Service-Learning
Foundations and
Practices
Jen Gilbride-Brown, Ph.D
The Ohio State University
Annie Mae Young, Quilts of Gee’s Bend, ca. 1975
What is service-learning?
Service-learning is a form of experiential education
characterized by all of the following:
 student participation in an organized service
activity
 participation in service activities connected to
specific learning outcomes
 participation in service activities that meet
identified community needs
 structured time for student reflection and
connection of the service experience to learning
(Abes, Jackson & Jones, 2002)
Where is service-learning?
Beneficiary
Recipient
Provider
Focus
Service
Learning
Service-Learning
Community Service
Volunteerism
Field Education
Internship
Furco, A. 1996. Service-Learning: A balanced approach to experimental
education. In B. Taylor, (Ed.) Expanding Boundaries: Service and
Learning. Corporation for National and Community Service.
Key Themes in Service-Learning
Collaboration with the community (reciprocity)
Importance of reflection
Active learning (meaningful work)
Development of a sense of caring
Promotion of a sense of civic responsibility
Ameliorate societal problems
(O’Grady, 2000)
Strengths of Service-Learning




Models good practice with emphasis on
collaboration, reciprocity, commitment
Promotes reflective thinking
Increases self-knowledge, cognitive
complexity, knowledge of diverse others and
communities
Deepens commitments to the “common
good” which seek a more just, equitable
world
Outcomes of Service-Learning



“Transformative potential”
Ability to connect subject matter with “reallife” experience: experiential learning
Personal development, critical thinking,
sensitivity to diversity, and development of
citizenship
(Eyler and Giles, 1999; Jones, 2002)
Information about outcomes research
Eyler and Giles (1999) process spanned six
years.
Two major studies:
- Survey of 1500 college students from 20
institutions with interviews of 66 students from
7 institutions
- Interviews with 67 students active in servicelearning from 6 institutions.
All results statistically significant of .05 level or higher
Design matters!
• High quality placements matching students’
interests and developmental readiness
• Application/Connection between course subject
matter and issues raised by service experience
• Structured reflection in the form of writing and
discussion
• Diverse life experiences, view points, and ways
of knowing are integral to design
• Presence and validation of the wisdom of
community voice
Outcomes
Program Characteristics as Predictors of
Service-Learning Outcomes
Source: Eyler, J. & Giles, D. (1999). Where’s the learning in service-learning. San Francisco, CA: Jossey-Bass. Based on
data from the FIPSE sponsored survey and interview studies reported in this book.
Major learning outcomes
Stereotyping and Tolerance outcomes
• More positive view of people with whom they
work
• Growing appreciation for difference: seeing
similarities through differences
• Increased capacity for tolerance
Related Program Characteristics:
Placement quality, reflection activity, application
of service and subject matter, diversity
Major learning outcomes
Personal Development outcomes
• Greater self-knowledge, spiritual growth,
reward in helping others
• Increased personal efficacy, increased
relationship between service-learning and
career skill development
Related Program Characteristics:
Placement quality, reflection activity, application
of service and subject matter, diversity
Major learning outcomes
Interpersonal Development outcomes
• Increased ability to work well with others
• Increased leadership skills
Related Program Characteristics:
Placement quality where students are
challenged and have appropriate opportunity
to take responsibility over work
Major learning outcomes
Community and College Connection
outcomes
• Increased connectedness to community
• Development of connectedness with peers
• Increased closeness of faculty-student
relationships
Related Program Characteristics:
Strong community voice, placement quality,
reflection, and application
Design matters!





