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4-H COMMUNITY SERVICE LEARNING

"Educational programs of the Kentucky Cooperative Extension Service serve all people regardless or race, color, age, sex, religion, disability, or national origin."

DESCRIPTION
4-H Community Service Learning is youth engaged in learning about their community, determining a need and working cooperatively with others in the community to meet the need. It is experiential in nature and involves youth in a process to develop decision making skills and responsibility for helping meet the needs of the community.

OBJECTIVE
For 4-Hers to learn and develop through active participation in thoughtfully organized service experiences:
*that meet community needs
*that are coordinated in a collaborative effort between 4-H and other individuals or groups
*that provide structured reflection time for young people to think, talk, and write about what they experience
*that provide opportunities for young people to apply 4-H project skills and knowledge in real life situations in their own communities
*that enhance what is taught by 4-H by extending learning into the community
*that entail longer term involvement which may last from one to six months or longer
*that help foster a sense of caring for others

For specific details for working with volunteers and leaders to engage in 4-H community service learning, see the guide on the University of Kentucky 4-H web page. This guide is also available in limited quantity from the State 4-H office.

RELATED LIFE SKILLS
Hands:

• Giving

  Community Service Volunteering

  Leadership

  Responsible Citizen

  Contributions to Group Effort

• Working

  Marketable Skills

  Teamwork

  Self-motivation

Heart:

• Caring

  Nurturing Relationships

  Sharing

  Empathy

  Concern for Others

• Relating

  Accepting Differences

  Conflict Resolution

  Social Skills

  Cooperation

  Communication

Source: Targeting Life Skills Model - Iowa State University

SOME RELATED DEVELOPMENTAL ASSETS
Empowerment:

• Youth as resources
• Service to others

Constructive Use of Time:

• youth programs (3 or more per week)

Positive Values:

• Caring
• Equality and social justice
• Integrity
• Responsibility

Social Competencies:

• Planning and decision making
• Interpersonal competence
• Cultural competencies

Positive Identity:

• Personal power
• Self-esteem
• Sense of purpose

Source: Search Institute

GOAL 1
Students are able to use basic communication and mathematics skills for purposes and situations they will encounter throughout their lives.

1.10Students use reference tools such as dictionaries, almanacs, encyclopedias, and computer reference programs and research tools such as interviews and surveys to find the information they need to meet specific demands, explore interests, or solve specific problems.
1.11Students write using appropriate forms, conventions and styles to communicate ideas and information to different audiences for different purposes.
1.12Students speak using appropriate forms, conventions and styles to communicate ideas and information to different audiences for different purposes.

GOAL 2
Students shall develop their abilities to apply core concepts and principles from mathematics, the sciences, the arts, the humanities, social studies, practical living studies and vocational studies to what they will encounter throughout their lives.

GOAL 3
Students shall develop their abilities to become self-sufficient individuals.

GOAL 4
Students shall develop their abilities to become responsible members of a family, work group, or community, including demonstrating effectiveness in community service.

GOAL 5
Students shall develop their abilities to think and solve problems in school situations and in a variety of situations they will encounter in life.

5.1 Students use critical thinking skills such as analyzing, prioritizing, categorizing, evaluating and comparing to solve a variety of problems in real-life situations.
5.2 Students use creative thinking skills to develop or invent novel, constructive ideas or products.
5.3 Students organize information to develop or change their understanding of a concept.
5.4 Students use decision-making process to make informed decisions among options.
5.5 Students use problem-solving processes to develop solutions to relatively complex problems.

