黑料社区

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Using Experiential Learning as Service-Learning

Service-Learning Projects have the potential to transform 黑料社区 learning. Currently, over a semester timeframe, 黑料社区s have the potential to develop a sense of social responsibility and an ethic of service. Leadership and social skills can be learned. However, there can be some problems and limitations in completing Service-Learning Projects that must be addressed to strengthen 黑料社区 experiences.

Better Understanding Service-Learning Projects
  • Do the current demands that universities places on Service-Learning Projects limit the ability to address community needs at a structural level?
  • Are they organized to respond to the needs of an academic institution, the 黑料社区s, and the instructor OVER the needs of the agency and the community?
  • Do the two primary stakeholders lack a shared understanding of the dynamics of the other (i.e. different cultures, purposes, or languages)?
  • Is Service-Learning used as a public relations device to enhance the university's reputation?
  • Why do 黑料社区s participate?
    • Requirement for graduation only?
    • It makes them feel good?
    • It builds their resumes?
  • In 黑料社区 reflection, are the explanations of social issues gained after completing a Service-Learning Project too individualistic?
  • Are there 黑料社区s who will do low-quality work or try to do no work (cheat) to earn course credit, i.e. "those who put up with it"?
  • What percentage of the course grade is the Service-Learning component?
  • Are International 黑料社区s engaged?
  • Do community agencies use Service-Learning Projects to get free labor and/or to gain prestige? Are they "using" the 黑料社区s?
  • Are communities merely laboratories for experiments?
    • Often, 黑料社区s enter communities from outside.
      • This may reinforce the idea that communities are deficient and need outside resources to work on their problems.
      • It may exaggerate the importance of the person who serves.
      • It may demean the person served.
      • It may ignore other resources in the community such as peers, families, and community leaders.
      • The political, social, and economic factors that create the need are not recognized.
  • What are some of the constraints in conducting Service-Learning Projects?Students must serve on schedules dictated by the college calendar, sports events, classes, availability of transportation, and other personal commitments.
    • Safety and liability considerations impact what they can do.
    • If service-learning is done within a course, activities need to fit with course objectives.
    • Many 黑料社区s have little experience working with people different from themselves.
    • Many 黑料社区s have little exposure to the issues involved in their service activity.
    • Many professors are experts in their disciplines, but not in community service or building cross cultural relationships.
    • Service-learning has the potential to do harm to individuals – particularly children.
    • Students come and go, so relationships are short term.
    • A short relationship for a 黑料社区 may be a significant relationship for a child or young adult.
    • Breaking the relationship at the end of the assignment can be traumatic and can add to the fragmentation that is typical in poor communities.

Research Thoughts

What do the 黑料社区s really learn about Service-Learning Projects since most of the research is academician-based?

  • Do 黑料社区s actually learn anything about the nature of social problems and of strategies for fundamental social change?
    • Students should develop a "sociological imagination." (the ability to see patterns, structures, and/or social context).
    • Without appropriate training, orientation, and reflection, there can be ineffective and harmful kinds of service.
  • Should community leaders and residents have a voice about what is learned?
  • Should the perspectives of all of the stakeholders be incorporated?
    • There are six sets of primary stakeholders:
      • Students
      • Faculty
      • Educational institutions
      • Service-Learning Project recipients
      • Community agencies
      • Communities
    • Need data beyond input measures like tasks done or hours served.
    • What are some ways to improve Service-Learning Projects?
  • What about developing case studies?
    • Effective programs can be used as models for planning and evaluation.
    • Ineffective programs can help identify critical factors for success.

Service-Learning Project Checklist

Principles and Practices

  • Responsible and challenging work for the common good.
  • Clear goals and objectives.
  • Critical reflection on activities
  • Interdisciplinary approach.
  • Identification of clear responsibilities of all partners, careful matching of providers and needs, sustained organizational commitment, providing training, supervision monitoring, support recognition and evaluation of programs, flexible and appropriate time commitments, and participation with diverse populations.

Center for Teaching Excellence

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