PROGRAM FOR SERVICE LEARNING AND COMMUNITY SERVICE
SERVING
LEARNING
CLAFLIN UNIVERISTY
Service Learning Manual Dr. Henry N. Tisdale, President “SERVING the Community, LEARNING to make a Difference”
Claflin University Vision Statement
Claflin University will be recognized as one of the premier liberal arts institutions in the United States also offering select graduate programs. To that end, the University commits to a concept of excellence in teaching, research, creative expression and service in which students, faculty, staff and administrators drive the quality of educational opportunities toward being the best of the best.
2
CLAFLIN UNIVERSITY Division of Student Development and Services
PROGRAM FOR SERVICE LEARNING AND COMMUNITY SERVICE
SERVING
LEARNING
Office of Career Development 400 Magnolia Street Orangeburg, South Carolina 29115 Phone: 803-535-5333 Fax: 803-535-5379 www.claflin.edu Dr. Henry N. Tisdale President The Program for Service Learning and Community Service developed this manual as a guide for exploring our core mission for service to the community, while enhancing the educational opportunities for Claflin University students.
3
TABLE OF CONTENTS Introduction00000000000000000000000003 Claflin Mission Statement000000000000000000..5 Guiding Principles00000000000000000000006 Service Learning Mission Statement0.............................................7 SECTION I- Theory and concepts of Service-Learning and Community Service Origin of Service-Learning000000000000000000.9-10 Five Standards of Service-Learning0000000000000011 Frequently Confused Terms00000000000000000..12 SECTION II- Student Requirements and Commitments Student Requirements00000000000000000000.14 Ethics and Commitments000000000000000000015-16 SECTION III- Required Forms and Evaluation Tools Student Information Sheet000000000000000000..18 Student Contractual Agreement000000000000000019 Student Project Log Sheet000000000000000000..20 Student Evaluation Form0000000000000000000.21 Instructor Evaluation Form000000000000000000.22 Community Partner Evaluation Form0000000000000..23 SECTION IV- Freshman Service Learning Curriculum and Procedures Freshman Curriculum for service learning0000000000025-27 SECTION V- Listing of Community Partners and Frequently Asked Questions Community Partnerships000000000000000000029 On-Campus Partnerships000000000000000000...30 Program Activities and Events0000000000000000..31-33 Frequently Asked Questions and Answers0000000000034-35
4
CLAFLIN UNIVERSITY MISSION
Claflin University is an independent, liberal arts, co-educational, historically black institution affiliated with the United Methodist Church. It is dedicated to educational excellence and to preparing students without regard to gender, race, religion or ethnic origin. It is committed to offering quality undergraduate programs, select graduate programs, and viable continuing education opportunities. At the undergraduate level, the University ensures that students receive a liberal arts education designed to produce graduates who understand themselves, as well as historical and social forces that impact the world. Their academic experiences will include an understanding of religious and aesthetic values in a universal context and a thorough grounding in their chosen discipline. Their education will incorporate the use of technology, our exposure to recent scientific developments, and inculcate critical thinking and communication skills in order to prepare them for leadership and service in a global and multicultural society. At the graduate level, students are provided instruction to enhance the analytical and comprehensive research acumen necessary for professional growth and leadership. Continuing education programs create avenues for students to complete their educational objectives and develop skills necessary for contribution to their professional and personal fulfillment. Undergirding the Mission is the University’s commitment to excellence in all its endeavors.
5
OUR GUIDING PRINCIPLES At the center of everything done is a system of values which informs and guides all policies and programs. These values, expressed through our actions and decisions, are defined by five overarching guiding principles: PRINCIPLE # 1 COMMITMENT TO EXCELLENCE: Through doing things better and differently. PRINCIPLE #2 COMMITMENT TO VALUING PEOPLE: By providing a safe, wholesome and healthy environment for our people to live, learn and work. PRINCIPLE #3 COMMITMENT TO BEING CUSTOMER FOCUSED: Ensuring that everyone knows who the customer is, and takes steps to show it. PRINCIPLE #4 COMMITMENT TO QUALITY EDUCATIONAL PROGRAMS: By educating our students in a way to help them have a full, quality life and function as productive citizens. PRINCIPLE #5 COMMITMENT TO FINANCIAL RESPONSIBILITY: By putting in place sound and effective fiscal policies which are consistent with the mission and goals of the university.
6
Program for Service-Learning and Community Service OUR MISSION
The program for Service-Learning and Community Service has been implemented through the Office of Career Development to aid in the enhancement of community alliances and to forge the commitment of students through service actions. Through this endeavor, students will gain leadership skills, societal insight, and the necessary experiences needed to achieve job skills and human relations. Community service and service learning help build the bridge between serving and learning, while forging the link between the community and higherlearning institutions.