Taken from 1994 Kentucky Department of Education Reference 1-99

COLGATE YOUTH FOR AMERICA

How about doing something terrific for your community and winning a monetary grant for your 4-H Club? The Colgate Youth for America campaign provides monetary grants up to $1 000 to its members of the six partnering organizations: 4-H, Boy Scouts of America, Girl Scouts of the USA, Boys and Girls Clubs of America, Camp Fire, and Girls Incorporated. Colgate will award the monetary grants to the projects that are the most innovative and successful. Past projects have included adult literacy campaigns, environmental preservation projects. community restoration and anti-substance abuse programs. For more information and for an entry form contact your local county extension office or visit the Colgate website at:
www.colgate.com

For additional information, please contact, Christie Phillips, Marketing Director, National 4-H Council.
(301) 961-2915,
e-mail: phillips@fourhcouncil.edu

SEARCH BEGINS FOR YOUTH VOLUNTEERS OF THE MONTH

Youth Service America and Legacy International announced the Youth Volunteer of the N4o]lth initiative this week to highlight outstanding contributions by young Americans. The contest highlights two age categories: 13-19 and 20-25. Nominees should be U. S. residents involved in ongoing community service programs, have completed at least 25 hours of service in the past year, and have made an exceptional or innovative contribution to their communities. Nominations should be 500 to 600 words long and include: name; address; e-mail; phone; organization, and a description of their volunteer activities that includes impact on the community; secrets of their success; role models; and future goals. Applications should provide the name and contact information for the nominator. Please submit entries to: contests@e-teen.net or info@ysa.org

For more details, go to www.e-teen.net/vihn/contests or www.SERVEnet.org/contest/contest.asp

PRESIDENTS SERVICE AWARDS

The President's Service Awards formerly called the President's Volunteer Action Awards. were created in 1982 to honor outstanding individuals and groups engaged in voluntary service to help solve serious social problems. Over the last 17 years, there have been 320 recipients of the President's Award. The 1999 President' Service Awards was presented in the spring of 1999.

The President's Service Awards program is co-sponsored by The Points of Light Foundation and the Corporation for National Service.

Many 4-Hers have been recognized in the past through the school systems application process. Now 4-Hers can apply directly to the County Extension Office and be selected at the county level for recognition and submission in the mid-level and high school level. An application for each of these levels can be submitted directly by the County Extension Agent to Prudential.

For more information, or a complete list of your state's top honorees and distinguished finalists, visit their websites at: http://www.prudential.com/community or http://www.nassp.org:80/services

Also write for your free copy of Catch the Spirit, a booklet on youth volunteerism prepared by Prudential in cooperation with the U.S. Department of Education. Write: The Consumer Information Center, Dept. 588C, Pueblo, CO 81009.

THE 2000-2001 BAYER/NSF AWARD FOR COMMUNITY INNOVATION

If vou are working in community service or science and technology programs, you may want to request this. It will give youth a high-energy, hands-on experience with science and technology ... and help your community in the process.

It's exclusively for youth in the 6^th, 7^th, and 8^th grades in public or private schools, home schools and youth organizations.

Four students working as a team put their heads together to identify a problem in their community, look into it, come up with an innovative solution, refine their ideas...and have full doing it!

Your team will compete for...
* An all-expense paid one-week trip to EPCOT at the WALT DISNEY WORLD Resort for Finals Week
* The $25,1000 COLUMBUS FOUNDATION COMMUNITY GRANT to develop their idea ill their community
*36,000 in savings bonds for student team leaders

FREE illustrated guide for youth students-
We'll also send you this free guide to help your students start and complete their entry. It takes your kids through their competition activities step-by-step from identifying a community problem to brainstorming and testing solutions.

FREE information kit! 800-291-6020

Please note: As updated information on community service learning is received, it will be included in the state 4-H newsletter.

YOUTH IN ACTION AWARDS

The Youth In Action Campaign is an effort to improve citizenship and engage young America to improve our communities and our nation and to receive recognition in the form of $1000 awards and $100 honorable mention awards. Due in before March 21.

You can find more information on the Campaign on their website: www.youthlink.org
Click on the Youth Action Guide; it contains information on how to apply for the Youth In Action Award.

GRANTS FOR 4-H COMMUNITY SERVICE LEARNING

The 4-H Community Service Learning project may be of the magnitude to require funding not readily available from the members of the community. Grant writing will be an educational experience for youth. It will sharpen writing skills but will also require giving careful thought to the basic program planning and decision making process.

