Community Learning

Courses and Projects

LaToya D. Hemphill
CUR/516
March 16, 2015
Dr. Shirley Burnett

Phase I
Course Description

This course is designed to provide students service-learning opportunities through

both individual projects and in conjunction with other established academic college
courses. Students will be provided guidance about organizations that exist, and how
their personal skills, talents, and academic knowledge can be a service to the greater
community. Students will commit a minimum of 30 clock hours with a community
organization, that will allow them to apply the knowledge gained from their previous
and current academic courses to impact their own positive change in the community.
This course is offered each semester.

Target Audience

The course is aimed at new and current students, enrolled either full-time or part-time
at Northwest Valley Community College. The course is open to students in all majors,
and allows them the option of creating an independent project, or working within the
scope of a course they are currently enrolled.

CUR/516 - Phase I

Delivery Modality/Length of Course

All students will take part in an Introduction to Service-Learning session, to provide them
knowledge regarding the purpose of the course, the requirements that they must meet to receive
credit, and complete certain paperwork pertaining to their participation in service-learning.
Students attempting service-learning in conjunction with another academic course will be responsible for
adhering to the objectives of the specific course along with the service-learning objectives.
Students receiving credit through an independent project will meet will meet with the Community Learning
course instructor either individually or with other students enrolled in independent projects to review the
course requirements, and adhere solely to the Community Learning course objectives.

Students enrolled in independent projects will be charged with contacting a viable non-profit
organization, and explaining the purpose of their project and establishing a schedule with the
organization that will allow the student to complete the 30-hour service-learning requirement.
Students pursuing Community Learning credit in conjunction with another academic course will be
provided information regarding the community organization they will be working with through their
primary instructor.
CUR/516 - Phase I

Delivery Modality/Length of Course

(continued)

Independent project students will work individually with the designated Community Learning
instructor to establish the best community partnership related to their skills and interest.
Instructors of academic courses incorporating service-learning will lead students in a
reflective discussion, with assistance from the Community Learning instructor.
The reflective discussion will be held during the final week of the semester of enrollment.

The Community Learning instructor will lead the reflective discussions for all students
participating through the independent project option.
The independent reflective discussions will be held on two separate days during the final week of the
semester of enrollment to accommodate for student schedule conflicts.

All instructor led reflective discussions will allow the students the opportunity to elaborate on
their personal experiences and the skills they were able to utilize or acquire during their
community engagement experience.

CUR/516 - Phase I

Delivery Modality/Length of Course

(continued)

Both the independent project and academic courses will be taught over the course of a
semester (16 weeks).
Academic courses incorporating service-learning will work within the timeline of their
individual course syllabi with periodic check-ins throughout the semester.
The Community Learning course will meet two days per week, incorporating article
readings, and the social media application Facebook.

CUR/516 - Phase I

Training Goals

1. To offer Northwest Valley Community College students opportunities to incorporate

classroom knowledge into the community.
2. To offer students opportunities to increase their understanding of local community
organizations, and the role they can play in the community.
3. To provide students with opportunities to incorporate their acquired and inherent skills
and knowledge into real-life situations.
4. To encourage civic engagement amongst Northwest Valley Community College
students

CUR/516 - Phase I

Phase II
Learning Objective Overview

The inclusion of community learning courses and opportunities will be in accordance with
the Northwest Valley Community College mission (2011) of providing a rich academic
environment by further promoting intellectual, cultural, technological, and life-long
learning to the needs of the community.

Northwest Valley Community College. (2011). Mission Statement. Retrieved from https://ecampus.phoenix.edu/secure/aapd/CIST/VOP/Education/NVCC/about.asp

Objective Goals/Explanations

Goal #1: To offer Northwest Valley Community College students opportunities to

incorporate classroom knowledge into the community.
Objective: (C) Given the opportunity to work with an established nonprofit organization in
the local community, (A) the student, (B) will utilize their knowledge learned in courses, and
(D) incorporated their skills over the span of a semester totaling 30 hours.

Goal #2: To offer students opportunities to increase their understanding of local

community organizations, and the role they play in the community.
Objective: (C) Given the option of community-based learning, (A) the student, (B) will
commit to a community organization that they care about (D) through an independent project
or in conjunction with academic course work.

CUR/516 - Phase II

Objective Goals/Explanations
Goal #3: To provide students with opportunities to incorporate their acquired and
inherent skills and knowledge into real-life situations.
Objective: (A) The student, (B) will be empowered to investigate and provide solutions to
social problems (C) by working within the mission guidelines of their chosen community
organization (D) for the betterment of all residents in a particular community.

Goal #4: To encourage civic engagement amongst Northwest Valley Community

College students.
Objective: (C) Given the opportunity to work in tandem with and for people of different
backgrounds (ethnic, socioeconomic, etc.) then themselves, (A) the student, (B) will be
provided with chances to grow personally (D) by learning and teaching skills to make positive
change to the community and the world.

