Difference between revisions of "Community Service and Service Learning Offices"
| Line 7: | Line 7: | ||
=== What is Service Learning and Community Service? === | === What is Service Learning and Community Service? === | ||
| + | Difference between community engagement vs service learning | ||
Service learning offices | Service learning offices | ||
Community engagement offices | Community engagement offices | ||
| + | |||
| + | Administrative function and place of the service learning office. Under student life, student affairs, or specialised office etc. | ||
What is service learning and should it have clear boundaries between academic study and work attachments / internship? | What is service learning and should it have clear boundaries between academic study and work attachments / internship? | ||
| Line 71: | Line 74: | ||
'''Gaps and Their Causes''' | '''Gaps and Their Causes''' | ||
| − | VWOs may not know what kind of skills and expertise students can bring to the table | + | VWOs may not know what kind of skills and expertise students can bring to the table |
| − | '''Possible Solutions''' | + | Tension between community needs and student needs.Example, some programmes are credit bearing, compulsory or voluntary |
| + | |||
| + | '''Possible Solutions''' | ||
Compile existing disciplines from across the IHLs and exemplars of projects that their students have done, so that VWOs may understand who to approach for what kind of projects | Compile existing disciplines from across the IHLs and exemplars of projects that their students have done, so that VWOs may understand who to approach for what kind of projects | ||
| Line 84: | Line 89: | ||
==== Ensuring students acquire community leadership and engagement skills ==== | ==== Ensuring students acquire community leadership and engagement skills ==== | ||
| + | training and foundations for students so they know how to engage and work with community | ||
'''Existing Resources''' | '''Existing Resources''' | ||
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NACLI open only to grassroots? | NACLI open only to grassroots? | ||
| + | |||
| + | how to curate proper training for students. And problems with scale, especially if compulsory and student body is large (many have moved online) | ||
'''Possible Solutions''' | '''Possible Solutions''' | ||
| Line 102: | Line 110: | ||
==== Structuring meaningful volunteering projects so that students achieve learning outcomes and hosts achieve social impact ==== | ==== Structuring meaningful volunteering projects so that students achieve learning outcomes and hosts achieve social impact ==== | ||
| + | Intention to move towards skills-based, instead of more manual or just engagement work | ||
'''Existing Resources''' | '''Existing Resources''' | ||
| Line 116: | Line 125: | ||
'''Possible Solutions''' | '''Possible Solutions''' | ||
| + | |||
| + | connecting with faculty for more faculty-led, skills relevant work. | ||
---- | ---- | ||
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'''Gaps and Their Causes''' | '''Gaps and Their Causes''' | ||
| + | |||
| + | sustainability and long term partnerships, given student cohorts move | ||
Focus on student learning now, but next phase is on how to move into ensuring community impact. Eg How to ensure continuity of student generations to work with the community instead of start from base zero? Solution: Build on previous cohorts, provide the scaffolding. | Focus on student learning now, but next phase is on how to move into ensuring community impact. Eg How to ensure continuity of student generations to work with the community instead of start from base zero? Solution: Build on previous cohorts, provide the scaffolding. | ||
Revision as of 05:12, 10 January 2019
Contents
- 1 The Service Learning Community of Practice
- 2 Definitions
- 3 Background and History
- 4 Issues Faced by Service Learning Offices
- 4.1 Having an overview of social causes and host organisations
- 4.2 Matching students with host organisations
- 4.3 Ensuring students acquire community leadership and engagement skills
- 4.4 Structuring meaningful volunteering projects so that students achieve learning outcomes and hosts achieve social impact
- 4.5 Ensuring service outcomes for host organisations or social impact for community
- 5 Resource Directory
- 5.1 Conferences and Events
- 5.2 Service Learning Offices
- 5.3 In-Depth Profile
The Service Learning Community of Practice
- Page to the Service Learning COP
Definitions
What is Service Learning and Community Service?
Difference between community engagement vs service learning
Service learning offices
Community engagement offices
Administrative function and place of the service learning office. Under student life, student affairs, or specialised office etc.
What is service learning and should it have clear boundaries between academic study and work attachments / internship?
Background and History
Service Learning in Singapore
Service Learning Practitioners and Offices
Provide a sense of how many students from tertiary education institutions and secondary schools, in what disciplines who have to go through service learning; how many are part of curriculum, how many voluntary etc
Institute of Higher Learning
Secondary schools
Most schools don't have a service learning office.
VIA coordinator typically takes on the role then gets transferred to another school. MOE wanted to employ a person for each SSO, to work with all the schools. MSF said no, so SUSS did the Singapore Service Learning Symposium. Tan Chuan Jin - education should work more closley with social service.