Communication skills will also be sharpened when the follow-up report is prepared. Accountability for funds received is important. This experience helps teach accountability and provides a structured opportunity to reflect on the project, what was accomplished, learned, what are future plans, what skills and knowledge learned in this project can be transferred to additional experiences?

A FEW GRANT SOURCES
National 4-H Council

• Usually announced in fall
• Must have youth and adult involved in preparing grant
• Specific form for each grant
• Announced in marketing alert to all county offices
• Some specific topics:

  Youth in Action/Community Service Grants

  Literacy Educational Grants

  Involving people with disabilities

  Workforce Preparation

  Feeding the Hungry

• Information available on National 4-H Council web page http://www.fourhcouncil.edu once you are there, pull up youth and then grants

BARNHART FUND for EXCELLENCE

• Available to Instruction, Research and Extension personnel in the U.K. College of Agriculture
• Announced in fall
• Contact Jack Hyatt

KENTUCKY DEPARTMENT of AGRICULTURE

• Available to KY 4-H programs
• $40,000 available for 99/00
• Announced in fall
• $500 - $3000 per grant
• May extend funding for additional year

INTRODUCTION

There is growing evidence to substantiate what many of us have believed and acted upon for years. Namely, youth are motivated to participate in programs which encourage them to be involved in the decision-making process and where they can make a difference in the lives of others. The early pioneers in youth development were intuitive enough to include community service as an integral part of the 4-H Program. Hence, "I pledge my hands to larger service, for my club, my community, my country and my world."

Another principle of equal importance is the emphasis 4-H places on experiential learning, the "learn by doing" found in the 4-H slogan. Over the years, those of us involved with 4-H Youth Development have found the experiential learning process to be the most effective teaching method for increasing both understanding and application of new knowledge, skills and attitudes.

When community service and the experiential learning process are combined, the result is community service learning. With educators and public officials emphasizing community service, we have an even greater opportunity to emphasize and expand something we are already doing well. Extension Agents and volunteers can showcase and expand a strength of our educational programs. Depth can be added to service learning by reinforcing what we are already doing and enabling us to integrate community service efforts into many ongoing programs. This should increase and solidify the public's perception of 4-H as the local leader in youth development and youth involvement.

The purpose of this guide is to provide you with a step-by-step process and a checklist for planning and doing community service projects. It is a teaching tool for preparing community service organizers, youth volunteers and community collaborators. We wish you success in your community service efforts. It is a win-win-win opportunity for both youth and adults, the community and the 4-H Youth Development program. Have FUN!!!

In 4-H community service learning

Young people learn and develop through active participation in thoughtfully organized service experiences:

• that meet community needs
• that are coordinated in a collaborative effort between 4-H and other individuals or groups
• that provide structured reflection time for young people to think, talk and write about what they experience
• that provide opportunities for young people to apply 4-H project skills and knowledge in real life situations in their own communities
• that enhance what is taught in 4-H by extending learning into the community
• that entail longer term involvement which may last from one to six months or longer
• that help foster a sense of caring for others.

Adapted from "Standards of Quality for School-Based and Community-Based Service-Learning", Alliance for Service-Learning in Education Reform, March, 1995

Appreciation is expressed to the following for the development of these educational materials:

Dr. Sara Seals, Louisiana (Primary Author); Dr. Stephen Mullen, Louisiana; Wendy Brock, Iowa; Sandy Slocum, Mississippi; Connie Phelps, Louisiana; Juanita Johnson, Louisiana; Jackie Scott, Missouri; Mary Morrison, University of North Carolina; Cynthia Scherer, Points of Light Foundation; Brigitte Johnson, National 4-H Council

Baton Rouge, Louisiana, Team Members:

Jenola Duke, Joyce Lyford, Noel Parker, Pat Van Burkleo, Ella Rein Wheeler

Adapted for use in Kentucky by Anna B. Lucas, 4-H Youth Development Specialist.

