Community based learning, also referred to as community service, is the application of the Mens et Manus philosophy to analyze and tackle needs, challenges, and problems in the community. At MIT and many other institutions, “community” is interpreted as the immediate local community and the global community. Service learning is distinct from extracurricular community service experiences in that it combines service into the curriculum of a credit-bearing course with the goals of reinforcing course objectives and enhancing students’ sense of civic responsibility (Zlotkowski, Upcraft, Gardner, & Barefoot, 2005). Participating in service learning increases the likelihood that students will broaden their perspectives through contact with individuals who are different from themselves (Kuh, 2008). Depending on where the service learning learning takes places, it is also a possible means for achieving global learning as well. Curricular components such as writing, small group discussion, and oral presentations are common in service learning courses.
In a multi-institution, longitudinal study that included data from over 22,000 undergraduates, Astin and colleagues (Astin, Vogelgesang, Ikeda, & Yee, 2000) showed positive correlations between participation in community service and service learning and outcomes in three areas: civic engagement and ethical reasoning, academic skills, and leadership. More specifically, the student outcomes that were shown to be positively affected by community service and service learning, after controlling for self-selection factors and institutional type were:
Two key elements need to be considered when designing service learning or community service opportunities for students: the opportunity for students to engage with real-world problems in real-world settings and the opportunity for students to reflect on their service experiences with peers and mentors (Kuh, 2008).
Astin and colleagues (Astin et al., 2000) sought to identify the specific activities central to service experiences that account for the positive impact of service on student outcomes. Their work shows that reflecting with other students about service experiences through discussion is a critical characteristic of service experiences. Reflection is the strongest mediator of the positive effect of service on student outcomes related to civic engagement and ethical reasoning, academic skills, and leadership skills.