Issues Faced by Service Learning Offices
Having an overview of social causes and host organisations
Existing Resources
IHL's VWO engagement sessions, networking or festivals
NTU Local Community Engagement Office list of possible projects (see also this webpage)
Gaps and Their Causes
IHLs do their own VWO engagement and develop their own networks
Possible mission creep into non vulnerable groups and causes
Possible Solutions
Matching students with host organisations
Existing Resources
Information on student skills and capabilitiues
Volunteer matching platforms (local)
Information on overseas volunteering opportunities & hosts
Gaps and Their Causes
VWOs may not know what kind of skills and expertise students can bring to the table
Tension between community needs and student needs.Example, some programmes are credit bearing, compulsory or voluntary
Possible Solutions
Compile existing disciplines from across the IHLs and exemplars of projects that their students have done, so that VWOs may understand who to approach for what kind of projects
Example of platform that has approached Singapore offices
Ensuring students acquire community leadership and engagement skills
training and foundations for students so they know how to engage and work with community
Existing Resources
Temasek Poly's Leadership Programme - (LEAP)
National Community Leadership Institute (NACLI)
Gaps and Their Causes
School programmes open only to their own students?
NACLI open only to grassroots?
how to curate proper training for students. And problems with scale, especially if compulsory and student body is large (many have moved online)
Possible Solutions
Structuring meaningful volunteering projects so that students achieve learning outcomes and hosts achieve social impact
Intention to move towards skills-based, instead of more manual or just engagement work
Existing Resources
YEP
Actvocado
Gaps and Their Causes
No clear connection between overseas and local initiatives
Some IHLs track student learning through surveys (Ngee Ann Poly)
Possible Solutions
connecting with faculty for more faculty-led, skills relevant work.
Ensuring service outcomes for host organisations or social impact for community
Existing Resources
NTU Community Engagement Initiatives (12 per year, up to $5k each, for community in South West, application window Jan-Mar & Jun-Aug)
NTU Community Research Fellowship (4 per year, up to $50k, NTU faculty will lead project, submission by 15 Jan)
SIT Community i-LEAP - faculty and students to apply their technology solutions to community issues
Gaps and Their Causes
sustainability and long term partnerships, given student cohorts move
Focus on student learning now, but next phase is on how to move into ensuring community impact. Eg How to ensure continuity of student generations to work with the community instead of start from base zero? Solution: Build on previous cohorts, provide the scaffolding.
Possible Solutions
Ensuring continuity. example of possible initiative where another school go to take over where they left off. This would be great for new coordinators.
Resource Directory
Conferences and Events
Singapore Service Learning Symposium (SUSS)
Our Social Future Conference (NP)
Service Learning Offices
Polytechnics
Ngee Ann Polytechnic - Office of Service Learning
https://www.np.edu.sg/Pages/servicelearning.aspx
Republic Polytechnic -
https://www.rp.edu.sg/shl/beyond-the-classroom/service-learning
Temasek Polytechnic - Centre for Character and Leadership Education
https://www.tp.edu.sg/centres/centre-for-character-and-leadership-education
Universities
NIE
NTU - Local Community Engagement Office
http://www.ntu.edu.sg/lceo/Pages/default.aspx
NUS Office of Student Affairs
NUS Chua Thian Poh Community Leadership Centre
SIT - Student Life
https://www.singaporetech.edu.sg/studentlife/
SUSS Service-Learning
http://www.suss.edu.sg/CET/Pages/Service-Learning.aspx
SMU Centre for Social Responsibility
Other Relevant Agencies
NYC Youth Corp
In-Depth Profile
Ngee Ann Poly - Office of Service-Learning
Staff
Joyce
Tan Wan Chin, Deputy Head
Conference
Service Learning is their signature pedagogy. Every student will have opportunity to experience service learning at least one academic module over 3 years with NP.
Module based, credit-bearing
Service-Learning Framework
-big hearted person, passionate learner, global-smart professional
-core curriculum is graded, co-curriculum is not graded
Run Dialogue in the Dark and students become interns there.
Bringle & Hacther 1995 (Bringle is their ocnsultant). Learning outcomes of service learning = academic learning, personal growth, and ...
Have to ensure that every student in whatever school have an opportunity to do service learning.
Key Initiatives
48 modules therefore need 48 module leaders.
"Fundamentals in Academic Service-Learning Training" - how to design your course into a service learning experience. Some are for lecturers, others are for course chairs.
