
Active methods of teaching are used to facilitate critical reflection on the service experience throughout
the experiment.
Student learning outcomes are clear, explicit, and structured to maximize the achievement of course
objectives.
The course employs the integration of theory and practice to facilitate student learning in such a way as to
gain a greater understanding of course content and an enhanced sense of civic responsibilities.
Students, faculty, site supervisors, and community partners each understand their responsibility to each
other and communicate regularly throughout the semester.
Orientation, training supervisor support, recognition, and evaluation are included in the structure of the
experience.
Mechanisms for participants to provide feedback on the service learning experience are utilized.
Evaluation procedures are used to assess the impact of the experience on the students, community
partners, and the service recipients.

The following experiential education learning outcomes must be used when applying for Ex.Ed.3 Service Learning
designation:

Students will be able to apply their knowledge within the professional environment of their experiential
education placement
Students will be able to fulfill the responsibilities associated the professional environment of their experiential
education placement
Students will be able to articulate the role of their coursework in helping them to perform the work associated
with their experiential education placement
Students will be able to describe careers related to their experiential education experience
Students will be able to discuss the broader context in which their experiential education experience took
place.

WHERE TO BEGIN & SERVICE LEARNING TIMELINE

Planning to implement the pedagogy of Service Learning into your course(s) can take some time. It is important
to connect with our office to identify action steps to help you through the process. In the meantime, this
general guide below provides you with a list of items that should be on your timeline through the planning
process. Timing depends on whether the course is new or has been offered before, how much time you have
to prepare, departmental differences, and individual preference.

Long term:

Determine the broad goals of your course and how service-learning will fit in the course
Locate a community partner. A list of local partners can be found HERE. See the following page for
questions to consider when identifying a community partner.
Find out what trainings or background checks students will need and start that process; please note that
our Health Center has agreed to support students who are participating in an SL course that
requires certain testing.

Middle term:

Articulate learning objectives for your course
Identify appropriate classroom strategies to support the service-learning, such as readings or lectures
Choose appropriate reflection exercises. Refer to reflection materials below.
Ensure the alignment of objectives, assessments, and instructional strategies
Write a tentative syllabus (additional resources can be found on the SL portal)
Develop appropriate forms for working with community partner (needs assessment, student evaluations,
final evaluation)
Meet with community partner to discuss issues of scale, scope, final product, and any requirements (such as
attendance at presentations)
Coordinate schedule for semester with partner

Short term:

Formalize agreement with community partner and in doing so, finalize deliverables, schedule, location of
meetings, etc.
Do provide an orientation to students that includes an overview of service-learning and the policies,
procedures, and risks involved in the specific service activities they will be providing to the community.
Do discuss the course syllabus with students so they fully understand their responsibilities, learning objectives,
and service objectives, and are informed of the risks associated with their service-learning placements.
Written service-learning agreements are recommended.
Confirm that students have completed appropriate forms. See Important SL Forms and Trainings section for
more details.

Conduct site visits with all service sites to ensure their safety and suitability.
Don't arrange travel for students! Liability is greatly reduced if students are responsible for their own
transportation to and from the service site. If you need support with mass transportation, please contact the
Coordinator of Service Learning.

BUILDING YOUR COURSE

Service learning courses can start small and build capacity over time. Service learning courses may be self-
contained, or may be part of a larger plan within an academic program. This three phase model will assist in
the development of your service learning initiatives in a way that is feasible and responsible to your students

and the community partners involved.

Service-Learning in the Curriculum: A Three-Phase Developmental Model

Service-learning courses and partnerships can be more successful for all stakeholders if they are
designed to align with and build capacity over time.

By understanding student development and considering the skills and knowledge levels of the
students with whom you will be working, you can design a project that:

 Aligns expectations with competencies;
 Offers the appropriate balance of challenge and support;
 Builds student skills to progressively prepare them for the next level;
 And results in more positive and reciprocal relationships with partners.
Consider designing your service-learning course or program to align with the following three phases.

Phase I: Phase II: Phase III:
Exposure Capacity Responsibility
Building

While this model is helpful in designing service-learning courses that stand alone, it is also meant to
spur conversations within a given academic unit or progressive curriculum. The more we build our
students’ capacity, the higher they can achieve in the long run. If we do not pay attention to building
that capacity, we risk potential disappointment for everyone involved.

