Assignments for Students
- Tell your service story for the Parley Student Journal “How Do I Serve?” Writing and Art Contest
- Tell your service story on “I Serve” through our Talk Service section
If students do not seem to have a clear vision of their place in community, try some of the following strategies to get them thinking about their potential power.
- Work as a class to define what creates community. (where we work, play, travel, …) List what you appreciate about our community. What is working? Define concerns you have about our community. Talk about how we might effect change.
- Have the students identify their own assets. What are you good at that you could share with the community? Tutoring? Construction skills? Automotive training? Reading to children? Landscaping? Fundraising? Health and Medicine? Seniors? Animal Rescue? Crisis Support? Etc.
- Have students survey other students or community members. Have students read the local newspapers to foster an awareness of the concerns and successes of our community. (Report, Reflect, Action, Reflect again.)
- Research via the databases a particular service organization and report on possible ways PPCC or individuals could get involved. (Red Cross, Care and Share, CASA, Boys and Girls Clubs, Fostering Hope, Marian House, Habitat for Humanity, etc) Go to our PPCC LibGuide for resources and help.
- Encourage students to investigate the many service projects on PPCC. (Report, Reflect, Action, Reflect again.)
- Share a time when you engaged in a service project. How did the experience affect your attitude or feelings toward service?
- Ask students to research children who are food insecure when school is not in session.
Resources for Educators:
Teaching Tolerance - A thoughtful essay about the days after the election in classrooms.
PBS - A lesson plan about democracy and healing divisions
Newsela - A factual article about the election that can be changed for different reading levels in English and Spanish.
Election Processing Community Circle Activity - Helping students of all ages talk about the election.
How to lead thoughtful, constructive conversations:
- Talk about issues and not personalities
- Identify concerns
- Process emotions
- Process next steps
Engaging Discussion Topics
Use the following questions to help your students think about their relationship to the community, its needs and priorities, and how they might make a difference through a Service Learning project:
- What would you define as “your community”? Is it your school, your neighborhood, your city, your state? How would you describe it?
- How do you feel about your connection to your community? Connected? Unconcerned? Useful? Ignored? Needed? Try to explain why you feel this way.
- What makes you feel proud about your community? What are the benefits of being a part of your community? What are you doing to sustain/support/build these positive traits?
- How do you think you will know when the community values your input? What are the ways you can share your opinions with the community? Where is your power?
- What things about your community make you sad, disappointed, frustrated or even angry? How might your neighborhood, school or community be a better place? What could you do to make a difference?
INSTRUCTORS: You might want to use these questions as a guide to start discussion with your class about service. You could write and add discipline specific questions to the list to focus the conversation.
Sample Assignment for Syllabus
Service Project ( ____ points, ____% of Grade):
Our primary focus is to study trends within the field of science and technology and how they changed over time; equally as important is how we take this knowledge and impact our community. This latter piece of the course will create an experience that you can both put on your resume, use on applications for universities, or share in job interviews. Four service learning students in Phi Theta Kappa earned over 125k in scholarship monies because they simply became involved in their campuses and communities. Service Learning courses, done well, can do the same for students in this course. We will collaborate together to create a service learning project or an advocacy campaign: our class, then, will create a proposal together, cull sources for a group annotated bibliography, and create a SWAY presentation in an effort to share our investigation about project, how we impacted the community, and what we’ve learned from the experience. I am excited about our collaboration!