University of Kent at Canterbury s2

UNIVERSITY OF KENT

SECTION 1: MODULE SPECIFICATIONS

1. Title of the module

Public Services Volunteering

2. School which will be responsible for management of the module

SSPSSR: Canterbury College

3. Start date of the module

1st September 2011

4. The cohort of students (onwards) to which the module will be applicable

September 2011

5. The number of students expected to take the module

6. Modules to be withdrawn on the introduction of this proposed module and consultation with other relevant Schools and Faculties regarding the withdrawal

Nil

7. Level of the module (e.g. Certificate [C], Intermediate [I], Honours [H] or Postgraduate [M])

Certificate C

8. The number of credits which the module represents

9. Which term(s) the module is to be taught in (or other teaching pattern)

Throughout the academic year

10. Prerequisite and co-requisite modules

This module is suitable for all HND Public Services Students, there are no prerequisites.

11. The programme(s) of study to which the module contributes

Optional module for the HND Public Services

12. The intended subject specific learning outcomes and, as appropriate, their relationship to programme learning outcomes

Students will be able to demonstrate:

12.1 awareness and understanding of the issues and barriers surrounding volunteering (A1 Internal culture, structures and systems, B3 situations where specific response strategies would be appropriate, D2 treat others' values, beliefs and opinions with respect, D3 receive and respond to a variety of information.)

12.2 self awareness of their skills and abilities and how to apply said skills to the wider working community. (A1 Internal culture, structures and systems, B2 Decision making and organisational strategies, B3 situations where specific response strategies would be appropriate, D1 manage own roles and responsibilities, D2 treat others' values, beliefs and opinions with respect, D3 receive and respond to a variety of information.)

12.3 an awareness of the benefits and value of volunteering to the local and wider community; (C2 professional practices, influencing factors and strategies, C3 organise an activity, utilising legislation and management skills, D1 manage own roles and responsibilities, D2 treat others' values, beliefs and opinions with respect, D3 receive and respond to a variety of information.)

12.4 an awareness of their own impact upon a volunteering placement. (A1 Internal culture, structures and systems, B2 Decision making and organisational strategies, C2 professional practices, influencing factors and strategies, C3 organise an activity, utilising legislation and management skills, D2 treat others' values, beliefs and opinions with respect, D3 receive and respond to a variety of information.)

12.5 the ability to manage and reflect critically on their personal learning process. (B2 Decision making and organisational strategies, B3 situations where specific response strategies would be appropriate, C3 organise an activity, utilising legislation and management skills, D1 manage own roles and responsibilities, D2 treat others' values, beliefs and opinions with respect, D3 receive and respond to a variety of information.)

13. The intended generic learning outcomes and, as appropriate, their relationship to programme learning outcomes

13.1 Communication and Presentation Skills - evidenced through the final assessment panel presentation. (C2 professional practices, influencing factors and strategies, C3 organise an activity, utilising legislation and management skills, D1 manage own roles and responsibilities.)

13.2 Team Work and Interactive Group Skills – evidenced through working within a variety of volunteering placements to achieve group aims and goals. (A1 Internal culture, structures and systems, B2 Decision making and organisational strategies, B3 situations where specific response strategies would be appropriate, D2 treat others' values, beliefs and opinions with respect, D3 receive and respond to a variety of information.)

13.3 Leadership and Motivation – evidenced through spear-heading and developing specific volunteering projects and managing their own teams of volunteers. (C2 professional practices, influencing factors and strategies, C3 organise an activity, utilising legislation and management skills, D3 receive and respond to a variety of information.)

13.4 Problem Solving - achieved through the undertaking of self-led tasks and overcoming barriers to volunteering. (B2 Decision making and organisational strategies, B3 situations where specific response strategies would be appropriate, C2 professional practices, influencing factors and strategies, D3 receive and respond to a variety of information.)

13.5 Ability to adapt to changing situations - evidenced by experiencing a variety of volunteering placements and assessed by the self-reflective diaries and mentor appraisals. (A1 Internal culture, structures and systems, B2 Decision making and organisational strategies, C3 organise an activity, utilising legislation and management skills, D1 manage own roles and responsibilities, D2 treat others' values, beliefs and opinions with respect, D3 receive and respond to a variety of information.)