This model is based on student development research and its links to course design- See related CUPS handout
“service learning and Student Development.

Williams Howe, C., Coleman, K., Hamshaw, K., & Westdijk, K. (2015). Student Development
and ServiceLearning: A Three-Phased Model for Course Design. International Journal of
Research on Service-Learning and Community Engagement, 1(2). (forthcoming)

BUILDING YOUR COURSE CONTINUED

From Theory to Practice: PHASE III: RESPONSIBILITY

What do Courses Look Like? Courses often designed as capstone or
culminating experiences that take place
PHASE II: CAPACITY BUILDING during the final semesters of the college
experience, and could also be connected to
PHASE I: EXPOSURE Courses typically in the sophomore or student thesis. Students at this level should
junior year- students are moving more have already been exposed to Phase 1 and
Courses typically offered to first or deeply into their discipline and are 2 service-learning.
second year students, or any student beginning to master concepts and skills
who has never been introduced to that can be effectively applied in Goals: skill mastery, professional
service-learning pedagogy. Often take community-based settings. Ideally, development, student
place early within an academic career students would have experienced a Phase accountability/responsibility for outcomes,
and/or major and serve as a foundation 1 course. independent decision-making, effective
for future, more complex experiences. group work, problem-solving; mastering
Goals: building student capacity; raising higher levels of critical thinking through
Goals: Introduction/exposure to service- expectations; increasing student reflection.
learning and course content; initial skill responsibility for outcomes; practicing
development (teamwork, project personal/professional skills introduced in Instructor Role: “Coach” – empowerment
management, interacting with earlier courses; progressing to higher with support; provide suggestions/tools for
community); introduction to reflection levels of critical thinking through structure, ongoing consultation, but raise
as academic practice; building cultural reflection. expectations for students to follow-through
and interpersonal competencies. and seek resources on their own. Keep ‘in
Instructor Role: Facilitator – continue to touch” with projects and partners to monitor
Instructor Role: Primary Manager- provide structure (tools, timelines, and progress.
defines project (in collaboration with reporting) but raise expectations for
community partner), carefully controls student to self-manage within this Project Description: developed
student interaction with partner, structure; select partners and establish collaboratively between partners and
provides close guidance throughout the agreed-upon outcomes, but welcome students, with faculty input; requires
process, outlines clear process and student participation and input in the students to take high-level responsibility for
expectations. process. defining, understanding, and working to
address an issue; often span an entire
Project Description: clearly defined, Project Description: major component of semester or year; could focus on
concrete, small in scale, time limited, the course (a unit or major project); may “deliverables”, programs, initiatives, or
often happen within the classroom, focus on an extended relationship with an ongoing professional roles within an
rather than in the field. Can also be organization (an enhanced internship or organization.
“hypothetical” (not considered service- field-based experience); expectations are
learning, but preparation for service defined, but students take leadership in Connection to Academic Content: students
learning). deciding how to meet them. are demonstrating knowledge of content
through projects. While content is still
Connection to Academic Content: Connection to Academic Content: explicit, delivered, it may be driven by topics that
content is primary focus, project but challenges students to find additional support projects and related to transitions
explicitly connected. connections, synergies, and critiques. to professional roles.
Balance between focus on content and
EXAMPLES: application. EXAMPLES:

Entry level service-learning: event EXAMPLES: Capstone courses – students work in groups
support; one-day service projects; or individually to define and complete
survey or information gathering (with “Deliverables” such as public relations projects with community partners based on
intentional reflection and connection to materials, web content, exhibits, etc. proposals/interests from the organizations;
course content);
Educational Outreach/Programming – Deliverables that move beyond a small-scale
Exposure to community: interviews; students teach what they are learning to project to a larger implementation
basic “mapping” exercises; event others;
attendance; organizational profiles Service learning enhanced internships
Second-level survey work – students play (meeting clear community nee; focused
a role in designing and analyzing surveys; reflection);

Consultation – students work with an Undergraduate community-based research;
agency to provide advice on planning,
proposals, etc. Student leadership in service-learning
programs at the Phase 1 or Phase 2 level
(such as teaching assistant programs,
coordination of international service-
learning projects, etc.)

