Diane Klemme
University of Wisconsin-Stout

Dr. Klemme is Associate Professor, School of Education, Family Life and Community Educational Services. This article is based on her prior position at SUNY College at Oneonta.

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Abstract

Service-learning activities help students develop their knowledge and skills while doing meaningful work in their community. This article highlights the advantages of service-learning and reviews a service-learning assignment using the Duckenfield & Wright (1995) model. Class participants self-select groups, clients, and provide activities to meet their clients’ needs. Student evaluations reflect a positive response to the service-learning activity and student growth in collaborative skills.

… “education, in order to accomplish its ends both for the individual learner and for society must be based upon experiences….”

—John Dewey from Experience and Education, 1938

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According to Brown and Paolucci (1979) learners need not just the “how-to” but knowledge and skills that aid their understanding and help them become self-directed. Family and consumer sciences programs in higher education can prepare students for the new millennium by providing learning opportunities that actively engage students in the learning process. Service-learning activities provide this opportunity, however these activities require faculty to get “out-of-the-classroom” and into the community. Skepticism about the value of service-learning will always exist because of the perpetual tension over educational goals—education for democracy or education for the workforce. Service-learning activities in higher education have the potential to address both goals by connecting academic content with civic participation.

Service-learning is “a process of learning through the experience of rending service in the school or community and actively reflecting upon the experience” (Wilmer & Anderson, 1994, p. 3). The experience is typically tied to some academic content and often carries academic credit or is part of a course requirement. Both the service and learning goals carry equal weight and benefit both the learner and the client of the service (Furco, 1996). One distinguishing characteristic of service-learning is that the experience most often takes place in a practical setting where the primary motivation is service—governmental institutions or community-based organizations such as homeless shelters, food banks, public schools, hospitals, senior citizen centers, and domestic violence centers.

Action-oriented learning is a key component of service-learning activities. John Dewey is often cited as an early champion of service-learning because of his insistence that successful learning most often occurs when students have opportunities to test new knowledge in situations. Service-learning activities offer two avenues for learning to take place; students learn by participating in the activity and also learn by reflecting upon what happened (Wilmer & Anderson, 1994).

In addition to the benefits of action-oriented learning, students can use the activity to explore or reflect on career options. Service-learning projects may encourage students to seek opportunities that are relevant to their career choices. The service-learning activity can provide insight into the profession and allows students to interact with individuals that could provide useful references. The service-learning activity described in this article actually led one student to pursue an education degree because of his positive experience with an after-school program.

Service-learning activities provide a response to the continual scrutiny and demand to restructure all educational systems so that students develop into competent citizens (Cibulka & Kritek, 1996; Lisman, 1998; Rhoad, 1997). Barber (1992) held that if students are to become good citizens, they have to practice being citizens. Lisman (1998) suggested that service-learning activities contribute to the learner’s positive perception of working with people in need because the relationship is based on equality and collaboration between the students and the clients. The students view their activities as working with individuals in need and not just working to serve them because they are both gaining from the experience.

Ernest Boyer’s (1994) vision of the “New American College” incorporated faculty working collaboratively with community partners to provide students with experiences that connect classroom ideas with real life experiences. Service-learning has this potential when faculty and community partners work together to merge academic goals with service through reflective, active learning. The following text explains the implementation and evaluation of a service-learning project in one college course.

The Setting

The human ecology department faculty at the State University of New York (SUNY) College at Oneonta added a service-learning component to the Consumer Resource Management 150 (CONS 150) course to promote service-learning and foster students’ collaborative skills. The faculty sought a forum where all human ecology majors—child development and family studies, dietetics, food service and restaurant administration, textiles and apparel, and family and consumer sciences education—would participate in a service-learning activity. All human ecology majors were required to complete the course and occasionally a student majoring in business would enroll. Typically two sections of the course were offered; each section had approximately 40-45 students. The course has no prerequisites and most students were in their first or second year at the university.

The service-learning activity was incorporated into this specific course by curriculum infusion (Wilmer &Anderson, 1994); it was a required assignment. Students focused on the service and the academic component of resource management when planning, implementing, and evaluating an activity. The academic component was designed to help students understand resource management by going through the process within the group and then analyzing the group’s service-learning project.

The activity was designed with the belief that resource management consists of meeting goals and dealing with the unexpected while using the available resources (both human and material). A good deal of resource management was carried out within groups, whether they were within a family, household, or the workplace.

The activity was not volunteer work but meaningful service and provided the students with ownership of some presentation, activity, or project. Examples of some of the completed service-learning projects include: after-school programs for preschool, elementary, middle, and secondary schools; survey developed and administered for Habitat for Humanity; programs presented to preschool, elementary, middle and secondary students; special activities and meals for nursing home residents; food and clothing drives for local agencies; blood drive with American Red Cross; fashion shows; cookbook developed for elderly residents; and recycling projects.