7
SECTION I THEORY AND CONCEPTS Service-Learning and Community Service
8
ORIGIN OF SERVICE LEARNING The origin of service learning renders back to President Bill Clinton's National Community and Service Trust Act of 1993 that gave future collegians $5,000 in tuition credits and more as compensation for a year of community service. More broadly, service learning is part of the movement in higher education for linking academic principles and content with experiential learning. More simply, "service learning programs integrate academic and professional skill development with service to the community Since learning is the goal, the experience is basically raw data that requires reflection, which is often accomplished through writing or presentations. Ideally, everyone involved has some say in shaping the activity. Benefits of service learning include increased attendance and possibly development of critical thinking and problemsolving skills, particularly students from disadvantaged backgrounds. Service-learning offers a unique opportunity for America's young people -- from kindergarten to university students -- to get involved with their communities in a tangible way by integrating service projects with classroom learning. Service-learning engages students in the educational process, using what they learn in the classroom to solve real-life problems. Students not only learn about democracy and citizenship, but they also become active contributing citizens and community members through the service they perform. Why is Service-Learning Important? A national study of Learn and Serve America programs suggests that effective servicelearning programs improve grades, increase attendance in school, and develop students' personal and social responsibility. A growing body of research recognizes service-learning as an effective strategy to help students by: Promoting learning through active participation in service experiences; Providing structured time for students to reflect by thinking, discussing and writing about their service experience; Providing an opportunity for students to use skills and knowledge in real-life situations; Extending learning beyond the classroom and into the community; Service-learning also strengthens both education and local communities by: • Building effective collaborative partnerships between schools or colleges and other institutions and organizations • Engaging parents and other adults in supporting student learning • Meeting community needs through service projects • Providing engaging and productive opportunities for young people to work with others in their community
9
LEARN AND SERVE AMERICA Learn and Serve America has its roots in Serve America, a program created under the National and Community Service Act of 1990 to distribute grants in support of servicelearning in order to simultaneously enrich the education of young people, demonstrate the value of youth as assets to their communities, and stimulate service-learning as a strategy to meet unmet community needs. In 1993, President Bill Clinton signed legislation creating the Corporation for National and Community Service, bringing a full range of domestic community service programs under the umbrella of one central organization. Serve America was integrated into the new Corporation, along with AmeriCorps and Senior Corps, and is now known as Learn and Serve America. Impact of Learn and Serve America Learn and Serve America impacts both the service participants and the communities they serve. Performance reviews, research, and policy analysis help develop and cultivate knowledge that enhances the overall effectiveness of Learn and Serve America and service-learning. A number of independent studies evaluating Learn and Serve America and assessing the program’s impact on the participant have been undertaken over the years. All have come to the same conclusion—Learn and Serve America has a positive impact on participants’ civic attitudes and involvement in volunteer service.
10
FIVE STANDARDS OF SERVICE LEARNING I. Preparation Instructors and students set clear academic and personal goals for service-learning projects. Instructors accept responsibility for ensuring that service-learning programs follow rigorous standards and match service experience to academic standards. Instructors help students develop skills (academic, social, and work) required to address real world problems through the integration of service-learning into the instructional process. II. Implementation 1. The Learner Instructors create a quality learning environment in which students play an active role in developing leadership skills. Instructors provide experimental learning opportunities to promote academic, social, and personal growth. Instructors help students understand their civic responsibilities as school and community members. Instructors model and help students develop an understanding that all individuals have the ability to make worthwhile contributions. Instructors provide experiences which help students internalize concepts such as honesty, integrity, and personal and civic responsibility. 2. The Community Instructors establish strong links with community agencies to help students plan and implement successful service-learning projects. With positive partnerships, community agencies benefit from the knowledge, creativity, and enthusiasm students contribute to the project. III. Reflection Instructors use various ongoing reflection strategies in the instructional process. Instructors use authentic assessments (journals, portfolios, papers, e.g.) to help students maximize the service-learning experience. Instructors help students identify connections between the service experiences and other learning situations to facilitate the transfer of knowledge to other settings. IV. Celebration Instructors, students, and community partners will provide opportunities for students to celebrate their service achievements annually. Instructors formally recognize the achievement of students in classroom, school, and/or community. V. Evaluation Instructors and students are actively involved in evaluating the effectiveness and quality of service-learning activities, projects and programs.
11
FREQUENTLY CONFUSED TERMS SERVICE-LEARNING is a method of teaching that enriches learning by engaging students in meaningful service to their schools and communities, and integrating that service with established curricula or learning objectives. SERVICE refers to helping an individual, organization, cause, or community. Effective service-learning practice supports a basic understanding of the cultural contexts of service. VOLUNTEERISM refers to the act of performing some service or good work without pay; usually with charitable institutions or community agencies. COMMUNITY SERVICE is often a form of volunteerism, but it can also have a punitive meaning in the context of the judicial system. It is done within a defined community, which could be a classroom, school, town, or city. Typically, it does not have any intentional ties to learning; the emphasis is strictly service. COMMUNITY BASED LEARNING is a term used for any learning experience that occurs in the community. Common forms of community-based learning are field trips, internships, and apprenticeships, which offer important experiences for students to master skills within real-life settings, but have no formal service dimension.
