Definition of Service-Learning
Service-Learning is a teaching and learning strategy through which young people learn and develop by designing, organizing and participating in meaningful service experiences:

• that meet actual community needs;
• that are coordinated in collaboration with the school and community;
• that are integrated into the students' academic curriculum;
• that provide structured time for thinking, writing and talking about what is seen and done in the service-learning process;
• that enhance what is taught in the classroom by providing opportunities for students to apply new academic knowledge and skills in real life situations in their own communities;
• that help to foster the development of a sense of caring for others.

• preparation,
• service,
• reflection/evaluation, and
• celebration/recognition.

Students begin by conducting research on their community (the school or larger community) to identify community needs; they prioritize to determine areas of greatest need; they select needs they can help meet; they design projects which include any further preparation necessary for meeting the needs selected; they provide service to meet those needs, reflecting throughout the process to create the greatest impact; and then they acknowledge accomplishments and reflect on what was learned that could be applied in other situations.

Effective service-learning programs engage students in action research to identify real community needs and help students design service projects to meet these needs while enhancing student achievement. Service-learning projects can meet diverse student, school, and community needs in social services, the environment, education, and safety. Examples include:

• cross-age tutoring as tutors and tutees with at-risk-students,
• community gardening with students and community partners to meet nutritional needs,
• intergenerational programs with an integrated reading and writing component to develop student literacy,
• community history projects where students utilize primary sources to establish and maintain historical exhibits,
• watershed reclamation projects with students and community members working together to restore habitat and maintain water quality,
• health and human services projects where high school health students enrich their academic learning by volunteering in a local hospital, and
• civic studies projects that allow high school government students to learn first-hand about citizenship, democracy, and leadership.

The Benefits of Service-Learning

For Students:

• Personal Growth and Development
  • Self-esteem
  • Personal efficacy and sense of responsibility
  • Moral development and reinforced values and beliefs
  • Exploration of new roles, identities, and interests
  • Willingness to take risks and accept new challenges
  • Intellectual Development and Academic Learning
• Basic skills, including expressing ideas, reading and calculating
  • Higher level thinking skills, such as problem-solving and critical thinking
  • Skills and issues specific to service experience
  • Motivation to learn
  • Learning skills, including observation, inquiry, and application of knowledge
  • Insight, judgment, and understanding
• Social Growth and Development
  • Social responsibility and concern for others
  • Political efficacy
  • Civic participation
  • Knowledge and exploration of service-related careers
  • Understanding and appreciation of, and ability to relate to, people from a wide range of backgrounds and life situations (Conrad and Hedin, 1989)

For Schools:

• Paradigm shift - teachers as coaches and facilitators; student responsibility for their own learning.
• Motivated learners engaged in authentic and significant work. Cooperative learning environment.
• Teachers as reflective practitioners engaged in planning, curriculum development, and inquiry.
• Collaborative decision-making among administrators, teachers, parents, students and community members.
• Positive, healthy, and caring school climate.
• Community involvement resources, and support in the educational process.

For Communities:

• Valuable service to meet direct human, educational, health and environmental needs.
• Schools as resources - School / teacher / student teams serving as researchers and resources in problem-solving and community development.
• Empowerment - School / community partnerships to assess, plan, and collaboratively meet needs.
• Citizenship - Students become active stakeholders in the community.
• Infusion of infusion towards improving the institutional practices of schools and communities.
• Understanding and appreciation of diversity - across generations, cultures, perspectives, and abilities.

Source: Service Learning Outcomes from The Service Learning Planning and Resource Guide by The Council of Chief State School Officers, 1994.

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