… a teaching strategy that integrates course content with relevant community service. Through assignments and class discussions, students critically reflect on the service in order to increase their understanding of course content, gain a broader appreciation of the discipline, and enhance their sense of civic responsibility.”
– adapted from the National and Community Service Trust Act
- Definitions: Basic definitions of Service-Learning
- Examples & Snapshots: Service-Learning examples and ideas
- SL Vs. Internships: An explanation of the difference between Service-Learning and Internships
- Indirect vs. Direct SL: Types of client contact and project-based service
- Course formats
How does it work?
Faculty members collaborate with community partners to provide experiences that enhance student learning while meeting a community need. SL staff often facilitate this connection, share best practices, and provide support before, during, and after the semester. See specific details for Students, Faculty, and Community Partners.
- Best Practices: Best practices regarding Service-Learning classes and service sites
- Roles & Responsibilities: who does what?
- Reflection: An explanation and examples of the importance of reflection in the SL process.
- Support Services for participants: SL staff is here to help
- Timelines and deadlines
- Risk & Safety: Tips, forms, and policies
Why do it?
Service-Learning impacts the community, students, faculty, and beyond. It is grounded in theory and research.
- Benefits: Some benefits are immediate, and others are long term, deep, and far ranging
- Research says: A broad range of studies are chronicling the impact of SL
- What others are saying: Check out quotes from faculty, students, and community partners.
- Theoretical Foundations of SL: From Dewey to Friere, SL is grounded in academic theory
- Lenses of SL: People get involved with SL for variety of reasons: technical, cultural, political, or post-modern