Key Definitions and Terms

As defined by Bringle and Hatcher (2000), "Service-Learning as a credit-bearing education experience where students participate in organized service-activities to meet identified community needs. In doing so, students also reflect on the service activity in such a way as to gain further understanding of course content, a broader appreciate of the discipline, and an enhanced sense of civic responsibility" (p.274). Bringle, R. G., & Hatcher, J. A. (2000). Institutionalization of service learning in higher education. The Journal of Higher Education, 71(3), 273–290. https://doi.org/10.1080/00221546.2000.11780823.

As defined by the American Association of Colleges and Universities (AACU), service-learning, as an “instructional strategy”, is a form of experiential “field-based” education that provides students “direct experience with issues they are studying in the curriculum. A key element in these programs is the opportunity students have to both apply what they are learning in real-world setting and reflect in a classroom setting on their service experiences…”. These programs model the idea that giving something back to the community is an important college outcome, and that working with community partners is good preparation for citizenship, work, and life. https://www.aacu.org/trending-topics/high-impact

Service-learning is a practice that balances discipline-specific learning outcomes with service to the community where reciprocity is the guiding principle. Reflection activities guide both learning and service outcomes. Service-learning contributes to the university’s public affairs mission (Faculty Senate CASL Oversite Committee, March 2023).

As defined by our Carnegie Classified designation as a Community-Engaged University, "Community engagement describes collaboration between institutions of higher education and their larger communities (local, regional/state, national, global) for the mutually beneficial exchange of knowledge and resources in a context of partnership and reciprocity.

The purpose of community engagement is the partnership of college and university knowledge and resources with those of the public and private sectors to enrich scholarship, research, and creative activity; enhance curriculum, teaching, and learning; prepare educated, engaged citizens; strengthen democratic values and civic responsibility; address critical societal issues; and contribute to the public good."

Exploratory

Exploratory can be defined as exploration or investigation of something. A service-learning designation specifically used for GEP 101, First-year Foundations course sections, and focuses on providing students with an opportunity to explore what community engagement is, as it relates to community-engaged learning (service-learning; experiential learning; service-learning internships/practicums, etc.).

• Includes exploring the Community Focus Report for Springfield, MO and exploring non-profit organizations and governmental entities who work to address Red Flag issues in our communities. Red Flag issues are problems, issues, or needs within a community that are not resolved.

• Students then work individually or in groups on a reflective assignment and consider and identify how they might engage in the community to address identified Red Flag issues. 

Introductory

• Embedded in a standard course
• Reflection assignment

In a introductory course, service-learning is woven throughout the coursework and compliments the course's learning objectives. The instructor chooses if the class will work together as a team, in groups, or as individuals. Introductory service-learning courses are often found in 100 level courses like AGR 100 - Food Security. One primary placement for service-learning students is working with Springfield Community Gardens.

Integrated

• Embedded in a standard course
• Reflection assignment

In an integrated course, service-learning is woven throughout the coursework ("integrated within") and compliments the course's learning objectives. The instructor chooses if the class will work together as a team, in groups, or as individuals. Students typically complete project or individual placements and work with partners for 15 plus hours over the course of the semester. 

Component (1-credit)

• Attached to a standard course referred to as a "Designate" course
• 40 hours minimum of service to the community over the course of the semester
• Reflection assignment

"Component" means that the course is 1-credit that can be added-on to a 3-credit Designate course. Component courses have a "designate" indicator in course search so they can be identified during registration. However, this type of course can only be registered through the service-learning office and by filling out a registration form. The service-learning office can help with that.

Direct service-learning

Students have face-to-face contact with the service recipients. Experience regularly involves hands-on work. Examples include work that directly benefits the people that the community partner organization serves. As defined by the American Association of Colleges and Universities (AACU), service-learning, as an “instructional strategy”, is a form of experiential “field-based” education that provides students “direct experience with issues they are studying in the curriculum. A key element in these programs is the opportunity students have to both apply what they are learning in real-world setting and reflect in a classroom setting on their service experiences…”. These programs model the idea that giving something back to the community is an important college outcome, and that working with community partners is good preparation for citizenship, work, and life. https://www.aacu.org/trending-topics/high-impact

Capacity-building service-learning

Directly impacts the organization's ability to address identified problems, issues, or needs; however, students perform a service without having face-to-face contact with the recipient. Experience involves development of programs and initiatives for partner agencies. Students engage in capacity-building activities that help to develop and strengthening the organizations skills, abilities, and resources to deliver services to the people they serve.

Advocacy-based service-learning

Directly impacts the organization's ability to address identified problems, issues, or needs where service-learning students engage in educating others about a particular problem or issue with the goal being to eliminate the cause of a particular problem or issue. Examples might include educating or teaching others about public issues, or developing marketing campaigns, for example. Other examples include planning and putting on public forums, conducting online campaigns, creating advocacy videos.

Research-based service-learning

Directly impacts the organization's ability to address identified problems, issues, or needs; however, students conduct research about a particular problem or issue with the goal being to eliminate the cause of a particular problem or issues. Examples include conducting research or gathering and analyzing information needed by the organization to enable the organization to better serve those in need or to assist in addressing community problems or needs; designing and implementing surveys; examining policies on topics/issues that the community partner is working with.

Integrating service-learning into First-Year Experience courses

Service-learning in first-year courses can introduce students to service in community, critical thinking, and writing skills. It can also help students transition from high school to college.

How is service-learning integrated into first-year courses?

Seminars or courses: Students can learn about service-learning and the community through seminars or courses. Students can work on projects as examining problems, issues, and needs in communities, exploring organizations that work to help address those identified problems, issues, and needs, and then reflecting on how they might work with an organization working on a problem, issue, or need that they are passionate about or aligns with their potential career. This exploration ts helps students build skills in writing, critical thinking, teamwork, and problem-solving. As noted by Barbara Jocoby, Ph.D., "Service-learning is often integrated into first-year seminars or courses to introduce students to the concept of service-learning, to the community in which the university is located..."

(https://louisville.edu/communityengagement/additional-resources/12SLModelswithNUMBERS.pdf).

Integration of Service-Learning into First-Year Foundations GEP 101 Courses

How is exploratory service-learning incorporated into GEP 101 to meet goal 2 of student learning outcomes?

The purpose behind the exploratory service-learning course is for students to engage in exploration or investigation of community problems, issues, and needs, and explore community organizations or governmental entities that are working to address problems, issues, and/or needs in our communities and critically think about how they might be part of the solution.

In this exploratory course, service-learning in fully incorporated, and students explore community issues and how they can have an impacting in making change in their communities. This service-learning project can be done individually or as a group, and students explore problems, issues, needs in the community and explore community partners who are working to address a community need. Students learn, by exploring partners how they work to address a community identified problem, issue, or need. Students then reflect, based on what they have learned, about how they might contribute to the community to help address a problem, issues, or need they connect with. A written reflection is part of this assignment.

Assignment/project

Recommended activities, with the three pillars of the Public Affairs mission in mind, include: 1) Review of the Community Focus Report; 2) Selecting an area or topic of interest (one of 11 areas); 3) Identifying the Red Flag issue, problem or need as identified in one of the 11 focus areas; 4) through reading, gain an understanding of what the root cause of the problem, issue, or need is; 5) engaging in critical thinking about ways they might work to address the identified problem or issue; 6) write a short paper about their findings including the root cause of the problem or issue and what they might do to address an identified problem/issue/need in the community. This written assignment serves as the reflection of their exploratory service-learning experience and may further peak a student's interest in becoming more involved in service-learning courses.