Service-Learning vs. Community Service Is there a difference? With community service there is no official learning or reflective piece that ties the service with learning. Community service can easily be performed by dropping off can goods during a food drive and that is all it entails. On the contrary, service-learning is organizing a canned food drive, meeting the recipients of the drive, and reflecting upon the experience after the service venture is completed.
12
SECTION II STUDENT REQUIREMENTS AND COMMITMENTS
13
STUDENT REQUIREMENTS Through the mission of Claflin University, the program for service-learning and community service will enhance the overall vision of preparing students for academic progression and real world engagement. To honor this commitment, the university has implemented a service-learning and community service requirement for all freshmen, sophomore, and assigned Work-Study students. The intention of this program is to bring “reality to the classroom”, and to make class coursework more engaging and significant. FRESHMAN STUDENTS As a component of freshman orientation class, all freshman students will be required to perform the following: 20-hrs. per semester service-learning activity at a community agency of preference Read and complete all forms given from the service-learning coordinator and freshman orientation instructor Abide by all rules and guidelines specified by the university and community agencies Complete an evaluation at the end of the service-learning activity Complete a reflection assignment on experiences throughout the servicelearning activity SECOND YEAR EXPERIENCE STUDENTS As a component of the Second Year Experience, all sophomore students will be required to perform the following: 40-hrs. per year of service-learning activity at a community agency of preference Read and complete all forms given from the service-learning coordinator Abide by all rules and guidelines specified by the university and community agencies Complete an evaluation at the end of the service-learning activity FINANCIAL AID STUDENTS Through the department of financial aid, work study students will be required to perform the following: 100-hrs. of community service per semester at a community agency of preference Read and complete all forms given from the service-learning coordinator and financial aid office Abide by all rules and guidelines specified by the university and community agencies
14
ETHICS AND COMMITMENTS Your service-learning project entails important responsibilities. You have committed to fulfilling those responsibilities as you provide needed services to local community residents. The following ethics and commitments are guidelines for assuring that you have a productive and positive experience, and that the community service/service-learning program accomplishes its stated goals on behalf of those you serve. In the course of your community service/service-learning endeavors, bear in mind that your sincere investment of your time and ability is greatly appreciated by the community and reflects well upon you and Claflin University as a whole. AS A CLAFLIN REPRESENATIVE0 I agree to conduct myself with integrity at all times. This includes being honest, professional, and showing respect for individuals at all times. I commit to be drug and alcohol free while participating in community service/ service-learning activities. I will be committed to maintaining a positive attitude to enhance interactions that are meaningful and beneficial to those I serve. I will commit the time and effort to help improve the lives of others. In doing so, I will gain satisfaction in knowing that my efforts, no matter how small in capacity, will be a testament towards those I serve and my own self-worth. I will be open-minded and tolerant of any constructive criticism or suggestions during my service activities. I will actively participate and use every situation as an opportunity to improve learn and serve throughout my endeavors. RESPONSIBILITY It is imperative that all Claflin University community service/service-learning participants carry out all assigned tasks related to their service activities. Your commitment to serve will bestow upon you a great and wonderful responsibility. The people and agency you serve are relying on your expertise and professionalism as a college student; however, it is inevitable that emergencies will sometimes arise that may prevent you from meeting an obligation. It is your responsibility to put forth the efforts to contact your site supervisor (or client, if applicable), as soon as possible to reschedule any missed commitments. COMMITMENT AND TIME-MANAGEMENT You must utilize good time-management. Carefully plan your time so that your various responsibilities (coursework, extracurricular activities, and others) do not conflict. Establish a regular schedule with your agency site supervisor, and strive to stick to it. The agencies are aware that you are a student and will work 15
with you on scheduling. Also discuss with your supervisor any breaks and holidays mandated by the university. You are not expected to participate in community service/service-learning activities during official school breaks, but may do so if you choose. COMMMUNITY AGENCY/ORGANIZATION POLICIES AND PROCEDURES All students should be knowledgeable of and act according to agency policies and procedures. If these policies and procedures are not specified or clearly stated, please consult with your site supervisor for further assistance. AGENCY TRAINING Some agencies will require pre-service training/orientation as it relates to your duties at the agency. It will be mandatory that you attend all training activities scheduled for your community service/service-learning assignment. You will be informed ahead of time of the time and dates of any training requirements. BACKGROUND CHECKS Some agencies may require that you have a background check performed for security purposes. You will be notified ahead of time if this will be a prerequisite for the site selection. CONFIDENTIALITY Claflin University service students will at all times respect the clients they serve and abide by all confidentiality regulations. This includes keeping confidential client(s) names, addresses, phone numbers, personal or family information, places of employment, place of residence, and all other things that clients may discuss or you learn while at your site. If a situation arises which merits notification of a higher authority, such as suspicion of abuse or illegal behavior, you are to seek assistance from your site supervisor. IN THE EVENT OF A PROBLEM Should a problem arise between you and the people, with whom you are working for, notify your site supervisor immediately. However, if problems occur with your site supervisor, if you are unhappy with your service assignment, or you feel as though you have been unfairly treated while carrying out your service assignment, please contact the community service/service-learning office at your university. SUSPECTED CHILD ABUSE You are required by law to report any suspected child abuse or neglect to the proper authorities.
