SERVICE-LEARNING – EVERYBODY WINS!
Service-learning defined:
Following are two widely accepted definitions of service learning:
1. "A method under which students learn and develop through active
participation in thoughtfully organized service experiences that meet
actual community needs, that [are] integrated into the students'
academic curriculum or provide structured time for [reflection, and] that
enhance what is taught in school by extending student learning beyond
the classroom and into the community.” (Corporation for National and
Community Service, 1990).
2. Service-learning is "Any carefully monitored service experience in
which a student has intentional learning goals and reflects actively on
what he or she is learning throughout the experience." (National
Society for Experiential Education, 1994).
Service-learning requires the student to make a connection between the service
and concepts being studied in the classroom. The result is the student examines
an academic concept while performing the service – hence, service-learning. The
connection is normally made by requiring a journal, report, class discussion, or
other reflective activity.
What Service-Learning is Not;
It is not volunteerism, which engages students in activities where the primary
emphasis is on the service being provided and the primary intended beneficiary
is clearly the service recipient. Service-Learning benefits both the service
recipient and the students. In addition to providing the agency with a strategic or
tactical plan to better meet its mission, another major benefit derived from
service-learning is the fact that it leads, in many cases, to students later
volunteering with one or more non-profit organizations throughout their lives.
Benefits of Service-Learning
The benefits of service-learning are varied and many. Benefits accrue to
students, faculty, the school, and most of all to the community. While servicelearning has been integrated into different academic curriculums, many schools
of business have been slow to incorporate this experiential form of education. So,
why should it be part of the business curriculum? The mission of the Craig
School of Business emphasizes the fact that we wish to be recognized as an
outstanding "applied" business school. In order to achieve this goal, we must
continually find ways to allow students to learn by practical application.
Internships may be the ultimate application of classroom knowledge, but this may
be insufficient or impractical for all students. Therefore, we must find other ways
for students to learn by application. Service-learning is one of the solutions to this
problem.
Benefits to the students:
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Students expand problem solving, oral and written communication skills.
Encourages students to engage in active rather than passive learning.
Provides real life experiences of topics discussed in class.
Synthesize community outreach with academic experience, thereby
providing time to perform effective and meaningful service.
Enhances communication with different populations.
Students learn to face and define broader community issues.
Develops initiative, independent reasoning and independent learning.
Helps student to understand the relationship between theory and practice.
Develops organizational skills which transfer to many occupations.
Allows students to explore values and ethical issues.
Helps students understand civic responsibility.
Develops a habit of critical reflection on experiences, which enhances
learning.
Enhances respect and exposure to different cultures and socio-economic
conditions.
Helps students realize they can make a difference.
Provides students with a rewarding experience to remember for a lifetime.
On the selfish side, it makes a good line item on student résumé.
Benefits to the community:
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Helps meet some of the human services resource needs of the
community.
Increases the probability that students will become responsible citizens
upon graduation.
Provides agencies resources for problem solving.
Provides a link to the University by involving the community in the
student’s learning process.
Fosters collaboration on projects or grants.
Summary Of Top Ten Reasons Service-Learning Is Required
Service-Learning:
1. Has a positive effect on student personal development such as sense of
personal efficacy, personal identity, spiritual growth, and moral
development
2. Has a positive effect on interpersonal development and the ability to work
well with others, leadership, and communication skills
3. Has a positive effect on reducing stereotypes and facilitating cultural and
racial understanding
4. Has a positive effect on sense of social responsibility, citizenship skills,
and commitment to service
5. Has an impact on academic outcomes such as demonstrated complexity
of understanding, problem analysis, critical thinking, and cognitive
development.
6. Contributes to career development and can influence major and career
selection
7. Contributes to stronger student/faculty relationships
8. Has long-term effects that may surface even years after graduation in
terms of public service commitment, willingness to contribute to social
causes, and willingness to give back to one’s institution
9. Has relevancy—it helps to link the often abstract theory of the classroom
with day-to-day experiences of students and community members
10. Builds Community—links students, faculty and the institution of higher
learning to the local community and beyond.
Marketing 100S – Marketing Concepts
Why Service-Learning? An Introduction
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Service-Learning defined
What constitutes a service-learning activity?
What is the difference between service-learning and volunteerism?
Benefits of service-learning
Why is service-learning part of the business curriculum?
Summary of top ten reasons to do service-learning
Public Attitudes Toward Service-Learning
What is the value of a volunteer?
