Chapter

SERVICE-LEARNING
LEARNING OBJECTIVES
At the end of this chapter, the students should be able to:
1. explain how service-learning leads to effective community intervention and active
participation
2. outline the different strategies applied or adopted in community services and intervention;
and
3. formulate programs or campaigns that reinforce service-learning and community
involvement.

OVERVIEW

This chapter deals with the guidelines and procedures of community service-learning. It
integrates meaningful community service and reflection to enrich the students’ learning
experience and social development.

PRE-TEST
Instruction: Write the letter that corresponds to the correct answer on the space provided before
the number.

______1. It is a form of experiential education

a) Service-Learning
b) Comparative-Learning
c) Participatory-Learning
d) Cooperative-Learning
______2. It is known as the Higher Education Act of 1997
a) RA 9161
b) RA 8292
c) RA 6165
d) RA 6175
______3. It is a form of experiential education wherein learning occurs through cycles of actions
and reflection. Students work with others and apply what they have learned in class to
the community
a) Service-learning
b) Aesthetic-learning
c) Cooperative-learning
d) Individual-learning
______4. Securing _________from the office of the student affairs is necessary. It must be signed
by the students’ parents or guardians as a part of the protocol in program
implementation.
a) Program
b) Activities
c) Syllabus
d) Waiver
______5. This activity combines service and learning objectives. It aims to transform the lives of
both the recipients and the providers of the service.
a) Service-Learning
 SERVICE-LEARNING
b) Aesthetic-Learning
c) Cooperative-learning
d) Individual-learning

LECTURE

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

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

1. Students can analyze the effect of natural disasters and use a kit to gather important items
during disaster preparation. Elementary students can design and distribute these kits to
the members of the community.
2. High school students can closely monitor the effects of poor nutrition and lack of exercise
by organizing health-related activities, concoct nutritious recipes, and putting up fruit and
vegetable stands in schools in the community.
3. Biology majors can study the complexity and diversity of wetlands to eliminate invasive
aquatic species. Streams can also be monitored and the results may be presented to the
class.
4. University students can help struggling local non-profit organizations cope with difficult
economic conditions. Students who are enrolled communication-related courses can
provide varied public relations services with community partners, develop press kits, and
provide assistance in holding events.

Characteristics of Service-learning

The common characteristics of service-learning include the following:

1. It brings good, substantial, and practical results for the participants.
2. It promotes cooperation rather than competition where the skills associated with teamwork
and active community involvement are developed.
3. It gives appropriate rather than simplified solutions to problems that seriously affect the
community.
4. It provides real-life experiences wherein students gain knowledge from a particular
community engagement activity rather than from a textbook. Through these direct
experiences, service-learning offers great opportunities for students to develop their
critical thinking skills and learn how to identify relevant and emerging issues in community
settings.
5. It gives students a deeper understanding of concepts and real-life situations in the
community through immediately observable results.
6. Through an immediate understanding of a situation in the community, service-learning
becomes a more significant experience for students, leading to their emotional and social
development and cognitive learning.
 SERVICE-LEARNING
What Service-learning is Not

Students have misconceptions about the conduct and value of service-learning. Service-
learning is not:

1. An episodic volunteer program

2. An add-on course to an existing school or college curriculum
3. Logging a set number of community service hours in order to graduate
4. Compensatory service assigned as a form of punishment by the courts or by school
administrators
5. Only for high school or college students
6. One-sided, that is, beneficial only to the students or the community

The distinctive element of service-learning is that it improves the community through the
services provided, and it also results in the improvement of the students and the other people
providing the services. Service-learning is rapidly growing and becoming popular because of its
powerful impact on people and their development. It is a dynamic process, through which the
students' personal and social growth are tightly interwoven into their academic and cognitive
advancement. According to Eyler and Giles (1999), the service-learning model enhances
understanding and leads to more effective action.

Service-learning Theory

Service-learning theory is based on the idea that experience is the foundation for learning,
and the bases for learning are the different forms of community service (Morton & Troppe, 1996).
Service-learning, therefore, is a form of experiential education wherein learning occurs through
cycles of action and reflection. Students work with others in applying what they have learned in
class to solve community problems while, at the same time, reflecting upon their experiences as
they seek to attain their goals for the community and to develop skills for themselves (Eyler &
Giles, 1999).