16
SECTION III REQUIRED FORMS AND EVALUATION TOOLS
17
CLAFLIN UNIVERSITY Division of Student Services and Development Office of Career Development Program for Service-Learning and Community Service Student Information Sheet GENERAL INFORMATION Date____________________ Name___________________________________ Student ID#___________________________ SS#_______________________________________DOB:______________________________ Address/City/Zip_______________________________________________________________ Telephone:_________________________ Mobile Number: ____________________________ Email Address: ________________________________________________________________ ACADEMIC INFORMATION Academic Major: ________________________ Academic Minor: _______________________ Grade Point Average (if applicable) ____________ Please check classification: Freshman _________ Orientation Section # ___________ Second Year Experience _________________ Do you receive a work study site off-campus? Yes____ No_____ Do you have a car or access to a ride? Yes____ No____ Interests/Career Goals: 1._________________________ 2. _____________________________ 3. ________________________ 4. _____________________________ SERVICE SITE Please list your top (4) options for a placement site 1._________________________________________________________________________ 2._________________________________________________________________________ 3._________________________________________________________________________ 4._________________________________________________________________________ DAYS AND TIMES Please list available days and times for service. Day:______________ Time:______________ Day:________________ Time:____________ Day:_____________ Time:__________ Email confirmation of site assignment sent within 48 hours.
18
CLAFLIN UNIVERSITY Division of Student Development and Services Office of Career Development Program for Service-Learning and Community Service Student Contractual Agreement As a service learner, you will be given the opportunity for a unique and valuable experience. To undertake this assignment as a representative of Claflin University, you must agree to: Fulfill your agreement as to your duties, hours and responsibilities to the best of your ability. Be professional, punctual, polite, and respectful of organizational policies, rules and regulations. Be open to supervision and feedback which will facilitate learning and personal growth. Be sure to always sign in and out on time sheets. This is critical for accurate record keeping of service hours and for your protection in case of an emergency. Dress appropriately. Respect the confidentiality of clients of the agency. Do not release any information. Meet time and duty commitments or if you cannot attend; provide a 24 hour notice so that alternative arrangements can be made. AGREEMENT I have read and agree to the agreement and the guidelines as outlined above. ______________________________________ ________________________ Student Signature Date
1. Sign-up forms will be accepted via email on August 27-28, 2012. Community service will begin on September 3. 2. Forms must be completed in full and returned to the Community Service email account at
[email protected]. Please make sure your available dates and times are accurate to ensure correct placement. Please enter your name in the Subject Line. 3. Confirmation emails will be sent within 48 hours of receipt of completed forms. Please ensure that you have entered your availability in the appropriate field. Incomplete forms will not be processed. 19
CLAFLIN UNIVERSITY Division of Student Development and Services Office of Career Development Program for Service-Learning and Community Service Student Service Project Time Log Student’s Name_______________________________ Telephone____________________ E-mail_____________________________ Agency/Organization Name_____________________________________________________________________________________ Supervisor_______________________________Title______________________________Telephone__________________________ Total Service Hours _________________ Start Date____________________________ End Date_____________________________ Please check classification: Freshman _________ Orientation Section # ___________ Second Year Experience _________________ Timesheets must be signed DAILY by site supervisor and turned in by the last day of each month. DAY
DATE
IN
OUT
IN
OUT
TOTAL HOURS
DATE
IN
OUT
TOTAL HOURS FOR THE WEEK IN OUT TOTAL HOURS
DATE
IN
OUT
TOTAL HOURS FOR THE WEEK IN OUT TOTAL HOURS
SUPERVISOR SIGNATURE
Monday Tuesday Wednesday Thursday Friday Saturday Sunday DAY
SUPERVISOR SIGNATURE
Monday Tuesday Wednesday Thursday Friday Saturday Sunday DAY
SUPERVISOR SIGNATURE
Monday Tuesday Wednesday Thursday Friday Saturday Sunday TOTAL HOURS FOR THE WEEK DAY
DATE
IN
OUT
IN
OUT
TOTAL HOURS
SUPERVISOR SIGNATURE
Monday Tuesday Wednesday Thursday Friday Saturday Sunday
TOTAL HOURS FOR THE WEEK TOTAL HOURS FOR THE MONTH________________ PLEASE SIGN AND DATE: Student____________________________________________ Date_______________________ Instructor___________________________________________ Date_______________________ Supervisor__________________________________________ Date_______________________ Please contact the Office of Career Development for assistance at 803-535-5466
20
CLAFLIN UNIVERSITY Division of Student Development and Services Office of Career Development Program for Service-Learning and Community Service Service-Learning Student Evaluation Form INSTRUCTION FOR STUDENTS Please complete this EVALUATION. Your feedback is essential to the success of the program for service-learning and community service. Thank you for your commitment to active learning and serving the community. DATE: _____________________________________ CLASSIFICATION___________________________________________________________ The community participation aspect of the course helped me to see how the subject matter I learned can be used in everyday life. Strongly Agree □ Agree □ Neutral □ Disagree □ Strongly Disagree □ The community work I did through this course helped me to better understand the lectures and readings in this course. Strongly Agree □ Agree □ Neutral □ Disagree □ Strongly Disagree □ Doing work in the community helped me to define my personal strengths and weaknesses. Strongly Agree □ Agree □ Neutral □ Disagree □ Strongly Disagree □ Performing work in the community helped me clarify which major I will pursue. Strongly Agree □ Agree □ Neutral □ Disagree □ Strongly Disagree □ I developed a good relationship with the instructor of this course because of the community work performed. Strongly Agree □ Agree □ Neutral □ Disagree □ Strongly Disagree □ The work I performed in the community enhanced my ability to communicate my ideas in a real world context. Strongly Agree □ Agree □ Neutral □ Disagree □ Strongly Disagree □ I will continue to serve at this community organization after my required hours are completed. Strongly Agree □ Agree □ Neutral □ Disagree □ Strongly Disagree □ I can make a difference in my community. Strongly Agree □ Agree □ Neutral □
