The University of Texas at Arlington

Frequently Asked Questions

What is Service Learning?

Service Learning is a teaching methodology that combines conventional academic instruction with participation in direct, meaningful community service. In Service Learning programs students engage in classroom activities and discussions and perform local community service related to their academic coursework. The concept is designed to develop critical and reflective thinking skills and to promote a sense of civic responsibility and commitment to the community. Service Learning is similar to internships, field work and experiential education Programs, but seeks to go beyond the scope of these through the integration of classroom discussion and other reflection techniques. Effective Service Learning programs have been developed for K-12, high school and college students throughout the United States.

Service Learning is more than volunteering to work for non-profit organizations or participating in community service projects or activities. It is conducted as part of education programs which combine traditional in-class study with outside the classroom community service. Students’ participation is objectively evaluated based on previously determined educational goals. The learning process is further reinforced by various reflection activities, usually discussion and journaling, in which the students are required to analyze and evaluate their experiences.

Service Learning is also different from “Experiential Education” programs and internships. Experiential Education programs are essentially career building exercises in which students develop practical skills and garner valuable experiences to facilitate future employment opportunities. Partnerships are often between local businesses or organizations rather than non-profit or community service agencies. The emphasis in Experiential Education is on skill development; in Service Learning the emphasis is on social consciousness and awareness development, frequently termed “citizenship.”

What are the benefits of Service Learning?

The myriad benefits of Service Learning programs extend well beyond merely the students enrolled in them. Recent research studies have documented that all participants, including faculty members and the sponsoring institution, receive numerous benefits from the Service Learning experience.

Student Benefits:

• Students are able to understand the relevance of their academic coursework.
• Students gain a heightened sense of self esteem and self-efficacy as they see first hand the importance of their contributions to their communities.
• Students experience a broadening of perspectives and develop increased sensitivity to diversity.
• Service Learning programs improve critical thinking, interpersonal communication and conflict resolution skills.
• Service Learning program participants are more likely to strengthen their commitment to promoting racial understanding, participating in community and political activities and influencing social values.
• Service Learning programs offer additional guidance, experience and contacts for future career choices and increased likelihood of employment.
• Service Learning experiences have a positive impact on graduate school applications and admissions and opportunities for research grants.

Community Benefits:

• Community outreach programs receive talented, energetic and motivated human resources needed to meet increasing needs.
• Student-community partnerships promotes both civic responsibility and participatory democracy and a renewed sense of community.
• Student volunteers bring critical analysis skills and generate fresh new insights about organizational operations that translate into increased capacity to serve clients.
• Partnerships bring increased community awareness to the problems facing community organizations.

Faculty Benefits:

• Service Learning programs encourage faculty to be innovative in their teaching, enriching the experience for both teacher and student.
• Direct contact with local societal issues keep faculty connected with their communities and provides them with data they would not have otherwise obtained.
• Service Learning programs provide opportunities for new areas of research and publication, and outside funding sources reduce research budgets.
• Student research conducted in return for class credit in Service Learning programs are cost-effective ways to facilitate research on a limited budget.

University/Institution Benefits:

• Service Learning programs assist in the fulfillment of the institution’s mission of service and outreach efforts to their local communities.
• Service Learning programs increase campus-community collaboration and partnerships which show the public that the university is not confined to the “ivory tower,” and can be responsive to the needs of the people.
• Outside funding sources reduce research budgets yet maintain cutting-edge research projects.
• Campus-community partnerships bring increased publicity to the institution; heightened visibility and prestige can lead to increased funding and enrollment.

Does research support any of these benefits?

The various purported benefits of Service Learning have been the focus of many studies, especially over the last twenty years. Programs involving grade K-12, secondary, and college students have been evaluated, with particular emphasis on undergraduate level college and university students. Many early studies focused on multiple student outcomes, particularly impact on grades, test scores and communications skills. Other, especially later, research looked at specific but less quantifiable effects on outcomes such as personal efficacy, citizenship and attitudes on issues of racism and diversity. Recent studies have also sought to determine the impact of Service Learning programs on participating communities, faculty, and institutions. Examples of research supporting Service Learning projects involving post-secondary students include:

• “Effects of an undergraduate program to integrate academic learning and service: cognitive, prosocial cognitive, and identity outcomes,” Batchelder, Thomas H. and Root, Susan (1994)
• “The Benefits of Service: Evidence from undergraduates,” Sax, Linda J. and Astin, Alexander W. (1997)
• “Effect of a Comprehensive Service-Learning Program on College Students’ Level of Modern Racism,” Myers-Lipton, Scott J. (1996)
• “Effect of a Comprehensive Service-Learning Program on College Students’ Civic Responsibility,” Myers-Lipton, Scott J. (1998)
• “An Assessment Model for Service-Learning: Comprehensive Case Studies of Impact on Faculty, Students, Community, and Institution,” Driscoll, A., Holland, B., Gelmon, S., and Kerrigan, S. (1996)

What are the components of most Service Learning programs?

Effective Service Learning programs are built on three core elements: preparation, performance, and reflection. A fourth element, recognition, can also enhance any program.

Preparation:

• Projects should be developed that will enhance the academic coursework, develop or practice skills, and foster education through experience.
• Objectives, goals and expectations should be clearly defined and elaborated.
• Service participation opportunities and community partnerships should be carefully chosen to ensure that the services to be performed address the actual needs of the community.
• Both faculty and student interests and abilities should also be assessed in order to provide meaningful, practical and sustainable programs.

Performance:

• Service Learning programs work best when program facilitators involve both service providers and recipients in all stages of program planning, execution and evaluation.
• Faculty course instructors and program facilitators should be available to discuss students’ experiences with them during as well as after the program.

Reflection:

• Perhaps the most distinguishing characteristic of Service Learning programs is the emphasis placed on students’ reflection on their experiences. Both public and private reflection is encouraged, usually through journaling and discussion with faculty and fellow student participants.
• Reflection on the part of program facilitators and faculty is also important. Many different assessment tools are being utilized to judge the effectiveness of programs and to identify opportunities for improvement. The growing body of research obtained from program assessments help to increase the awareness of and participation in Service Learning programs.

Recognition:

• Recognizing and celebrating students’ community service participation shows them that their efforts are both valued and appreciated. It also positively reinforces and further strengthens their service ethic.
• Faculty and programs facilitators also benefit from recognition of the efforts they put forth in Service Learning programs. Many programs require more effort to develop, maintain and evaluate than conventional methods, with correspondingly higher rewards for the investments of time and energy. Stipends and other monetary incentives, as well as public recognition can provide valuable rewards to faculty willing to go the extra mile on behalf of their students, institution and community.

What are some of the elements required to develop institutionalized Service Learning programs?

Suggested elements of university level Service Learning programs include:

• A Service Learning Committee, including administrators, faculty, student and community representatives
• An administrative support system, including operations and management systems and technical support staff
• A mission statement and philosophy
• Goals and objectives
• Academic, curricular and risk management policies and guidelines
• Assessment and evaluation methods
• Faculty incentive and recognition policies