 Service learning is a powerful framework for student learning. Its emphasis on service and learning is consistent with the historic aims of universities to produce and disseminate knowledge and to use this knowledge production in service to society. Service learning allows faculty to guide students to deeper understanding of their disciplines and to apply this disciplinary knowledge in ways that serve societal needs. The effect is that disciplinary learning and civic learning are mutually supportive. UCLA’s Higher Education Research Institute conducted a national study of service learning and found that service participation was significantly related to gains in 11 outcome measures: academic performance, values, self-efficacy, leadership, choice of a service career, and plans to participate in service after college. (Astin, et al, 2000). The benefits associated with coursebased service learning were strongest for academic outcomes, especially writing skills (Astin, et al.,2000). Qualitative findings suggest that students participating in a service learning course are more engaged in the classroom experience and that they had an increased sense of personal efficacy, an increased awareness of the world and of their own personal values (Astin, et al., 2000).
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Some Definitions of Service Learning:
“…an educational methodology which combines community service with academic learning objectives, preparation for community work, and deliberate reflection” (Campus Compact, 2001, p. v).
“…a credit bearing educational experience in which students participate in an organizedservice activity that meets identified community needs in such a way to gain further understanding of course content, a broader appreciation of the discipline, and an enhancedsense of civic responsibility (Bringle and Hatcher, 1996, p. 222).
“Service learning seeks to prepare students with knowledge, skills, and propensities for activeinvolvement in their future communities” (Howard, 2001).
A model for service learning at OU places emphasis on how integrating a service experience in a class leads to mutually supportive learning gains in both disciplinary and civic knowledge. These gains are facilitated by increased academic and civic engagement.
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Pii is designing a new web based tool to help you develop Service Learning activities and courses. The form is based on our "Faculty Guide to Service Learning" and our "Student Guide to Service Learning". This new tool will guide faculty through a design process that links the service activity to the academic and civic outcomes of their courses. If you would like to use the text based version of the tool, please go to Faculty Guide. For the student companion to the Faculty Guide, go to Student Guide
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References:
Astin, Vogelgesang, Ikeda, and Yee (2000). How Service Learning Affects Students. Los Angeles, CA: Higher Education Research Institute.
Bringle and Hatcher (1996). Implementing service learning in higher education. Journal of Higher Education, 67(2), 221-239.Howard (2001).
Journal of Higher Education, 67(2), 221-239.Howard (2001). Service-Learning Course Design Workbook. Ann Arbor, MI: Edward Ginsberg Center for Community Service and Learning at the University of Michigan. Campus Compact (2001). Fundamentals of Service Learning Course Construction. Providence, RI: Campus Compact National Office
Zlotkowski, E (1995). Does service learning have a future? Michigan Journal of Community Service Learning. 2(1), 123-133.
Michigan Journal of Community Service Learning. 2(1), 123-133.
Resources:
http://www.compact.org/resource/aag.pdf
Service Learning Tools
Seifer, Sarena D., and Stacy Holmes. Tools and Methods for Evaluating Service-Learning in Higher Education. National Service-Learning Clearinghouse Fact Sheet (May 2002).
Tools and Methods for Evaluating Service-Learning in Higher Education. National Service-Learning Clearinghouse Fact Sheet (May 2002).
http://www.servicelearning.org/resources/fact_sheets/he_facts/tools_methods/index.php
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