Service-Learning

by Laura Mattie

 

 

What is service-learning?  And what it is not…………………………………………………1

 

Why is service-learning important today? …………………………………………………….2

 

Real world examples………………………….…………………………………………………3

 

Definitions…………….…………………………………………………………………………..5

 

Quotes…………………………………………………………………………………………….6

 

Background history………………………………………………………………………………7

 

Student benefits………………………………………………………………………………….8

 

Teacher/Faculty and Community benefits…………………………………………………….9

 


Where is it being used today? ..……………………………………………………………...10

 

Best practice techniques………………………………………………………………………12

 

Evaluating a program…………………………………………………………………………..13

 

Resources……………………………………………………………………………………….14

 

 

What is service-learning?

Service-learning is a real-world teaching strategy that incorporates service activities into class lessons.  Service-learning is gaining popularity at all education levels, and is positively associated with students self-esteem, interpersonal skills, and levels of social responsibility.

What service-learning is not

 Service-learning is not simply a community service project.  The student must be learning something above and beyond why it is important to volunteer.  Service-learning is also not students visiting and observing community organizations.  Instead students must be actively engaged in a project that will teach them something specific to the class while also benefiting those in the community targeted. 


Why is Service-Learning a growing trend in schools today?

 

School engagement

Service-learning is growing in size and scope within colleges and universities.  The Carnegie Corporation has found a trend within schools to include a service component in their mission.  Schools are therefore confirming that service is a highly valuable and worthwhile piece of their students’ educational experience.  Schools are investing in service opportunities for students in the forms of service trips, extracurricular clubs, and course components---the focus of service-learning.

 

Organization engagement

Organizations have sprouted up over the past decade devoted to service-learning and promoting its use in classrooms, kindergarten through college.  The creation of these programs has peaked the interest of the educational community and encouraged them to provide students with a valuable education while also promoting societal contributions. 

Some examples include:

 

 

Foundation engagement

The trend has also been highlighted through grant opportunities by philanthropic organizations.  Several foundations are providing funding for the expansion of quality service-learning.  Because funding for service has become a priority to foundations, its prevalence will be more apparent in the schools receiving these grants.  Some examples of foundations investing in service-learning programs include:

§         W.K. Kellogg Foundation

§         DeWitt Wallace Reader’s Digest Fund

§         The Carnegie Corporation

§         Local Initiatives Support Corporation


Real-world examples

 

Is this really useful to my classes?

 

You may not see the connection to your specific field just yet.  But read about these examples and courses at colleges and universities and you will begin to see how service-learning can be applied to any field imaginable.  For these examples and more, check out 101 Ideas for Combining Service & Learning.

 

Anthropology

At Stanford University, an anthropology professor instructs a course entitled “Aging: From Biology to Social Policy,” which encourages students to volunteer in organizations working with the elderly and explore application of course content in the real world.

 

Accounting

Develop a free tax preparation and counseling service for low-income individuals. (VITAS program from the IRS.)

 

Art

“Art History Program,” Connecticut College- This program consists of mini-lectures by art history majors from the college going out into local K-12 classrooms. The lecture can be on a famous artwork reproduced in a poster for the classroom.

 

Biology

Students work as guides, helpers and animal nadlers at a non-profit nature study center, which provides free education programs and tours for inner-city youth.

 

Business

“Management of Smaller Organizations,” Yale University- In this course, students prepare business plans for small profit-making business and non-profits agencies. This is a supervised, for-credit, consulting opportunity.

 

Computers

Design personalized software for local non-profits to better manage volunteers, resources, finances, and inventories.

 

Education

“Project LIFT: Literacy is for Today and Tomorrow and Tomorrow,” American University- As part of a three credit course, students develop lesson plans for and tutor local elementary students, preferably at-risk students. They are required to maintain a weekly journal and complete a research project during the course.

 

Engineering

“Engineering 199: Special Studies in Engineering”- Through the Stanford University School of Engineering Pre-College Program students will develop lesson plans and teach math/science to high school, middle school or elementary schools students.

 

 

 

English

“Literacy Program for Children and Adults”- Marietta College has launched a comprehensive literacy program, connecting adults to the college reading clinic and using parents as aids during the clinic.

 

Environment

“Preservation of Planet Earth,” Chapman College- A course on conservation with an “Environmental Awareness Project” in which students volunteer with a community business, agency or individual in environmental work. Possible projects include helping businesses form a recycle program, develop tailored proposals for businesses on energy-saving in the workplace, assist home owners to "green" their homes, install low-flow shower heads, composting, strategic tree planting, etc.

 

History

“Poverty and Homelessness,” Stanford University- Enables teams of students to study the history of homelessness in the surrounding community. Their history and research will aide local shelters and governmental and social service agencies to better serve the homeless.

 

Liberal Studies

As part of the general education requirement at Bethany College, students must meet the “Social Responsibility” requirement that encourages students to bring concepts mastered in college to the community. Students also have the option of completing a Designated Service Project in conjunction with a regular course, or a three-hour experience-based service project.

