Table of Contents
Introduction
CSL has been developing for more than fifteen years in the US; however, in Canada, the adoption of CSL is a recent development. “Although there have been examples of small initiatives in Canada over the past decade, only in the last few years has this pedagogical approach gained more widespread recognition and support on Canadian campuses” (Denby, 2008). CSL pedagogy in Canada is increasing steadily with the support of The Canadian Alliance for Community Service-Learning (CACSL) which was created in 2004 with the mandate to support, educate and network with students, educators, and communities to ensure the effective growth of CSL in Canada (CACSL, 2010).
Community service learning
It is an educational approach integrating community service with intentional learning. Educational institutions and community organizations work together toward mutually beneficial outcomes. Experiences in the community are linked to academic content through processes of critical reflection such as journal writing, small group discussion, and the writing of analytical papers.
Three partners in community service learning:
- Community organizations
- Educational institutions
- Students
Students, educators and communities build partnership to learn from each other while working together in innovative ways to strengthen individuals, communities, and society.
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What qualifies these three to be partners in community service learning
There are certain roles and responsibilities which are required to be performed by each of three partners to become eligible for partnership like, using and spreading knowledge and experiences, setting expectations and attitudes, maintaining standard, and fulfilling pre-requirements. There are also some other factors which qualifies them for partnership. First is collaboration means partners are working together equitably and respectfully to achieve their goals. Second is reciprocity which advises that each partner act as both learner and a teacher. So that risk of exploitation of learning opportunities can be reduced.
Principles of good practice for community service learning
An effective and sustainable community service-learning program:
- Engages people in responsible and challenging actions for the common good.
- Provides structured opportunities for people to reflect critically on their service experience.
- Articulates clear service and learning goals for everyone involved.
- Allows for those with needs to define those needs.
- Clarifies the responsibilities of each person and organization involved.
- Matches service providers and service needs through a process that recognizes changing
circumstances. - Expects genuine, active and sustained organizational commitment.
- Includes training, supervision, monitoring, support, recognition, and evaluation to meet service and learning goals.
- Insures that the time commitment for service and learning is flexible, appropriate, and in the
best interests of all involved. - Is committed to program participation by and with diverse populations.
(Porter, Honnet and Poulsen as cited in Mintz and Hesser 1986:30)
Talking about benefits of community service learning course for student, these are several which plays great role in development of several skills. For example
- Builds academic skills, encourage vocational awareness.
- Increases values-based competencies in providing services.
- Influences career exploration and helps in professional preparation.
(Patrick M. Green, Ed.D, Director Experiential Learning Loyola University, and Community Service-Learning)
Participation of student in activities like practicum, internship and volunteering is helpful in different ways. Initially, practicum provides Opportunity to apply theoretical knowledge to real-life situations increasing the meaningfulness and usefulness of the knowledge.
Moreover, participation in dialogue and reflection which deepens the level of understanding of social issues. Not only this, give opportunity to Build their experience and build a work-related network. Also, student can Contribute by sharing their energy, knowledge, and time to assist a community with a specific issue or project. Following are some examples of the tasks that CSL students can perform after internship:
- Assisting with front line client services and supports;
- Planning and/or carrying out an event or series of events, conducting research, or gathering information/stories;
- Contributing to outreach activities (communication, fundraising), providing educational opportunities;
- Updating or creating materials and resources (including digital resources);
- Conducting needs or planning assessments with organization staff.
References
- Andrew Simmonds (2016), how to trust over a multicultural team. Retrieved from: https:// www. Linkedin.com/pulse/asian-vs-western-leadership-styles-andrew-simmonds.
- Kruse Kevin (2013), what is leadership. Retrieved from: https://www.forbes .com/sites /kevin kruse /2013/04/09/what-is-leadership/#3eda1895b90c.
- Molinsky Andy, Gundling Ernest (2016), how to build trust on your cross-cultural team. Retrieved from: https:// hbr. Org /2016 /06/how-to-build-trust-on-your-cross-cultural-team.
- Premuzic Tomas Chamorro, Sanger Michael (2016), what leadership looks like in different cultures. Retrieved from: https://hbr.org/2016/05/what-leadership-looks-like-in-different-cultures.