Legal Bases of Service-learning

Service-learning is based on RA 8292, also known as the Higher Education

Modernization Act of 1997. This law reiterates Section 2(1) of Article XIV of the 1987
Constitution by declaring that the "policy of the state is to establish, maintain, and support a
complete, adequate, and integrated system of education relevant to the needs of the people and
the society." This policy can be attained through the HEIs' trilogy of functions-academics
(teaching-learning), research, and extension (community service) - and their keeping in mind of
their legal responsibility to act as effective agents of change and development.

HEIs on Service-learning

One of the trifocal functions of the university is community extension. According to

Tariman (2007), its duty to the youth is to make them literate and functional, so they can make
good decisions regarding the problems affecting their health, families, and duties and
responsibilities to the community. They should be provided with opportunities for cooperative
undertakings affecting the welfare of the entire community, so they can develop into young men
and women who look upon their own interests in terms of the welfare of others.
 SERVICE-LEARNING
Benefits of Service-learning

Service-learning has potential benefits to the students, faculty, and community. Students
in service-learning classes can benefit academically, professionally, and personally. They will:

1. Increase their understanding of the class topic

2. Gain firsthand experience (possibly leading to a future internship or job)
3. Question or defend values and beliefs
4. Have the opportunity to act on values and beliefs
5. Develop critical thinking and problem-solving skills
6. Increase their knowledge of diverse cultures and communities
7. Learn more about social issues and their causes
8. Improve their ability to handle difficult situations
9. Be open to change and become more flexible
10. Develop or enhance their skills, especially in the areas of communication, collaboration,
and leadership
11. Test out the skills, interests, and values required in a potential career path and learn more
about their field of interest
12. Connect with professionals and community members who will also learn from the service-
learning program
13. Grow a professional network of people, whom they can contact later for career growth
14. Be encouraged in joining public service or social organizations

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

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

Community partners involved in service-learning can:

1. Receive additional human resource assistance that can expedite the achievement of
organizational goals
2. Inspire a higher level of enthusiasm, perspective, and energy
 SERVICE-LEARNING
3. Improve the organization's pool of volunteers as students engaged in service-learning will
boost their own morale prompting them to share their experiences with their classmates
and friends
4. Enhance public awareness regarding significant issues confronting the community
5. Ensure future support for the organization
6. Make students well informed about issues in the community and enlighten them regarding
common misconceptions
7. Prepare the youth of today, particularly students, to become tomorrow's responsible
community leaders
8. Establish strong networks with partners in other organizations and agencies
9. Gain access to the other resources of the university and strengthen collaborative ties with
its faculty members, students, and staff

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

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

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

1. Assess the community resources.

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

2. Establish partnership and linkages.

Establishing partnerships with different service-oriented organizations is necessary to

make the delivery of community services more effective. Maintaining and improving existing
affiliations and developing potential partnerships are important in ensuring that an
organization's needs and limitations can be met and worked on.

3. Indicate the specific learning objectives in the syllabus.

Specific learning objectives should be clearly stated in the syllabus. It must be a

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

4. Initially plan on the chosen program.

In selecting the program, the initial stage of planning is of utmost importance. Plan
according to expected goals. Find out your human, financial, physical, and intellectual
resources including the additional student leaders who can assist your group in executing and
coordinating the different activities you have prepared for the community.
 SERVICE-LEARNING
5. Plan the details of the program.

Prepare the program with all the important things in mind like the rationale, timeline,
budget, and list of assignments. The partners must be involved in this process. The community
project must have the following components: a thorough plan, schedule or time frame,
benchmark, budget evaluation and assessment, and tools and processes to identify, document,
and address problems and issues that can potentially take place.

6. Look for funds.

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

7. Implement and manage the program.

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

8. Organize reflection activities.

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

9. Assess and evaluate the program.

It is imperative to include the active involvement of the community or institution in

assessing community service outcomes. The active participation of students and organizations in
the service-learning program must also be properly documented. This signals a readiness for
future community projects.