Disagree □
Strongly Disagree □
Did the Community Service Agency Coordinators offer sufficient assistance and materials required to institute a good service-learning experience? ______________________________________________________________________________________ ______________________________________________________________________________________ _______________________________________________________________________________
21
CLAFLIN UNIVERSITY Division of Student Development and Services Office of Career Development Program for Service-Learning and Community Service Service-Learning Instructor Evaluation Form INSTRUCTIONS FOR FACULTY Please complete this evaluation. Your feedback is essential to the success of the program for service-learning and community service. Thank you for your commitment to active learning and service to the community. Name______________________________________________________________________________ Department/Address__________________________________________________________________ Email______________________________________________________________________________ Telephone__________________________________________________________________________ Course Title____________________________________________ Course Number_______________
Do you feel that your relationship with the students was enhanced because of the service learning experience? Strongly Agree □ Agree □ Neutral □ Disagree □ Strongly Disagree □ The community participation aspect of this course helped students to see how the subject matter they learned can be used in everyday life? Strongly Agree □ Agree □ Neutral □ Disagree □ Strongly Disagree □ The community work in this course helped students to better understand the lectures and readings in class? Strongly Agree □ Agree □ Neutral □ Disagree □ Strongly Disagree □ The idea of combing service in the community with university coursework should be practiced in more courses at the university? Strongly Agree □ Agree □ Neutral □ Disagree □ Strongly Disagree □ Student learning outcomes were different in this course from those in courses without a community experience. Strongly Agree □ Agree □ Neutral □ Disagree □ Strongly Disagree □ This was a successful teaching and learning experience. Strongly Agree □ Agree □ Neutral □ Disagree □
Strongly Disagree □
Did the Community Service Agency Coordinators offer sufficient assistance and materials required to institute a good service-learning experience? Any additional comments? _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________
22
CLAFLIN UNIVERSITY Division of Student Development and Services Office of Career Development Program for Service-Learning and Community Service Community Partner Evaluation Form Please complete this evaluation and return it to the Office of Career Development. Thank you for your willingness to include students at your agency. Agency/Organization Name_________________________________________________________ Name of Person Completing This Evaluation____________________________________________ Mailing Address__________________________________________________________________ Email___________________________________________________Phone___________________ Did the service-learning project(s) fit into the goals of your agency/organization? Yes □ or No □ Comments_____________________________________________________________________________ ______________________________________________________________________________________ After working with students this semester, do you feel that your agency/organization was able to provide them with an experience that enhances their coursework? Yes □ or No □ Comments_____________________________________________________________________________ ______________________________________________________________________________________ Overall communication with students and service coordinator at the university were satisfactory. Strongly Agree □ Agree □ Neutral □ Disagree □ Strongly Disagree □ The quality of the students’ effort and participation were satisfactory. Strongly Agree □ Agree □ Neutral □ Disagree □ Strongly Disagree □ The students’ overall performance and willingness to learn new ideas and skills were satisfactory. Strongly Agree □ Agree □ Neutral □ Disagree □ Strongly Disagree □ The clients at your agency/organizations benefited from this service initiative. Strongly Agree □ Agree □ Neutral □ Disagree □ Strongly Disagree □ Your agency/organization benefited from this service initiative. Strongly Agree □ Agree □ Neutral □ Disagree □
Strongly Disagree □
Is your agency/organization interested in hosting another group of students in the future? Yes □ or No□ Comments____________________________________________________________________________ Please add any other additional comments or suggestions. ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ Office of Career Development● Claflin University● Corson Hall● 400 Magnolia Street● Orangeburg, SC ●29115 23
SECTION IV Freshmen Service Learning Curriculum and Procedures
24
CLAFLIN UNIVERSITY Division of Student Development and Services Office of Career Development Program for Service Learning and Community Service Service Learning Course Component for Freshman Orientation THEORY Research shows that service learning is important to personal and academic growth, especially when introduced at the very beginning of students’ college careers. Effective service learning is the students’ assessment of community needs. Student engagement increases when they determine the needs. Through curricula-based service learning, students will not just look at the community and simply see that something is wrong, but rather see a problem and immediately begin figuring out how to take corrective action while utilizing individual academic disciplines.