COMMUNITY PARTNERSHIP

You may have a community agency in mind for your partnership and you may not. Either way, The Office of
Service Learning is here to help! We can facilitate and foster relationships with community partners from
introduction through the final assessment of your SL course. If you are unsure where to start, refer to the Service
Learning Portal for the External Service Learning Partners Excel file. Within that document, you can choose from
over 100 community agencies who are looking to partner with faculty and students from the Monmouth
University community. As you continue to explore existing or new partnerships, consider the following three
stages:

STAGE #1:

Designing The Partnership Based On Values Of Sharing And Reciprocity. During This Phase,
Consider The Following Questions:

What community challenges correspond with courses I teach or want to develop?
o Of those community challenges, which most interest me?
o How might a community partnership benefit from my research and teaching?
o What shared product might result from such a collaboration—a publication of faculty or student
work, a community document or study, a public presentation?

Which community challenge is the best fit for the course I choose, its time frame, and the students I want to
reach? For my students’ skill level?
What kind of service do I want my students to do and does that match with their skill level?

o What preparation for the project/experience will they need?
What kind of skills do I want my students to develop and how do I align my course objectives and
assignments to ensure that they do?

o How do these skills contribute to the larger skill set we are building as a faculty through our major?
Do I have existing relationships with organizations/small businesses/governmental agencies that work on
these community issues?

o If not, what kind of group do I want to work with and in what region?

STAGE #2:

Building Collaborative Relationships among Partners (Students, Faculty, Community Partner)

What are my interests regarding the community?
How does my course content align with these community interests?
What organizations do I have existing relationships with and do they align with the interests and goals and
objectives of my course?

o Do I want to work with them in this capacity? Why or why not?
o Are they a good fit for the skills we offer and want to learn?

o Do they have the resources to make a partnership possible (human resources, training abilities,
presenting, etc.)?

What are the capabilities of my students?
o What are their skills and background?
o Are they experienced enough for the project or activity?
o If not, how can I scale the project/activity down to make it realistic while still meeting the
community partner needs? (Communicate all student factors to partners up front.)

What is the timeline for the project?
o Can this be done over the semester or should it be a multi-semester project?

What can I do to maintain/sustain this relationship over time?

STAGE #3:

Sustaining The Partnerships – Linking Partnerships To The Mission Of Partnering Institutions,
Establishing Processes For Decision-Making And Problem Solving, And Installing The Mechanisms
For Continues Evaluation. Please See The Assessment Section For More Information On Evaluation

And Assessment.

SERVICE LEARNING ACTIVITIES

There are three different types of activities that have proven to be effective delivery methods within service
learning. As educators, we believe that it is important to follow a Backwards Design Model (BDM) when
planning your SL course, meaning, you identify the goals and learning outcomes before establishing the best
delivery methods, including your partnership. As you continue to identify types of activities that work best with
your course objectives, students, and community partners, consider how these three types of activities can be
guide course material. NOTE: Be sure to consider the number of hours you would like students to be involved in
SL, the percentage of the grade that SL will fulfill and how you will balance this with other work without
compromising the integrity of the course.

DIRECT positions students in direct contact with people/organizations service projects directly impacts
individuals who receive the service from the students. Examples include

o Monmouth University examples include tutoring at the Boys and Girls Club (EDL201) and helping
develop and maintain the campus community garden (SW398), working with Hospice patients
(PY398).

INDIRECT engages students with a cause or community need through means that does not involve having
ongoing hands on contact with the organization/entity

o Monmouth University examples include survey development, data analysis, resource development
(EN102), marketing, social media development (CO320)

CIVIC ACTION OR ADVOCACY provides students with an opportunity to educate others about topics of
public interests that result in the affect change in public policy

o Monmouth University examples include presenting at a town council meeting or a community
meeting regarding LGBTQ advocacy in the schools (EN102)

RESEARCH BASED SERVICE LEARNING occurs when students gather and present information on areas of
interest or need-based projects.

o Monmouth University examples include providing tutoring services and translating support into
Spanish (EDL201), conducting longitudinal studies of local bodies of water; water testing for residents
(EDL201)

SAMPLE SERVICE LEARNING ACTIVITIES

Directed writings ask students to consider the community experience within the framework of course
content. The instructor identifies a section from the text book or class readings (e.g., quotes, statistics, and
key concepts) and structures a question for students to answer in 1-2 pages. A list of directed writings can
be provided at the beginning of the semester.

