Service-Learning

Service-learning is defined as a "course-based, credit bearing educational experience in which students (a) participate in an organized service activity that meets identified community needs, and (b) 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 personal values and civic responsibility" (Bringle & Hatcher, 2009, p.38). The service component can be an option within a course, required of all students, a one-time service project, a disciplinary capstone course, or a fourth credit option in a three credit hour course (Enos & Troppe, 1996). Well-designed service-learning courses engage students in service activities that are mutually beneficial to community stakeholders (e.g., agency, recipients, community) and meet the educational objectives of the course. The educational outcomes are developed through reflection activities (e.g., journals, small group discussions, directed writing) that link the service experience to learning objectives, are guided, occur regularly, allow feedback and assessment, and include the clarification of values (Ash, Clayton, & Atkinson, 2005; Ash & Clayton, 2004; Bringle & Hatcher, 1999; Eyler, Giles, & Schmiede, 1996; Hatcher & Bringle, 1997). In addition, students enrolled in service-learning classes do not receive academic credit for engaging in community service; rather, they receive academic credit for the learning that occurs as a result of the service experience (Howard, 1993).

In addition, one goal of integrating service into academic studies is to develop a life-long habit of civic involvement and community service. Unlike many forms of experiential learning, which focus on pre-professional training (e.g., internships; Furco, 1996; Perold, 1998), one of the defining attributes of service-learning is that, along with academic learning, it also aspires to enhance students' civic growth (Annette, 2003; Ash et al., 2005; Battistoni, 2002). Thus, in addition to "serving to learn," service-learning intentionally focuses on "learning to serve." Although developing good citizens is not a new role for higher education, and there are numerous pedagogical approaches for civic learning (e.g., classroom instruction on civics, moderated discussions of current events, student governance and community activities, simulations; Levine, 2003), the emergence of service-learning has heightened attention to the nuances of the civic domain and social responsibility as a set of intentional educational objectives to be addressed seriously in higher education (Astin & Sax, 1998). Even though, as Dionne and Drogosz (2003) note, "citizenship cannot be reduced to service" (p. 25), servicelearning needs to be better understood as a means for teaching toward civic learning objectives.