User:SLMags/Service-Learning Programs 2

Service-Learning
There are many similar yet different definitions of service-learning. Weigert (1998) states that in service-learning "three of the elements focus more on the community side of the equation; the other three focus more on the campus side. On the community side: the student provides some meaningful service, that meets a need or goal, that is defined by a community (or some of its members). On the campus side: the service provided by the student flows from and into course objectives, is integrated into the course by means of assignments that require some form of reflection on the service in light of course objectives, and the assignment is assessed and evaluated accordingly." Weigert, K. M. (1998). Academic service learning: Its meaning and relevance. New directions for teaching and learning, 1998(73), 3-10.

Many universities, community colleges and K-12 schools offer a program that focuses on service-learning. Some schools have a well-embedded program that offers credit while others may utilize it as a classification on a transcript or as a certificate. There are many educational organizations that offer service-learning. Below is a list of examples (not all inclusive) of different service-learning programs offered throughout the United States. The schools listed have a dedicated web page to their service-learning program.

University Programs
Listed in alphabetical order:

Boise State University
Boise State University's service-learning page states "We consult with faculty, students, and community organizations to connect classroom learning with hands-on community engagement. Service-learning enhances student learning, addresses critical community issues, and builds students’ capacities to be change makers in their local, national and global communities."

Duke University
Duke University's service-learning page states "Our primary goal is to provide support and assistance to faculty members seeking to integrate service-learning and community-engaged pedagogies into their courses. We provide consultation, training, research opportunities, funding, resources, and advocacy for the work of university faculty, staff, and students as they work with communities to integrate community engagement into academic learning. Our team offers administrative support for programming, as well as faculty consultants and service-learning assistants to directly support faculty."

Elon University
The Kernodle Center for Civic Life states "The Kernodle Center inspires, educates, and prepares students and campus to partner with diverse communities to address local and global challenges, and gain a deeper understanding of their responsibility to actively contribute to civic life. The center serves as the convener of community-based engaged and experiential student learning opportunities in collaboration with faculty, staff, and community partners to address the common good."

Georgetown University
Georgetown University's website says "The Center for Social Justice (CSJ) is responsible for designating courses as “community-based learning” courses. Crucially, a community-based learning (CBL) course involves work with disadvantaged and underserved individuals and groups. Such work has traditionally been called “service-learning.” The language of CBL attempts to capture Georgetown’s central commitment to working with community representatives in designing CBL courses, courses that value the contributions of both campus and community to the learning experience of the students.

The community-based learning model at Georgetown entails that each enrolled student complete at least 20 to 40 hours of structured community-based work, along with designated course assignments requiring active integration by students of their community-based work and central course themes and materials through course assignments, such as papers, reports, oral presentations, or exams. Through this model, individual students might be working with different CBOs; small groups of students might be working with a few CBOs; or all students in the class might be working together on one large project for one partner CBO. Courses under this model are offered at both 3 and 4 credits".

Michigan State University
The Center of Service-Learning and Civic Engagement writes "The mission of the Center for Service-Learning and Civic Engagement at Michigan State University is to provide active, service-focused, community-based, mutually beneficial, integrated, learning opportunities for students, building and enhancing their commitment to academics, personal and professional development, and civic responsibility".

Northeastern University
Northeastern University's website says "Service-learning in CSSH has come in the form of teaching urban youth how to cook healthy and affordable meals, building a website to document humanitarian projects in post-earthquake Haiti, and allocating real-dollar grants to local nonprofits that address social and economic challenges. Many of the Dialogue of Civilizations faculty-led summer programs also integrate service-learning into their curricula.

CSSH students also have valuable opportunities to broaden their knowledge, skills, and social awareness by volunteering in the community outside of their academic curriculum. The Northeastern Center of Community Service serves as a clearinghouse for service opportunities through its own programs and events, and partnerships with more than 225 community-based agencies and programs".

Portland State University
The Student Community Engagement Center writes on their website "The Student Community Engagement Center (SCEC) is committed to creating engagement opportunities based on the idea that every member of our community has the power to be an agent of social change. According to Tania D. Mitchell, Assistant Professor of Higher Education at the University of Minnesota, Critical Service Learning can be differentiated from traditional service learning by developing an explicit focus on social justice issues and centering community needs (2008). See Figure 1 for a visual representation of Dr. Mitchell’s model for Critical Service Learning.

Program of Study: Most students complete the graduate certificate in 4 academic quarter terms (1 calendar year); although it is possible to complete within 3 terms. Students have a maximum time frame for completion of 6 years. Courses are available every term; students may begin or finish any academic quarter and/or take individual courses as electives".

Purdue University
Purdue University's website states that "At Purdue University, service-learning is an educational experience in which students: a) participate in an organized service activity that meets community-identified needs; b) use knowledge and skills directly related to a course, discipline and/or specific learning outcomes; and c) reflect on the service activity in such a way as to gain further understanding of course content and/or learning outcomes and an enhanced sense of personal values and civic responsibility. Service-learning can be academic or co-curricular in nature and should not be confused with volunteerism, community service, philanthropy, or advocacy".

Tolane University
Tolane University's website writes "Academic Service Learning is an educational experience based upon a collaborative partnership between the university and the community. “Learning by doing” enables students to apply academic knowledge and critical thinking skills to meet genuine community needs. Through reflection and assessment, students gain deeper understanding of course content and the importance of civic engagement. Placed at numerous sites throughout the city for a variety of courses, students spend 20 or 40 hours (depending on the class) completing their service throughout the semester".

University of North Carolina – Chapel Hill
The APPLES site says "APPLES Service-Learning is a student-led program at the University of North Carolina at Chapel Hill that transforms educational experiences by connecting academic learning and public service. Since 1990, APPLES has strengthened civic engagement by bringing together students, faculty and communities in sustained and mutually beneficial partnerships".

University of Notre Dame
The University of Notre Dame's website writes "The McGrath Institute for Church Life offers training, scholarship, and practical experience for undergraduate and graduate students considering or committed to lay ministry". Students at the University of Notre Dame have the opportunity to be in several different service learning activities which include learning about Catholic theology, ministry, spirituality, and formation.

Vanderbilt University
Vanderbilt University shares a lot of information regarding community engagement which can be another term for service-learning. "Community engagement pedagogies, often called “service learning,” are ones that combine learning goals and community service in ways that can enhance both student growth and the common good.  In the words of the National Service Learning Clearinghouse, it is “a teaching and learning strategy that integrates meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility, and strengthen communities.”  Or, to quote Vanderbilt University’s Janet S. Eyler (winner of the 2003 Thomas Ehrlich Faculty Award for Service Learning) and Dwight E. Giles, Jr., it is

''“a form of experiential education where learning occurs through a cycle of action and reflection as students. . . seek to achieve real objectives for the community and deeper understanding and skills for themselves. In the process, students link personal and social development with academic and cognitive development. . . experience enhances understanding; understanding leads to more effective action.”''

Typically, community engagement is incorporated into a course or series of courses by way of a project that has both learning and community action goals. This project is designed via collaboration between faculty and community partners, such as non-governmental organizations or government agencies. The project asks students to apply course content to community-based activities. This gives students experiential opportunities to learn in real world contexts and develop skills of community engagement, while affording community partners opportunities to address significant needs. Vanderbilt University’s Sharon Shields has argued that service learning is “one of the most significant teaching methodologies gaining momentum on many campuses.” Indeed, when done well, teaching through community engagement benefits students, faculty, communities, and institutions of higher education. Below are some of the benefits that education researchers and practitioners have associated with community engaged teaching".