CURRICULUM AND PEDAGOGY Assignment: Each freshman orientation class will choose a service learning community project and facilitate service actions. Time Commitment: 20 hours per semester Learning Objectives • To become familiar with service learning concepts • To plan and implement a comprehensive service initiative for assigned service projects. Service Activities 1. Research the demographics of individual service projects. 2. Develop a comprehensive service plan that enhances the mission of the service site. a. Each student will use his/her academic discipline to establish his/her role within the project. (i.e. mass communication students could create brochures, or public service announcements about illiteracy; art students could create paintings or murals to enhance décor) 3. Implement service activities at prospective service sites. 4. Develop a journal to reflect on the process of developing a service plan. EVALUATION OF SERVICE Service Project Assessment • Receive feedback from faculty, students, and community site intermittently throughout the service project. • Perform an end of semester survey with faculty, students, and community site to assess service activities. Student Assessment • Performance will be evaluated by the instructor’s assessment of individual student performance and participation. • Journals will be evaluated for methodology and consistency. • Students will complete evaluation forms • Course instructors will determine student achievement by reviewing journals, service hours and evaluations.
25
STUDENT SERVICE JOURNALS Service learning is graded by assessing what is learned through service. Keeping a journal of experiences is a valuable method for documenting your progress in reaching academic goals. Through journal writing, you describe, reflect, and process your involvement in service. A journal serves as a useful record of both service activities and what was learned. A journal is not a log of events. It is a method to analyze the activities students are engaged in and the new things that are being learned. In a journal, important events and activities can be related to the overall objectives. GRADING AND ATTENDANCE Students who meet all of the requirements will earn a passing grade for the service learning component of the orientation grade. Attendance is very important to ensure an effective relationship with our community partners. Only situations that would excuse you from taking an exam (e.g. family emergency, serious illness) are acceptable. Any student having more than two unexcused absences from his or her service site will not earn a passing grade. Grading Scale: 50%- Group planning and preparation 30%- Implementation and performance 15% -Journal Critique 5%- Student evaluations TRANSPORTATION Transportation is provided for all students to attend service sites. It is imperative that students are on time and at the pick-up and drop-off sites ten (10) minutes prior to their start and end service time. The campus pick-up site for all service activities will be in front of Corson Hall.
SERVICE ACTION PLAN I. II. III.
IV. V. VI. VII. VIII.
Freshmen orientation classes will select a service project from the service site. Each class will form groups by academic discipline. Each group will follow the five standards of service learning while implementing service projects: a. Preparation b. Implementation c. Reflection d. Celebration e. Evaluation Project planning time should be executed for approximately 20 minutes per class period. All projects must be completed by the deadline week of the fall/spring semester. Transportation to perform the service activities will be coordinated through the service learning coordinator. Each orientation section will have a celebration activity to commend service efforts. Each orientation class will complete the required evaluations during the mid-term and final periods.