CUR/516 - Phase II

Explanation of Objectives
The Wisconsin Department of Public Instruction (2015) describes service-learning as a
teaching and learning methodology which fosters civic responsibility and applies
classroom learning through meaningful service to the community. Students are
immersed in this concept of learning when it is naturally woven into curriculum and
fosters interaction with the community outside of the classroom. Through servicelearning, participants are offered a more well-rounded view of both the community in
which they live, their skills (both interpersonal and academic), and how their skills can
effect positive change.

Wisconsin Department of Public Instruction. (2015). Service-Learning Definition and

CUR/516 - Phase II

Philosophy. Retrieved from http://sl.dpi.wi.gov/sl_sldppage

Explanation of Objectives

(continued)

The Wisconsin Department of Public Instruction (2015) describes service-learning as a

teaching and learning methodology which fosters civic responsibility and applies classroom
learning through meaningful service to the community. Students are immersed in this
concept of learning when it is naturally woven into curriculum and fosters interaction with
the community outside of the classroom. Through service-learning, participants are offered
a more well-rounded view of both the community in which they live, their skills (both
interpersonal and academic), and how their skills can effect positive change.
Instructional strategies that will occur include:
Lecture
Discussion
Collaborative Learning
Reflection

CUR/516 - Phase II

Instructional Strategies and

Activities
Lecture: Lecture components will be in place for both academic and independent project
options.
Lecture will be incorporated at both the beginning and the end of both service-learning options, to
provide base information on what service-learning is, and how it related to both their academics/skills
and the community. Additional time will be allotted for academic courses.

Discussion: For students participating in service-learning through an academic course,

there will be discussions tied to weekly assignments.
Collaborative Learning: The incorporation of this strategy will allow all students the
opportunity to discuss their individual experiences and provide examples of how they were
able to incorporate their academic content/skills, and also their personal feelings on the
experience with their peers.
Reflection: Along with collaborative discussions, all service-learning participants will be
charged with chronicling their activities, so that they have the opportunity for deeper
connection to their experiences
CUR/516 - Phase II

Instructional Technologies
PowerPoint
This format will be used by the instructor during the introduction phase of the selected service-learning option
(course or independent project), and in conjunction with lectures.
Students can also use this format in their reporting of their experiences during the reflective phase of the
course/project.

Assigned discussion questions (in class and/or out-of-class)

Based on the course content of the week, students may be assigned an in class discussion question, or a take
home assignment related to their thoughts on civic engagement.

Video
Video clips may be shown relating to a service-learning topic for the purpose of evoking class discussion.

Facebook
The creation of a specific Facebook group can be created to encourage outside class conversation surrounding
service-learning.
The instructor may incorporate this format as a way to keep students actively participating outside of class by
posting a question, and offering incentive based on the response that gets the most Likes.
CUR/516 - Phase II

Phase III
Course Length

The timeline for implementation of instruction for Northwest Valley Community

College, is in accordance with the schools current breakdown of their academic
program core curriculum. For academic courses being implemented with a servicelearning component, the courses will take place at their regularly scheduled days and
times based on the colleges approved academic catalogue. All service learning
options will take place over the duration of approximately 15 weeks of the semester,
allowing for all participants to complete the minimum 30 hours of community
engagement. All courses will consist of an introduction session and a group reflection
at the end of the course.

Course Timeline
Week 1: Service-Learning Introduction
Define what service-learning is and is not.
Review regulations for receiving credit.
Have participants complete initial service-learning paperwork
Agreement of student understanding
Waiver of liability
General assessment and information sheet

Week 2-14:
Students will take part in discussions related to general civic engagement and the specific community
involvement location.
Students should be finishing up their required 30 hours within week 14.

Week 15: The final week of the semester is dedicated to reflection of the service-learning experience.
Facilitated with the individuals instructors, students will take part in a group discussion of their experiences, and
their overall feelings about service-learning.
Students are also required to submit their journals, assessing their time with their designated community partner.

CUR/516 - Phase III

Course Participants

Individuals involved in the implementation of the course include:

Academic course(s) facilitator
Primary contact regarding issues students may encounter with their service-learning.

Students
College administrators
President
Provost
Registrar
To assist in facilitating that students participating in independent service-learning projects are enrolled correctly .

CUR/516 - Phase III

Course Resources
All Service-Learning options will adhere to the same standard service-learning paperwork.
Student Information Sheet/Pre-Program Service-Learning Assessment
Student Contract by signing this form the student agrees to the terms of service-learning, with regard to
the community organization being an established non-profit, and their understanding that they must complete
a minimum of 30 hours at their chosen location.
Waiver of Liability establishes parameters for with the student as to what they can and can not take part in
at their service-learning location, for their personal safety and security.
Timesheet carbon copy timesheet for students to keep track of the days they serve, and the time engaged.
Community Evaluation Form used to assess the students overall involvement from the perspective of their
designated community supervisor.
Student Reflection Assessment prompted by thought provoking questions, students are responsible for
writing at minimum a 2-3 page reflective paper on their service-learning experience.
Post-Program Evaluation designed as a rating system, the student rates their own personal change post
service-learning (on a 1 to 5 scale).
Students also rate their overall experience of instruction and the service-learning program, and are provided the
opportunity to expound on all sections outside of the rating system.
CUR/516 - Phase III

Course Resources

(continued)

Academic Courses with Service-Learning Component

Standard pre and post service-learning paperwork
All other materials are provided with each approved academic course based on its core content

Service-Learning Course
Standard pre and post service-learning paperwork
The service-learning course will incorporate readings from Everyone Helps, Everyone Wins (Levinson,
2010).
Additional readings may be provided to students depending on the topic of discussion.
Creation of a course specific Facebook group for the purpose of continued discussion outside of the
classroom.
o Utilization of this social media format has shown to encourage more in-depth student conversations from students
that are apprehensive to speak in class (Wolfman-Arent, 2014).

