Service-Learning Australia

• What is service-learning?
• What is the difference between service-learning, community service and volunteering?
• What are the goals of service-learning?
• What is the “community” that is served?
• Who are “community partners”?
• What responsibilities do community partners undertake when accepting service-learning students?
• Does Service-Learning change or modify the subject outcomes?
• Do students receive academic credit for service?
• Is service-learning a “soft option”, watering down academic standards?
• How do I fit service-learning into the “crowded curriculum”?
• Does Service-Learning take too much class time?
• Is service-learning applicable in all subjects or is it “ subject specific”?
• What is "reflection?"
• Is student “reflection” required?
• Should all staff members use service-learning?
• How can I get individual assistance with service-learning questions?

What is service-learning?

Service-learning is academic learning, linked to student-directed community service, enriched by intellectual enquiry and reflection.
Good quality service-learning:

• is meaningful to those giving and receiving the service
• is developed through mutually beneficial partnerships
• is of sufficient duration and intensity to achieve both the service and the learning outcomes
• encourages understanding and respect for diversity and
• includes ongoing monitoring

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What is the difference between service-learning, community service and volunteering?

In community service and volunteering, action is taken to meet the needs of others and to build the community as a whole; little, if any student direction is encouraged. In service-learning, students achieve both service outcomes and academic outcomes, while reflecting on the experience. Student direction is encouraged, which really engages students in both the service and the learning aspects of the program.

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What are the goals of service-learning?

There is evidence for the positive impact of service-learning in five main areas:

• Personal/social development
• Academic learning
• Civic responsibility
• Career exploration and aspirations
• School and communities

The important first thing to do when planning service-learning is to clearly identify the goals you want your students to achieve - ask yourself “what do we want to achieve for our students?” This will be different for different schools. Think carefully about your students, then decide on the important learning goals for them (academic and other learning goals). This will inform your approach to service-learning - the elements that you pay particular attention to, the reflective exercises you design and the discussions you have.

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What is the “community” that is served?

“Community” can be whatever you and your students define as the community you wish to serve – the class community, school community, local community national or international communities. Often when starting service-learning, teachers and students find it easiest to start with the school community, or with students within a feeder or partner school. They might choose an environmental project within their school community, for example to:

• reduce the amount of litter or vandalism in the school,
• develop a garden,
• reduce level of pollution in a nearby creek,
• develop a water conservation program within the school

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Who are “community partners”?

Community partners are any groups or individuals that can help you with service-learning. For an environmental program, they might include the local council, members of the Aboriginal Land Council, Land Care, Waterwatch, the Environmental Protection Authority, a TAFE or University, local businesses (hardware stores, a nursery etc.), the local newspaper. It is very important to:

• involve your community partners as early as possible – in the planning stages
• fully inform them of the learning goals and the service goals
• let them know of the importance of student direction – the project cannot be fully planned and is very likely to take unexpected directions which will add to student outcomes
• let them know of the importance of reflection and intellectual enquiry throughout

Information for community partners can be found in the ???? section (link)

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What responsibilities do community partners undertake when accepting service-learning students?

The first responsibility of community partners is to provide a service opportunity that complements student learning. The second responsibility is to provide adequate and consistent on-site assistance to students and provide feedback to teachers.

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Does Service-Learning change or modify the subject outcomes?

No. Service-Learning is a pedagogy—a method of achieving existing academic outcomes. Collaborative learning, videos, the internet, etc. are all methods used to achieve academic outcomes; service-learning is another method.

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Do students receive academic credit for service?

No. Students are given credit for the learning, not the service. This learning can be assessed in many ways, but it is typically done through final assessments, an evaluation of reflective journals, class presentations etc, which integrate their experiences with the course curriculum.

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Is service-learning a “soft option”, watering down academic standards?

Definitely not. Service does not take the place of learning. If service-learning is designed and implemented properly, it will be more rigorous than traditionally-structured courses because students not only need to master academic content, but must take the information they learn in the classroom and apply it to service experiences outside the classroom. Remember: Using service-learning pedagogy does not change the content that you teach, it only changes how you teach it.

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How do I fit service-learning into the “crowded curriculum”?

Service-learning is not an add-on to the curriculum; it is a way of replacing some traditional teaching techniques with more dynamic learning activities that really engage students (see table below). A simple example: students learn how to write a formal letter by writing to lonely residents of an aged care centre, or to members of the local council, advocating for a change of policy. Many teachers note that there is additional planning time required, but find that the higher levels of student engagement more than make up for any extra time spent in planning.

Adapted from Gelmon, Sherril B., et al. Assessing Service-Learning and Civic Engagement: Principles and Techniques. (2001) Provicence, RI: Campus Compact, p. 2)

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Does Service-Learning take too much class time?

You are still in charge of what class time is used for. Students can reflect on the experience outside class through journals, logs, and more formal papers. Research, however, indicates that devoting time in class to discussing experiences that emerge from the service experience will increase student learning and satisfaction with the subject. If the students’ experiences become text for the class, they will integrate what they are learning as they discuss, make connections to course materials, and listen to the experience of others (Hatcher, 1998).

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Is service-learning applicable in all subjects or is it “ subject specific”?

Service-Learning has been applied to ALL subjects. While service-learning has a more “natural” fit with some subjects, it has been applied across the curriculum. Think carefully about the subject outcomes and the ways in which these might be met and/or enhanced through service-learning. Look at some of the examples on this web site and other service-learning sites, to see what suggestions they offer.

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What is "reflection?"?

Reflection and intellectual enquiry are critical thinking. Thoughtful discussions and well designed reflection activities provide students with a way of studying and interpreting the relationship between academic learning and service. In addition, reflection can encourage students to appreciate their future roles as socially responsible, engaged citizens. Consider a range of structured reflection activities, including classroom discussions in which students explore complex concepts, as well as journal writing, blogging, art work, etc.

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Is student “reflection” required?

Yes. This is a central aspect that distinguishes service-learning from other forms of experiential education. It is “reflection” that enables students to integrate their experiences with the subject matter they learn in the classroom. Reflection is characteristically conducted through classroom discussions that examine complex concepts, journal writing, presentations, art works etc.

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Should all staff members use service-learning?

We find this a difficult question to answer. Ideally, only staff members who have an interest in this pedagogy and, as a result of this interest, have explored it, investigated it, and thoughtfully designed it to apply to their subject/s should use service-learning. This is more likely to result in good quality service-learning, with great benefits for students, the community and for teachers.

However all schools engage with their community – through Clean Up Australia day, Anzac Day etc. We encourage teachers to start with such activities and enrich them with the elements of service-learning – student direction, reflection and connecting to the curriculum. In this way, teachers can move existing activities towards good quality service-learning, with all the associated benefits.

We have a template to assist you in enriching the programs that already exist in your school (link to template)

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How can I get individual assistance with service-learning questions?

You could join the Service-Learning Australia email list and ask more experienced service-learning teachers for assistance, or you could email Margaret Richmond on: margaret.richmond@service-learning.org.au

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