Service-Learning is not “Forced Volunteerism”
Service-learning defined:
Following are two widely accepted definitions of service-learning:
 "A method under which students learn and develop through active
participation in thoughtfully organized service experiences that meet
actual community needs, that [are] integrated into the students' academic
curriculum or provide structured time for [reflection, and] that enhance
what is taught in school by extending student learning beyond the
classroom and into the community. (Corporation for National and
Community Service, 1990).
 Service-learning is "Any carefully monitored service experience in which a
student has intentional learning goals and reflects actively on what he or
she is learning throughout the experience." (National Society for
Experiential Education, 1994).
What constitutes a service-learning activity?
While definitions of what constitutes service-learning may vary, it is generally
agreed that in order for an activity to be deemed "service-learning", the activity
must:
1. Meet the needs of the community or agencies involved.
2. Be carefully organized.
3. Require that the service experience be integrated with the classroom.
4. Require an opportunity for students to reflect on their experience.
5. Foster lifelong connections between students and their community.
In general, the "service" part of service-learning occurs when students apply their
classroom knowledge in such a way as to benefit the community. The "learning"
occurs when students analyze and reflect upon what took place.
What is the difference between service-learning and volunteerism?
In order for an activity to qualify as a service-learning experience it must be
conducted in and meet the needs of the community. The service agency defines
what needs to be done not the student or the professor. If the extent of the
assignment were to just provide the service, it would be better defined as
volunteering or community service. However, if the student engages in an
additional activity that provides for structured reflection and an opportunity
to connect course concepts with the activity, it normally qualifies as
service-learning. The difference between service-learning, community service,
and volunteerism can be described using the following example of a marketing
student:
Volunteerism engages students in activities where the primary emphasis
is on the service being provided and the primary intended beneficiary is
clearly the service recipient. A student who assists the local blood bank
during an on-campus blood drive is performing a volunteer activity.
Community service programs involve more structure and greater
commitment than volunteer programs. The same student volunteering on
a regular basis also learns more about the needs of the blood bank and
what needs to be done to effectively educate the public. He/she may
begin to make presentations to encourage individuals to donate blood in
their classes. While the primary beneficiaries of the service are still the
blood bank and their constituents, the student is receiving some benefit
by improving verbal skills and learning about how their service makes a
difference. Service-learning takes the process one step further and
requires the student to make a connection between the service and
concepts being studied in the classroom. The result is the student
examines an academic concept while performing the service – hence,
service-learning. The connection is normally made by requiring a journal,
report, class discussion, or other reflective activity. Our student at the
blood bank, who is enrolled in basic marketing, now writes a report that
illustrates how the organization attempts to reach donors through a
variety of media and promotions. The student has now been "shown" not
"told" how this aspect of marketing works. Additional reflective activity
asking the student to share personal thoughts on the impact of their
experience acts to reinforce the importance of community involvement. It
is this equal emphasis on service and learning which distinguishes this
experience from community service and volunteering.
Benefits of Service-Learning
The benefits of service-learning are varied and many. Benefits accrue to
students, faculty, the school, and most of all to the community. While servicelearning has been integrated into different academic curriculums, many schools
of business have been slow to incorporate this experiential form of education. So,
why should it be part of the business curriculum? The mission of the Craig
School of Business emphasizes the fact that we wish to be recognized as an
outstanding "applied" business school. In order to achieve this goal, we must
continually find ways to allow students to learn by practical application.
Internships may be the ultimate application of classroom knowledge, but this may
be insufficient or impractical for all students. Therefore, we must find other ways
for students to learn by application. Service-learning is one of the solutions to this
problem.
Benefits to the student:
 Students expand problem solving, oral and written communication skills.
 Encourages students to engage in active rather than passive learning.
 Provides real life experiences of topics discussed in class.
 Synthesize community outreach with academic experience, thereby
providing time to perform effective and meaningful service.
 Enhances communication with different populations.











Student learns to face and define broader community issues.
Develops initiative, independent reasoning and independent learning.
Helps student to understand the relationship between theory and practice.
Develops organizational skills which transfer to many occupations.
Explore values and ethical issues.
Helps students understand civic responsibility.
Develop a habit of critical reflection on experiences, which enhances
learning.
Gain more respect and exposure to different cultures and socio-economic
conditions.