Implementation

The service-learning assignment was designed using Duckenfield and Wright’s (1995) stage model for service-learning—preparation, action, reflection, and celebration. The following text defines and highlights the activities in each stage:

Preparation – The preparation stage included all the learning experiences prior to the actual service. In class, the students were given an extensive packet that outlined the assignment, objectives, requirements, grading procedure (Table 1), and due dates. The class members self-selected groups, 3 or 4 individuals, and were responsible for contacting their community partner.

To help students gain an understanding of potential activities, past service-learning activities and community partners were identified. A letter was included in the student packet that explained the project goals and the partners’ roles and responsibilities regarding the program. Students distributed this letter to the agency personnel; however many agencies and schools had sponsored past projects and had an understanding of the assignment.

Table 1. Final Project Grading Sheet

Group members and tentative plan listed		_____/2
Overview of completed project		_____/5
Revisions and reasons		_____/5
Actual sequence of events/tasks completed		_____/5
Summary of resources		_____/5
Summary of knowledge members brought to group		_____/5
Summary of time spent		_____/3
Evaluation of project
	satisfaction/dissatisfaction	_____/5
	objectives met/reflection	_____/5
Minus points for readability (Organization, grammar)		_____/10
Minus points if references used but not cited or letter from agency not included or agency person did not contact instructor		_____/10
Final Report		_____/40
Individual Activities
Planning and implementing		_____/20
Group Participation		_____/15
Group Presentation		_____/5
Individual Evaluation/time sheet/time log		_____/5
TOTAL		_____/85

Because some service-learning activities required students to use personal transportation, potential legal issues need to be addressed. Fortunately, SUNY College at Oneonta has an outstanding Center for Social Responsibility and Community that promotes service-learning and records student service activities. The Center’s staff provided service-learning orientation for classes; including a discussion of students’ responsibilities, signing of a transportation liability waiver (mandatory), and activation of the student’s service record (students may request that their record of service be sent to potential employers). If a student misses the class orientation, the student must make arrangement to attend an orientation (held by the Center) and sign the waiver.

The student group activities in the implementation stage included the following: (a) contact the agency; (b) discuss potential activities; (c) decide on an activity; and (d) hand in a tentative activity plan. This plan included the agency’s name and address, a description of the proposed activity, a time line that included planning and implementation times/dates, individual assignments, a list of materials needed and a plan to get materials, resource/reference list, and an evaluation plan—how the group would determine if the project was a success. This tentative activity plan was due early in the semester so groups had time to communicate with the agency staff and alter activities if needed.

Action – The action stage included the service itself. Activities varied greatly but students were required to complete 12-15 hours and maintain a time log (Table 2).

Table 2. Example of Time Log

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Date – Sept 15
1:00 - 1:45 p.m.	Attended Center for Social Responsibility presentation during class period. (Class period ended at 1:45)
Date - September 20
3:30 - 4:15 p.m.	Met with group to pick an idea for our project. Finally picked what we might want to do for project; discussed who was going contact agency and when.

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Reflection – The reflection stage provided students an opportunity to think critically and analytically about their service-learning activities. Students turned in their time logs and a final group report. This report addressed specific evaluative questions such as how the group met timeline dates and dealt with conflicts/unplanned events. Independently, group members handed in an individual evaluation (Table 3). This evaluation was turned in separately from the group report in an effort to promote honest responses from the group members. In addition, agency personnel shared their impressions about the activities with the students and provided the instructor with either a written or oral evaluation.

Individual Evaluation - The individual evaluation was a short, but necessary, document that allowed you an opportunity to evaluate the way in which groups worked together.

Table 3. Individual Evaluation Questions

1. How were the group decisions made?
2. What was the power structure within the group? Did someone act as a coordinator for scheduling meetings?
3. How satisfied were you, personally, with the group’s decision-making process?
4. How were task allocated?
5. Were tasks allocated equally?
6. Did you personally see any problems with the distribution of work? If so, what was the problem(s)?
7. How do you think the group functioned as a whole?
8. What do you feel you contributed to the group?
9. How satisfied are you with your contribution to the group?

Most students had very successful activities. Most final reports were very organized and included all the documentation and requested materials. Low grades were recorded when students did not meet timeline guidelines, exhibited limited understanding of resource management, lacked the minimum hours, and displayed a poor distribution of workload. Student grades varied because the entire group was not penalized if a group member did not turn in a time log or evaluation, meet time requirements, or participate fully in the activity. For example, some student logs, individual evaluations, and responses from agency personnel indicated that one individual was less involved and may not have met minimum time commitments. This student received a lower mark than others in the group.

Celebration – In the celebration stage, the students’ contribution and work were recognized. At the end of the semester, each group provided a brief oral report about its service-learning activity. The members discussed the positive aspects of the activity as well as the challenges the group faced and reflected on how the activity could be improved. Typically, students were very proud of their activities and displayed videos, pictures, handouts, and posters to help explain their projects.

Evaluation

A survey (Table 4) was developed that had students respond to a list of ten knowledge/skill statements. The students also had an opportunity to write comments about the activity. A post/pretest design was used to help eliminate “response-shift bias” in which participants inaccurately assess their knowledge level before a program but are unable to correct their assessment at the end of the program (Rockwell & Kohn, 1989). A T-test was used to compare the mean scores for the ten-post/pretest items. Comment responses were summarized and reviewed.

