Service-Learning Models

Service-Learning Models

A Sampling of Service-Learning Integration Models [1]

Model:

Description:

Example:

Full Integration[2]

(Required Course Component)

Full integration requires
students to engage in some form of community service (one-time or ongoing,
individually or with a group) and complete one or more reflective essays or
other activities related to the service experience. The majority of the
activities foster students’ understanding of the connection between the
course and the community. The service component addresses a need of a
community partner(s).
Assignments (minimum number of hours of required service, journal entries, reflection papers, presentations, projects) are consistent for all students.

Partial Integration

(Optional Course Component)

Partial integration substitutes a service-learning experience and accompanying reflection for a course requirement such as an alternative to a quiz, particular readings or a research assignment. Students self-select to participate. Generally, the objective is not substantial community outcomes rather student learning about an issue, reflecting on the experience and linking the experience with academic content. Instructors need to design service-learning assignments and traditional assignments to be equally demanding. In a conventional course consisting of two exams and a final paper, an optional service-learning component with corresponding reflection piece replaces the final paper. The service-learning component may consist of 10 hours of community service and a 5-page paper on topic X integrating learning from academics and service.

 

A Sampling of Service-Learning Models [3]

Model:

Description:

Example:

Civic-Based The learning objective for the Civic-Based Service-Learning Model is to promote civic engagement. Residence Halls that are participants of the Fresh Start Program.
Problem-Based The learning objective for the Problem-Based Service-Learning Model is to solve real, community-based problems. Students in the College of Engineering engage in designing rehabilitation engineering equipment for clients with a mental and/or physical disability.
Consulting-Based The learning objective for the Consulting-Based Service-Learning is to apply technical expertise to community needs. Students in the College of Business create marketing plans for nonprofits.
Community-Based Action Research The learning objective for the Community-Based Action Research Service-Learning experience is when a content-based or research methodology course focuses around research performed by the students in conjunction with the faculty member and community members. Community members and students contribute equally to setting the research agenda and determining how the results will be used. Students in an American History course collect and record oral histories from older members of the community. Together the students and community members establish an exhibit on the topic for children at a local museum.


[1] Santa Monica College

[2] University of Maryland

[3] Service-Learning Center at Virginia Tech