University of Nebraska at Omaha
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additional resources.
faculty faq.
- Why develop a service-learning course?
- Is service-learning appropriate in every discipline?
- How is service-learning different from student teaching, practicum/internship experiences, and volunteering?
Agencies and the Classroom
- How do I identify a community agency for my service-learning class?
- How do I determine if the needs of the agency are going to fit with the content of my course?
- Should I use one agency or multiple agencies for my service-learning experience?
- What should I expect from a service-learning community agency?
- How much time should I spend with service-learning in my course?
- How much time outside the class will my students need for service-learning?
Assessment
- How do I grade my students on the service-learning experience?
- What is the role of journaling and reflection in service-learning, and how do I evaluate the written content?
- How do I integrate service-learning and reflection experiences into class time?
- What forms/materials have worked successfully with service-learning in the past
Why develop a service-learning course?
Professors around the country have added service-learning to their repertoire of teaching strategies because it improves students' learning. In Service Learning in Higher Education (Jossey-Bass, 1996), Barbara Jacoby lists some of the most frequently-cited effects:
- Service-learning integrates theory with practice
- It improves students' comprehension of course content
- It makes them more aware of community needs and deepens their understanding of underlying social and political problems
- It strengthens their sense of social responsibility
- It heightens their understanding of human difference and commonality
- It develops the habit of critical reflection
- It sharpens students' abilities to solve problems creatively and work collaboratively
- It clarifies their personal and career goals
- It provides practical experience valued by employers.
These reflections by UNO students who benefited from their service-learning experiences show how your students, too, can learn through service.
In addition, many professors have found service-learning personally and professionally rewarding:
- They value their relationships with community partners
- They can share responsibility for creating knowledge with students and community partners
- Their teaching is invigorated by experimentation with a new, more active pedagogy
- Service projects open doors to research opportunities
Professors, like their students, take satisfaction in making a difference.
Is service-learning appropriate in every discipline?
While service-learning is not right for every course, it's surprising how many disciplines are represented in the growing list of service-learning success stories. The American Association of Higher Education is publishing a series of monographs on service-learning in the disciplines, with volumes about Accounting, Biology, Communications, Composition, Engineering, Environmental Studies, History, Management, Medical Education, Nursing, Peace Studies, Philosophy, Political Science, Psychology, Sociology, Spanish, and Teacher Education.
For course models, sample syllabi, practical advice, and critical discussion of service-learning pedagogy, check our Resources tab.
How is service-learning different from student teaching, practicum/internship experiences, and volunteering?
The primary focus of service-learning is to provide a deeper understanding of theories and course content studied in a particular class. The goal of an internship or practicum is to provide students a practical work experience in a field of interest to them. A volunteer opportunity is the most flexible option where students spend between one day a year to one day a week at an organization whose mission they find interesting. Volunteer opportunities are generally unpaid positions with a local non-profit community agency.
How do I identify a community agency for my service-learning class?
The SLA maintains a database of active community agencies. The SLA staff will link faculty to sites with needs relevant to course content. The SLA staff will consult with faculty on site selection, syllabus revision, student orientation, the design of reflection activities, and assessment and evaluation.
How do I determine if the needs of the agency are going to fit with the content of my course?
Probably the best way is to arrange a visit to the prospective community sites and visit with them about your course content and objectives. After this meeting and exchange of information, you should be able to determine whether you have a good match.
Should I use one agency or multiple agencies for my service-learning experience?
You can use as many or as few agencies as you would like for your service-learning experience. The number of agencies involved per class varies. For your first service-learning project, we strongly suggest using only one or two service sites.
Our experience is that multiple sites require more coordination on the part of the faculty member and more independent students.
What do I expect of a service-learning community agency?
This varies widely with the type of service-learning experience you have designed. With some community agencies, a representative needs to be amenable to working with students, or at least available as a resource while students are on site. At other agencies, students need to have a contact person willing to set up times to meet and review work they have completed. At a minimum, you should have a contact person, phone number, and agency address. A letter for students and agencies outlining expectations can prevent misunderstandings.
How much time should I spend with service-learning in my course?
Using service-learning in a course is typically a significant change in pedagogy. Because the service-learning component is an application of the course content, it may be hard to separate service-learning from the rest of the course. However, time should be set aside to teach students about what service-learning is, get them established in their service-learning sites, explain the expected writing or journaling assignments, and schedule periodic check-ins on their service-learning experiences throughout the semester. Some faculty set aside time for student presentations of their service-learning experience at the end of the semester.
How much time outside of the scheduled class time will my students need to do service-learning?
Time devoted to service-learning ranges from 10-30 hours per semester. The norm is 20 hours.
How do I grade my students on the service-learning experience?
This varies widely, but typically some form of accountability for time spent on the service-learning project is expected, plus a product or presentation. Journals or reflections can also be graded. Points related to service-learning typically represent 30-40% of the course grade.
What is the role of journaling and reflection in service-learning, and how do I evaluate the written content?
The most successful journaling assignments follow a specific format. If the format is clearly outlined, then students are graded on both content and technical skills as they would be with any other assignment. Most journals include a component on reflection. Reflections should also be included during class discussions. This creates a learning situation for all students and the faculty member. Issues that arise may be important to more than one person. These discussions are often great learning opportunities.
How do I integrate service-learning and reflection experiences into class time?
At the beginning of the semester, faculty need to do frequent check-ins with students about their service-learning assignments. After that a short period of time can be devoted to check at least 2 times per month. These check-ins often lead to discussions which enhance readings , in-class discussions and lectures.
What forms/materials have worked successfully with service-learning in the past?
The Service-Learning Academy has a file of forms which can be used in service-learning courses. These include sample assignments; contracts commiting students and community partners to specific tasks and deadlines; guidelines for reflection; and evaluation forms.