Independent Service-Learning Project

Standard pre and post service-learning paperwork
Each student will receive a Service-Learning Guide & Journal for Higher Education (Schoenfeld, 2004).
CUR/516 - Phase III

Course Implementation

Students will have the opportunity to choose which method of service-learning emersion they
plan to pursue during open enrollment for the semester in which they plan to participate.
During the students meetings with their academic advisor, they can discuss which option they
find most appealing, and that works best with their overall academic schedule.
During the first week of the academic semester, students participating in their chosen servicelearning format will take part in the required introduction session that pertains to their choice.
In conjunction with the introduction session, students will at minimum also be administered the
first two portions of service-learning paperwork. (Students enrolled in service-learning through
an academic course may have an established service component, and
Pre-program service-learning assessment
Student contract

CUR/516 - Phase III

Course Implementation

(continued)

Students enrolled in the service-learning course, or creating a service-learning project will

be required to choose a service-learning partnership by their second week of the semester.
Most academic courses with an attached service-learning component should also have their
established service site by the second week.

The waiver of liability will be completed once the service site is chosen.

Students specifically enrolled in the service-learning project option will also receive their
individual service-learning guide and journal.
All students will be required to participate in a mandatory reflective session in conjunction
with completing their written assessment of their service-learning experience.

CUR/516 - Phase III

Course Assessments
The pre-program assessment, will primarily being used to keep record of how many
students are enrolled in a service-learning, and what option, it does provide a portion of the
form for the students to give their opinions on what they perceive service-learning to be.
The service-learning assessment, while already populated with open-ended questions
related to service-learning, provides the student with the opportunity to expound on their
experience, and also make comparisons between their understanding of service-learning
from a before and after perspective.
The post-program survey will provide the instructor with a more measurable format of the
students experience. Through this assessment, the instructor will be able to not only
determine if the student met the objectives of the course, but also determines if the
community sites the students worked with are reputable, and if any changes need to be
made in the community relationships.

CUR/516 - Phase III

Phase IV
Course Outcomes
At the end of the semester, the participating service-learning students will have had
the opportunity to utilize their academic knowledge and skills within a real world
environment simultaneously with what they are being taught in their learning
environments.
Through the reflective piece of the service-learning requirement, each student will be
able to verbalize their feelings about their experiences.
The students overall feelings about their experience will vary, but all students will
come away from the service-learning opportunity with a broader view of what civic
engagement is, and how they can incorporate their academic skills into helping their
community.

Course Evaluations
The service-learning assessment will consist of the following questions:
1. What is the nature of your service-learning opportunity, and how will your participation
benefit the local community?
2. What personal and/or academic skills and abilities do you have that you used to serve the
local community through your service-learning experience? What skills/abilities did you
acquire?
3. What activities, events or conversations during your service-learning opportunity helped you
understand the greater needs of others in the local community?
4. How has your service-learning opportunity influenced your opinion of civic responsibility?
5. Do you see yourself continuing to serve at your current community location or others in the
future? Through what opportunities will you continue to serve?

CUR/516 - Phase IV

Course Implementation
How will course plan be communicated?
Upon approval, the course will be advertised in the colleges course catalogue for the academic year.
Faculty will be invited to attend a Lunch and Learn session to provide information for those that act as
academic advisors, and also for those that would like to attached service-learning to their established
academic course.

How will interest and commitment be build?

A stipulation of the course approval, establishes that the service-learning will be a requirement of
graduation moving forward.
Announcements of the new service-learning course and opportunities will also be advertised around
campus and in the Registrar's office.

How will participants be selected?

Participation is open to all officially enrolled students, both full-time and part-time.

CUR/516 - Phase IV

References
Northwest Valley Community College. (2011). Mission Statement. Retrieved from
https://ecampus.phoenix.edu/secure/aapd/CIST/VOP/Education/NVCC/about.asp
Schoenfeld, R. (2004). Service-Learning Guide & Journal: Higher Education Edition.
Retrieved from http://www.servicelearninghighered.com/
Wolfman-Arent, A. (2014, August 5). Why This Professor Is Encouraging Facebook Use
in His Classroom. The Chronicle of Higher Education. Retrieved from http://
chronicle.com/blogs/wiredcampus/why-this-professor-is-encouraging-facebook-use-in-h
is-classroom/54223
Wisconsin Department of Public Instruction. (2015). Service-Learning Definition and
Philosophy. Retrieved from http://sl.dpi.wi.gov/sl_sldppage

CUR/516 Community Learning Courses and Projects