Service Learning Summary
Book Title: Service Learning from Classroom to Community to Career Author: Marie Watkins, Ph.D. & Linda Braun Audience: Undergraduate students Issues: Service learning has three components: 1. Service-learning should be related directly to the instructional objectives of the course for credit. 2. Reciprocity – all three entities, student, instructor and service-learning partner should be receiving something from the service-learning. The instructor receives instructional content that cannot be provided in a classroom, the student receives credit and invaluable, real-world learning experience and the partner receives service. 3. Reflection – this can take the form of in class discussion, presentations or journaling and should begin as soon as the service-learning project gets underway. The point of reflection is to enable the student to see how they felt about service-learning at the beginning and hopefully demonstrate how they’ve grown as the project progressed. Findings: Service-learning can be a very beneficial way to learn subject matter. Students should be prepared to learn about the organization’s services and policies prior to the service-learning launch. The organization should be willing to work with students to help them progress through the course objective goals. Instructors should be available to communicate and intercede if necessary.
April M. Fawson. "Service Learning Summary" 2010
Available at: http://works.bepress.com/aprilfawson/1