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Corporate Social

Responsibility and
Governance

Session 2

SERVICE LEARNING
* experiential or action-learning
* a method by w/c people learn and
develop through active
participation in thoughtfullyorganized service experiences
that...

* meets actual community needs.


* in collaboration with the school and
community.
* provides structured time for a
person to think, talk, and write
about what he/she did and saw
during the actual service activity
(Sawyer, 1991).

* provides people the opportunities


to use newly acquired academic
skills and knowledge in real life
situations in their own
communities.
* enhances what is taught in school
by extending student learning
beyond the classroom.

* Learning by doing must be


performed in combination with
critical reflection on experience.
* helps to foster the development of
a sense of caring for others.

Service Learning Components

personal
insight

understanding
social issues

application
of skills

Guiding Principles
1. Students should have a voice in the
nature of their involvement.
2. Service projects should address real
community need in a manner
agreed upon by stakeholders
3. SL project should include scheduled
time for group planning and
reflection before, during and after.

4) Service should be integrated into the


curriculum.
5) Service projects should both affirm and
expand a sense of the community and the
cultural ideas of the server and the
recipient of the service.
6) Specific student and community goals
should be developed to guide
implementation and to enable assessment
to be an integral part of the program.

Brainstorm

STEPS

Focus
Implement
Evaluate
Reflect

Factors for a Successful SL


1. Careful planning
2. Placements should be reviewed.
3. Need for an involved volunteer
coordinator in ensuring that
placements are good for both
students and the agency.

4. Providing time for and


encouragement of reflection is
critical.
5. Perhaps most important is
providing opportunities for
students to discuss challenges
and rewards of their service
experience and to get and give
advice and encouragement.

Service learning activities are


extremely diverse:

homeless shelters / day-care centers


promote recycling efforts
tutorial services
music and arts classes / sports & recreation
entrepreneurial training
capability building for NGOs
rummage sale, etc.

Examples of Service Learning


Projects Related to Business
Course Content
Entrepreneurship/strategy - students
develop business plans for projects to
benefit low-income communities.
Management - students assist in the start-up
of a new business.
Economics - students develop and teach an
economics seminar for middle/high school
students.

Management information systems - students


create a web site for a small business; track
clients for an area agency.
Accounting - students document and analyze
operational procedures (purchasing,
accounts payable, payroll, etc.) for
participating organizations.
Computer applications - students design web
pages for NGOs

Reflection - a process by which servicelearners think critically about their experiences.

Getting Learning Out of Serving


"Experience is not what happens
to a man; it is what a man does
with what happened to him."
- Aldous Huxley

Journal

Writing Process

What is a journal?
a record of meaningful events, thoughts,

feelings, interpretations and ideas.

In this class your journal will be


focused in two areas:
Your service experiences and the

learning you gain from the experience


Your class reading/lectures/discussions
and the insights/reactions from these
activities

Journal is not a diary only.


Entries / events you experienced and their
effects as springboards
Delving beyond the experiences, events
and emotions to discover what more
essential teachings life holds for you.

Why must you keep a Service-Learning


Journal?
1. To practice the writing process
2. To analyze service situations
3. To articulate your own reactions to
your service experience
4. To record the learning you gain &
document progress toward
learning objective
5. To develop recommendations for
action or change

What Should I Write in My Journal?


Use the journal as a time to meditate
on what you've seen, felt, and
experienced, and which aspects of the
volunteer experience continues to
excite, trouble, impress, or unnerve
you.
Honesty as the most important

ingredient
Not a work log of tasks, events, times
and dates.

- Write freely.
Grammar/spelling should not be stressed
in your writing until the final draft.

- Write an entry after each visit.


(If you can't write a full entry, jot down
random thoughts, images ,etc. which you
can come back to a day or two later and
expand on.)

Structuring Your Journal Entries


1. FACTS What happened? What did you see?
What did you do?
2. INTERPRETATION What stood out this week?
Comments & reactions? Where could this be
coming from? What assumptions on your part
affected your observations?
3. CONNECTION TO CLASS How can you apply
what you are learning in class to better
understand your experience? Identify 2 or 3 links
between Class material & service experience

The Three Levels of Reflection


1. Journal Writing as a Mirror
(Reflection of the Self)
Who am I? What are my values?
What have I learned about myself
through this experience?
Do I have more/less understanding or
empathy than I did before volunteering?

In what ways, if any, has your sense of self,


your values, your sense of "community,"
your willingness to serve others, and your
self-confidence/self-esteem been impacted
or altered through this experience?
Have your motivations for volunteering
changed?
In what ways? How has this experience
challenged stereotypes or prejudices you
have/had?

Any realizations, insights, or especially


strong lessons learned or half-glimpsed?
Will these experiences change the way you
act or think in the future?
Have you given enough, opened up
enough, cared enough? How have you
challenged yourself, your ideals, your
philosophies, your concept of life or of the
way you live?

2. The Microscope (Making small


experience large)
- What happened? Describe your
experience.
-What would you change about this
situation if you were in charge?
-What have you learned about this
agency, these people, or the
community?

Was there a moment of failure,


success, indecision, doubt, humor,
frustration, happiness, sadness?
Do you feel your actions had any
impact?
What more needs to be done?

Does this experience compliment or


contrast with what you're learning in
class? How?
Has learning through experience taught
you more, less, or the same as the class?
In what ways?

3. The Binoculars (Makes what appears


distant, appear closer)

- From your service experience, are you able

to identify any underlying or overarching


issues which influence the problem?
- What could be done to change the
situation? How will this alter your future
behaviors/attitudes/and career?

How is the issue/agency you're serving


impacted by what is going on in the
larger political/social sphere?
- What does the future hold? What can
be done?

Organizational Entries
How did you go about looking for a SL

project?
What were some of the options you
considered?
What was the basis for selecting or rejecting
the options?
How do you feel about been asked to do SL?

Reflective Questions
What do you think and feel while you work

there?
What are you learning about yourself?
Does this experience confirm or challenge
your personal values?
What about your sense of community and
sense of service?

Reflective Questions
Do you think your actions had any impact?
What more needs to be done?
What would you change in this situation?
How have you changed?

Integrative Questions
Think about SL experience in relation to some

of the themes addressed in class. Make


specific references in these entries to ideas
presented in your readings.
What was the one ah-ha moment in class
when it all made sense?
What further research, reading, and exploration
do I want to do with the issues presented?

The projects biggest success was in


moving the hearts of students.
Sometimes, minds were changed as
well, not by promoting a particular set
of beliefs, but by a broadened
exposure to the world in which we live.

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