1. Creating Partnerships

A partnership can take many different forms. It can be an informal relationship between you and the volunteer coordinator in another community group, agency or organization. It can be a volunteer clearing house staffed by program assistants or leaders, where youth can learn about a wide array of involvement opportunities. Or, it may be a full-scale community collaboration in which 4-H, schools, community members, other youth-serving organizations, governing bodies and businesses come together to design and implement a system-wide service learning initiative.

Are You Ready?

• To what degree are 4-H'ers already engaged in community service?
• Do you have 4-H educators, program assistants or volunteer leaders who will be available to meet with youth and agency representatives? To train youth and adults? To monitor activities?
• Do you have support from co-workers and the community?
• Can you integrate community service into 4-H activities you are already doing?
• Will you be able to involve youth in decision-making roles from the beginning?
• How will you recruit volunteers to help plan and carry out the logistics of the activities as well as help supervise the youth participants?
• Are you prepared to set objectives and evaluate results for both the community and the participants?
• Are teen 4-H'ers giving leadership to a service learning project for the gold 4-H Honors program recognition?

Choosing a Community Group, Agency or Organization

• Are the mission, goals and objectives clearly stated?
• Are those people for whom the service is intended part of the decision-making process?
• Does the agency see young people as a valuable resource, appreciating their fresh ideas and involving them in decision-making roles?
• Does it have well-defined job descriptions for youth volunteers, and are the tasks and facilities age and skill appropriate?
• Will it designate staff or adult volunteers to work with you in all phases and help supervise the young people?

Contacting Potential Partners to Set Up a Service Project

• If you know people in an agency, talk to them first, no matter where they are in the hierarchy. They can smooth the way.
• Convince them you're interested in helping them accomplish their mission and goals.
• The single most important point to establish, however, is that the tasks must be significant and challenging. Start from the knowledge, skills and interests of the youth, particularly those things that are 4-H project related. Brainstorm project ideas with youth, and be prepared to offer a menu of things you're able to contribute.
• Convey the estimated number of volunteers and the days and times they're available.
• Be specific about the level of supervision you'll provide and the level you'll expect the agency to give.
• Describe the level of responsibility they can expect from the young people.
• Discuss training and orientation for youth to learn tasks and for agency staff/volunteers to learn how to work with youth and to help them gain from their service experience.

Starting a Volunteer Clearing House

If your community does not have a volunteer clearing house, United Way or other agency serving in that capacity, use the same procedures to make arrangements with a number of agencies, organizations or community groups. Teens can help. You can keep a directory of the openings at each site. Each youth or small group can then contact the site and negotiate a "contract" for specific services. Both the youth and the agency contacted report back to you.

Establishing a Community-wide Collaboration

If you do elect to become a convener of a comprehensive service-learning partnership, you will need to be able to motivate and facilitate people to develop a shared vision and to work together in new ways. Start with a small planning committee of youth, leaders and representatives of groups with whom you are already working. Together, make a list of potential partners. Answer two questions: How will a partnership benefit them, and how might they contribute to the partnership? Consider agency representatives, business leaders, civic clubs, community residents, concerned citizens, elected officials, foundations, United Way, social services, other youth-serving organizations, media, parents, religious leaders and schools. Invite no more than 15 diverse members to join the partnership (so everyone will have a chance to talk at meetings). From the first, share everything you can. Encourage ownership by all partners. Successful collaboration is based on the following:

• shared vision and purpose
• commitment to take part in shared decision making, using agreed-on processes
• shared allocation of resources: people, knowledge, skills and funds
• jointly developed goals and objectives
• clear roles and tasks
• continuous communication
• systematic record keeping and evaluation
• credit and recognition for all collaborators

Degree of Youth Ownership

The degree of youth ownership should progress with the skills, developmental level and interest of youth. An activity identified by adults might be used at the beginning to get the group together and active, but the process should move rapidly to youth learning to study a situation and make decisions.