Experiential research papers ask students to identify an underlying social issue they have encountered at
the community site. Students then research the social issue. Based on their experience and library research,
students make recommendations to the agency for future action. Class presentations of the experiential
research paper can culminate semester work.

Online discussion is a way to facilitate reflection with the instructor and peers involved in community
projects. Students can write weekly summaries and identify critical incidents that occurred at the
community site. Instructors can post questions for consideration and topics for directed writings. A discussion
board can be created on e-campus through collaboration with IT.

Ethical case studies give students the opportunity to analyze a situation and gain practice in ethical
decision making as they choose a course of action. Students write up a case study of an ethical dilemma
they have confronted at the community site, including a description of the context, the individuals
involved, and the controversy or event that created the ethical dilemma. Case studies are read in class;
students discuss the situation and possible responses.

Community engagement portfolios contain evidence of both processes and products completed and ask
students to assess their work in terms of the learning objectives of the course. Portfolios might contain any of
the following: community engagement contract, weekly log, and personal journal, impact statement,
directed writings, photo essay, products completed during the community experience (e.g., agency
brochure, lesson plans, and advocacy letters). Students write an evaluation essay providing a self-
assessment of how effectively they met the learning and community objectives of the course.

Personal narratives are based on journal entries written regularly during the semester. Students create a
fictional story about themselves as a learner in the course. This activity sets a context for reflection
throughout the semester with attention directed to a finished product that is creative in nature. Personal
narratives give students an opportunity to describe their growth as a learner.

Exit cards are brief note card reflections turned in at the end of each class period. Students are asked to
reflect on disciplinary content from class discussion and explain how this information relates to their
community involvement. Exit cards can be read by instructors to gain a better understanding of student
experiences. Instructors may want to summarize key points and communicate these back to students
during the next class.

Class presentations might be three-minute updates that occur each month, or thirty-minute updates during
the final two class periods during which students present their final analysis of the community activities and
offer recommendations to the agency for additional programming. Agency personnel can be invited to
hear final presentations.

Weekly log is a simple listing of the activities completed each week at the community site. This is a way to
monitor work and provide students with an overview of the contribution they have made during the
semester.

Bandy, Retrieved 03/2018

CRITICAL REFLECTION & RESOURCES

In 1934, educational philosopher, John Dewey said that “we do not learn from experience, we learn from
reflecting on experience.” In the educational setting, engaging with a community partner without guided
reflection is merely an experience. Without this key component, the learning potential of these community
partnerships is limited and the students understanding is equally restricted. Psychologist Irwin Altman identifies
service learning as a methodology that “involves a kind of teaching and learning that promotes both content
and process knowledge, as well as developing socially relevant knowledge in students.” Similar to Dewey,
Altman advocates for guided reflection (Cress et.al, 2005).

WHAT IS REFLECTION?

Reflection is a process by which the students become active learners within the service learning experience.
Reflection is the mode or tool by which students make a connection between the course content and the
service. “Reflection is a mental activity that builds a bridge between the human inner world of ideas, and the
outside world of experience” (Hinchey, 2004). Service Learning experience becomes educational when
reflection guides the students to develop a new understanding of the situation, which, in turn, lead to a chance
in the state of mind and more informed action (Bringle & Hatcher, 1999). Reflections can be written (journals,
essays, letters to teachers or classmates, portfolios) or oral (in pairs, in small groups, in class discussion) or a
combination of both (Duffy, 2018). The S.O.W. model, developed by Bill Grace of Seattle Washington is a
suggested acronym for getting started. Below is a sample of the S.O.W. model presented by Cheryl Duffy out of
Fort Hayes State.

SELF:
o What are you feeling?
o What questions do you have?
o How do you see yourself differently?

OTHER:
o Whom do you serve?
o What new impressions do you have any new insights or perceptions about?
o How can you apply this to others in similar situations?

WORLD:
o What new questions do you have of your world?
o Describe your preferred world?
o How should the world be different?
o What is one small practical step you could take to get closer to the ideal vision?

While it is recommended that the actual service that the student provides is not graded, reflections can be
graded. It is important to establish expectations ahead of time by using a rubric to guide the students. Sample
rubrics can be located on the Service Learning portal.

CHARACTERISTICS OF SUCCESSFUL REFLECTION IN SERVICE LEARNING (EYLER, ET.AL,1996) :

Continuous - Pre, during, and post reflection
Connected - Integrate service with classwork.
Challenging - push students to think in new ways, raise new questions, produce new understanding, and
new ways of problem-solving.
Contextualized - should be appropriate for the context and setting of the particular service learning
project.

