What is Service-Learning?
Service-learning is an academically-rigorous pedagogical approach that links course- or academic program-based study and community-based service so that each is strengthened and both are transformed.
- Characteristics of Academic Service-Learning:
Academic learning that is intentionally linked to and enhanced by
Meaningful and appropriate service that meets real needs in
Partnership and collaboration with community organizations and is
Integrated with guided critical reflection
(conceptual/academic, civic/social, and personal/spiritual)
- Common Models for Service-Learning Courses and Experiences
Direct Service Model
Students engage in community service work that includes substantial direct contact with service populations such as public school students, hospital or clinic patients, social service agency clients, the elderly, etc. in conjunction with a course that is directly related to the service.
Non-Profit “Internship” Model
Students serveas interns or support personnel in non-profit agencies and organizations in the communityrelated to the learning objectives of an academic program or course.
Participatory-Action Research Model
Well-suited to influencing policy and institutional practices, service-learning experiences using participatory- and action-research bring students and faculty into partnerships with community groups to study specific problems related to disciplinary or course learning objectives.
International Immersion Model
The international immersion experience with a service component offers students pre-departure preparation (about the immersion site; related to major or core curriculum), on-site programming (e.g., speakers, writing, reflection) in addition to the service or research, post-trip learning activities, and ongoing reflection. This can beco-curricular andintentionally connected to academic program.
There is a model of service learning that is appropriate and valuable for the enhancement of student learning in any discipline and in harmony with any faculty member’s course objectives, teaching style, and social concerns.Research shows that service learning is most effective when part of a focused program of academic study, with direct faculty involvement.
- Student Learning Outcomes from Service-Learning Experiences Include:
- Deeper understanding of course concepts
- Ability to apply concepts in situ
- Development ofspecific disciplinary and general transferable skills
- Exposure torelated individual, institutional, and social issues
- Increased civic awareness and engagement
- Increased exposure to and enhanced appreciation for diversity
- Awareness of social justice issues
- Development of relationships in the community
- Personal growth and broader worldview
- Re-examination of career objectives
The Blended Service Model pulls aspects from the Direct Service, Non-profit Internship, and the Participatory Models to ensure that the social justice and community involvement pieces are included. In addition, reflection on the context, the observables, the experience, and the impact in relation to professional practice are integrated. This is a partnership model that incorporates aspects of the Participatory/Action Research model as well.
Much of the clinical experiences for student nurses fall into the direct service model. The challenge is to move faculty beyond this model. But it is a legitimate service learning model.
Direct Service Model
Most commonly understood model of service learning. Students engage in community service work that includes a substantial amount of direct contact with service populations such as public schools students, hospital or clinic patients, social service agency clients, elderly communities, etc. in conjunction with a course that is directly related to the service. The service is incorporated into the course as a way to help students deepen their understanding of course concepts, learn to apply concepts in situ, and reflect upon the individual, institutional, and social issues related to the service site. Effective course-service design enhances development of disciplinary and general transferable skills, increases civic and diversity awareness, and fosters personal growth. Awareness of social justice issues, development of relationships in the broader community, and influence on career goals may also result.
I see more faculty using a blended service model. The challenge for hospital-based service is how to incorporate this model into that setting. It is much easier to implement this model in the community.
Blended Service Model
Building on the direct service model, yet incorporating aspects of the internship model, the blended service model maintains the emphasis on discipline-specific learning. This model incorporates social justice, community involvement, and patient/community-centered care from theory into practice through the service activities. Aspects of the participatory model also may be woven into the fabric of the service experience. Reflection of experiential learning and its impact on professional practice is a critical aspect of the service learning experience.
This model is used for selected courses