"Involve me, and I learn"

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Current faculty and staff members are invited to contribute their essays and dialogues to Perspectives. In choosing from submissions, the editorial staff will be guided by the campus community's need to be informed about matters related to university governance and institutional improvement. Because of limited space, submissions should not exceed 725 words. Each contribution will appear under a byline.

"What one has not experienced one will never understand in print."
­ Isadora Duncan

In 1995, the Board of Directors of the American Association for Higher Education stated that higher education has "two great tasks: improving the quality of instruction, and becoming more engaged as 'part of the solution' in addressing America's many problems."

Employees of our university are constantly working on initiatives to enrich and improve our students' educational experience and to involve our campus community in providing solutions to societal problems. One proven, highly effective tool that can both improve education and provide meaningful service to the community is service-learning.

The Service-Learning Development Committee at Fresno State has adopted the following definition: Service-Learning

• is a method by which students learn and develop through active participation in organized service;
• is conducted in and meets the needs of the community;
• is integrated into and enhances the academic curriculum;
• provides students with structured opportunities for critical reflection on their service experience and;
• enhances students' appreciation of themselves, societal and civic issues and their commitment to be active citizens throughout their lives.

(Based in part on The National and Community Service Trust Act of 1993.)

"No man's knowledge here can go beyond his experience."
­John Locke

The California State University system has embraced service-learning as an important pedagogical approach. In the recent Cornerstones project, one of the primary recommendations under the "Achieving Educational Results" section was that, "CSU students will be expected to be active partners in the learning process, and the university will provide opportunities for active learning throughout the curriculum." The Cornerstones document specifically recommends that "The CSU will develop the systemwide and campus arrangements needed to enable every student to engage in a community service learning experience before graduation . . . ."

Our own university community, through the Vision for the 21st Century: A Plan for Excellence and the Plan for the '90s has come out strongly in support of service-learning. Specifically, the Vision for the 21st Century notes several strategic goals, one of which states that we will "work toward integrating a significant service-learning component into the educational experience of each student."

Tell me and I forget. Teach me, and I may remember. Involve me, and I learn.
­ Benjamin Franklin

On Feb. 1, the Academic Senate approved a proposal supporting an "S" designation for courses that meet specific service-learning criteria. To gain a service-learning designation, a course should include

1. A mechanism to introduce the service ethic, such as

• guided readings
• experiential class period
• workshop using Students for Community Service staff as a resource
• seminar

2. At least 10-15 hours of community service, which contributes directly to the student's grade.

3. A mechanism, such as a paper or oral presentation, which relates the experiential learning of community service to specific course content.

4. A mechanism, which may be part of the above-mentioned paper, that provides the student with an opportunity for review and critical analysis of the experience.

There are a number of resources for faculty who wish to incorporate service-learning into their courses. First, Students for Community Service (SCS) can provide faculty with extensive information, advice and support on how to develop and foster an appropriate service experience for students. SCS can also provide extensive links with community organizations where students can gain the service opportunities needed for almost any discipline-based service-learning assignment.

Second, through a grant from the Western Region Campus Compact Consortium,

Dr. Richard Berrett, Child, Family and Consumer Sciences, is available to mentor individual faculty on best practices for incorporating service into the curriculum. Also, the Center for the Enhancement of Teaching and Learning maintains a growing collection of books and articles for faculty interested in various experiential education approaches, including service-learning.

"When schools were designed, kids were experience-rich and information-poor. The world has changed; schools have not."
­ James S. Coleman

The bottom line is that research has proven that service-learning produces positive outcomes for instructors, students, and the community at large. Additionally, service-learning can help the university achieve the Plan for the '90s, its Vision and Mission on several levels. For these reasons, I encourage faculty, staff and students to explore ways they can become involved in service-learning. Together we can ensure that all students experience the value of service-learning as part of their education at California State University, Fresno.