Academic Service-Learning: Definitions and Models

What is academic service-learning and how can it be used as a tool to
enrich both classroom and community?

Service-learning is a tool that can be used to benefit the classroom, the community, the student, and civic organizations.

Academic service-learning (within a credit-bearing course) is defined as “a teaching and learning approach that integrates community service with academic study to enrich learning, teach civic responsibility, and strengthen communities" (National Commission on Service-Learning). The service undertaken by participants can be direct or indirect, but it differs from volunteering in two major respects: 1) the service is connected to a set of learning objectives and 2) students reflect about their service experience to gain further understanding of both course concepts and the community need. Service-learning activities should also involve:

Additional resources about service learning can be found at:
http://uwex.uwc.edu/service-learning/service101/

 

Different Models of Service-Learning Projects:

PRESENTATION MODEL: Students Present Classroom Learning in the Community
Students take what they are learning in a course and then present it to the community. For example, students in an introduction to public speaking course might work as volunteer recruiters for a local agency, making presentations to other students, community agencies, and members to explain the purpose of the agency and its need for volunteers.


PROJECT MODEL: Partnering with a Community Agency
Students learn by doing a project with or for an agency. For example, students in a writing course might partner with a local community agency to write press releases, thereby gaining further knowledge and/or public interest about the agency and its purpose.

PRODUCT MODEL: Creating and Sharing Product(s)
Students take what they are learning in a course and create a product to give to a community organization. For example, students enrolled in marketing class might create a volunteer brochure for an agency.

PLACEMENT MODEL: Assisting, Teaching, Mentoring
Students work with clients regularly, usually 2-3 hours a week for the duration of the semester. For example, students in an acting course might work with youth to implement a play and/or teach techniques related to acting.



 

Partnership Development

A key element is that service-learning partnerships must be mutually beneficial. Partnerships take time to develop and a service-learning project takes pre-planning. Setting up meetings with partners involved (for example, with UW Colleges faculty members) to discuss needs, projects ideas, and the time that both partners can commit to the project is critical.

To explore additional resources about partnership development and effective practices, please visit:
http://uwex.uwc.edu/service-learning/Wisconsin

For additional information about service-learning, please visit:

UW-Extension/UW-Colleges Service-Learning Website
Provides information, resources and other information about service-learning. Includes a page with resources especially for Wisconsin Communities.

National Campus Compact
Provides information, resources, and syllabi about service-learning.

National Service-learning Clearinghouse
Provides information, resources, and syllabi about service-learning. Includes a national list serve for service-learning.