1. Why should I use service-learning in my classes?
Service-learning clearly benefits the community and the student. However, there are many benefits for faculty, as well. Service-learning can be a new approach to teaching the same topics. It helps make teaching exciting. It connects faculty to the community. Students will become more involved in the learning and teaching process.
2. Does service-learning fit into all courses?
Probably not. However, with some ingenuity and forethought, service-learning can be implemented in many courses. Please note that a service-learning option does not have to be the major component of a course. It can be as short as a one day commitment. Consider some of the projects that students complete over the course of a semester. Could one of those be turned into a service-learning opportunity? For example, in an English class, students write a persuasive paper. Students who choose a service-learning option could work in almost any social agency for six to eight hours and write the paper on why the agency should or should not be publicly funded for the next year, based on his or her first-hand experience (along with other research, of course).
3. Aren't we trying to teach morals?
Yes! Students are given an opportunity to become more responsible citizens in the community. Consider the mission of NVCC (taken from the 1997-1998 Catalog): "ensuring that all individuals . . . have an opportunity to develop and enhance their values, skills and knowledge."
4. How do I actually include a service-learning option in my course?
Consider the objectives in the course being taught. Some of the ways in which teaching has been approached in the past may not have worked well. Can a service-learning project replace an already existing project or assignment? Remember, the project can be relatively large or small. For example, in the Statistics II class, the final exam did not seem to aid the professor in assigning grades--the previous tests, quizzes, and class work provided sufficient evidence of how students approached a testing situation. So the professor replaced the final exam with a major survey project spread out over the semester, with a final presentation of the findings. One of the objectives of the course was to give the students an opportunity to create, distribute and analyze the results of a survey. This is an example of a major project. Alternatively, a business professor, teaching Microsoft Office, offered her students the opportunity to use their new word processing, spreadsheet, or database skills to aid a community organization. She gave the option of completing her assigned project in a certain area, versus completing a project assigned by the organization.
5. Service-learning seems to fit into my course. What is the next step in the process?
If a service-learning project is an option, rewrite the syllabus reflecting this change, and promote the option and the reason for service-learning in class. Remember, all students can be required to do service (as in the statistics class) or service can be left as an option (as in the business course). Students will have questions about service-learning, so use the resources listed above to help answer them! Students will also need guidance in choosing a service site, coordinating plans with the site supervisor, and clarifying the learning objectives they will satisfy by completing their project. They may need help to set up a reasonable schedule for their project report (paper, presentation, or discussion). Students may need guidance on how to take experiences from their service to turn them into knowledge.
6. How do I evaluate the project?
The project needs evaluation. This does not mean that the service rendered is evaluated, but rather the product the student creates to demonstrate knowledge gained from the experience is evaluated. For example, if a student works at the Humane Society, the service is not graded, but the learning gleaned from the service that the student exhibits should be evaluated. In the statistics class, the professor evaluated several parts of the project: the quality of the written survey, the accuracy of the analyzed results, and the quality of the final presentation. In the business class, the professor evaluated the layout and accuracy of the document created for the service organization just as she would have evaluated the traditional assigned project.
7. What is the reflection component in service-learning?
There must be some reflection by the student about the learning obtained and the service completed. This can take place in the form of any type of guided reflection: journal entries, papers, discussions, and presentations. For example, in the Statistics II class, the discussions, final reports and presentations worked well, but the students requested more guidance in completing journal entries. The student is responsible for both the service and the learning; reflecting on the process will help him or her to understand the differences.
8. Who are the people involved in a service-learning project?
There are at least three primary players in any project: the student, the faculty member, and the site supervisor or mentor. Each of these people is essential for success. The role of the site supervisor is more than to verify hours served. This person should be aware of the learning objectives for the student and should try to help the student achieve these goals.
9. Who picks the service site?
This varies with the type of project. An English professor who assigns a persuasive paper may let her students choose their own site, with her approval. An automotive repair class may choose to create their own service opportunity serving the elderly or disadvantaged in car repair. An ESL professor may have his students read to a kindergarten class. Other professors may have specific requirements for a particular project and will choose the site without student input. Whatever method is chosen, the database of available sites in the service-learning area in the Faculty Center may always be consulted by students or faculty.
10. What are the potential problems?
a. If a faculty member decides to make service-learning mandatory in his or her class, some students may complain or drop the class. On the other hand, if the project is optional, few or no people could take the opportunity.
b. Classes are already so full with other material that this can be a burden on time. Each professor must make sure that the service-learning project will fit into reasonable time limits and should consider replacing something in the course with the project.
c. Students can run into time problems outside of class. Due to family and work requirements, a student may not be able to commit to a certain day or time for community service. Flexibility is the key element here.
d. There may be some legal issues with liability to consider. Students should not be placed in a site where they are likely to injure someone or get injured. If a professor is concerned about a liability issue, he or she should contact the college administration.
11. Why should we give credit for volunteering?
This question refers back to the original definition of service-learning: it is a blending of community service and academic study. It should not be just "volunteering." Some instructors may choose to emphasize the learning, while others may stress the service, but both are integral parts of the whole project.
12. Why would NVCC want me to incorporate service-learning in my classes?
There are many reasons. It gives professors a chance to evaluate student learning in a new way. It is a change in teaching, which helps professors analyze what worked in the past and what will work in the future. It also helps faculty to develop professionally. Furthermore, it connects NVCC, our students, and our faculty to the community.
13. What do students who have completed a service learning project think about their experience?
Some students will complain about the time involved. Others will admit
to their displeasure in having to do group projects, if that is part of
the service-learning project. Some will say that they don't want to be
guinea pigs for a new, strange way for the instructor not to do his or
her job as a teacher. However, most students will come away with a new
view of both the subject matter being taught and the service in which they
were involved. Reread the comments in the introduction
of this document for actual quotes from student service-learners.
Remember, there are many resources to help guide your use of this learning and teaching tool. Use your colleagues on campus, the resources in the library and on the Internet, and the FAQ's above. Good luck in creating your service-learning project!
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