Helps students realize they can make a difference.
Gain a rewarding experience to remember for a lifetime.
On the selfish side, it makes a good line item on your resume.
Benefits to the community:
 Meet some of the human services resource needs in the community.
 Increases the probability that students will become responsible citizens
upon graduation.
 Provides agencies resources for problem solving.
 Provides a link to the University by involving the community in the
student’s learning process.
 Fosters collaboration on projects or grants.
Why is service-learning part of the business curriculum?
 Students need to be aware of something other than the bottom line. A
study sponsored by AACSB registered a concern that while business
students may have the required analytical skills, they may be insensitive to
factors other than the bottom line. There is a growing need to deal more
effectively with the external environments of business. The
recommendation was that business faculties need to make sure that
students come away from their education with exposure to a wider range
of issues than is typical of today’s business graduate. In other words,
there is a growing need for greater social awareness and accountability.
 Business students need to be provided opportunities outside of the
classroom to apply and develop technical skills.
 Service participation results in a number of long-term positive impacts on
behavior. If the business school can contribute to the development of a
proactive, rather a passive citizen, it will be fulfilling its obligation to serve
the community at large.
 The non-profit or civil sector as a source of employment is increasing in
importance. There are currently more than 1.4 million nonprofit
organizations in the United States with total combined assets of more than
$500 billion. Over ten percent of the nation’s total employment is in this
sector. While the professional positions with these non-profits may not be
among the highest paying jobs, these positions can be among the most
challenging and gratifying available in today’s society.
 Business students need more exposure to the growing importance of
cultural and demographic factors in the conduct of business.
Understanding, accepting, and valuing a diverse workforce is critical for
today’s business graduate. Service-learning can expose students to
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diverse cultures and individual needs. These opportunities allow the
student to leave their own personal comfort zone and to learn about and
experience the value of diversity.
Provides for unstructured problem solving and decision making under
uncertainty. Effective problem solving ultimately depends upon effective
problem identification. Service-learning activities expose students to an
environment of making decisions and solving problems with limited
information and resources.
Summary Of Top Ten Reasons To Do Service-Learning
Service-Learning:
11. Has a positive effect on student personal development such as sense of
personal efficacy, personal identity, spiritual growth, and moral
development
12. Has a positive effect on interpersonal development and the ability to work
well with others, leadership, and communication skills
13. Has a positive effect on reducing stereotypes and facilitating cultural and
racial understanding
14. Has a positive effect on sense of social responsibility, citizenship skills,
and commitment to service
15. Has an impact on academic outcomes such as demonstrated complexity
of understanding, problem analysis, critical thinking, and cognitive
development.
16. Contributes to career development and can influence major and career
selection
17. Contributes to stronger student/faculty relationships
18. Has long-term effects that may surface even years after graduation in
terms of public service commitment, willingness to contribute to social
causes, and willingness to give back to one’s institution
19. Has relevancy—it helps to link the often abstract theory of the classroom
with day-to-day experiences of students and community members
20. Builds Community—links students, faculty and the institution of higher
learning to the local community and beyond.
Roper Public Opinion Poll: Public Attitudes Toward Service-Learning
Americans strongly support integrating service-learning in their local schools:
 People overwhelmingly endorse service-learning when it is explained to them
(90%).
 Americans support service-learning because they think it will give students
what they need to succeed in life.
 About nine in 10 Americans agree that service-learning will:
 help students build the skills they need to be successful later in life (90%);
 encourage active citizenship and community involvement among students
(89%); and
 Improve students' grasp of academic basics (85%).
 Other potential benefits of service-learning that interest Americans include:
 reducing the likelihood of children getting involved in self-destructive behavior
(66%); and
 Helping students develop self-confidence (65%) or a sense of achievement
(64%).
What is the value of a volunteer?
As Americans heed the call for community service, the value of the time they will
give to charitable organizations has climbed to $16.05 per hour, up from $15.39
in 2000. Independent Sector first developed the methodology to calculate the
value of volunteer time in 1980, when it was $7.46. Since then, the rate has
increased steadily. The hourly value is based on the average hourly earnings for
private nonagricultural workers as determined by the U.S. Bureau of Labor
Statistics. This figure is then increased by 12 percent to estimate fringe benefits.