No Ownership - 4-H educator or leader selects one problem and plans service project

Partial Ownership - Youth select from several already-identified projects or collaborators; help define roles

Full Ownership - Youth identify problem areas, select those to be addressed, lead in designing, organizing and delivering service

The degree of development, practice of leadership skills and continuing interest increases as youth have more ownership of the plan.

2. Selecting Service Learning Projects

You can use a number of methods to identify service learning projects (see folder). Involve youth in conducting newspaper searches, neighborhood assessments, surveys and interviews. Visit other service agencies. Match the skills and interests of the youth with the identified projects, perhaps through a survey or by brainstorming.

Meaningful action includes direct service (tutoring, visiting the elderly), indirect service (environmental cleanup, fund raisers) and advocacy (speaking to officials, notifying the community, writing letters to businesses). Service may be teaching others (demonstrating 4-H project skills, tutoring), producing a helpful product (books, oral histories, plays, computer programs, murals) or addressing a significant need or issue (analyzing local streams, building playgrounds).

While it is understood that participants will benefit most by being involved in a project for a sustained period of time, you can develop a "shopping list" of service activities for one day, one weekend, one week or longer.
Day: Fund raiser, bike clinic, cultural fair, serving holiday meal to homeless
Weekend: Park or roadside cleanup, painting mural, building wheel chair ramp
Week: Day camps for needy children, gleaning crops to donate to a food pantry, helping with senior olympics, "Random Acts of Kindness" week at school

Examples of age-appropriate (10-13) service learning activities by selected 4-H curriculum categories include:

Environmental Science, Wildlife and Forestry

• Spray warnings on storm water sewers that flow to lakes and rivers
• Install 4-H stenciled trash cans in community parks
• Test drinking water for lead
• Plant wildlife food plots
• Plant native plants; make a nature trail
• Investigate issues which affect groundwater (septic tanks, abandoned wells, farm chemicals, animal wastes) and promote measures to correct them
• Help conduct an energy audit in school and promote energy-efficient measures
• Implement a recycling project at school or in a low income neighborhood
• Start a litter campaign at school or in the neighborhood

Foods-Nutrition, Health and Safety

• Conduct a series of food and fitness classes for children in after-school care
• Hold a Food Guide Pyramid food drive for food bank and help with inventory regularly
• Build an obstacle/fitness course for a preschool
• Volunteer weekly at a soup kitchen
• Organize a bike safety clinic and bike hike
• Help with organized sports for disabled children
• Conduct a school wellness fair
• Sponsor an alcohol and drug prevention campaign

Plants and Animals

• Establish a kids' community garden in a vacant lot
• Restore a neglected cemetery
• Conduct a chick embryology program at schools
• Hold a farm day for nursing homes or preschools
• Help out regularly at an animal shelter; donate rawhide and toys

Citizenship, Personal Development and Leadership

• Tutor young children in reading, math or science; do "hands-on" workshops
• Build playground equipment for special-needs children
• Start a buddy system to befriend disabled students at school
• Set up a children's book, toy and game exchange in a community center, and schedule regular times to read to or play with the children
• Start a letter-writing campaign to build more community recreational facilities
• Learn to sign and then plan workshops and social activities with youth who are hearing impaired
• Collect food and supplies for an emergency shelter

Identifying a Service Project

• Conduct a survey of public officials and citizens
• Visit with school administrators and educators
• Read local newspapers
• Conduct a neighborhood search or "walkabout"
• Talk with noted authorities about community problems and successful programs
• Collaborate with other service providers, conduct interviews of community leaders and service providers following the procedures in Exploring Citizenship "My Community"
• Focus on key public issues such as hunger, homelessness, literacy, race relations or environment
• Build on 4-H expertise such as teaching others, contributing products of project work or presenting a performance. Relate needs to what the individual or group really enjoys doing. If the group is, for example, a dog group, how can the expertise of the group be used to meet community needs?
• Discuss personal visions for a better community and a better world

