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Service-learning
Service-learning is an educational approach that uses community service to meet both classroom learning objectives and societal needs. It has been used with students of all grades and stages. Projects based in communities are designed to apply classroom learning to create positive change in the community and often involve community organisations.
Service learning combines experiential learning and community service.
According to Andrew Furco, service-learning "occurs when there is a balance between learning goals and service outcomes." Other authors, including the National Youth Leadership Council, emphasize the same balance. Robert Sigmon conceives the variety of service-learning projects found on college campuses in terms of variations in that balance: i.e. whether learning goals or service goals are primary, secondary, of equal importance, or completely separate.
The student is also expected to learn by acting in the world and reflecting on the results of their action. As a process of learning, this has long-established theoretical and empirical bases. According to Barbara Jacoby, therefore, service-learning "is based on the work of researchers and theorists on learning, including John Dewey, Jean Piaget, Kurt Lewin, Donald Schon, and David Kolb, who believe that people learn through combinations of action and reflection." Related areas of academic practice, such as Action Research and Reflective Practice, emphasize the relationship between learner and community, or researcher and researched, with a view to creating change beyond the school, rather than only creating knowledge.
The term "service-learning" originated in and spread from the US and is often discussed in the context of American colleges and schools. Much of its history is therefore American.
In one early account, in the late 1960s federal monies were used for a service-learning internship model by the Southern Regional Education Board. By 1979 the same author claimed "service learning" was being used to describe a number of different volunteer actions and experiential education programs. From 1995 to 1997, 458 universities received grants from the Corporation for National Service under the Learn and Serve Higher Education scheme (see Learn and Serve America), helping create 3,000 new service-learning courses with an average of more than 60 students per course. In 1992, Maryland and the District of Columbia adopted statewide service-learning requirements for high school graduation. In 2014 The National Center for Learning and Civic Engagement surveyed all states for their service-learning policies. However, while service-learning was well-established in American higher education institutions by 2008, it was to be found in less than 30% of K–12 schools according to Furco and Root.
There are several documented models of service-learning, such as the Comprehensive Action Plan for Service Learning. There are variants that focus on particular elements or purposes, such as "critical service learning" which emphasizes political and social power relations in marginalized communities. Recent attention has been paid to online service-learning or eService-Learning.
Service-learning has been used in multiple academic and community contexts. For example, it has been used in and by native American and other potentially marginalized communities. And it has been used within academic specialisms, such as history, sociology, language-learning, and engineering.
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Service-learning
Service-learning is an educational approach that uses community service to meet both classroom learning objectives and societal needs. It has been used with students of all grades and stages. Projects based in communities are designed to apply classroom learning to create positive change in the community and often involve community organisations.
Service learning combines experiential learning and community service.
According to Andrew Furco, service-learning "occurs when there is a balance between learning goals and service outcomes." Other authors, including the National Youth Leadership Council, emphasize the same balance. Robert Sigmon conceives the variety of service-learning projects found on college campuses in terms of variations in that balance: i.e. whether learning goals or service goals are primary, secondary, of equal importance, or completely separate.
The student is also expected to learn by acting in the world and reflecting on the results of their action. As a process of learning, this has long-established theoretical and empirical bases. According to Barbara Jacoby, therefore, service-learning "is based on the work of researchers and theorists on learning, including John Dewey, Jean Piaget, Kurt Lewin, Donald Schon, and David Kolb, who believe that people learn through combinations of action and reflection." Related areas of academic practice, such as Action Research and Reflective Practice, emphasize the relationship between learner and community, or researcher and researched, with a view to creating change beyond the school, rather than only creating knowledge.
The term "service-learning" originated in and spread from the US and is often discussed in the context of American colleges and schools. Much of its history is therefore American.
In one early account, in the late 1960s federal monies were used for a service-learning internship model by the Southern Regional Education Board. By 1979 the same author claimed "service learning" was being used to describe a number of different volunteer actions and experiential education programs. From 1995 to 1997, 458 universities received grants from the Corporation for National Service under the Learn and Serve Higher Education scheme (see Learn and Serve America), helping create 3,000 new service-learning courses with an average of more than 60 students per course. In 1992, Maryland and the District of Columbia adopted statewide service-learning requirements for high school graduation. In 2014 The National Center for Learning and Civic Engagement surveyed all states for their service-learning policies. However, while service-learning was well-established in American higher education institutions by 2008, it was to be found in less than 30% of K–12 schools according to Furco and Root.
There are several documented models of service-learning, such as the Comprehensive Action Plan for Service Learning. There are variants that focus on particular elements or purposes, such as "critical service learning" which emphasizes political and social power relations in marginalized communities. Recent attention has been paid to online service-learning or eService-Learning.
Service-learning has been used in multiple academic and community contexts. For example, it has been used in and by native American and other potentially marginalized communities. And it has been used within academic specialisms, such as history, sociology, language-learning, and engineering.
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