SLS-4b5 Explosion - S curve Growth

There are two critical numbers in the growth of service-learning at PolyU.  One is the number of credit-bearing academic subjects.  The other, perhaps most importantly, is the number of students enrolled - because we are committed to provide enough places for all undergraduates to fulfil the requirement.  In both cases the number grow slowly in the beginning.  Then the number enter a period of very rapid growth.  Subsequently the number slows as the need is satisfied.  The result is a classical stretched S-shaped curve for both numbers. 

In the beginning, when service-learning was made a required subject, very few people in the university were familiar with the core principles of service-learning and how they can be applied in a course. Some were skeptical of its academic rigour and practical feasibility.  Others were downright hostile, secretly wishing or even actively pushing the program to fail.  

Hence it was critical to create success stories to convince the skeptical that it is academically sound and indeed feasible.  Success in creating these subjects quickly builds momentum, develops a critical mass, forestalls attacks and raises the probability of ultimate success of the overall program itself.  In 2011-12, 9 subjects were successfully offered, with a total of 213 students.  The numbers of both subjects and students were modest. Classes were small.  We were still in the piloting phase, when service-learning subjects were offered to students in the old 3-year undergraduate programs as elective general education subject. The first cohort of the 4-year undergraduate programs would not enter PolyU until September 2012. Nevertheless there were some impactful projects, even overseas ones.  It was modest but a success.  The piloting was critical in convincing enough people on campus that SL is indeed both academically sound and practically feasible.  

In 2012-13, the first year of the formal service-learning program being offered to the 4-year undergraduates, the numbers were still modest.  But behind the scenes enough academic staff and their department heads were convinced, a critical mass has been built, a tipping point reached. Many new SL subjects were being proposed from a wide range of departments and faculties, approved, and ready to be offered.  We quickly entered into a period of astonishingly fast growth. During those several years the OSL worked extremely hard with the departments to develop the subject proposals and the actual projects.   The sub-committee on SL subjects met often, each time examining dozens of proposals.  Many proposals were revised multiple times within a short time, to get the subjects ready.  

By 2015-16, when the first cohort was in their final year, we had already developed enough subjects for the full scale operation of the SL requirement.  Thereafter we had no need to proceed at breakneck speed anymore.  We enter into a period of continuous improvement, deepening impact and measured growth.  The focus changed to exciting innovation, and deepening the culture of civic engagement on campus.