How to build a Service-Learning Army?

Alternatively, “How do we help teachers realise their hidden potential as a teacher of service-learning?”

When PolyU decided to make Service-Learning (SL) a compulsory, credit-bearing subject for all undergraduates in 2010, we knew we had a huge challenge.  We needed to offer subjects (courses) to thousands of students each year, starting with zero subjects. It was estimated that we were going to need around 70 subjects, starting with none.  We were going to need dozens and dozens (more than a hundred, it turns out) teachers.  How do we find these teachers who can - and are willing to - teach the subjects?  

We started to try to (1) identify the characteristic of these teachers.  Perhaps teachers who have engaged in community service themselves, inside or outside PolyU?  Perhaps those who come to seminars and workshops on SL? Perhaps those who respond to Call for Proposals on SL subjects?  Perhaps those with religious beliefs?  These potential “indicators” do not always work.  For example, some put their names in because they have been asked by their department heads.  Others volunteered for other reasons such as a perception that it may give them better job security (which may not actually be the case).  But by and large these indicators did help us gather together a significant number of colleagues who got involved.  And we continue to identify and recruit new members into the community.  

Then we have to do all we can to help them (2) get up to speed and stay in the game. Even the most motivated benefit from help to persevere in the face of all the obstacles and discouragement. We run numerous workshops on many aspects of service-learning: writing a proposal for a SL subject, cultivating community partners, finding possible projects offshore, teaching reflection, assessing performance, etc.  We created a community of practice for interested colleagues to share experience, learn together and in general encourage each other.  Many of the projects need financial support for equipment and material, extra manpower to support and supervise the students, for transportation and accommodation away from Hong Kong.  So we work with the Alumni Office to solicit donations from individuals, corporations, and foundations, and distribute the funds among the colleagues who need them. 

We realise that many colleagues need help finding projects, particularly for offshore projects, where we can make the biggest impact and the students can learn the most.  Hence we make concerted effort to explore and set up projects in foreign countries such as Cambodia, Vietnam, Myanmar, Indonesia, Philippines, Rwanda, Tanzania and South Africa.  We bring interested colleagues to meet with potential partners and discuss possible projects.  We have developed a number of offshore bases where we can operate multiple projects for many years.  In this way, we (3) open up opportunities for people. 

Then I read Adam Grant’s book “Hidden Potential - The Science if Achieving Greater Things”.  The book is divided into three sections: (I) special character skills that catapult us to greater heights, (II) creating structures to sustain motivation, and (III) building systems to expand opportunity.  It turns out the three steps that we went through to develop our SL program matches very well the three steps that Adam Grant’s research says are useful for helping people achieving greater things.  

Our SL program was designed based on reading about other people’s experiences, our own little experience, what we know about education and psychology in general, and a lot of intuition and common sense.  We are very glad that it is corroborated by scientific research.  Thank you, Professor Adam Grant.