Indiana Campus Compact (ICC) Faculty Book 2008

An integrated curriculum model for service-learning

CJ Gerda Bender
Faculty of Education, University of Pretoria.
South Africa
gerda.bender@up.ac.za

Keywords: Curriculum model, service-learning, faculty training, action research

Introduction
The purpose of this article is to demonstrate the implementation of a curriculum model
to integrate service-learning (SL) in higher education curriculum in South Africa. I am a co-
author of the book, Service-Learning in the curriculum: a resource for higher education
institutions.1 and wrote the chapter 3 An integrated curriculum model for SL: Design and
Implementation and chapter 4 SL in the curriculum: Reflection, Assessment and
Evaluation1 based on action research of SL modules that I present and the training of
faculty in SL at my institution. The specific curriculum model can be used as a framework
to develop a new or to reconstruct an existing module to include service-learning. The
focus is on the ‘What, How and When’ of using a curriculum model for service-learning1.
By means of a curriculum model I guide and support faculty phase by phase and with
stepwise activities to develop a new module with the integration of service-learning
experiences in an academic learning programme.

An integrated curriculum model: The What

As a foundation for the curriculum model, service-learning is conceptualized here as a
form of experiential education and as a collaborative teaching and learning strategy
designed to promote in students academic enhancement, personal growth and social
responsibility. Students render relevant and meaningful service, in community and service
agency settings that provide experiences related to academic content. Through guided
reflection, students examine their experiences critically and determine whether they have
attained the learning outcomes; thus, the quality of both students’ learning and their
service is enhanced, and social responsibility is fostered
The integrated curriculum model is faculty-centered and is based on the theoretical and
conceptual framework for service-learning and social reconstructionist approaches to
curriculum design and implementation. In the model, SL activities are integrated in the
regular module curriculum and the timeline is usually a semester. The SL requirement is
characterized by the following:
 Faculty integrates a SL component in an existing module or integrates it in a new
module s/he is designing.
 The service requirement is 20-40 hours during the semester.
 The service experience is with a service and/or community agency, which the faculty
has chosen, either with the help of the community engagement office on campus, or
through his/her own connections.
 Reflection activities are conducted by the faculty, both in and out of the lecture hall.
Student reflections are integrated with module subject matter in order to ensure
academic learning, as well as effective service.
 The faculty monitors the service experiences of his/her students.
 The evaluation of the student’s SL experience is included in the module assessment
criteria and is done by the faculty, with feedback from the service agency supervisors.

©CJG Bender, Department of CE, UP. 2008 1

 Indiana Campus Compact (ICC) Faculty Book 2008

Plan, Act, Reflect and Evaluate: The How and When

Curriculum development is an ongoing process, as shown in figure 1. Although, in
practice, this cycle can start anywhere, I will concisely describe its components in phases.
Each of the phases consists of stepwise activities that have been carried out to design,
implement and evaluate an effective module, Community Education (OWG720) with SL
in a postgraduate programme in the Faculty of Education.

1. Development and Design

4. Evaluation 2. Implementation

3. Outcomes, Reflection
and Assessment

Figure 1: An Integrated Curriculum Model for Service-Learning

Phase 1: Development and design (Plan)1

There are four basic, stepwise activities in this phase:
 Develop or redesign syllabi with an attribute of ‘SL’ in the syllabi listings to denote
service-learning.
 Design a collaborative partnership with service agencies and community.
 Define the nature of the service and introduce a service approach for the module.
Consider whether students will perform: discipline-based; problem-based; capstone;
community-based action research or service internships.
 Compile a study guide for the module e.g. Community Education (2006), according to
the University guidelines and formulate learning outcomes.

Phase 2: Implementation (Act)1

Five stepwise activities are:
 Incorporate meaningful, collaboratively designed service activities which related to the
syllabi.
 Plan logistics, budgeting and resources, plan transportation, coordinate scheduling of
contact sessions and site placements, monitor attendance and involvement of
students, create useful forms and documents such as SL Guide for service agency
and communities, SL Manual for Students, student contracts/ agreements.
 Consider the possible risks and liability issues immanent in the module.
 Plan and organise student orientation and training: Introduce the concept of SL;
orientate students to general logistical considerations. introduce broader issues relating
to the module and orientate students about expectation and responsibilities.
 Maintain sustainable services-community partnerships by effective communication
mechanisms and ensure that representatives of partners acquire skills and support to
fulfil their commitment to the partnership outcomes.

Phase 3: Outcomes, Reflection and Assessment (Reflect)1

Basic stepwise activities are:

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 Indiana Campus Compact (ICC) Faculty Book 2008

 Align outcomes, reflection activities and assessment plan and include it in the study
guide. It is crucial that outcomes are specified precisely; if not, it may be difficult to
devise appropriate reflection activities and to develop appropriate assessment
techniques. For reflection to be effective it is crucial that faculty consider how the
outcomes of the module with service-learning activities will be assessed.
 Engage students in structured reflection. Students have to examine critical issues
related to their service-learning projects (before, during and after), connect the service
experience to module content; enhance the development of social responsibility and
ethical skills and values; and find personal relevance in the work.
 Conduct formative and summative assessment of student learning to provide feedback
to students on what is expected of them, what they have done well, and what they
need to improve on and how.

Phase 4: Evaluation (Evaluate)1

Two basic, stepwise activities are:
 Demonstrate and celebrate the completion of the module. Ceremonies and other acts
of care, appreciation and recognition are an important part and appreciated by service
agencies and communities.
 Evaluate, managing and enhancing the quality and review of module for improvement.
Action research, focus groups, interviews and surveys are used to asses the impact on
students, faculty, service agencies and community, and to plan modifications and
improvement of the SL module.

Conclusion
When using the integrated curriculum model, all phases (development and design;
implementation; reflection and assessment, and evaluation) and steps are followed, quality
management is ensured, service-learning outcomes, reflection and assessment are
aligned and conforming to legislation and institutional curriculum and programme
development requirements in South Africa.
By using the integrated curriculum model I could work systematically and progressively
and I have practiced the phases as discussed above in the SL module that I teach and
also the implementation by other faculty in their disciplines. Each of the phases consists of
activities that have been carried out in the Faculty of Education to design, implement and
evaluate an effective module with service-learning, namely Community Education
(OWG720) in a postgraduate programme. In this module I have expanded and enhanced
the university’s educational mission to respond to society’s emerging needs and could
fulfill our role in educating the ‘good citizen’ for a democratic society.

References
1. Higher Education Quality Committee / JET Education Services South Africa 2006
Service-Learning in the curriculum: a resource for higher education institutions.
Pretoria, South Africa: Council on Higher Education.
http://www.up.ac.za/academic/education/curstud/sl/slhome.htm

http://www.up.ac.za/academic/education/curstud/sl/modules.htm

©CJG Bender, Department of CE, UP. 2008 3