Encouraging Civic Engagement

Developing opportunities for civic engagement of various kinds is an important—and growing—trend in American universities. “Findings from … studies of service-learning suggest that the engagement of students in service activities that are integrated into the academic curriculum can increase student learning, increase students' motivation toward school, build students' awareness of the society around them, provide opportunities for students to explore career options, build students' self-concept and self-esteem, and foster collaboration and unity among students of different races, ethnicities, and beliefs.” (Introduction to the Service Learning Research and Development Center).

Following is a summary of the general outline issues one should consider when introducing a service learning component into a course. (Tools for Teaching, manuscript of second edition 2007, by Barbara Gross Davis, to be published by Jossey Bass)

Organizing a Service Learning Opportunity

• Become familiar with the service setting before placing or sending students.
• Identify a specific project or set of activities for students to undertake.
• Take into account the developmental phases of a student’s field experience.
• Pay attention to the school calendar.
• Be aware of legal issues.
• Create written agreements that clarify roles and responsibilities.
• Anticipate the needs of students with disabilities.

Students’ Roles

• Clarify students’ roles.
• Prepare students for service learning.
• Assess the knowledge and skills students bring to the project.
• Make assessment of need an integral part of the student’s role in service learning.
• Require students to reflect continually and critically on what they are learning.

Faculty Role

• Give adequate guidance.
• Discuss academic integrity.
• Give students incremental assignments.
• Point students to the relevant literature.
• Keep in touch with field or service supervisors.
• Monitor student performance.
• Provide time for students to discuss their service.
• Develop contingency plans.

Evaluation of Students

• Evaluate students’ academic work, not the field experience itself.
  
• Emphasize self-reflection in evaluating service learning.
• Evaluate students’ learning in more than one way.
• Check in with supervisors after service is completed.

National Service Learning Clearinghouse
An excellent resource for all kinds of information about service learning, including sample syllabi from around the country and in a variety of disciplines.

Service-Learning Course Criteria at the University of California, Berkeley [pdf]
“This matrix categorizes service-learning experiences at UC Berkeley based on a number of factors, including whether the experience is driven by the service or learning components, who leads the experiences, who reviews and approves the academic component, and which campus unit is responsible. The three types of service-learning experiences at UC Berkeley are also described.”

Criteria for Service-Learning Course Review at UC Berkeley [pdf]
“Provides details of a process at UC Berkeley that was designed to ensure that all activities defined as service-learning meet a set of minimum standards for academic rigor.Three broad criteria are described, along with a description of what isn't service-learning. Finally, descriptions of different types of service-learning at UC Berkeley are included.”

“Civic Engagement” by Thomas Erhlich of the Carnegie Foundation.  A thought-provoking article  on the need for civic engagement programs on university campuses.

Cal Corps
“We are dedicated to providing opportunities for students to continue to develop their leadership skills. Here you will find information on how to be a leader in the community - whether you want to volunteer once in a while, work with a student group, apply for a fellowship, take a service-learning class, or get paid to address important social issues.”

Center for Cities and Schools
“The Center’s mission is to promote high quality education as an essential component
of urban and metropolitan vitality. We do so through interdisciplinary research,
professional education, and collaborative practice.”

The Center for Community Innovation
“The Center for Community Innovation (CCI) nurtures effective solutions that expand economic opportunity, diversify housing options, and strengthen connection to place. The work of the center focuses on four topic areas:

Revitalizing neighborhoods
Developing economic resilience
Designing and programming for the public realm
Producing and preserving affordable housing.”

DeCAL
Democratic Education at Cal (DeCal) is the largest organization of student-led courses in the U.S.  Many of these courses involve civic engagement.

School of Social Welfare Field Work Program
The website of this established campus program provides a great deal of information about field work-service learning in Social Welfare, but much is applicable to other disciplines.