 

Philosophy

“Practicum in Applied Philosophy,” Brevard Community College- Students join academic study with community service. Their focus is on philosophical theories as they are concerned with cultural diversity, social reform and community esteem. Students are involved at various levels with young, at-risk students in an academic enrichment after-school program.

 

Political Science

“Voluntary Organizations and Global Development,” Illinois State University- This course focuses on the relationship between voluntary activity and development, especially in the “third world.” Students will hear from individuals working with voluntary development agencies and learn of career options in this sector.

 

Psychology

“Community Psych 435,” James Madison University- Students tie class text to service experiences as volunteers at local hotline services, working with victims of sexual assault, and assisting troubled families. Students keep a weekly log describing work, along with a 15-page research paper integrating course theories and the realities of their volunteer experiences.

 

Sociology

"Community and Agency Encounter,” Harrisburg Area Community College- A course designed to introduce students to human service agencies, during which they are required to do simple tasks and plan, implement and evaluate two activities with the Human Service client population.

                                                                                    Definitions

 

If we all use words in the same way, definitions can be useful.  Here are a few definitions of service-learning.

 

“Service-learning is a practice which combines service objectives with learning objectives with the intent that the activity change both the recipient and the provider of the service.  This is accomplished by combining service tasks with structured opportunities that link the task to self-reflection, self-discover, and the acquisition and comprehension of values, skills and knowledge content.”

-The National Service-Learning Clearinghouse

 

“Service-learning is a form of experiential learning where students and faculty collaborate with communities to address problems and issues, simultaneously gaining knowledge and skills and advancing personal development.  There is an equal emphasis on helping communities and providing valid learning experiences to students.”

-Higher Education Service-Learning Clearinghouse, UCLA

 

“Service-learning is a form of experiential education where learning occurs through a cycle of action and reflection as students work with others through a process of applying what they are learning to community problems and, at the same time, reflecting upon their experiences as they seek to achieve real objectives for the community and deeper understanding and skills for themselves.”

-Janet Eyler & Dwight Giles (1999)

 

 

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Quotes on service-learning

 

Who is thinking about service-learning?  See the quotes below.  You may want to share these with others.

 

“Service-learning responds to students’ desire to be in the world, learning from experience as well as classes, and to put their education to use for the good of others.”

-International Partnership for Service Learning

 

“Service-learning is the application of the classroom learning.  Unless you make learning real, you're not going to achieve the full impact of the curriculum on students.  We need to make sure that students have a chance to apply their learning out in the community.”

 

“Service-learning completes the circle in a community.  Education becomes more relevant.  The sense of community grows.  The community's support for the schools increases because they see the relevance in what students are doing.  So every part of the circle gets stronger."

                                          -Quotes from Massachusetts Administrator's roundtable on SL

 

“By making the entire community the classroom, service-learning teaches students how to be better students and better citizens.” 

- Harris Wofford, CEO Corporation for National Service

 

“To me service-learning can be summarized by the ancient saying, "I hear, I forget.  I see, I remember,  I do, I understand.”

–        John Glenn, Chair National Commission on Service-Learning

–         

“Service-learning is a particularly fertile way of involving young people in community service, because it ties helping others to what they are learning in the classroom.  In the process, it provides a compelling answer to the personal question: ‘Why do I need to learn this stuff?’

-General Colin Powell, founding chairman of America's Promise

 

“Service-learning, which at its best allows students to confront issues and problems in complex natural contexts, appears to be ideally suited to help students develop a deeper understanding of subject matter, a practical knowledge of how community decision-making processes work, and strategies for transferring knowledge and problem solving skills to new situations.”

-Janet S. Eyler, Vanderbilt University

 

 

Background history

Wondering how service-learning started?  Here are some important milestones.

 

v       1905          William James and John Dewey develop a framework for service-based

learning. 

v       1933          The Civilian Conservation Corps (CCC), created by Franklin D. Roosevelt

encourages millions of young people to serve 6 to 18 month terms restoring national parks and revitalizing the economy while supporting themselves and their families

v       1935          Work Projects Administration established

v       1944          The GI Bill offers Americans educational opportunities in return for

service to their country

v       1961          President John F. Kennedy initiates the Peace Corps

v       1964          President Lyndon B. Johnson establishes VISTA (Volunteers in Service to

America) as part of the “War on Poverty”

v       1966          “Service-learning” phrase used to describe a project in East Tenessee

with Oak Ridge Associated Universities, linking students and faculty with tributary area development organizations

v       1969          Atlanta Service-Learning Conference

v       1971          White House Conference on Youth calls for link between service and

learning

v       1981           National Center for Service-Learning for Early Adolescents established

v       1989           President George Bush creates the Office of National Service and the

                         Points of Light Foundation

v       1990           Congress passes the National Community Service Act authorizing grants

                         to schools engaged in service-learning

v       1992           Maryland State Board of Education adopts mandatory service

                         requirement

v       1993           President Bill Clinton signs the National and Community Service Trust

                         Act, creating AmeriCorps and the Corporation for National Service

v       1995           Service-Learning network on the internet, via the University of Colorado

                         Peace Studies Center

v       2001           First International Conference on Service-Learning Research held

v       2002           Launch of USA Freedom Corps in answer to George W. Bush’s

                         nationwide call to service

v       2003           President Bush creates the President’s Council on Service and Civic

                         Participation, and President’s Volunteer Service Award program

                                                                                 

 

 

(Adapted from the National Service-Learning Clearinghouse timeline)

The benefits of service-learning: Students

 

Why should students get involved?

