Center for Teaching, Learning & Academic Support
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Frequently Asked Questions

What is service learning?

Service learning is a type of experiential learning that engages students in service within the community as an integrated aspect of a course. An effective service learning class involves students in course-relevant activities in partnership with a community organization, and structures opportunities for students to reflect on their service experience to gain a better understanding of course content and an enhanced sense of civic responsibility. Service learning engages students in active, collaborative, and inquiry-based learning experiences that meets identified community needs. Service learning classes are offered in many departments and demonstrate the creative expertise of faculty committed to extending disciplinary work into local communities.

How is service learning different from other types of practice-based education?

Internships and co-op programs provide students with experiences to develop professional skills. These typically occur during the senior year, after necessary coursework is completed. Service learning emphasizes the service contribution of students and links the service experience to specific learning objectives of a course. Service learning includes an integration of theory and practice, and an emphasis on civic responsibility.

Will service learning take too much time?

It does take time to set up the logistics of a service learning class, to respond to individual students, and to work though the unanticipated challenges of site visitations. But there are ways to minimize the impact of the time by garnering assistance from community agency staff, former students, and teaching assistants. It does get easier each time you teach the service learning course. The amount of time required is lessened as community learning partnerships develop over time.

Does service learning take too much class time?

You are still in charge of what class time is used for. Students can reflect on the experience outside class through journals and logs, and more formal papers. Research, however, indicates that devoting time in class to discussing experiences that emerge from the service experience will increase student learning and satisfaction with the course. If the students' experiences become text for the class, they will integrate what they are learning as they discuss, make connections to course materials, and listen to the experience of others.

How do I evaluate the students' performance?

Service learning is often defined with an emphasis on learning. Many teachers do not change their evaluation technique, but assume that the service heightens student learning, and that monitoring the service contribution is all that is necessary. On the other hand, you might have specific papers devoted to reflecting on the experience, and grade those for analysis, critical thinking, and other standards normally used. Faculty who utilize service learning must generate data documenting the impact that this pedagogy has on student learning. Otherwise the question, "Why should I utilize service learning if it doesn't work any better than what I am already doing?" is a legitimate one. There are a number of outcomes that can be assessed. These include: impact on student learning; impact on the agency; impact on those being served; and impact on faculty development.

How can involvement in service learning strengthen my professional research?

Professional academic associations now include sessions on experiential education at national as well as regional conferences. Other associations such as the National Society for Experiential Education and the American Association of Higher Education hold annual conferences and provide opportunities to present papers on service learning and the scholarship of engagement. Involvement in service learning can augment and redirect one's professional research interests, especially when a strong partnership is created with the community agency. Service learning can contribute to research by engaging students in action research and applied research projects.

What risks are involved in service learning?

University insurance typically does not cover service learning class work off campus. Students are to be considered as volunteers and it is up to each agency to determine the need for volunteer insurance and limited criminal history checks. Students need to be informed of potential risks before they volunteer. Student can sign an informed consent form indicating they are aware of risks and will not hold the university liable in the case of an accident. Information on risk management is available on each campus. These steps should be considered in course planning:

• Prepare an informed consent form listing the specifics of each student's service. Include number of hours volunteering, projects and duties performed, and products to be completed.

• Discuss in class the risks involved in the community service, as well as the benefits and the skills required.

• Talk with the agency supervisor about their insurance for volunteers, or contact the service coordinator on campus for a list of community agencies already approved.

• Set up a line of communication with the agency supervisor for students to report any difficulties.

• Create a learning contract between the student and the organization listing the community service, the learning objectives, and the date of completed projects and time requirements.