service learning essay pdf

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Learning through serving : a student guidebook for service-learning and civic engagement across academic disciplines and cultural communities

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What is Service-Learning?

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When searching for definitions of service-learning in the literature or on the web, you will find hundreds of definitions. However, most definitions include many of the same components.

A brief, simple definition of service-learning: “Service, combined with learning, adds value to each and transforms both.” (Honnet & Poulsen, 1989, p.1)

SOURCE'S Preferred Definition of Service-Learning

From Community-Campus Partnership for Health (CCPH): Service-learning is a structured learning experience that combines community service with preparation and reflection. Students engaged in service-learning provide community service in response to community-identified concerns and learn about the context in which service is provided, the connection between their service and their academic coursework, and their roles as citizens.

Service-learning differs from traditional clinical education in the health professions in that:

• Service-learning strives to achieve a balance between service and learning objectives - in service-learning, partners must negotiate the differences in their needs and ex-pectations.
• Service-learning places an emphasis on addressing community concerns and broad determinants of health
• In service-learning, there is the integral involvement of community partners - service-learning involves a principle-centered partnership between communities and health professions schools.
• Service-learning emphasizes reciprocal learning - In service-learning, traditional definitions of "faculty," "teacher" and "learner" are intentionally blurred. We all learn from each other.
• Service-learning emphasizes reflective practice - In service-learning, reflection facilitates the connection between practice and theory and fosters critical thinking.
• Service-learning places an emphasis on developing citizenship skills and achieving social change - many factors influence health and quality of life. The provision of health services is not often the most important factor. In service-learning, students place their roles as health professionals and citizens in a larger societal context.

(Citation: Seifer SD. (1998). Service-learning: Community-campus partnerships for health professions education. Academic Medicine, 73(3):273-277.)

Important Elements of Service-Learning

From the National Service-Learning Clearinghouse:

• A form of experiential education
• Addresses human and community issues and needs
• Learning occurs through active participation in  thoughtfully organized service
• Includes  structured reflection  linking experience to learning
• Coordinated in true collaboration with the community
• Links to curriculum and/or co-curriculum but must include structured time for reflection
• Leads to acquisition of new skills, knowledge, leadership and a sense of caring and social responsibility

Types of Service-Learning

Co-curricular service-learning.

Students engage in thoughtfully planned service that meets a community-identified need.  Meaningful, structured reflection on the needs of the community, service and its impact on personal values is an important aspect of cultivating an effective service-learning experience.

Academic Service-Learning

Anchored in a specific course, faculty and students work to meet a community need and advance their understanding of course content.  Structured reflection is integrated into the curriculum to foster connections between their service, the curriculum of the class, and its impact on their personal values and community engagement.

What Service-Learning is Not

• An add-on to an existing curriculum
• An episodic volunteer program
• Logging a set number of community service hours in order to graduate
• Compensatory service assigned as a form of punishment by the courts or by school administrators
• Only for high school or college students
• One-sided: benefiting only students or only the community

Community-Campus Partnerships for Health

Service Learning.  http://depts.washington.edu/ccph/servicelearningres.html Honnet, E.P., & Poulsen, S. (1989).  Principles of good practice in combining service and learning.  Wingspread Special Report. 

Racine WI:  The Johnson Foundation.National Service-Learning Clearinghouse.

Service-Learning Is…  http://www.servicelearning.org/what_is_service-learning/service-learning_is/index.php#rsrcs

TOOLKIT HOMEPAGE            NEXT SECTION: Elements of Thoughtful Service

Service Learning

An Innovative Pedagogy for the Psychology Curriculum

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• First Online: 17 December 2022
• pp 1305–1330
• Cite this reference work entry

• Robert G. Bringle 5 ,
• Roger N. Reeb 6 ,
• Luzelle Naudé 7 ,
• Ana I. Ruiz 8 &
• Faith Ong 9  

Part of the book series: Springer International Handbooks of Education ((SIHE))

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Service learning (SL) is a high-impact pedagogy that integrates academic material, relevant community-based service activities, and critical reflection to achieve academic, social responsibility, and personal learning objectives in order to develop psychologically literate citizens. SL enhances knowledge and fosters social responsibility in students to democratically address challenges in diverse societies. SL rests on the sound pedagogical principles of active and experiential learning. This chapter focuses on the undergraduate psychology major; however, similar principles can be applied to other educational levels. Reaching educational goals is contingent on applying 11 essential elements to SL course design, implementation, and assessment, from establishing partnerships with the community to designing student reflection activities and celebrating their learning. This chapter highlights themes and issues in research, core findings, and trends, as well as challenges, lessons learned, and implications for learning, teaching, and community engagement. Finally, key resources are identified for SL.

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Indiana University Purdue University Indianapolis, Indianapolis, IN, USA

Robert G. Bringle

University of Dayton, Dayton, OH, USA

Roger N. Reeb

University of the Free State, Bloemfontein, South Africa

Luzelle Naudé

Alvernia University, Reading, PA, USA

Ana I. Ruiz

Ngee Ann Polytechnic, Singapore, Singapore

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Department of Educational Research, University of Salzburg, Salzburg, Austria

Joerg Zumbach

Department of Psychology, University of South Florida, Bonita Springs, FL, USA

Douglas A. Bernstein

School of Science - Faculty of Psychology, Psychology of Learning and Instruction, Technische Universitaet Dresden, Dresden, Sachsen, Germany

Susanne Narciss

Department of Human, Philosophical and Educational Sciences (DISUFF), University of Salerno, Fisciano, Italy

Giuseppina Marsico

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University of Salzburg, Salzburg, Austria

Psychologie des Lehrens und Lernens, Technische Universität Dresden, Dresden, Deutschland

Department of Psychology, University of South Florida, Tampa, FL, USA

Department of Human, Philosophic, and Education Sciences, University of Salerno, Salerno, Italy

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Bringle, R.G., Reeb, R.N., Naudé, L., Ruiz, A.I., Ong, F. (2023). Service Learning. In: Zumbach, J., Bernstein, D.A., Narciss, S., Marsico, G. (eds) International Handbook of Psychology Learning and Teaching. Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-030-28745-0_61

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DOI : https://doi.org/10.1007/978-3-030-28745-0_61

Published : 17 December 2022

Publisher Name : Springer, Cham

Print ISBN : 978-3-030-28744-3

Online ISBN : 978-3-030-28745-0

eBook Packages : Education Reference Module Humanities and Social Sciences Reference Module Education

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