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WAB Faculty & Staff

CAS & Global Citizenship: Action

STAGE THREE: Action

At the Action stage it is important to consider your partnerships. How will you conduct yourself with others in your project? What external organizations are you partnering with?  

In this section you will provide evidence and reflection on:

  • The challenges and successes did I have in my project
  • Did I experience fulfillment while participating in this project
  • How did I interact with the Learning Outcomes and Goals identified for the project
  • Did my planning lead to success in my project
  • How successful was my project in addressing the need I identified
  • Did I collaborate with others to make my project happen and what did I learn from the experience
  • How will I demonstrate my project to the community

 

Type of Action

Direct Service Learning

  • Definition: In direct service learning, students directly engage with individuals or communities in need. This type involves hands-on activities that directly impact people’s lives.
  • Example: Volunteering at a food bank, tutoring children, helping in a homeless shelter, or working in a community garden.
  • Objective: The focus is on building relationships, helping people, and directly addressing community needs. Students actively interact with the community and contribute in tangible ways.
  • Skills Developed: Communication, empathy, problem-solving, teamwork, and leadership.

Indirect Service Learning

  • Definition: Indirect service learning involves contributing to a cause or addressing a community need without direct interaction with the individuals benefiting from the service. This could involve tasks like organizing events, fundraising, or preparing materials.
  • Example: Organizing a charity drive, creating care packages, or organizing an awareness campaign.
  • Objective: The goal is still to meet a community need, but the student’s involvement is less direct. The student may work behind the scenes to support the community or a specific cause.
  • Skills Developed: Organizational skills, planning, event coordination, marketing, and leadership.

Advocacy Service Learning

  • Definition: Advocacy service learning focuses on raising awareness and advocating for social or environmental issues. Students work to influence change through activism, education, and lobbying efforts.
  • Example: Writing petitions, organizing awareness campaigns on issues like climate change, social justice, or poverty, or meeting with local policymakers to discuss community needs.
  • Objective: The goal is to create awareness and support for a cause, as well as to influence attitudes, policies, or behaviors that will address social issues.
  • Skills Developed: Public speaking, advocacy, critical thinking, communication, and leadership.

Research Service Learning

  • Definition: Research service learning involves students conducting research to address community issues or contribute to solving real-world problems. The research is then shared with the community or relevant organizations.
  • Example: Conducting a survey to assess community health needs, researching local environmental concerns, or gathering data on the effectiveness of a social program.
  • Objective: The goal is to provide data or insights that help solve a problem or inform decision-making in the community. This type of service learning often involves partnerships with organizations that will use the findings to improve services or programs.
  • Skills Developed: Research methods, data analysis, critical thinking, and academic writing.