Definitions

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.

The National and Community Service Act of 1990 defines service-learning with a set of four criteria: 

1. Under which students learn and develop through participation in thoughtfully organized service experiences that meet actual community needs and that are coordinated in collaboration with the school and community; 
2. That is integrated into the students' academic curriculum or provides structured time for a student to think, talk, or write about what the student did and saw during the actual service activity; 
3. That provides students with opportunities to use newly acquired skills and knowledge in real-life situations in their own communities; and
4. That enhances what is taught in school by extending student learning beyond the classroom and into the community and helps to foster the development of a sense of caring for others.

Sometimes, service-learning can be better understood by exploring what it is not.

Service-learning is not voluntary service.

According to the National Commission on Service Learning, service learning is different from volunteerism in that it is "a teaching and learning approach that integrates community service with academic study to enrich learning, teach civic responsibility, and strengthen communities."

Because service-learning is a form of pedagogy, it is important that faculty and students clearly understand that students are not “volunteers” who merely carry out various tasks an agency needs accomplished. The activity must be linked to course objectives. The service is as much an integral part of the learning experience as traditional instructional tools and activities like textbooks, written papers, and exams. Unless service is an option to the course, the service activity is as much a required component as readings and other assignments. (Some instructors do make the service leaning component of a course optional).

 Service-learning is not a traditional internship.  

Service-learning is often confused with traditional internships or other forms of practica in which students are required to complete their pre-professional program preparation. This reflects a consumer approach in which students are “placed” in a setting and expected to observe and assimilate skills. The objective is often tied to meeting and demonstrating mastery of competencies specified by governmental or licensing agencies. It does not necessarily address community needs or promote students’ sense of citizenry, but tends to focus on benefit to the student. Service-learning, on the other hand, stresses genuine reciprocity. Another difference from the traditional internship or practicum is the emphasis on reflection, a key component of service-learning.

Guidelines for Designing a Service-Learning Course

Related Terms

Experiential Learning

Experiential learning is a structured learning sequence, which is guided by a cyclical model: person does something, then describes the experience (what), reflects upon the experience (so what), and then applies, generalizes, transfers, learns from the experience (now what). Concept attributed to Kolb, and builds upon Dewey’s formula: experience plus reflection equals learning.

 FMI: http://www.wilderdom.com/experiential/

Problem-based learning (PBL)

The defining characteristics of PBL are:

• Learning is driven by challenging, open-ended problems.
• Students work in small collaborative groups.
• "Teachers" are not required, the process uses "facilitators" of learning.

Accordingly, students are encouraged to take responsibility for their group and organize and direct the learning process with support from a tutor or instructor. Advocates of PBL claim it can be used to enhance content knowledge and foster the development of communication, problem-solving, and self-directed learning skill.

FMI: Problem-Based Learning: An introduction, by James Rhem (1998)

http://www.ntlf.com/html/pi/9812/pbl_1.htm

Problem-based service learning (PBSL) is a pedagogy that encourages students to use their academic learning to address a community situation or problem. While some service learning models are predominantly service and thus closer to volunteer work, PBSL focuses closely on academic goals.          

 Cooperative learning

 FMI: http://www.oln.org/teaching_and_learning/cooperationideas.php

Active learning

Active learning is defined as learning by doing: students solve problems, answer questions, formulate questions of their own, discuss, explain, debate, or brainstorm during class [linked with cooperative learning].

Background and definitions

FMI: http://www.calstatela.edu/dept/chem/chem2/Active/

Education by Design

Model for experiential learning characterized by progressive cycles of problem-based challenges that are experienced in a collaborative learning community. Students come up with solutions to these challenges/scenarios/problems using different skills involving their problem solving and creative abilities, and encouraging groupwork and active involvement in learning. This approach is employed primarily in K-12 settings, though evidence of its use can be found in higher education, e.g., Antioch New England Graduate School engages students through the use of the “Education By Design” (EBD) model and offers an institute on EBD. The term also appears in educational technology fields in reference to designing learning environments that effectively employ emergent technologies in a variety of settings.

FMI, see Susan Toohey’s Designing courses for higher education (1999). Open University Press.