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SERVICE LEARNING

The late Ernest Boyer called upon institutions of higher education to become more vigorous partners with local communities in resolving social problems through what he termed a "scholarship of engagement" (Boyer, 1990). Service-learning is a newly emerged teaching approach that provides one way for universities and colleges to fulfil their obligations to prepare good citizens. It is also regarded as an effective strategy for enhancing student learning, improving the quality of the student experience, and increasing higher education's visibility and responsiveness to the local community. More specifically, service-learning promotes the development of cognitive complexity, citizenship skills, social responsibility, and active learning while responding to pressing issues and needs in the larger society.

While many definitions of service-learning appear in the literature, an emphasis on active learning, reciprocity, and reflection is common to all. Effective service-learning includes the following elements:

  • The service activity must be connected to classroom learning and theory, and community service placements must be connected to course objectives and learning outcomes.
  • Students learn and develop through active participation in thoughtfully organized service that is conducted in and meets the needs of the community. It is a coordinated effort between the community and an institution of higher education.
  • The learning experience includes structured time for the students and community participants to reflect on and analyze the service experience.

More specifically, Rhoads and Howard (1998) define academic service-learning as "a pedagogical model that intentionally integrates academic learning and relevant community service" (p. 1). Implicit in this definition are the following dimensions:

  1. Service-learning is a strategy for teaching.
  2. There must be a planned effort by the instructor.
  3. Learning from service must be connected to classroom learning and theory.
  4. Community service placements must be connected to course objectives and learning outcomes.
  5. Education for citizenship is an intended outcome.

Developing & Planning the Service-Learning Curriculum

Designing service-learning courses takes time and depends upon relationships and partnerships with appropriate community service site placements. While shown to be an effective teaching strategy, service-learning is not appropriate for all courses. Instructors who plan to teach service-learning courses by integrating community service into the design of academic courses need to contemplate the following questions:

How can service be integrated into this course and used as a "text" to enhance understanding of this particular discipline? (It is important to think about the service component of any class not as an add-on requirement but as integral to the teaching of course content and achieving course objectives.)

  • How will the course be structured to integrate theory and practice, service and learning?
  • What strategies will be used to help students relate the service experience to the academic subject and focus of the course?
  • How will students engage with the community and identify appropriate sites?
  • How will student experiences in the community be monitored?
  • What are the goals for student learning outcomes in the service-learning class?
  • What are the goals for community outcomes?
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