JOURNALING

Highlighted Journal: Before students submit their reflective journal, they reread personal entries and, using a
highlighter, mark sections of the journal that directly relate to concepts and terms discussed in the text or in
class. This makes it easier for both the student and the instructor to identify the academic connections
made during the reflection process.

Key-phrase Journal: The instructor provides a list of terms and key phrases at the beginning of the semester
for students to include in journal entries. Evaluation is based on the use and demonstrated understanding
and application of the term.

Double-entry Journal: Students describe their personal thoughts and reactions to the service experience on
the left page of the journal, and write about key issues from class discussion or readings on the right page of
the journal. Students then draw arrows indicating relationships between their personal experience and
course content.

Dialogue Journal: Students submit loose-leaf journal pages to the instructor for comments every two weeks.
While labor intensive for the instructor, this can provide regular feedback to students and prompt new
questions for students to consider during the semester. Dialogue journals also can be read and responded
to by a peer.

Critical Incident Journal: This journal includes a set of prompts that ask students to consider their thoughts
and reactions and articulate the action they plan to take in the future: Describe a significant event that
occurred as part of the community experience. Why was this event significant to you? What did you learn
from this experience? How will this incident influence your future behavior? What new action steps will you
take next time?

Three-part Journal: Each page of the weekly journal entry is divided into thirds; description, analysis,
application. In the top section, students describe some aspect of the community experience. In the middle
section, students analyze how course content relates to the community experience. And in the application
section students comment on how the experience and course content can be applied to their personal or
professional life.

ASSESSMENT & FEEDBACK

Service Learning is a pedagogy that continuously evolves for the faculty, students and community partner
alike. In order to effectively gauge the impact that SL has on these respective groups is important and should
continuously be assessed. According to Campus Compact, a service learning community, assessment is "the
process of gathering information in order to make an evaluation. An evaluation is a decision or judgment
about whether an effort is successful and to what extent that effort has or has not met a goal" (Campus
Compact, 2018).

While an assessment prior to the course and after the course are recommended, it is also suggested that
assessment is regularly occurring throughout the semester. For example, during the spring of 2018, students
participating in EDL.201 visited the Amerigo Anastasia Elementary School in West Long Branch, NJ, providing
student support utilizing literacy intervention program, Moby Max. Throughout the semester, Dr. Morris would
engage her students in assessment dialogues. As a result of these conversations, students modified their initial
plans for final projects to develop a parent newsletter and updated literacy games while Dr. Morris adapted
her course discussions topics to meet the course learning objectives and needs of the community partner. At
the conclusion of the semester, Dr. Morris, peers, and teachers from Amerigo Anastasia School provided
assessments of Monmouth University student performance.

Community assessment: The community partners can get their say as well by assessing the students. They
may even get voice in developing the rubric or criteria for evaluating the students.

Teacher assessment: Along with evaluating students on the content, you might additionally assess them on
how well they accomplished the writing, graphing, researching, or speaking.

Student assessment: Your students might conduct self-assessment as a form of reflection. They also may
assist in developing the rubric that other stakeholders use to assess them.

Below are two forms of student evaluation that can be used by both the faculty and the community agency:

Formative Evaluation: Tracks student’s progress towards learning and community goals throughout the
semester. It is helpful in tracking progress as it relates to successfully impacting projects. Formative
evaluations can be done using the Student Feedback: Community Partner form located on the SL portal.
Summative Evaluation: Summative evaluations help capture the entire SL experience for the student
including their performance and engagement with the community partner. These can be done through
anonymous surveys or focus groups. Gathering this information will be helpful in further developing your
course in the future.

FAQ’S

Are there other faculty members who are doing something similar to me?
Yes! At Monmouth University, we have an active community of 20+ Service Learning Faculty Fellows who
have been trained in the implementation of the Service Learning pedagogy. Specific details about their
field of study and offered courses can be found in this document and on the Service Learning Portal.

How do I choose the right community partner?
If you have your course goals and objectives established and a community partner has similar needs, a
relationship can be established based upon mutual needs. You’ll want to ask if there is a person dedicated
to this project to assist the students and to participate in class discussion, reflection, and the service portion
at their community site.