13.6 Ability to self-appraise and reflect on practice – evidenced through the completion of self-reflection logs and the self-analytical assessment. (D1 manage own roles and responsibilities, D2 treat others' values, beliefs and opinions with respect, D3 receive and respond to a variety of information.)

13.7 Ability to plan and manage learning – evidenced through completion of the extra self-directed study necessary to supplement placements. (B2 Decision making and organisational strategies, C3 organise an activity, utilising legislation and management skills, D1 manage own roles and responsibilities, D3 receive and respond to a variety of information.)

13.8 The development and practical application of transferable skills. (D1 manage own roles and responsibilities, D2 treat others' values, beliefs and opinions with respect, D3 receive and respond to a variety of information.)

14. A synopsis of the curriculum

In order to complete this module students must have evidence of performance in all 4 of the following areas of volunteering:

· Active Community Volunteering

· College Volunteering

· Leading, Mentoring or Training

· Public Service Volunteering

Active Community Volunteering

The development of the student in interacting with people within the community is core to this module. Students will volunteer for and gain experience in working with various community organisations. These could include but are not limited to:

Charities

Support Groups

Public Interest Groups

Public Advice Groups

Wildlife Organisations

College Volunteering

College volunteering could include but is not limited to:

Student Union Activities (Organisation, support or stewarding)

Acting as a representative of the College at events, open days or in liaison with Kent University

Supporting other students (including special needs students)

Acting as an HE ambassador across the College

College income generation in connection with charities and support organisations

Leading, Mentoring or Training

Leading a volunteering event, process or development, mentoring student volunteers or volunteers in a community volunteering context or undertaking training and/or development of individuals in respect of volunteering.

Public Services Volunteering

Assisting, observing, supporting or monitoring a public service as a community member or in their capacity as a public services student.

As a general guide 37.5 hours spent volunteering on each element is proposed. If CRB Checks are required these will be the responsibility of the organisation with whom the volunteer is working. Point 68 on the CRB application form should be marked as there is a fee exemption for volunteers.

15. Indicative Reading List

Ausenda F (2005) Green volunteers: the world guide to voluntary work in nature conservation Milano: Green Volunteers

Ausenda F, McCloskey E (2008) World volunteers: The World guide to humanitarian and development volunteering 4th Ed Richmond: Crimson Publishing

Brown C (2005) Working in the Voluntary Sector 4th Ed Oxford: How to Books

David-Smith, J. et al (1995) An Introduction to the Voluntary Sector. London: Routledge

Hall. D & Hall, I. (1996) Practical Social Research: Project Work in the Community. Basingstoke: Macmillian

Jones R (2006) Charity and Voluntary Work Uncovered Richmond: Trotman

Kendall, J. (2003) The Voluntary Sector. Comparative perspectives in the UK London: Routledge

Tarrant R (2006) Working in work experience and volunteering Godalming: Connexions,

16. Learning and Teaching Methods, including the nature and number of contact hours and the total study hours which will be expected of students, and how these relate to achievement of the intended learning outcomes

This module will start with an introduction that will explain the requirements of volunteering to the students. Students will be informed of the requirements for CRBs in most voluntary organisations. They will be given appropriate Health and Safety information relating to their personal arrangements for voluntary activity. (A general risk assessment will be completed for students of 18+ years of age, students under this age or who are vulnerable will require specific risk assessment for each activity.)

A staff mentor will be allocated to each student and will meet with their volunteer at regular intervals throughout the module. The student is ultimately responsible for engaging in the four elements of volunteering, however advice help and assistance will be given by the mentor to ensure that the students has sufficient volunteering opportunities. The staff mentor will review the student evidence of achievement after each element of the module is completed. A final review will be held to ensure portfolio of evidence is complete, before presentation for assessment.

