Unit One—Introduction to Service Learning

1. Unit One—Introduction to Service Learning Chapter One “Identifying the Learning Outcomes of Service” Pp.1-22 in Where’s the Learning in Service Learning

2. “Students like Service Learning” • Reports substantiate student learning through service that is personally meaningful. • “. . .students value the connection of their passion to their learning; when the personal and intellectual are connected, they can go beyond cramming for tests to acquiring information that has meaning to them and stays with them. Because they are learning and applying information in complex real-world contexts, they believe that the quality of their understanding is increased.”

3. What to expect • “Before we can understand the academic value of service-learning programs, we need a clear idea of what learning might be expected from this approach and the extent to which these outcomes are consistent with the goals of higher education” (2-3). • How do you anticipate your service-learning experience to relate to your overall educational goals?

4. What is Service-Learning? • “. . .single courses may be built around community service, and reflection on this experience is central to the progress of the course” (3). • Lake Land’s program uses this approach. • What is your impression of the design of the project/course in which you have enrolled?

5. What Is Service-Learning? (con’t) • “. . .service-learning should include a balance between service to the community and academic learning”(4). • “. . .the hyphen in the phrase symbolizes the central role of reflection in the process of learning through community service” (4).

6. Learning From Experience • “Learning occurs through a cycle of action and reflection, not simply through being able to recount what has been learned through reading and lecture” (7-8). • Think of what it was that got you interested in THIS course. What experience do you hope to gain? How does it fit into your career goals?

7. The Importance of Service- Learning • “The recent popularity of service-learning stems from its fit with current views of the way people learn best and the changes needed to make higher education more effective” (7). • “’Service, combined with learning, adds value to each and transforms both’” (7).

8. A Connected View • “Another central element of Service-Learning is to link personal and interpersonal development with academic and cognitive development” (9). • “This linking of head and heart is a holistic approach involving values as well as ideas” (9-10).

9. Social Problem Solving • “One of the major forms of service-learning practice from its beginnings has focused not only on learning about social problems, but on addressing them in the community through social action” (11). • What will your service project give back to your community?

10. Personal Connections • “’Although personal development and interpersonal skills are often viewed as secondary to the academic goals. . .and segregated institutionally into student services and activities, they are where learning begins for service learning advocates. Passion is personal, and learning begins with passionate interest’” (15).

11. Learning is Useful • “Academic learning is often assessed through test performance or course grades, but understanding is more than the ability to recall information when prompted by a test; understanding is the ability to call it up when it is relevant to a new situation and use it in that situation” (15).

12. Learning is Useful (con’t) • “Material that is understood has meaning for learners; it helps them make sense of the world” (15). • “Learning in context and appreciating what the learner brings to the situation are fundamental to experiential education. . .” (15-16).

13. Learning is Developmental • “Service-Learning programs that place students in contexts where their prejudices, previous experiences, and assumptions about the world are challenged may create the circumstances necessary for growth” (17).

14. Learning is Transforming • “. . .critical thinking helps students question assumptions. . .[to think] about things in a new way and [move] in new directions” (17). • “Community experiences that challenge student assumptions coupled with thoughtful reflection may lead to fundamental changes in the way the student views service or society” (17).

15. Citizenship and Learning • “. . .effective citizenship rests on the learning we have touched on. . .” (18). • “Thus we have focused our empirical inquiry on understanding the cognitive dimensions of citizenship” (18). • “Students are unlikely to be effective community participants without the ability to understand complex social issues, apply what they learn, and have the critical thinking ability to make adequate judgments about the information they receive” (18).

16. Putting it Together • This unit suggests that Service-Learning provides new and innovative educational opportunities that allow students to practice important skills such as critical thinking and problem solving while making a valuable contribution to their community. • How will your project affect you?

17. Unit One Assignment • Based on the reading, comments and questions in this unit, what do you expect from your service-learning participation and how will it relate to your educational goals? • Write a 150 word response entitled “Unit One Assignment” and include it in your final portfolio. • Return to Study Units