High quality placements matching students’
interests and developmental readiness
Application/Connection between course subject
matter and issues raised by service experience
Structured reflection in the form of writing and
discussion
Diverse life experiences, view points, and ways
of knowing are integral to design
Presence and validation of the wisdom of
community voice
Program Characteristics as Predictors of
Service-Learning Outcomes
Source: Eyler, J. & Giles, D. (1999). Where’s the learning in service-learning. San Francisco, CA: Jossey-Bass. Based on
data from the FIPSE sponsored survey and interview studies reported in this book.
Developing Service-Learning Courses*
o
Develop statement of goals, expectations, and
responsibilities.
o
Collaborate with community partner to determine the
service activities students will perform.
o
Develop plan for how students will connect course
content and service.
*The Service-Learning Initiative at The Ohio State University
Developing Service-Learning Courses*
o
Consider how you will prepare students for service
(course goals, objectives, activities, pre-service training,
assessment, etc.).
o
Develop evaluation strategies to assess student learning
and community impact.
o
Collaborate with community partner to make plan for
sustaining partnership.
* The Service-Learning Initiative at The Ohio State University
Types of courses and activities in service-learning
Course Type
Description
DisciplineBased
Students have presence in community
throughout term and participate in ongoing
reflection to connect course objectives to
service
Project-Based Students use knowledge gained from course to
work on a community problem or need. Project
not likely to be repeated in future.
Service Type
Description
Direct
Work with others, person-to-person and face-toface
Indirect
Work on project impacting community as a
whole, rather than individually.
Service-Learning Syllabi Construction*
o
Course Heading: Includes all course and faculty info
o
Course Description: Include non-traditional nature of
course as well as connection between service and course
content.
o
Introduction: Overview, purpose, rationale. Goes more
in-depth with service description
o
Course goals and objectives: Goals are broad
statements of learning outcomes. Objectives are
measurable actions to realize goal.
Service-Learning Syllabi Construction*
o
Course Content: Readings and texts AS WELL AS
service placement goals. Consider service as text.
o
Overview of course assignments: Consider range of
assignments that also integrate reflective learning
o
Overview of grading policy: Has student demonstrated
outcomes that “flow from service?” Not to be graded for
doing service in and of itself.
o
Supplemental reading list: Promotes further
exploration of issues explored through service
For your future use…
A word about reflection in syllabi….
Syllabus should list requirement for reflection
component.
•
Expectations about reflection should be woven
throughout.
•
Questions to prompt reflection and included in syllabus
can enhance clarity about reflection expectations and
prompt more critical reading practice.
•
Structure for reflection and evaluation strategies for
reflection are helpful to include.
Developmental Perspective on
Learning
o
o
o
o
o
Prior knowledge is the key to learning
Prior knowledge must be activated
Learners must be actively involved in
constructing personal meaning
Deep understanding takes time
Context reinforces learning
Kolb’s Experiential Learning Styles
Concrete Experience
Doing/Planning
Process
Continuum
Perception
Active
Experimentation
Continuum
Feeling/Sensing
Abstract Conceptualization
Thinking/Concluding
Reflective
Observation
Watching/Reviewing
Kolb’s Experiential Learning Styles
Concrete Experience
Doing/Planning
Process
Continuum
Perception
Active
Experimentation
Continuum
Feeling/Sensing
Abstract Conceptualization
Thinking/Concluding
Reflective
Observation
Watching/Reviewing
Reflector
•
o
o
o
Ponders experiences and observes
Seeks data and considers thoroughly
Postpones decision making until all
information is in
Watches and listens before offering
*CCPH, “Reflection”
opinion
Theorist
o
o
o
o
Approaches problem using linear approach
Pulls together data into theories
Seeks perfection
Dislikes uninformed decision-making
*CCPH, “Reflection”
Pragmatist
o
o
o
o
Displays practical problem-solving and
decision-making skills
Sees problems as opportunities
Acts quickly and with confidence to
implement
Dislikes open-ended discussions *CCPH, “Reflection”
Activist
o
o
o
o
o
Acts first, considers consequences later
Focuses on the NOW
“I’ll try anything once”
Takes problems by brainstorming
Thrives on challenges, bored by
implementation
*CCPH, “Reflection”
Effective reflection…
o
o
o
o
o
o
o
Facilitates learners goals and objectives
Activates prior knowledge
Reinforces new knowledge
Identifies problems
Reinforces critical questions
Provides support
Enhances trust and dialogue
Modes of Reflection
-Case studies, books on social
issues, first person accounts
– Appeals to Theorists
- Written exercises, blogs,
papers, portfolios, letters, grant writing
– Appeals to Theorists and Reflectors
Modes of Reflection
- Simulations, role playing,
presentations, program planning/
development, watching movies/videos
– Appeals to pragmatists and activists
- Teaching, presenting, story telling,
one-on-one meetings with faculty or
community partner
– Appeals to activists
Weaving reflection throughout your plan
Creating your plan
Syllabi and project examples
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www.servicelearning.org
www.compact.org
www.ccph.info
www.aacu.org
www.aacc.nche.org
www.service-learningpartnership.org