26
TIMELINE OF SERVICE ACTIVITIES FALL SEMESTER WEEK(S) Week 1 (August 20-24) Week 2 (August 27-31) Week 3 (September 3-7)
Week 4 (September 10-14) Week 5 (September 17-21) Week 6 (September 24-28) Week 7 (October 1-5)
Week 8 (October 8-12) Week 9 (October 15-19) Week 10 (October 22-26) Week 11 (October 29-November 2) Week 12 (November 5-9) Week 13 (November 12-16) Week 14 (December 3-7)
WEEK(S) Week 1 (January 14-18) Week 2 (January 21-25) Week 3 (January 28-February 1)
Week 4 (February 4-8) Week 5 (February 11-15) Week 6 (February 18-22) Week 7 (February 25-March 1)
Week 8 (March 4-8) Week 9 (March 11-15) Week 10 (March 18-22) Week 11 (March 25-29) Week 12 (April 1-5) Week 13 (April 8-12) Week 14 (April 15-19) Week 15 (April 22-26) Week 16 (April 29-May 3)
ACTIVITY Introduction of service learning requirements Overview of service learning concepts Introduction of service project 1. Organize groups 2. Create service initiative Group planning and preparation Group planning and preparation Group planning and preparation Midterm Assessment 1. Mid-term evaluations due 2. Journal manuscripts due Mid-Term Examinations Site Visit/ Service Activity Site Visit/ Service Activity Site Visit/ Service Activity Site Visit/ Service Activity Service Celebration Final ASSESSMENT 1. Final evaluations due 2. Journal manuscripts due SPRING SEMESTER ACTIVITY Overview of service learning requirements Overview of service learning concepts Introduction of service project 3. Organize groups 4. Create service initiative Group planning and preparation Group planning and preparation Group planning and preparation Midterm Assessment 3. Mid-term evaluations due 4. Journal manuscripts due Mid-Term Examinations Spring break Site Visit/ Service Activity Site Visit/ Service Activity Site Visit/ Service Activity Site Visit/ Service Activity Site Visit/ Service Activity Service Celebration Final ASSESSMENT 3. Final evaluations due 4. Journal manuscripts due 27
SECTION V LISTING OF COMMUNITY PARTNERS, ACTIVITIES AND FREQUENTLY ASKED QUESTIONS
28
COMMUNITY PARTNERSHIPS Community partners act as a catalyst for community change, civic action, and readiness by offering critical support, guidance, and training to a range of nonprofit organizations, initiatives, foundations, government agencies and social entrepreneurs with innovative ideas for building communities. Our partnership works to invest in our students’ critical roles in achieving a just, vibrant civil society. Forty-three (43) community partners provide service sites for our students. They are listed below: Marshall Elementary School Mellichamp Elementary School Morningside Assisted Living Orangeburg Adult Literacy Council Orangeburg Chamber of Commerce Orangeburg County Council On Aging/Meals on Wheels Orangeburg National Fish Hatchery Orangeburg Parks and Recreation Project Life: Positeen Sheridan Elementary School Society for Prevention of Cruelty to Animals The Salvation Army The Samaritan House The Technology Center Trinity UMC Child Development Center Way of Life Assembly Wesley Foundation Whittaker Elementary School William Chapel AME Learning Center WSPX94.3FM, Orangeburg’s Inspiration Station
Amedysis Hospice Arthur Rose Museum Benefit Bank Boys and Girls Club of America (4 Sites) • Roosevelt Gardens • Zimmerman Center • Salley Chapel/Edisto Fork • Cannon Bridge Brookdale Elementary School C&M Learning Center Church Cooperative Ministry of Orangeburg Claflin University Saturday Academy Claflin University Gear Up Claflin University Upward Bound Downtown Orangeburg Revitalization Orangeburg- Calhoun Free Medical Clinic Felton Laboratory School Greater Faith Baptist Church, Child Development Center Kiddie Kollege Longwood Plantation Residential Care Magnolia Place Residential Care
Activity Partners YMCA of Orangeburg County United Way of the Midlands Clemson Extension- Orangeburg County National Kidney Foundation AIDS Minority Council 29
ON-CAMPUS PARTNERS Student Support Services Office of Alumni Relations H.V. Manning Library Campus Public Safety Academic Clubs and Programs Student Greek and Social Organizations Upward Bound Saturday Academy
30
PROGRAM ACTIVITIES AND INITIATIVES
League of BEEP Associates--Cinderella Project The Cinderella Project, designed to provide prom dresses for high school seniors, occurred February 6, 2012 – April 20, 2012. More than 100 dresses were donated to Orangeburg- Wilkinson High School girls that participated. On April 21, 2012, 37 students were selected to participate in the project on the campus for a day of beauty: make-up, hair consultations, manicures, accessory selections and a shoe salon. League of BEEP Associates --Prince Charming Project The Prince Charming Project took place in collaboration with the Cinderella Project. Fall 2012, Claflin University males will mentor 11th and 12th grade males from Orangeburg Wilkinson High School. Participants participated in skill-building seminars and were given a tie and dress shirt at the program’s conclusion. Community Service Appreciation Luncheon The annual Community Service Appreciation Luncheon was held Thursday, April 26, 2012, 12:00 pm, in the Orange/Maroon Room with 32 agencies present. The event was held to showcase the students who performed exceptionally well and highlighted the agency which had the highest number of hours served by students. The following students were honored: Jarick Quattlebaum and Adrieanna Pringle. The following agency was honored: The Salvation Army. Interfaith Forum The President’s Interfaith and Community Service Campus Challenge Forum was held on Thursday, April 19, 2012, 6pm in Ministers’ Hall. The following six area pastors from the Orangeburg community participated in the interfaith forum: Rev. Larry McCutcheon (Trinity United Methodist Church), Rev. Garry White (Orangeburg Lutheran Church), Rev. Genova McFadden (Wesley Foundation), Rev. Judd Jordan (First Presbyterian Church), Rev. Donald Johnson (St. Luke Presbyterian), and Rev. Yvonne Singleton (New Mt. Zion Baptist Church). The dialogue included an open discussion regarding interfaith with students, faculty, and staff. Panther Coin War 2012 Panther Coin War 2012 was an initiative to engage student-giving for the Capital Campaign. Throughout the spring 2012 semester, students donated money in the form of coin. More than $100 was collected. Panther Reading Express The Panther Reading Express continues to be vital to the development of students’ reading. The program also includes mentoring local elementary and middle school students. The initiative was designed to increase literacy among elementary school children throughout the county. Students visited local elementary schools to donate books and read to students.