Service-learning has been linked with many positive outcomes for students. Researchers have found the following concepts to be positively associated with service-learning involvement. 

 

 

 

 

(Butin, 2003; Dixon, Jones & Umoja; Eyler, 2000; Eyler et al., 2001; National Dropout Prevention Center, 2004)
The benefits of service-learning: Teachers, Faculty and Community

 

Teachers and Faculty: Have you wondered how service-learning might help you?

  • Service-learning is a teaching method that is hands on and realistic
  • It can help grasp students attention, and keep them more engaged in the classroom
  • Service-learning projects can help improve the quality of student learning
  • Students will learn how to think more critically about issues, understand ideas from a social perspective, and witness first hand how change is created
  • It can help students become more socially-minded, and encourages positive discussion about social issues in the classroom
  • Students may be more able to apply what they learn in school to “the real world”*
  • Service-learning programs can get students interested about what they will do after school, encouraging career development skills*
  • Service-learning can build stronger student-faculty relationships
  • It can improve students overall satisfaction with school*, increasing student support and participation in school
  • Students engaged in service-learning are more likely to graduate
  • Some institutions provide rewards for faculty engagement in service-learning.  At UMass Lowell, professors have opportunities to be recognized for these efforts as well as have them count towards promotion and tenure

Community members: Have you wondered how involving service-learning students might help your organization or community?

  • Organizations and communities can receive quality work through these long-term projects that include expert supervision
  • Service-learning can help connect schools with their local community
  • Projects can tap into local colleges and universities for their skills in research and evaluation
  • These relationships may also provide other resources, such as access to library materials
  • Community groups may gain greater exposure among the educational community, gaining an outlet for outreach opportunities
  • Participants will learn about the real issues currently facing your organization
  • Projects will give students a real-world “lab” in which to learn about social issues
  • Information will help students become more socially-minded and may get them interested in future participation in your organization as a volunteer or employee
  • Student, teacher and faculty involvement can provide a new perspective on current issues, and may be involved in brainstorming sessions and focus groups

 

 

(*Eyler et al., 2001)

Where is service-learning being used today?

A Nationwide Look

 

Are schools really using service-learning programs?  Take a look at these statistics and examples.

                                                                                              

At the college level: “The Engaged Campus”                                                                                                

Campus Compact is a national organization made up of over 950 colleges and universities committed to engaging their campus in service-learning and civic participation.  Campus Compact’s annual member survey reveals a strong trend within schools to incorporate these practices, they call this trend, “the engaged campus”…

·          Campuses report 30% of students engage in service, averaging 4 hours/week

  • The total estimated value of these contributions is $4.45 billion/year
  • 98% of member campuses offer service-learning courses
  • 98% of member campuses have at least one campus-community partnership
  • The trend of full-time faculty offering courses with a service component has risen from 14% to 40% in the past two years.

 

At the elementary and high school level:

Survey results from the 1999 National Center for Education Statistics study of service-learning and community service within public schools, K-12.

  • 64% of all public schools, including 83% of public high schools, had students participating in community service activities
  • 57% of all public schools organized community service activities for their students
  • 32% of all public schools organized service-learning as part of their curriculum, including nearly half of all high schools
  • 83% percent of schools with service-learning offered some type of support to teachers interested in integrating service-learning into the curriculum, with most providing support for service-learning training or conferences outside of school
  • Most schools with service-learning cited strengthening relationships among students, the school, and the community as key reasons for practicing service-learning.    

 

 Campus Compact, NCES)

Where is service-learning being used today?

A Local Look
 
When you become involved in service-learning, you have an opportunity to be part of an important and emerging trend.

 

UMass Lowell Students Perspective

According to the Committee on Industrial Theory and Assessment (CITA) Survey on Education and Sustainable Development

  • 84% of students at UMass Lowell believe that it is important for the  university to offer opportunities to engage in off-campus learning  experiences.

    UMass Lowell Administrative Approach

The university is currently undergoing a “Transformation Process,” in which its goals are to foster innovative and focused research, interdisciplinary approaches to teaching and learning, and expanded community and regional partnerships.  Widening the service-learning efforts of the university will be one way to attain these goals.  Specific actions that the university will take include:

1.      Create a program for recognizing, encouraging and augmenting community service by students, faculty and staff

2.      Develop a Faculty Teaching Center workshop on defining community service

3.      Incorporate community service into the tenure and promotion process

 

Service-Learning at UMass Lowell

The College of Engineering has received a $100,000 National Science Foundation grant to develop service-learning projects (one of only 10 awards nationwide).  Here is a brief list of projects currently going on in the department.

·          Electrical engineering students provide Assistive Technology for individuals with disabilities (examples: workstations, communication devices, mobility devices)

·          Students studying hydrology work to clean local water systems, educate community members on cleanups, and plan for sustainability

·          Engineering students conduct a study on traffic and parking