Are students typically open to this type of class?
"Service learning is interactive and democratic, engaging the whole student and transforming the learning
process." The most research relevant to service learning has been linked to the positive outcomes that
students experience as result of participating in a service learning course including the increased student
retention, and raised academic performance.

Students are busy and we understand that. Between commitments outside of the classroom and
competing courses, students can have the misconception that service learning will add to their course load
when in fact, it actually enhances their learning with close to if not the same amount of work. Service
Learning is a pedagogy that is rooted in experiential education and because of that, the experience is
viewed as the text. We encourage any faculty member who is implementing service-learning to adjust
other assignment workloads to balance the time that students will spend at the community organization
while supporting the integrity of the course.

How can I let my students know about Service Learning?
Faculty can advertise ahead of time and email registered students before the semester starts explaining
service learning. There is a video on the SL Portal that briefly introduces SL. It is important to embed Service
Learning into your syllabus and focus on this portion of the course during the first day of class. Providing an
early demonstration of the relationship between the course learning objectives and the service learning
partnership will help them make the connection between the two.

Is there a specific number of hours my students should do for service?
There is no special formula, specific numbers, etc. when it comes to service learning projects. For courses
that have established community partners and projects prior to the start of semester, the faculty and
community partner should identify the appropriate amount of time. For students who are selecting their
own partnership and project in collaboration with this partnership, faculty should establish an expectation
using a rubric for the project and timeline for completion.

How will my students get to the community partner site?
It is important to note that faculty are not permitted to coordinate rides for students. Additionally, students
must complete the Assumption of Risk forms and a travel itinerary must be submitted to Mike Wunsch, the
Director of Compliance and Risk Management as well as the Chief and Capitan Volpe at the MUPD prior to
your first departure. You can inform students that they are able to use taxis and make use of their own cars.
If faculty need additional assistance with transportation, please contact [email protected] before the
beginning of the semester.

I’m looking to publish. Is my work with the community publishable?
The Office of Service Learning is part of the Center for Excellence in Teaching and Learning. Together, we
value and support publications that advance your field. Publications are a great opportunity for you to
gather data and share your findings in Service Learning journals and publications specific to your field.
Publications, while beneficial for advancing one’s dossier, can also be beneficial when applying for grants.
It is important to plan your research of service learning courses in advance and coordinate with Monmouth
University’s IRB for coordinating logistics.

Do I need to implement service learning every semester?
You do not need to implement service learning every semester. For one, your course may only be offered
during the fall or spring. With that said, the partnerships that you develop should be fostered in order to
create a sustainable relationship. If you are not doing a service learning partnership during a certain
semester and your partner still has an interest in collaborating with a course, let the Office of Service
Learning know. There are always faculty who are looking for collaborations. This will help the partnerships
continue to be nurtured over time.

How much extra work and time are necessary to implement service-learning in my course?
It will require additional time to implement service-learning because you will need to meet with community
partners, maintain records of student hours, and take care of unanticipated events. However, much of this
work can be alleviated by partnering with the Student Engagement and Diversity. Our staff is able to locate
appropriate community partners, set up partnership meetings and provide course-development resources.
If you are incorporating service-learning into your curriculum for the first time, you will find the experience
can be “messy,” requiring some flexibility and adaptability on behalf of the instructor, students, and
community partner.

How should I structure reflection?
When it comes to reflection, think creatively. In the book Generation Z Goes to College, author, Corey
Seemiller focuses on engaging with students beyond the paper. How you structure your reflection also
depends on what you type of reflection you would like to capture; do you want your students to reflect on
topics of social justice or on a specific task that they worked on with the community agency. Our office can

help you determine that; as for delivery method, we have seen success with journals, papers, blogs, and
online discussion boards. Reflection can come in the form of artwork including music, poetry, or
performance.

If a paper is the best way of capturing your students’ reflection, be sure to refer to our reflection tools
section of the SL portal. The DEAL Model has proven to be an effective structure for students to think
critically about their service learning experience.

How do I keep track of my students’ on-site hours?
Once you determine how your service learning course will be structured, identifying the most effective way
for tracking student hours can help! In the past, faculty have used a simple ‘sign-in’ sheet that they check
regularly to determine student involvement while others have their students take a picture on Instagram or
other social media platforms that can be geotagged with their location.