Moving to define service learning beyond the focus on under-served communities. How about working with SMEs...is that service learning? SUSS has the same issue.
hard for some to come on board, eg engineering. energy conservation.
They brought engineers to homes of low income families, hosted by Beyond Social Services.
The conversion is important...
Strategic Thrusts
Focus on these objectives: Passionate learning, global smart professional, big-hearted person
Learning beyond the classroom, and acquire employability skills through real world learning
Republic Poly
| Schools / Clubs | Capabilities | Examples |
|---|---|---|
| Office of Student and Graduate Affairs | ||
| School of Applied Science | Biomedical sciences, Biotechnology | Batam- sports activities, health screening |
| School of Engineering | Batam - engineering students helped in building of communal amenities | |
| School of Hospitality | Sunlove Marsiling SAC - culinary students prepare food with seniors | |
| School of Infocomm | ||
| School of Management and Communication | ||
| School of Sports, Health and Leisure | ||
| School of Technology for the Arts | Arts and Theatre Management, Game Design | |
| Service-Learning Club |
Temasek Polytechnic - Centre for Character and Leadership Education
https://www.tp.edu.sg/centres/centre-for-character-and-leadership-education
Established in 1996
Staff
| Position | Name | Tel | |
|---|---|---|---|
| Director | Raymond Teo Choo Hwee | ||
| Head | Marie Chan | ||
| Section Head | Joshua Liew | ||
| Senior Lecturer | Adrena Chua |
Strategic Thrusts
- Develop character and leadership curriculum, run programmes
- Consultancy, training and research in character and leadership programmes
Key Initiatives
Leadership Programme - "Leadership: Essential Attributes & Practice" (LEAP)
Signature Programmes - that cover team-based activities, experiential learning, sports, personality profiling, and other enrichment workshops.
Public Forums and Student Forums on Character & Leadership
NTU - Local Community Engagement Office
Staff
| Position | Name | Tel | |
|---|---|---|---|
| Executive Director | Dr Toh Kian Lam | kltoh@ntu.edu.sg | +65 6592 2517 |
| Deputy Director | Alvin Lee | alvinlee@ntu.edu.sg | +65 6904 1118 |
| Senior Assistant Manager | Shi Jin Chen, Iona | iona.shi@ntu.edu.sg | +65 6904 1108 |
Strategic Thrusts
- Foster new community partnerships through networking and relationship building
- Create community impact through community-participatory research
- Provide education and enrichment for the community
Special focus on South West Community for projects.
Key Initiatives
Community Engagement Initiatives (12 per year, up to $5k each, for community in South West, application window Jan-Mar & Jun-Aug)
Community Research Fellowship (4 per year, up to $50k, NTU faculty will lead project, submission by 15 Jan)
SIT - Student Life
https://www.singaporetech.edu.sg/studentlife/
Staff
Conrad Ho, Senior Manager, Student Life
Strategic Thrusts
- Community outreach
- Leadership development
Underlying philosophy:
Trying to build culture of service in the students. Want to focus on applied learning and to benefit the community.
Voluntary, not requirement. 8 projects are in various SEA countries. There are also community service clubs. SIT-wide activities 70 clubs encouraged to do activities togather, some for bonidng but some can be with community partners.
TIE is a division that encourages students in enterprise skills.
What may be part of the curriculum, eg engineering students who work with healthcare provider as part of their final year project. [Do these get counted and documented by the office of service learning?]
Key Initiatives
Community i-LEAP - An initiative for SIT faculty and students to apply their technology solutions to community issues
email directly Innovate@SingaporeTech.edu.sg
SUSS - Service Learning Office and Community Engagement
Staff
Strategic Thrusts
Recent shift in focus and policy
Recently renamed office of service learning and community engagement. Not academic service learning. Students previously do 18-24 months partnership, local. Negotiate with NGOs what the scope of project is. Now, there is no 18-24 month requirement. Sometimes VWO just want 3 months.Very small minority continue for four years. Want the students to be able to scope and do something that they are passionate with. Received feedback from a quarter of the VWOs they work with that they didn't want students to work with them for so long.
Service learning is a graduating requirement. If it is an internship with non-profit or social enterprise, it counts towards the graduating requirement. Have to be approved by office of career requirement. Also allow overseas service learning. Also partner universities with service learning programmes or work attachments/ internships.
Also have curated projects that are staff driven. Community service learning, not academic service learning.
Key change: more international oriented, and also allow paid work. Break down the delineation between what is academic, what is servcie etc. Ideal student before is great at work attachment, academics, and service. Now, it can overlap.