10. Celebrate the achievement.

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

Guidelines and Procedures

A. Preparatory Stage

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

1. The students and faculty members are both responsible for the selection of the community
or institution. However, institutions or communities with already existing Memorandum of
Agreements with the school/university are the most appropriate choices.
 SERVICE-LEARNING
2. The faculty member must submit a letter of intent to the college dean through the chairman
or the head of the SLP. The letter should come with the program/activity design indicating
the rationale, objectives, time frame, the evaluation process (rubrics and reflection
papers), and the schedule of activities.
3. The faculty member will write a letter of intent and request for permission to conduct a
SLP to the selected community or institution. The letter must be noted by the dean through
the program coordinator or head.
4. The students who will join the SLP must secure a waiver from the office of student affairs
(OSA) to be signed by their parents or guardians. The faculty member will collect the
waivers a day before the actual activity. Students without signed waivers will not be
allowed to join the SLP.
5. The faculty member must conduct a classroom briefing about the program/activity before
the implementation of the SLP.

B. Implementation Stage

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

C. Post-activity Evaluation Stage

1. The students must submit a narrative report with pictorial documentation and reflection
paper to the faculty member. The report must be hard-bound, follow the required format,
and be submitted fifteen days (15) after the SLP activity.
2. The faculty member will evaluate the students' narrative report using the assessment tool
that is designed for this activity. The performance of the students will be evaluated using
the same rubrics. The two evaluation results will be added and then divided by two. Its
average will be the SLP grade of the student, representing ten percent (10%) of the total
computed grade for the term.
3. The college or university through the chairman or head of the program must conduct an
exit conference with the community beneficiaries and leaders to assess the SLP
implemented.
4. A certificate of SLP completion shall be issued by the college or university upon written
request of the faculty member in charge
 SERVICE-LEARNING
5. The college or university shall issue a certificate of appreciation to the cooperating
community or institution upon the completion of the service-learning activities.

CONCLUSION

Service-learning is applied in a wide variety of settings, including schools, universities,

and community- and faith-based organizations. It can involve a group of students, a classroom,
or an entire school. Students build character and become active participants as they work with
others in their school and community in various service projects designed for the development of
education, public safety, and the environment.

For example, student-volunteers collecting trash or dredging an urban or rural river,

stream, or waterway render a valuable service to the community. If students also analyze their
findings to determine the possible sources of pollution and share the results with the residents of
the neighborhood also engaged in service-learning, they will be doing the community much good.

Service-learning provides an important service to the community. Students develop an

understanding of actual social, political, economic, and environmental issues in their assigned
communities. They may also reflect on their future personal and career interests whether these
be in the field of natural sciences, behavioral sciences, public administration, values clarification
and formation, environmental studies, public policy, or other related areas. Through service
learning, both the students and the community undergo a transformative experience.
 SERVICE-LEARNING

APPLICATION

Name: _________________________ Course and Level: _________________

Facilitator: ______________________ Date: _____________

Instruction: Relate the following questions to real-life situations and write your answer on the
space below. Use separate sheet if needed.
1. What public awareness campaigns or programs are needed to resolve the issues and
problems in your community?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
2. If you were given a chance to organize students to participate in a three-years strategic
planning for a service-learning program, how would you lead your team?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
REFLECTION
Instruction: Write your reflection on the space provided.
1. What real-life experiences have you gained after a particular community engagement?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
2. In what ways have your experiences significantly developed your cognitive learning?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
 SERVICE-LEARNING

EXERCISE 1
Name: _________________________ Course and Level: _________________
Facilitator: ______________________ Date: _____________
A. Instructions: Discuss the following topics substantially. Write your answers on the space
provided. Use separate sheet if needed.
1. A scenario in which students apply what they have learned in the classroom to the
implementation of any SLP?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. The importance for students to know the legal basis of SLP
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

EXERCISE 2
B. Instructions: Write T if the statement is correct and F if it is not. Write your answer on the space
before the number.
_____1. Students and faculty members involved in SLP are required to wear the prescribed
school ID and college t-shirt while in the community.
_____2. The college or university shall issue a certificate of appreciation to the cooperating
community upon the completion of the service-learning activities.
_____3. Partnerships and other successful relationships and connections can be developed
while participating in the community service.
_____4. In the implementation of the program, students and faculty members should be
realistic when assessing the limitations of the community and the school.
_____5. Students can develop or enhance their skills, especially in the areas of
communication, collaboration and leadership in implementing the program.