Service-learning is a teaching method
which combines community service with academic instruction as it focuses on
critical, reflective thinking and civic responsibility.
From the assignment of a project that addresses community needs,
students learn from community members and develop leadership skills while
practicing theoretical knowledge gained in class.
As a form of experiential
education, service-learning
shares similarities with internships, field education, practica, and
voluntary service. Andrew Furco (University of California Berkley) places
these forms of education on a continuum. At one end of the continuum are
internships and practica (professional development), with their primary
focus on the students' career development. At the other end are volunteer
activities, in which the emphasis is on the civic involvement and the
services provided to recipients. Furco locates service-learning in the
middle of the continuum, and states that it is unique in its "intention to
equally benefit the provider and the recipient of the service as well as to
ensure equal focus on both the service being provided and the learning that
is occurring."
Service-learning
is different from:
Community
service
(Volunteerism), where the primary emphasis is on the service being
provided and the primary intended beneficiary is the service recipient. Students benefit by learning how their service makes a difference thus
increasing their interest and motivation for civic engagement.
Internships
provide higher-level students opportunities for service in which they
can apply concepts and skills from their major field of study as they
may develop a substantial project that benefits the community.
Field
experiences
provide students with co-curricular service opportunities that are
related but not fully integrated with their formal academic studies.
Picking up
trash by a riverbank is service.
Studying water samples under a
microscope is
learning.
When students collect and analyze
water samples for the local pollution control agency and the agency uses the
findings to clean up a river – that is
service-learning.
Let’s take, for
example, a nonprofit wishing to sponsor a 5K Walk/run as a fundraiser.
The following is an example of how an university might respond to a
call from the nonprofit organization for “help” with the event.
| Type of Service | Student | Activity |
| Community Service | Any student / any degree program | Running or walking in the race with pledges for distance covered Serving as race monitors along the course |
| Internship | Business student / MBA or MPA | Market analysis/strategic plan to identify an unique, and
potentially profitable, fundraiser appropriate to the organization’s
mission. |
| Field Experience | Students in nursing or medicine | Staffing a medical tent - along with faculty, looking for signs
of runners/walkers in need of medical attention |
| Service-Learning | Students in communication or marketing | Developing a social network site to generate interest |
| Students in graphic design | Developing a print media campaign for marketing |
An episodic volunteer program;
An add-on to an existing college curriculum;
Completing minimum service hours in order to graduate;
Service assigned as a form of punishment;
Only for high school or college students; or
One-sided, benefiting only students or only the community.
Often service-learning is a course
requirement. But beyond getting
credit for a course, there are real benefits to you as a learner.
According to a 1999 national study by
Janet Eyler (Vanderbilt University) and Dwight E. Giles (University of
Massachusetts-Boston), students participating in
service-learning
develop:
Deeper understanding of
subject matter;
Deeper understanding of the
complexity of social issues;
Increased ability to apply
material learned in class to real problems;
Increased reported learning
and motivation to learn;
Increased connection to the
college experience through closer ties to students and faculty;
A reduction of negative
stereotypes and an increase in tolerance for diversity;
Increased leadership skills;
and
Increased ability to work with
others.
In a 2000 study by Alexander Astin (Higher Education
Research Institute, UCLA), et. al.,
service-learning
participation shows significant positive effects in (among other things):
Academic performance (GPA,
writing skills, critical thinking skills);
Values (commitment to activism
and to promoting racial understanding);
Leadership (leadership
activities, self-rated leadership ability, interpersonal skills); and
Self-efficacy.
According to a national survey of faculty by Campus Compact, following
are the top reasons (on a 1-to-5 scale) faculty taught a service-learning
class:
Promote engaged learning
(4.42)
Extend diversity (4.10)
Development of civic skills
(3.99)
Encourage social activism
(3.81)
Responsibility to community
(3.81)
Facilitate career exploration
(3.70)
Extends learning beyond the
classroom and into the community through relevant and meaningful service
Equally benefits the
community, students and faculty
Enhances academic learning
Includes structured time for
reflection
Prepares students to
participate in their communities
If you are interested in service-learning and would like
to know if it might enhance student learning in your course, consider the
following questions.
Could the class
consider issues with broad social implications?
Could the
theories or concepts that you teach be clarified or better understood
through a “real world” application?
Are students’
research and perspectives an ongoing part of the course inquiry?
Could your students teach what they have learned to others?
Could the skills students learn from your class be used to help people in another setting?
Fit – is service-learning the
route to enhanced student learning for your course
Your time – it takes more time
to teach a course with a service-learning component, especially at first
Flexibility
Your organization has the opportunity to
expand your reach without substantially increasing costs through new
partnerships and resources.
Service-learning
students bring new energy, ideas, and enthusiasm as well as specialized
skills.
Increased public support and visibility in the community as students
become ambassadors for the organization in their networks.
A new generation of caring and
experienced citizens, activists, and volunteers is cultivated.
Begin with timing — what timetable of
planning and projects works for you and with the academic calendar?
Identify potential activities students could undertake for the
organization
Determine the amount of time students will spend on service-learning
projects
Identify objectives for student learning based on the service-learning
Delineate responsibilities for supervising students while at the
community organization
Discuss the academic calendar and community organization’s timeline
Determine how many students your organization can supervise — consider
student availability and your organization’s hours of operation
Talk about potential risks and how they might be managed
Clearly articulate desired outcomes, roles and expectations of each
partner --- community organization, faculty and students
Identify appropriate contacts and communication modes for keeping partners informed of progress and for handling challenges that may arise
Add your information to UMKC Serve 2 Learn
Have orientation sessions specific to the service-learning project
Keep your Serve 2 Learn page up-to-date!
Many of the reasons that interests a student, a faculty member, or a community partner in service-learning applies to you as an alumnus. As an alumnus, you understand the interests of the students, support the interests of the faculty, and live the interests of the community partner. You have the following reasons to consider service-learning:
You are
committed to developing yourself as a life-long learner.
You are
committed to helping your alma mater, UMKC.
You love the
Kansas City area and are committed to helping its families and nonprofit
organizations grow stronger.
You are in a
position to give back to students.
First of all, congratulations and
thank you for your interest. The
hyphen in service-learning is not an accident.
As an active and contributing member of the community, you understand
the service part of Service-learning instinctually. But you might be wondering how the learning side of the equation will
apply to you.
We understand alumni to be life-long learners.
We also understand that you are a life-long supporter of the learning
process. Service-learning gives
you the chance to guide and witness students as they take advantage of the
opportunity to gain insight into challenges facing Kansas City and cultures
outside their own.
Service-learning also allows you the
same opportunities to learn and grow.
Students will be asked by their faculty to reflect upon their
Service-learning experience.
You will be given a chance to reflect and share your insight with the
students and faculty as they reflect and share with you.
