Community-Based Learning/Service Learning

As a teaching strategy, service learning improves student engagement and retention and deepens learning. Further, when compared to other high-impact practices, service learning can be more equitably accessible to all students. The many documented learning benefits of this strategy make it worth the extra time and effort it often requires on the part of faculty.

Below you will find information on best practices and links to tools. As you begin planning to incorporate service learning into a course, you may wish to view this pdf for an overview of what to consider when incorporating the strategy in your classes. Whether you are new to service learning, or a seasoned veteran, the particulars provided will make your work in this area more productive.

Overview of the Practice and Process

Definitions

- - “Service, combined with learning, adds value to each and transforms both.” (Honnet & Poulsen, 1989, p.1)
  - 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. (Bringle and Hatcher, 1995, p. 112)

Start by considering these goals and questions

Goal: Enhance understanding of course content

- - Service should have a direct connection to learning outcomes. Which course learning objectives are relevant?
    - Are new/revised objectives needed?
    - Consider a specific objective for the service
  - What type of community experience would best enhance learning?
  - How applicable is course content to the experience? Are adjustments to content needed?
  - What assignments will you create?
  - How will you assess the service learning assignment(s)?

Goal: Broader appreciation of the discipline

- - The experience should establish a connection between classroom learning and the “real world” to help students understand
    - where and how their knowledge and skills might be applied
    - how their area of study connects to making a difference in the lives of others

Goal: Instill a sense of civic responsibility

- - Service learning enhances awareness of community needs and the role of the individual in meeting needs
  - Encourages empathy
  - Generates trust and respect for the work of community organizations

Steps to development

- - Establish course learning outcomes
  - Identify prospective partners for an initial outreach
  - Meet with interested prospects
  - Select partner(s)
  - Collaborate with partner to develop assignments and assessments
  - Solicit feedback from partner(s) for improvement

Circular models

Service learning can take place in or out of the classroom. Deliverables may be projects, products, placements, presentations or entire programs. At least one on-site visit and/or community rep visit to the classroom should be planned even for service that does not take place on-site with a community partner

1. Community-based service

- - Pre-arranged placements
    - Education course includes tutoring in schools
    - Social Work students – 200 hours of field work per student/per semester
  - Program
    - CSD provides free speech-language treatment

2. In-classroom service

- - Project or problem based – client/consultant
    - Ad/PR campaign plan prepared for the Abilene Zoo

3. Combination – in the community and in

- - Presentations/workshops
    - Nutrition class develops presentation and delivers to audience at community agency
  - Product
    - Build a database, design a greenhouse
    - History students develop kiosks for museums.
    - Engineering students reengineer vehicles at Safety City to run on electricity

Apply problem solving learning techniques

- - Design assignments that deliver problem-based learning rather than prescribed service
  - Requiring students to devise solutions to community problems helps to develop critical and creative thinking skills, delivering deeper educational opportunities and value to students

Guidelines for portion of course designated as SL

- - Minimum of 15 hours per course (regardless of the credit value of the course)
  - Minimum of 15% of the course grade
  - Placements – 4-10 hours per week throughout the semester

Other considerations

- - Commit in-class time for students to work on projects, coordinate with their assigned groups and reintegrating the service experience back into course content
  - Focus on academic learning through service
  - Be prepared for uncertainty and variation in student learning outcomes
  - Build mutual trust, respect, and commitment between the student and community partner