There have been situations where students do not go to their on-site hours and it is important to keep track
of how these students are referring to their service learning experience in their reflections. For example, a
student was not participating in their on-site obligations; however, in their DEAL essay, they demonstrated
fear and concern for working with the community partner. As referenced in the assessment portion of this
guidebook, the faculty and student worked together to identify an alternative that would support the
student and community partner alike. In this situation, the on-site service was not graded; however, due to
the deep reflection, the student actually did well in the course because of their meaningful reflection.

SERVICE LEARNING DEFINITIONS:

Reciprocity. Reciprocity means that everyone involved in a project – student, faculty, community members
– act as both teacher and learner, and that everyone regards one another as equal colleagues. This
ensures good communications and planning throughout the project, maximizes active learning, ensures
mutual impact, and empowers community voice.
Engagement. Fundamentally, service learning projects should take place in ways that allow students to
have significant community impact. This means that the service component should meet a public good as
determined by an open and thoughtful collaboration between faculty and community partners.
Community Voice. Community voice in a community-based project has an impact on student cultural
understanding, and can shape their experiential and ethical learning. For this learning to occur, community
members should be involved in every stage of the project and course, when possible. It is important to
encourage and support community involvement in project planning, student orientation, guest lectures, site
visits, class discussions, progress reports, final presentations, and project evaluation. Not only does this
permit greater cultural understanding and ethical development, but it ensures deeper community
partnerships and more impactful projects.
Exposure to Diversity. Exposure to diversity has an impact on students, particularly personal outcomes, such
as identity development and cultural understanding. Again, community involvement is important at every
phase of a project to make certain that this learning can take place.
Public Dissemination. To guarantee community engagement and impact, the results of the project should
be shared with the partner, if not with a larger public such as the campus and public communities.

REFERENCES

Bringle, R. G., & Hatcher, J. A. (1999). Reflection in service learning: Making meaning of experience.
Educational Horizons, 77, 179–185.

Cress, Christine M., Peter J. Collier, and Vicki L. Reitenauer (2013) Learning through Serving: A Student
Guidebook for Service-learning across the Disciplines. Sterling, VA: Stylus Pub.

Dostilio, Lina (2008) Syllabus Template for Classes with Service-Learning Components. Duquesne University.
file:///C:/Users/jmm00018.UCONN/ Downloads/ service_learning_syllabus_template.pdf

Eyler, J. (2002, December 17). Reflection: Linking Service and Learning-Linking Students and Communities.
Retrieved from https://spssi.onlinelibrary.wiley.com/doi/10.1111/1540-
4560.00274/pdfC:/Users/jmm00018.UCONN/Documents/Avery Templates

Eyler, Giles & Schmiede (1996) A Practitioner's Guide to Reflection in Service-learning: Student Voices and
Reflections. A Technical Assistance Project funded by the Corporation for National Service. Nashville, TN:
Vanderbilt University.

Fort Hays State University. (n.d.). Retrieved from http://cmsprod.fhsu.edu/ccl/service-learning/Key-
Components/

Furco, A. (1996) Service-learning: A balanced approach to experiential education. Expanding boundaries:
Service and Learning. Corporation for National Service.

Howe, W., Coleman, K., Hamshaw, K., & Westdijk, K. (2015). Student Development and ServiceLearning: A
Three-Phased Model for Course Design. International Journal of Research on Service-Learning and
Community Engagement, 1(2). (forthcoming)

Institutional Assessment. (n.d.). Retrieved April 01, 2018, from https://compact.org/resource-posts/institutional-
assessment/

Jacoby, B. (2003). Building partnerships for service-learning. San Francisco, CA: JosseyBass.

Nilson, Linda B. (2003) Teaching at its Best: A Research Based Resource for College Instructors. Bolton, MA:
Anker.

Tennessee State University (2011) Service Learning Course Approval: Guide for Meeting Designation
Requirements 2011-2013.

Seemiller, C., & Grace, M. (2016). Generation Z goes to college. San Francisco, CA: Jossey-Bass

Torres, J. and Schaffer J. (2000) Benchmarks for Campus/Community Partnerships. Providence, Rhode Island:
Campus Compact.

Williams Howe, C., Coleman, K., Hamshaw, K., & Westdijk, K. (2015). Student Development and Service-
Learning: A Three-Phased Model for Course Design. International Journal of Research on Service-
Learning and Community Engagement, 1(2). (forthcoming)