Abstract
In line with the University strategic direction, Lee Woo Sing College proactively designs a credit-bearing service learning programme (CSLP) that the learning is initiated by students with the emphasis on research processes and problems.
The “WeServe Community Scheme” (Scheme) is a pilot for the College to identify the success and failure factors when this student-initiated CSLP is extended to all students. Under this Scheme, students’ awareness to the underprivileged people / community needs shall be enhanced through
- conducting a simple baseline study on the underprivileged people / community needs
- identifying the needs of the underprivileged people / community needs
- designing and implementing a series of community service according to the result of baseline investigation
- conducting evaluation and report
By the end of this Scheme, the College will collect evaluation result and feedback from students which will be used to formulate the curriculum, content and assessment of the CSLP.
Brief write-up
Project objectives
The “WeServe Community Scheme” is a pilot for the cohort of Year 1 local students (GEWS1011 “College Induction Course”) which facilitate the College to identify the success and failure factors when Credit-baring Service Learning Programme (CSLP) becomes a compulsory component of the undergraduate curriculum in 2023-24. With the supervision of teacher-advisors, a total of 32 service groups had to design, implement and present their service projects in Term 1, 2021-22. Through this scheme, students are expected to
1. recognize problems and gaps in resources and propose solutions for the future
2. develop leadership and teamwork skills needed for effective community engagement
3. develop sustained interest for community involvement or contributions
Activities, process and outcomes
Students attended lecture and workshops which equipped them with a concept of design thinking to design, execute and evaluate service-learning project. Students met their Teacher-Advisors regularly to ensure the quality of service activity and the project objectives. Finally, students consolidated their learning experience through reflection journal and showcase of 32 service-learning projects.
Deliverables and evaluation
• Initial framework with manual/handbook was established which could cater up almost 300 students. The handbook consists of guidelines, templates and rubrics which guides a large group of students to design and execute the service-learning project. It can be duplicated in the development of CSLP with the minimal guidance from teachers or supervisors.
• Evaluation survey and sharing indicated that students were satisfied with the curriculum design, requirements and arrangement of service-learning. Also, Pre and pro survey showed positive changes on students’ learning attitudes and capacities.
Dissemination, diffusion, impact and sharing of good practices
Although manual/handbook was initially developed, as a pilot scheme, it should be modified and revised when the scheme is re-run in next academic year.
Impact on teaching and learning
• It is possible that Year 1 students were experiencing transition from high school to university, so they expected more guidance or advice on proposal writing and service activity design. The consultation session was helpful that they could identify the weakness and limitation of their project.
• Regarding marking scheme, despite that administrative staff would randomly join some service activities for the monitoring purpose, both teachers and students proposed that the implementation of service activity should be marked in the future.