National Days of Service:
October ....."The Big Help-a-Thon" is hosted by Nickelodeon. Young TV viewers can call in to pledge to help out their schools and neighborhoods. "The Big Help Day" will take place in the spring. Call (212)846-4692
October ....."Make A Difference Day" is a national day of "doing good". Sponsored by the Points of Light Foundation, it is held on the fourth Saturday of October each year. Call (202) 223-9186, Ext. 183
January ....."Martin Luther King Jr. Day" (3^rd Monday in January) is a day of service, interracial cooperation and youth anti-violence initiatives. It is administered by The Office of the Public Liaison of the Corporation for National Service 202) 606-5000.
April ......... "National Youth Service Day" is celebrated the Tuesday of National Volunteer Week, 3^rd full week in April. Sponsored by Youth Service America, activities include rallies, banquets and service. Call (202) 296-2992.

3. Planning and Preparing

Once a project has been selected, the collaborating team should develop a detailed plan for implementing it. The team should include 4-H educators, leaders, youth, representatives from collaborating organizations and schools and members of the community to be served. Schedule several planning meetings. Decide how each detail should be carried out and who's in charge of seeing it through. Make sure everyone has input and everyone gets a job! The following format may be helpful.

Risk Management

There is always the potential for injury or damage in doing service projects. Risk management involves assessing the risk, reducing or controlling it and making sure adequate insurance is in place to cover liability issues. Some of the common issues that must be addressed are:

Transportation: Whenever possible, use bonded drivers. If staff, volunteers or parents drive, make sure that they have a current driver's license and that they know their car insurance must cover any liability. Set up clear policies about seat belt use and rowdiness. If the collaborating partners are to provide transportation, make sure they have adequate insurance.

Insurance: Determine if your organization's insurance and that of your collaborating partners already covers, or can be modified to cover, community service learning activities - transportation, volunteers and sites. If not, you may need to purchase additional insurance.

Parental Permission: Require a signed parental permission form before youth can become involved in any community service activity. It will not absolve you from responsibility for negligence. However, if parents are made aware of exactly what the youth will be doing in the project and give their written consent, then you have some proof they have assumed the risks involved. Permission slips should include the work site location, type of transportation, dates and times of service, objectives of the experience, any risks involved and what youth are expected to bring.

Medical Release/Health Form: Supervisors should keep up-to-date medical release/health forms within reach. These forms permit medical attention in an emergency and inform the medical provider of the youth's health insurance coverage. The health form also alerts supervisors and medical personnel to existing health conditions or current medications. Kentucky medical information is included in the 4-H Program Resource Guide on the 4-H web page. http://www.ca.uky.edu/Agcollege/4h

Screening, Supervision and Preparation: Take every precaution to assure reasonable safety and document those steps.

• Screen site and volunteers
• Provide adequate adult supervision, and keep a master chart showing how young people are being monitored.
• Provide emergency training for responsible adult and teen leaders.

Media Release Forms: Members of the community for which the service is being provided may not wish for their names or pictures to be included in publicity. Always obtain written permission from them (or their parents if they are under 18).

4. Preparing Youth for Service

Youth need some preparation before they begin a service project, but a lengthy orientation can be a turnoff. Training and orientation are needed in four areas:

2. Activities for team building, decision making and problem solving with follow-up during and after the service experience.
Team Building - "Group Juggle" is a simple activity using six or seven crushed paper balls. Participants stand in a circle. The first player throws a ball to a person across the circle, who throws it to a third, and so forth, until everyone has a turn, but one turn only. Repeat with each player throwing the ball to the same person each time. When the pattern becomes smooth, add another and then another ball. Players should be able to keep six or seven balls all moving at once. Ask what they have learned. (When everyone learns their task and works together, things run smoothly. If someone drops the ball, it's not total disaster; the team needs to help them get started again. If they're teased or made to feel like a failure, they may drop out. If the circle gets too small, the group can't keep as many balls in the air.)
Decision Making - Practice skills using a scenario from the prospective service project. For example, ask the question, "What if a supervisor left you a note to do a task you weren't quite sure how to do?" Ask the participants to brainstorm alternatives, to consider the pros and cons of each and to make a decision based on their conclusions. (For example, one, don't do it; two, find another adult who can help figure it out; or three, try to fumble your way through it.)
Problem Solving - Hold a paper-stacking contest where each team gets an equal amount of scrap paper with which to build a tower. They get nothing else - no stapler, glue or tape. Folding the paper is the only method of construction. Give awards for the highest, the cleverest construction techniques and the most architecturally attractive. Remind them they will seldom have everything they need when working on a service project, but imagination and ingenuity can save the day.

3. General role expectations and guidelines for appropriate behavior.
Participants should understand the need to:

• Approach the project as if it were a "real" job.
• Be reliable. "No-shows" are deadly to the success of a program. Notify the supervisor if you cannot make it.
• Be on time and have a positive attitude.
• Dress appropriately and behave courteously.
• Make arrangements for transportation, if not provided.
• Familiarize oneself with all emergency procedures. (Do not place volunteers in situations that threaten their health and safety.)
• Respect privacy of the agency's clients and confidentiality of client records.
• Ask for assistance from supervisor or other adult when needed, but don't let them do it all for you.
• Perform tasks as outlined and complete them on time.

4. "Learning to learn," using the questioning process of reflection, should be introduced and then reinforced throughout the service experience as outlined in "Structuring Reflection."

5. Structuring Reflection

Reflection is more than just reporting what occurred in a service learning activity. Reflection is a strategic, engaging, ongoing process of examining the experience. But, it also processes spontaneous learning in "teachable moments".

Reflection:
Is structured around the Experiential Learning Cycle, which is also the basis for the Service Learning Cycle.
Is connected to determined objectives for learning, citizenship, personal development and social development.
Uses reflection methods and techniques that will best capture the determined objectives.

The Cycles:

What?...Do and Share:
What are some adjectives that describe your experience?
What were your feelings?
What was most rewarding?
What was most difficult?

So What?...Process:
How did the information and skills you've learned help you?
How was the experience different from what you expected?
Why is it important to serve your community?

So What?...Generalize:
What issues did this experience make you think about?
What are the challenges that face us in these issues?

Now What?...Apply:
How has this project changed your attitudes about these issues?
What will you notice now that you didn't notice before?
What can we do individually and as a group to have more impact in this area?
What is one thing you can do next week that will make a difference?

The Objectives:

Learning:
Understanding and applying knowledge and skills to real-life situations
Reframing knowledge and skills to broader issues
Transferring information from concrete to abstract
Producing ideas for improving or expanding the project

Citizenship:
Gaining a sense of civic responsibility
Developing character traits of honesty, responsibility, respect, caring, fairness, trustworthiness and citizenship
Building leadership skills
Seeing oneself as a community resource
Becoming an advocate

Personal and Social Development:
Gaining self-understanding
Developing positive relationships
Career Awareness

Methods and Techniques:

6. Evaluating

Evaluation is essential and can be quite simple to do. The two purposes for evaluating a community service learning program are (1) to measure the impact of the program on the participant, the collaborating partners and on the community and (2) to help improve the program so it can be more effective in the coming years.

You can capture valuable information in a number of ways. Use the products of participants' reflection. Use quotes, photos, videos and media scrapbooks. Keep records of numbers of participants, leaders, community partners and hours contributed as well as the number of people served or "products" produced. Also, plan to obtain information from participants, community partners, adult supervisors, parents and service recipients. You can use mailed questionnaires, telephone interviews or focus groups. Keep the number of questions short. Suggested questions follow.

Impact Measures

The following statements indicate the impact of the Community Service Learning Program in the various counties (for 2001).

