American Association for Higher Education (AAHE): Series on Service-Learning in the Disciplines

Service-learning is a teaching method which combines community service with academic instruction as it focuses on critical, reflective thinking and civic responsibility. Service-learning programs involve students in organized community service that addresses local needs, while developing their academic skills, sense of civic responsibility, and commitment to the community.

Campus Compact National Center for Community Colleges

Service Learning is a credit-bearing, educational, experience in which students participate in an organized service activity that meets identified community needs and reflect on the service activity in such a way as to gain further understanding of course content, a broader appreciation of the discipline, and an enhanced sense of civic responsibility.

Myth #1- The Myth of Terminology: Academic service learning is the same as student community service and co-curricular service learning.

Academic service learning is not the same as student community service or co-curricular service learning. While sharing the word "service," these models of student involvement in the community are distinguished by their learning agenda. Student community service, illustrated by a student organization adopting a local elementary school, rarely involves a learning agenda. In contrast, both forms of service learning - academic and co-curricular - make intentional efforts to engage students in planned and purposeful learning related to the service experiences. Co-curricular service learning, illustrated by may alternative spring break programs, is concerned with raising students' consciousness and familiarity with issues related to various communities. Academic service learning, illustrated by student community service integrated into an academic course, utilizes the service experience as a course "text" for both academic learning and civic learning.

Myth # 2 - The Myth of Conceptualization: Academic service learning is just a new name for internships.

Many internship programs, especially those involving community service, refer to themselves as service learning programs, as if the two pedagogical models were the same. While internships and academic service learning involve students in the community to accentuate or supplement student's academic learning, generally speaking, internships are not about civic learning. They develop and socialize students for a profession, and tend to be silent on student civic development. They also emphasize student benefits more than community benefits, while service learning is equally attentive to both.

Myth # 3 - The Myth of Synonymy: Experience, such as in the community, is synonymous with learning.

Experience and learning are not the same. While experience is a necessary condition of learning (Kolb, 1984), it is not sufficient. Learning requires more than experience, and so one cannot assume that student involvement in the community automatically yields learning. Harvesting academic and/or civic learning from a community service experience requires purposeful and intentional efforts. This harvesting process is often referred to as "reflection" in the service learning literature.

Myth # 4 - The Myth of Marginality: Academic service learning is the addition of community service to a traditional course.

Grafting a community service requirement (or option) onto an otherwise unchanged academic course does not constitute academic service learning. While such models abound, this interpretation marginalizes the learning in, from, and with the community and precludes transforming students' community experiences into learning. To realize service learning's full potential as a pedagogy, community experiences must be considered in the context of, and integrated with, the other planned learning strategies and resources in the course.

These guidelines and all enclosed information were designed for ease of use by both faculty and students. If you wish to use this material, it can easily be altered to fit your needs. All forms are available electronically for easy edits.

1. Decide on best fit, evaluative criteria, and service sites which meet your curriculum needs. (Be sure to set a deadline for students to start their service learning experience). Will service learning be a requirement or an option? Is there a minimum number of hours required?
2. Promulgate option as a part of regular syllabus. Provide students with a rationale for the use of service learning in your course.
3. Establish a method of reflection. Regardless of when students present journals, papers or other assignments related to service learning, service learning, by definition, requires reflection.
4. Distribute commitment form, mid-semester check in form and completion forms as noted in Service Learning Timeline. (All forms and deadline dates are included).

A service learning site should:

• Provide meaningful service to the community
• Offer experience that relates to the subject matter of the academic course
• Designate a specific person to supervise students
• Conduct an orientation or training sessions

Basic information students will need:

• Organization Name
• Contact Person
• Basic description of what the organization does and what population it serves
• Address, Telephone, E-mail

Information students will want:

• Directions. Is the site within walking distance?
• Specific service opportunities including responsibilities
• Schedule/ operating hours

Name:__________________________________ Phone: _____________

E-mail:_______________________________

Major: _________________________ Class of:__________

Professor: ________________________________

Course Name: _________________________________

Service Project (s): _______________________________

Have you made contact with the organization? Yes No

Dates of planned service: begin service: ____/____/2008 complete service: ____/____/2009

Name_______________________________________________________________________________

Service Project: _______________________________________________________________________

Who is your site supervisor?: ____________________________________________________________

Is your service-learning project what you expected it would be?
_____________________________________________________________________________________
_____________________________________________________________________________________

Please provide any positive or negative thoughts on this experience so far:

Approximately how many hours have you completed as of November 1? _________
What is the total amount of hours you are expected to complete by the end of the semester? _______
Would you be interested in participating in a panel discussion about service-learning?

Professor's Signature: ____________________________________________________
Student's Signature:______________________________________________________

Name________________________________________________________
Phone:_______________________E-mail____________________________
Project:_______________________________________________________

Professor(s): __________________________________________________

Total number of hours to be completed by December 6:

Did the project meet your expectations? YES NO
Comments: __________________________________________________________________

___________________________________________________________________________

Do you feel that this would be a worthwhile project for other students in the future? YES NO

Why?______________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

Any advice for others who may choose this project? __________________________________

__________________________________________________________________________

Do you have suggestions for new projects that could be offered to service-learning students?
__________________________________________________________________________

Student Signature_________________________________Date________________________

Professor Signature________________________________ Date_______________________

Thank You!

Prior to the start of the semester, was the Harrington Center Staff helpful in your planning?
Yes No
Please Comment:

Were the class visits informative? Yes No
Should the Mid Semester visits continue? Yes No
Are there ways to make the visits more beneficial? Please Comment:

Did you find the Service Learning Catalog easy to use? Yes No
Are there projects that you feel should not be included?
Are there projects you would like to see listed in upcoming semesters? Please Comment:

Are there changes that you would make to the Sign Up process or the forms that are used?
Yes No
Please share ideas:

What impact did Service Learning have on your teaching experience?

In what ways did Service Learning enhance or detract from your course material?

What would you tell faculty who are considering adding a Service Learning component to one of their courses?

How could the Harrington Center staff provide better support for your Service Learning Initiatives?