EIGHT years ago, I was tasked with developing a community service module that emphasised community engagement and societal issues in a more holistic and strategic manner.
The module was on service-learning, a concept that is wider in scope and depth in application at the tertiary level than mere community service.
Service-learning is simply learning to serve, first by learning about the community and how to serve the community needs more strategically involving the instructor as the facilitator, the student learners and the community.
Academically, it is an experiential learning process involving reflection and that exposes students to real-life societal problems which they can attempt to address collectively.
Collaborations and connections are the key ingredients.
Over the years, I have seen students work with the hearing and visually impaired, and have engagement sessions at the tertiary institution or an external facility.
There were those who called in ex-gamblers for a campaign on gambling addiction, as well as those with diverse interests that collectively delivered impactful projects for various societal members, from the homeless and B40 groups to single mothers.
One memorable project was from a team who worked with a paediatric cancer ward at a private hospital; they rented superhero costumes and hired professional photographers for a photoshoot that the kids could treasure.
The parents of these kids shared their stories willingly and tearfully, while the rest of us listened with empathy.
Indeed, empathy is a natural outcome for service-learning students experiencing things such as this for the first time, as part of the process of gaining emotional intelligence.
The other aspect is challenging their own ignorance on the issue addressed.
One group had members who were uncomfortable associating with the HIV community but eventually read enough information about it to diminish their fear.
The students also learnt the art of collaboration. Habitual free riders in group assignments had significant roles to be accountable for which would determine the project outcomes. From digital marketing to interacting with the community, there is a lot at stake.
Considering that employers today hire for demonstrative skills, it is timely for such roles to enrich the students as much as benefit the community.
Aspects of project management such as managing time, people, resources, finances and situations all contribute to students’ holistic development.
In 2020, as the Covid-19 pandemic swept across the globe, I was in a great dilemma as I pondered how to conduct the module when everyone was asked to stay home.
While researching for ideas, I came across community-related modules carried out by other universities even before the pandemic hit. And that was how I discovered e-service learning.
I was initially sceptical about the effectiveness of this approach but went ahead with it in the following semesters as an attempt to adapt to the uncertain circumstances. My students used contactless engagement and e-platforms in their communications and arrangements to benefit their community partners.
At the end of it, they surprised me with meaningful and impactful projects.
These included securing online devices for B40 children, and organising upskilling training programmes for marginalised members of society. The most recent was an experimental project on digital literacy meant for senior citizens. It was both interesting and amusing to see how the senior citizens interacted with our students as they asked questions from using e-wallet to phone banking. In a world presented with many problems, the future may sometimes look bleak but as an educator working alongside the young, I see hope in the nation’s future. I see a generation that can enlighten adults, empower themselves and engage others for the sake of humanity.
Sustainability is not meant to be just a stated goal, but a purposeful mission that can fuel action. It’s now a crucial time to learn how to serve the needs of society, from generating awareness to driving action and stimulating reflection.
As higher education becomes increasingly more experiential, let’s put the “heart” back in education.
ANITA PAUL
Lecturer
Sunway College