Seventy-nine students out of the eighty-nine students enrolled in the course (88 percent) completed the survey. Although all the post-test means were larger than the pretest means only question number 9, I demonstrated flexibility when working within groups, and question number 10, I met due dates of assignments, were significant (alpha at .05).

Table 4. Service-Learning Evaluation Survey

Before Service- Learning Project	Consumer Resource Management 150 Service-Learning Program Evaluation 1 2 3 4 5 strongly agree agree neutral disagree strongly disagree	After Service- Learning Project
1 2 3 4 5	I was confident with my oral communication skills	1 2 3 4 5
1 2 3 4 5	I was confident with my writing skills.	1 2 3 4 5
1 2 3 4 5	I was confident with my skills working within groups.	1 2 3 4 5
1 2 3 4 5	I was aware of resources in the Oneonta community.	1 2 3 4 5
1 2 3 4 5	I was confident with my resource management skills.	1 2 3 4 5
1 2 3 4 5	I had positive organizational skills.	1 2 3 4 5
1 2 3 4 5	I dealt with challenges in positive ways.	1 2 3 4 5
1 2 3 4 5	I recognized the need to be flexible with group work.	1 2 3 4 5
1 2 3 4 5	I demonstrated flexibility when working within groups.	1 2 3 4 5
1 2 3 4 5	I met due dates of assignments.	1 2 3 4 5

Comments about service-learning project:

Student comments, overall, were very positive. The following comments expressed satisfaction with the service-learning activity. Several students liked the project because of the community connections developed. Others suggested that their communication skills and their group work skills had improved.

I felt the service-learning project was a good way to bring O-State students and the surrounding communities together. I feel that the project was worthwhile and helped me out with communication skills and group “flexibility” as well.

I really enjoyed doing the service-learning project. I think that is a great way to get students involved in the community and in the spirit of being helpful to others.

I enjoyed working hands-on with people. It was a project that well prepares you for the world.

The service-learning project was a great experience. I learned how to effectively work in a group, share ideas, and be a good communicator.

I thought it was a really good idea. It got us to interact with other people not on campus. It helped us become involved in the community.

Not all the student comments were positive. Dissatisfaction regarding the activity seemed to be centered on level of the workload.

It was hard to work with people who did nothing in the project.

I think that it’s a worthwhile project, but all of the group members need to try equally as hard.

The project altogether was a good experience but I regret not being involved enough and working within the group more.

And one student did not connect with the activity. Fortunately, he/she learned about community resources.

I really didn’t see a particular point to it. I didn’t learn anything from it that I didn’t know already except for the resources available within the community.

Summary

The service-learning activity did have positive outcomes on student learning especially in developing group work skills and students’ commitment to meeting deadlines. The development of civic responsibility was not explicitly listed on the survey but the students’ comments suggested that the activity provided positive interaction between the students and members of the community. Future surveys should focus on this topic.

The inequity of work distribution among group members seemed to be an issue for some groups. Faculty could increase monitoring of individual efforts by requiring time logs to be handed in several times throughout the semester. Faculty might hold meetings with groups and monitor individual efforts.

The results of the survey were encouraging. Service-learning activities provided students an opportunity to increase group skills and test new knowledge in a practical setting. This article provides one model for integrating a service-learning activity into a course curriculum and involving students in the community.

Implications

Many elementary, secondary, and higher learning institutions have adopted policies that require service-learning activities in the curriculum. As our educational systems, and our society, continue to shift to performance-based assessment, more school systems should consider service-learning activities as a means to provide students with real-life experiences. This study demonstrated that service-learning activities increases students’ abilities to work within a group and may have the potential to increase students’ civic participation.

References

Barber, B. (1992). An aristocracy of everyone. NY: Ballantine Books.

Brown, M., & Paolucci, B. (1970) Home economics: A definition. Washington, DC: American Home Economics Association.

Boyer, E. (1994, March 9). Creating the new American college. The Chronicle of Higher Education.

Cibulka, J., & Kritec, W. (1996). Coordination among school, families, and communities: Prospects for Educational Reform. Albany, NY: State University of New York Press.

Dewey, J. (1939). Experience and education. NY: Macmillan Company.

Duckenfield, M., & Wright, J. (editors). (1995). Pocket guide to service-learning. Clemson, SC: Nations Dropout Prevention Center.

Lisman, D. (1998). Toward a civil society: Civic literacy and service-learning. Westport CT: Bergin & Garvey.

Madden, S. (2000). Service-learning across the curriculum: Case applications in higher education. Lanham, MD: University Press of America.

Rhoad, R. (1997). Community service and higher learning: Explorations of the caring self. Albany, NY: State University of New York Press.

Rockwell, S., & Kohn, H. (1989). Post-then pre evaluation. Journal of Extension, (Summer, 37-39.

Wilmer, J., & Anderson, C. (1994). How to establish a high school service-learning program, Alexandra, VA: Association for Supervision and Curriculum Development.