According to Independent Sector’s Giving and Volunteering in the United States
national survey:
 In 2000, nearly half of adults (44%) or 83.9 million people volunteered
their time;
 Their work represents the equivalent of over 9 million full-time employees
at a value of $239 billion;
 The average volunteer gave 3.6 hours of time per week; and
 The annual hours for volunteering were 15.5 billion.
Independent Sector found in a previous survey that:
 Eighty-five percent of nonprofit organizations and 92 percent of religious
congregations use volunteers;
 Sixty-five percent of nonprofits and 82 percent of religious congregations
provide training for their volunteers; and
 Eighty-six percent of nonprofits and 93 percent of religious congregations
report they would use more volunteers if the volunteers had the skills
needed.
Americans who volunteer four or more hours per week will reach the president’s
goal of 4,000 lifetime volunteering hours in less than 20 years. These Americans
are already giving over 250 million hours per week to nonprofit organizations and
causes. Independent Sector is encouraged by the president’s call for a new
cadre of volunteers. Our research indicates that millions of Americans are on
their way to reaching the president’s goal,” said Sara E. Meléndez, president and
CEO of Independent Sector. “But while 44 percent of the population volunteers,
the majority of the adult population remains an untapped resource,” added Dr.
Meléndez. Independent Sector research shows that the best way to motivate
people to volunteer is to simply ask them. If asked, 63 percent will volunteer,
compared to the 25 percent who volunteer when not asked.
For more information visit:
http://www.independentsector.org/media/voltime02PR.html
Service-Learning is NOT “Forced Volunteerism”
Service-learning is NOT forced volunteerism. It is a requirement that has a clear
connection to the goals of the undergraduate degree. It is NOT volunteer work, it
is community service that is planned, thoughtful, and has a clear link back to the
academic environment--the hyphen in service-learning is very important. It is no
more forced than any other graduation requirement, such as forced freshman
composition and literature, or forced wellness, or forced math competency. This
perspective is also that of the American judicial system, where service-learning
has, as a requirement for graduation, withstood numerous court challenges,
under both the notion of forced volunteerism and the flip-flopped notion of
involuntary servitude. Service-learning actually is a very rich concept. It is a type
of experiential education that makes a linkage back to the abstract theories and
concepts of the classroom or the broad, overall goals of the baccalaureate
degree. In addition, it is also a major movement in all levels of education,
primary, secondary and post-secondary. Nationwide, service-learning has
undergone exponential growth in the last decade. For example, over 750 college
and university presidents are members of Campus Compact nationally and
currently 28 states have state Campus Compact organizations. Finally, it is a
philosophy of education that dates back to many earlier thinkers and
developments. For example, and contrary to some critic’s idea that what is of
value in education are those experiences that are focused on career preparation,
it was John Dewey who noted that, “Education is not preparation for life,
Education is life itself.”
What is interesting is that out of the small proportion of individuals who go into
their service-learning projects with the attitude that it is wrong to be forced to
contribute community service, most do a complete about-face by the end. As a
sample comment from a student below illustrates, service-learning lies at the
heart of a liberal arts perspective.
“At first I thought the service-learning requirement was kind of a downer on my
whole education. But, now I understand that it is a very important part of the
liberal arts education…I am definitely a more rounded person now that I have
worked with (agency name) and I am glad to have spent time there. If I had to do
it over again, I would have done the same thing.”
Service-learning is widely regarded as an excellent tool to encourage civic
engagement/civic participation. When we consider what role higher education
should play in preparing persons for life, it is hard to ignore the historical role
mission in higher education of preparing persons for citizenship. In fact, of the
many things that higher education does or purports to do, this could be the most
valuable to the long-term prospects of our society. The public education system,
on the large scale, is charged with the prosaic but critical task of giving people
tools that help them become thoughtful and intelligent citizens, productive
workers, and well-adjusted individuals. For the safety and welfare of all of us, the
citizenship purpose of education should be more important than the other two.
When we allow the worker purpose to drive the other two purposes, we get it
wrong. However, we also get it wrong when we allow the individual purpose to
become paramount.
Service-learning is an opportunity for students.
In fact, service-learning
requirement are often viewed as one of the most open, most empowering of all
the graduation requirements. Overall, service-learning is a way to become more
engaged: with yourself, your community, and your society.
The service-learning movement is a movement with a goal of strengthened
communities and education for informed and active citizenship. This vision
includes the possibilities of healthy, vital communities; skilled, active, committed
workers, citizens, leaders; and relevant, resourceful, engaged institutions.