Link to County Impact Statements

Participant Outcomes

New skills or new ways to use old ones
A special relationship with team members
Greater responsibility and leadership roles
A sense that I was making a difference
Increased awareness of community needs
Greater understanding of a community issue
Knowledge about myself
Goal to look for more ways to serve my community

Community Partner Outcomes

Increased visibility
Expanded networking
Enhanced volunteer recruitment opportunities
Increased services to clients

Community Outcomes

Program Improvement

Asking for and accepting your ideas
Providing training and orientation
Placing you in an appropriate service activity
Providing adequate supervision
Helping you reflect about your experiences

Fostering shared decision making
Engaging youth in responsible roles over a sustained period
Providing structures opportunities for reflection
Defining clear roles and responsibilities for all involved
Providing training and orientation
Promoting good attitudes and work habits
Providing adequate supervision
Arranging recognition and publicity

7. Ages and Stages of Youth

Adapted for use in Kentucky by Anna B. Lucas, 4-H Youth Development Specialist.

Adapted from: Karns, Jeanne and Myers-Wall, Judith A., Ages and Stages of Child and Youth Development, A Guide for 4-H Leaders, North Central Regional Extension Publication No.292, Purdue University, Cooperative Extension Service, West Liberty, IN. 1988.

Lah, Marta and Barkman, Susan, Leader/Helper Guide for Foods Curriculum, 4-H 801, Purdue University, Cooperative Extension Service, West Lafayette, IN. 1994.

Recognition in Youth Programs: Helping Young People Grow, Introduction to Goal Setting, Module 3, pages 37-39

8. References and Resources

References

Beyond 4-H Community Service...To Community Service Learning by Allen T. Smith, Families, 4-H and Nutrition/CSREES/USDA, Washington, DC, 1997
Beyond Leaf Raking, Learning to Serve/Serving to Learn by Peter L. Benson and Eugene C. Roehikepartain, Search Institute, Minneapolis, MN, 1993
Everyone Wins When Youth Serve and A Practical Guide for Developing Agency/School Partnerships for Service Learning by Eugene C. Roehikepartain of Search Institute, Points of Light Foundation, Youth and Education Outreach Area, Washington, DC, 1993-94.
Service-Learning Project Plan, MARYLAND STUDENT Service Alliance, Maryland Department of Education, Baltimore, MD.1992.
National Youth Service Day IX Toolkit, Youth Service America, Inc., Washington, DC, 1997.
Partners in Community Leadership by Roy Hougen, Katey Walker, Elizabeth Templin and Janet Ayres, North Central Regional Center for Rural Development, Iowa State University, Ames, IA, 1993.
Preparing Agencies for Youth Volunteers by Mary K. Munson, 4-H Volunteer Management Systems Conference, National Service/Youth Service America, 1994.
Service-Learning (Unit 1) and Service-Learning Cycle (Unit 2) by William E. Caldwell, University of Nebraska Cooperative Extension, 1994.
Service Learning Curriculum, The Iowa Service-Learning Partnership, Iowa State University, 1996.
The Future is Ours...So Now What? A Youth Volunteer Program of Lions Club International, Video Packet, 1996.
The Incredible Indoor Games Book by Bob Gregson, Fearon Teacher Aids, Parsippany, NJ, 1982.
Youth Service: A Guidebook for Developing and Operating Effective Programs by Dan Conrad and Diane Hedin, Washington, DC: Independent Sector, 1987.
Youth Voices and Action County Planning Team Guide, A Resource Guide for the 4-H Youth Voices and Action Public Service Advertising Campaign, 4-H Cooperative Extension System, 1997.

Exploring Citizenship, Unit IV "My Community" 4FC-O1P0
4-H Honors Form 4L0-2750
4-H Honors Member Guide 4L0-2850
4-H Honors Leader guide 4L0-26L0
Creating Youth/Adult Partnerships, Training Curricula for Youth, Adults and Youth/Adult teams, available in many county Extension offices, but may be purchased directly from National 4-H Council.

Resources