Building school/university service-learning collaborations and strong projects

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Abstract

This effective practice is excerpted from the The Education Commission of the States' (ECS) issue paper, Promising Practice for K-16 Project Connect. The paper presents effective practices for building a strong service-learning collaboration between a school and a university, along with essential practices for teachers conducting service-learning projects.

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Issue

Establishing collaborative, working relationships with service-learning partners in schools and universities; ensuring quality projects.

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Action

Once a collaborative partner has been identified, these practices will help teachers and university partners establish a smooth working relationship and conduct a successful project:
  • Provide pre-service and in-service teacher training on the pedagogy of service-learning
  • Provide released time for planning to create collaborative relationships
  • Clearly define roles for community agency, university and school personnel
  • Provide support to help teachers make community contacts
  • Become aware of and address university and district legal requirements
  • Recognize that collaborative projects are built through a number of stages and allow time for components to be developed, refined and improved
  • Provide recognition for both teachers and university professors who engage in innovative collaborations
Service-learning projects require a considerable amount of planning and thought to initiate, time and labor to conduct. Some ways to ensure quality service-learning experiences for students and pre-service teachers are:
  • Allow students the opportunity to choose their service topic/site
  • Provide ample time for processing learning and bringing the project to closure
  • Use a variety of reflection techniques and use reflections to guide student learning
  • Give pre-service teachers both classroom and field-based experiences during service projects
To develop collaborative partnerships, universities and school districts need to communicate about their individual and mutual goals. University professors can work with district offices and school faculty to identify needs and play a supportive role in helping schools establish service-learning projects. Teachers can contact pre-service teacher institutions to determine which faculty might share their interest in collaborating. Attending or providing in-service workshops can help university faculty and K-12 teachers make connections.

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Citation

Harwood, Angela, and Callie Underhill. Promising Practice for K-16: Project Connect: School-University Collaboration for Service-Learning. Denver, CO: Education Commission of the States. No. SL-00-01, April 12, 2000.

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Posted On

May 2, 2000

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For More Information

Education Commission of the States

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