31
CU Recycling Initiative Claflin University has launched a new Recycling Initiative, “CU Recycles: Being Green Never Looked So Good!” Residence halls competed to collect the most recyclable goods. Aluminum cans, plastic bottles or containers, paper, and newspaper were collected. Community Service Expo The Community Service Expo was held on August 30, 2011 in the Jonas T. Kennedy Health and Physical Education Center. Twenty-three (23) agencies shared information about their businesses with more than 400 student participants. YMCA Wellness Celebration Fifteen (15) students volunteered at the Orangeburg County Area YMCA for the 8th Annual Wellness Celebration, August 27, 2011. With over 50 exhibits, students assisted with set-up, break-down, and information tables. The following students participated: Kendrick Henderson, Christopher West, Gibson Najee, Daniel Simmons, Kysmin Huff, Amyeishia Fuller, Kedron Ladson, Gregory Goodwin, Abigail Smith, Emmanuel Pressley, Jalisa Butler, Jessica McCrea, Kelsea Smith, Jalissa Porchea, and Angelique Mole. AmeriCorps Seven (7) students were selected to participate in a national service learning project where they were tasked to complete 300 hours of community service within one year. Angela Barnes, Shaquan Kearse, and Keziah Knights completed the 300 hours. Precious Clemons completed 308 hours. DeMunshay Garrett completed 301 hours. Brittnay Glover completed 369 hours and Marnell Ham completed 307 hours. All students received an educational award of $1132. Community Service Sign-up Freshmen and sophomore students signed up for community service on September 6-7. More than 600 students will volunteer their time and efforts to strengthen the surrounding communities. Service Saturday Service Saturday is a new initiative geared towards spotlighting community service agencies and allowing students to volunteer specifically at the site one Saturday each month. Each month a new agency will be selected. In August, students volunteered at the Orangeburg Area YMCA. September’s agency was C & M Learning Center, and October’s agency will be the Society for the Prevention of Cruelty to Animals. Trick or Treat with the Greeks In collaboration with The Technology Center of Orangeburg Consolidated School District Five, fraternities and sororities will pass out healthy treats in support of childhood obesity. This is a new initiative with the Program for Service Learning and Community Service
32
33
FREQUENTLY ASKED QUESTIONS AND ANSWERS 1. What is Service-Learning? Service-learning is a method of teaching and learning that combines academic work with service to the community. Students learn by doing through a clear application of skills and knowledge while helping to meet needs in the school or community. 2. What is the difference between Service-Learning and Community Service? Service-learning is a method of teaching which connects classroom content to the community in a way that is helpful to others. The primary emphasis is on enriching the learning that happens as students apply their knowledge to a community context. In doing so, service-learning lays the foundation to examine ourselves, our society, and our future. Community service, in contrast, is providing service to the community through formal or informal consultation with local nonprofit, governmental, and community-based organizations to improve the quality of life for community residents. The most important distinction of service-learning is the reflection component where students utilize their personal experiences throughout the service activity to better understand and extend the formal learning from the service experience. With community service there is no official learning or reflective piece that ties the service with learning. Community service can easily be performed by dropping off can goods during a food drive and that is all it entails. Service-learning, however, is organizing a canned food drive, meeting the recipients of the drive, and reflecting upon the experience after the service venture is completed. 3. What if I do not have transportation? The university will arrange a transportation schedule with you so that you will be able to travel to and from your community site placements. This information will be retrieved from you during your initial registration process by the Program of Service-Learning and Community Service coordinator. 4. Can previous volunteer hours be used to fulfill new service-learning and community service hours? No, the hours you will be performing will be new hours for a set program. You will not be able to use previous hours from another volunteer experience. 5. Will I need to get a background check? Yes, some community sites will require a background check. Depending on your site, we will inform you if this is required.
34
6. How many hours will be required per semester? The required hours for service-learning and community service are as follows: Freshman Students: 20-hrs. per semester Sophomore Students: 40-hrs. per year 7. Can students complete their hours at one site? Yes, however you are not limited to that one site. It may be more beneficial for you to complete your hours at one site to network, and build a rapport with persons at the site. 8. Must students perform service activities only within their academic majors? No, however, you may get more out of the experience when it relates to your field of study, but you are not limited to only those sites. 9. How will students keep up with their service hours? All students will maintain a timesheet which they will submit to the service coordinator at the end of each month. Timesheets will be readily available at all times at the Office of Career Development. 10. Can service activities be continued after required hours are completed? It is our hope that you continue to serve at your placement site in order to gain experience and connections with agencies; however this is not a mandatory requirement for the program.
35
PANTHER PLAZA
CLAFLIN UNIVERSITY 400 Magnolia Street Orangeburg, South Carolina 29115 36
