Just a few years ago, I found myself in the position that many people on campus find themselves in when asked about service learning.
As a faculty member in the College of Education at the time, my response was, “Oh yeah, we do that-we have internships.”
It took working with a student from the Bennion Community Service Center on a service learning project to teach me what service learning is not. Now, as director of the center, I introduce service learning by saying what it’s not and why it’s so important.
Service learning is not charity in which “good deeds” are provided in the spirit of “pity.” Naturally, while it is hoped that constructive outcomes are achieved, the beneficiaries should be both student and those served. As such, the role of “teacher” or “provider” is often blurred because university students often gain as much, if not more, from the experience than those served.
It is also important that faculty, students and community partners clearly understand that service learning is not a volunteer service project. Students are not “volunteers” who merely carry out various tasks an agency needs to be completed.
Students, their parents, faculty and administrators often voice concerns or objections about paying tuition to do volunteer service. The activity is linked to course objectives. The service is as an integral a part of the learning experience as traditional instructional tools and activities such as textbooks, written papers and exams.
Service learning is often confused with traditional internships or other forms of practicum experiences students are required to complete in their pre-professional preparation programs. This involves placing students in a setting and expecting them to observe and assimilate skills. These are often tied to meeting and demonstrating mastery of specific competencies specified by professional organizations and governmental or licensing agencies.
Ernest Boyer, one of the most influential voices in American higher education, characterized this as “getting credentialed” and suggested it does not necessarily address community needs or promote students’ senses of citizenry. In this context, the student is essentially the main beneficiary of the learning experience.
Similarly, traditional internships or practicum experiences often do not include any form of reflection. This is a critically important component to the learning and teaching experience of service learning. Reflection is not a “touchy-feely” activity of group hugs and singing Kumbaya. Nor is reflection a “dear diary” entry in a journal that is merely a list of what the student did.
Instead, reflection is an opportunity to make a bridge between what is learned in the class to what is encountered during the service experience. While there are many ways to reflect, a concise way to envision the purpose and process is to consider these questions: 1) What did I do or learn? 2) So what? Why is this important? 3) Now what? Based on what has been learned and experienced, what must happen now to address the needs of those served?
These simple reflection questions truly demonstrate the value of service learning as it can prepare students to be engaged citizens in a just and democratic society. In this way, the learning experience does not merely prepare students for a career-which is important-but for a role as citizen in society as well. Service learning links intellectual growth with action, and even compassion. That’s why I like to characterize service learning as integrating the head, hands and heart. Knowing all of this helps us begin to understand what service learning is and why it’s so important.
Is service learning the only or best way to learn or teach? Of course not. However, it can be a powerful learning and teaching tool. Should all students be required to take service-learning courses? Probably not, as there are many ways to become an engaged citizen and service learning is only one of those approaches. Should all faculty teach service learning courses? Certainly not, as faculty are in the best position to determine the most effective ways of meeting instructional objectives and service learning may not be the way to go.
Service learning is hard work. Students should go into these classes knowing that learning involves more than an instructor talking at you. Service learning means students take an active role in constructing their own learning experiences by applying what they learn in class to real-life situations.
It also requires considerable effort on the part of faculty to organize and teach a service learning class. Faculty members work closely with community partners to coordinate activities. The Bennion Center plays an important role in facilitating these partnerships and assisting faculty as they conceptualize and implement their service-learning classes. Due to these additional challenges, instructors deserve recognition during the promotion and tenure review process for their efforts to use this form of pedagogy.
The impact of students addressing critical needs in the community and the hard work of faculty teaching service-learning classes has had a variety of benefits. The U was ranked fifth in the nation in last year’s U.S. News and World Report survey of service-learning programs behind the likes of University of Michigan, Penn and Stanford. Our reputation has also meant that the U will host an international conference on the research of service-learning in November.
The U can take pride in its role as good citizen by providing service-learning courses. Students, faculty and community partners are encouraged to learn more about service learning. Go out and help make a difference!
Send letters to the editor to [email protected]