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Enhancing Learning Through Service: A Guide to Service-Learning

Service-learning is an educational approach linking community service to course outcomes. It involves guided reflections to boost understanding, integrate concepts, and promote civic responsibility. This method enhances classroom dynamics, student interest, and traditional learning measures. Learn how to implement service-learning in the sophomore year for better engagement and skill development.

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Enhancing Learning Through Service: A Guide to Service-Learning

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  1. Service-Learning: Partnering with Our Community Marcela Uribe, Ph.D.

  2. What is Service-Learning? For the most part, service-learning is an educational experience in which students participate in a credit bearing course whose learning outcomes are linked to an organized community service (Bringle& Hatcher, 2009). Students perform guided reflections to: • Enhance comprehension of the course content • Integrate academic and service concepts • Develop civic responsibility

  3. Key components of service-learning Course content that provides a theoretical framework Service to the community relate to the course content Reflection activities Conscious incorporation of civic responsibility: How what I do help my community? What is not service-learning: Volunteering Skills base development (internships)

  4. How is S-L Different TO… Academic Service-Learning Tools, Source: http://www.whitworth.edu/Academic/Programs/ServiceLearning/Faculty.htm

  5. Benefits of Service-Learning • Creates a more dynamic classroom • Increases student interest in the subject • Enhances performance on traditional measures of learning • Makes teaching more enjoyable • Personal • Social • Cognitive

  6. Why Service-Learning at the Sophomore Year • Traditional-age sophomore students • Major life transitions (Schaller, 2007) • Sophomore slump (Lemons & Richmond, 1987)

  7. Benefits of Service-Learning in the sophomore year • Random exploration vs. focus exploration(Schaller, 2007) • Exploration of career paths • Commitment • Responsibility

  8. Faculty • We identified129 professor teaching classes to sophomore students • 25% or more sophomore students in their classes • Majority of the classes in the College of Liberal Arts and Science

  9. I need your help • Be aware that service-learning is new to campus • Support faculty that are willing to make the transition to service-learning • Perceive service-learning as an opportunity for scholarship and faculty development

  10. “It was a fun and learning experience for us and for the children as well. They learned about bullying and we learned how to bring things together for the children. I feel I contributed to my community.” • Delia was a student in the service-learning class: “Literacy and Language Acquisition.”

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