Service-Learning

What is service-learning?

In these programs, field-based "experiential learning" with community partners is an instructional strategy--and often a required part of the course. The idea is to give students direct experience with issues they are studying in the curriculum and with ongoing efforts to analyze and solve problems in the community. A key element in these programs is the opportunity students have to both apply what they are learning in real-world settings and reflect in a classroom setting on their service experiences. These programs model the idea that giving something back to the community is an important college outcome, and that working with community partners is good preparation for citizenship, work, and life. (Definition from AAC&U LEAP, 2008).

See the Leadership & Service Center at Texas A&M University for more information on this high-impact practice.

What are some characteristics of service learning?

According to the National Service-Learning Clearinghouse, there are common characteristics of service-learning experiences:

• • Students are exposed to cooperative (rather than competitive) experiences in order to promote teamwork skills, community involvement, and citizenship.

  • Students are encouraged to address complex problems in complex settings (rather than simplified problems in isolation).

  • They offer opportunities to engage in problem-solving by requiring students to gain knowledge of the specific context of their service learning activity and community challenges.

  • They promote deeper learning because the results are immediate and uncontrived.

  • Because students are directly and instantly involved in the service learning activity, these experiences tend to be more personally meaningful, generate emotional consequences, and challenge values and ideas.

  • Service learning is meant to enhance the community through the service provided, but also result in student learning as a result of providing a service.

How can you determine the quality of a service-learning experience?

Eyler and Giles (1999, p. 189) introduced a series of reflective questions that instructors and program leaders can ask in order to determine the quality of service-learning experiences:

• • Do students have opportunities to do important work and take important responsibilities in community service placements?

  • Are there close connections between academic subject matter and what students are doing in the community?

  • Is reflection about the service integrated into class through frequent opportunities for discussion and written analysis or projects?

  • Does reflection challenge students to go beyond description and sharing of feelings to analysis and action planning?

  • Are community projects developed in partnership with the community?

Why should reflection be used to facilitate service-learning?

Service-learning, with its connection to community work, is all about experience. Reflection allows students to tie meaning to their service experiences. Therefore, service learning involves both application in real-world settings and reflection on service experiences. In order to integrate service experiences and course content or theories, students need opportunities to reflect. Reflection provides students with opportunities to describe ways that their service learning activities have enhanced their ability to achieve specific course objectives. Guiding your students with intentional reflection questions that tie course content and service experiences will help them connect these disparate experiences.

Eyler and Giles (1999) described five elements of effective reflection throughout a service-learning experience:

• • Continuous- Reflection should be maintained before, during, and after a service experience.

  • Connected- Reflection activities should be connected to the intellectual and academic needs of those involved (relevance). Reflection activities should also be directly linked to the learning outcomes for the course.

  • Challenging- Reflection activities should challenge learners to move to deeper critical thinking. They should challenge learners’ assumptions and move them beyond complacency.

  • Contextualized- Reflection activities should be contextualized in terms of design and setting (specific to a certain experience). They should also recognize the short-term nature of the experience.

  • Continuous- Coaching- Learners should be provided with a balanced degree of challenge and support. Faculty should help guide students through the reflection process.

How can reflection be implemented in service-learning?

1. Listed below are some potential reflection questions that address TAMU learning outcomes within the context of service learning.

2. Choose appropriate reflection activities.

3. Use the assessment criteria in the right column to evaluate student reflections based on the general TAMU learning outcomes.