Service-Learning at BCC: The Basics

WHAT IS SERVICE-LEARNING?

Service-learning at BCC is a program that matches students with community needs, related to their courses and interests. Faculty members offer the service-learning option in their courses, allowing students to contribute their skills, talents and time to address a wide range of human and societal needs. The program’s philosophy emphasizes active, engaged learning, with the broad goals of active citizenship, community involvement, social responsibility and lifelong learning.

What is the difference between community service and service-learning?

There are many community service activities at BCC. Community service can be any volunteer activity undertaken by individuals or student clubs. A commonly used definition is that community service is unpaid work which improves the quality of life of those being served, of those serving, and ultimately, the community at large.

Service-learning integrates community service into courses. Participants carefully examine or reflect upon the meaning of their service. This synthesis offers benefits that far exceed what service or learning offer separately. Students who perform service as part of their course work can see the connection between their work and the underlying issues behind the social problems being addressed. When service is used as the basis for critical reflection, students better understand their roles and responsibilities as citizens. Academic credit is awarded for learning derived from the experience, not the experience itself, and the journals and sessions are used to assess knowledge, understanding and insight gained during the service experience.

Program Guidelines

Service learning opportunities are offered in four different ways at Berkshire Community College:

• as a mandatory part of a course
• as an option in lieu of another assignment
• as an extra credit option
• as an honors option

What are the procedures for student participants to follow?

1. Students learn about service-learning options from their professors or from presentations by service-learning staff.


2. BCC instructor encourages students to consider a service learning placement and sets clear learning goals for students in that class.


3. Student calls to meet with agency supervisor prior to discuss responsibilities of the volunteer position and how they relate to learning goals.


4. Student completes a service-learning contract that outlines placement responsibilities and learning goals.


5. Student performs at least 15 hours of service a semester, (1-2 hours a week).


6. Student does reflective work throughout the semester in order to process experiences at service site and to build a framework that places service in the context of course content.


7. Hours are recorded, signed off by supervisor and returned to the professor.


8. Student plans ending date for service, notifies Supervisor, and thanks staff.

How does service-learning benefit student participants?

Students:

• "reality test" course content; apply course concepts to concrete issues
• cultivate the habit of critical reflection upon experience
• assume civic responsibility while providing needed community service
• obtain a deeper understanding of complex social issues
• learn to understand and respect cultural differences
• realize your lives do make a difference
• increase competency by using social and technical skills in the work world
• test career choices
• gain experience you can add to your resume

What are the responsibilities of each partner in the service experience?

Students:

1. Follow previously described step-by-step procedures.
2. Complete requirements: minimum of 15 hours for duration of the program.
3. Fulfill all academic assignment requirements.
4. Report any problems immediately to your professor or the service learning office.
5. Adhere to all regulations and procedures of the agency or organization.
6. Understand that their work performance will enhance--or diminish--opportunities for other BCC students.
7. Maintain confidentiality of names/situations of persons you work with at your agency.
8. Report to your agency site at your scheduled times.

1. Discuss with staff and students the learning goals of the service option in each course offering.
2. Suggest permitted sites for specific course.

Examples:
• A Sociology professor may choose to permit service options in a wide variety of organizations in order to introduce students to service.
• A Spanish professor might encourage placements at one or several schools in Spanish classes or with one organization that works with newly arrived Spanish-speaking immigrants.
3. Relay information that students provide about problems or successes with placement as appropriate.
4. Include service-learning option in course syllabus or provide a service-learning briefing sheet.
5. Deliver a brief presentation to class at start of semester.
6. Sign the student’s service-learning contract.
7. Give academic assignment: journal, log, paper, interviews which include reflection component.
8. Assess student learning through journals, discussions and supervisor evaluations.

1. Provide appropriate training in responsibilities, regulations and procedures of organization.
2. Monitor the work of student.
3. Evaluate student performance for faculty use in assessment of learning.
4. Provide safe facilities for students.
5. Provide an environment of sound professional ethics.
6. Share mission and goals of agency with students.

Service-Learning Staff*

1. Develop appropriate positions in wide variety of organizations and agencies. Maintain resource file of position and agency requirements.
2. Refer professors to appropriate positions.
3. Hold orientation sessions.
4. Address as many student and agency problems as staffing permits.
5. Provide binders to faculty that contain necessary information and forms and maintain program records.