The mentor will initially meet with the student to brief them on the volunteering module, this will include details of the components of the module, the volunteering agreements and general health and safety policy. The mentor will review with the students the arrangements they have made to undertake volunteering activities. Further meetings will be held if requested by the mentor or student throughout the process of the module. Students will be tutored to support their reflective activities, independent study will develop the students conceptual understanding of the process of volunteering in context with contemporary literature and practices. Students will present the details of their volunteering activities together with their reflections and statement of learning at a final presentation, mentors will also offer advice and guidance in the development of student presentations.

Meeting 1 / Introduction to mentor / To include the components of the module, the volunteering agreements and general health and safety policy
Meeting 2 / Discussion of volunteering arrangements / To review with the students the arrangements they have made to undertake volunteering activities
Meeting 3 / Progress meeting / Optional meeting at the request of the mentor to review activities to date
Meeting 4 / Progress meeting / Optional meeting at the request of the student to review activities to date
Meeting 5 / Preparation meeting / For mentors to offer advice and guidance in the development of student presentations.
Meeting 6 / Presentation / Presentation of module experience, reflective log and statements of learning

Mentors will comprise of members of the Public Services Teaching team under the management of the Public services coordinator Danielle Banyai and Faculty Leader Paul Mathew.

Mentors will be trained internally by the Public services coordinator Danielle Banyai who will also act as a mentor for students. Mentors will be employed only after they have achieved the following outcomes:

a) Demonstrate understanding of the concept of mentoring as a means of supporting Volunteers

b) Identify how to develop, maintain and terminate a mentoring relationship

c) Identify how they will use mentoring skills appropriately when mentoring Public Service student volunteers

d) Consider the mentoring partnership from, student, organisational, College and mentor perspectives

e) Describe the roles and responsibilities of mentor and mentee with specific reference to cultural, ethical and professional issues

f) Discuss health and safety issues related to volunteering

Students will be afforded some flexibility in their timetabling of the elements of the module but it is anticipated that the module will be completed within the first year of study.

Successful completion of the whole module will equate to 150 hours student activity. Approximately 37.5 hours should be spent on each element of the module. It is anticipated that more time may be spent on Activity Community Volunteering, where this takes place, time spent on the other units can be adjusted accordingly. All elements of the module must be completed irrespective of the time spent on any particular element.

The intended learning outcomes 12 (1-5) and generic learning outcomes 13 (1-8) will be achieved as a result of a combination of student activities undertaken to achieve each element of the volunteering module. The volunteering activities will be underpinned by volunteering agreements, reflective logs, student presentations and statements of learning.

17. Assessment methods and how these relate to testing achievement of the intended learning outcomes

The reflective log and statement of learning will be completed for each volunteering element.

Active Community Volunteering (12.1-12.5, 13.1-13.8)

Volunteering Agreement - between volunteer, placement supervisor (community organisation) and mentor outlining responsibilities and commitment required (12.1, 13.2, 13.4).

Reflective Log - to include hour log (a guide of 30 hours spent volunteering on each element is proposed) and reflective diaries and include an organisational analysis. (12.2, 12.3, 12.4, 12.5, 13.1, 13.3, 13.4, 13.5, 13.6, 13.8).

Statement of Learning and Presentation – an evaluative account of the volunteering experience, highlighting skill development & positive/negative factors, to be presented for assessment and including appropriate references from suggested reading. (12.1, 12.3, 12.4, 12.5, 13.1, 13.2, 13.3, 13.5, 13.6, 13.7, 13.8).

The reflective log and statement of learning combined should be a minimum of 1,500 words. This element represents 25% of the overall grading.

College Volunteering (12.1-12.5, 13.1-13.8)

Reflective Log - to include hour log (a guide of 30 hours spent volunteering on each element is proposed) and reflective diaries (12.2, 12.3, 12.4, 12.5, 13.1, 13.3, 13.4, 13.5, 13.6, 13.8).

The reflective log and statement of learning combined should be a minimum of 1,500 words. This element represents 25% of the overall grading.

Leading, Mentoring or Training (12.1, 12.3-12.5, 13.1-13.3, 13.5-13.8)