1. Running head: Service-Learning 1
Course Project: Service-Learning
Ron McGary
June 23, 2016
LL556D: Systems and Services in Higher Education
Professor Norb Farnaus

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Introduction
Service-learning is a new phenomenon that many colleges, communities, and organizations
are becoming deeply involved with. With this being so new there are many definitions and
perceptions about service-learning. With multiple perspectives on this community-building
program there is one outcome; students gain insightful experience into the workforce in building
their communities. Often this is also referred to as experiential learning. By coupling classroom
instruction to the real world experiences the students gain a much better viewing point than ever
before. This provides a pathway to success for the students in the community. Service-learning
has helped and will continue to help students find the work that they like to build a future for
themselves. This new concept of experiential learning will continue to develop and
recommendations will be made. Community-building programs will serve in a more direct role
to help students relate to the broader educational objectives of their college or university (Schuh,
Jones, & Harper, 2011). What better way to evaluate student’s performance than put them into a
workplace environment. This would serve as an advisement and consultation phase of the
student. The advisement phase would help to identify under-preparedness of students, define
identity development issues, observing shifts in attitudes, document shifts in family dynamics,
and, treating emotional damage (Lewis University, 2016). The advisor would know certain
criteria for the students if they knew what to look for and knew how to measure this criteria.
Service-learning also provides a way of separating the traditional learning in comparison to the
actual in classroom training. Service-learning is an ideal instructional pedagogy for the
candidates who want to become engaged learners, reflective practitioners, and overall successful
in life (Thomas, K. M., & Landau, H., 2002). According to the CAS Professional Standards for
Higher Education, service-learning is about experiential education and learning. Students engage

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in activities that address human and community needs together with structured opportunities
intentionally designed to promote student learning and development (Mitstifer, D. I., pg.414,
2012). The hyphen between service and learning is not a grammar requirement, but rather a
symbolic representation of the relationship between service and learning (Mitstifer, D. I. 2012).
Service-Learning
The definition of service-learning has been adopted by a number of people and organizations.
Service-learning is defined as: a form of experiential education in which students engage in
activities that address human and community needs together with structured opportunities
intentionally designed to promote student learning and development. Reflection and reciprocity
are key concepts of service-learning (Cooper, 2013). Service-learning programs are distinguished
from other approaches to experiential education by their intention to equally benefit the provider
and the recipient of the service as well as to ensure equal focus on both the service being
provided and the learning that is occurring. Service-learning must have “academic context” and
that the “service enhances the learning and the learning enhances the service (Cooper, 2013).”
The most common examples of service-learning is led by faculty and community sponsors in
which the service provided enhancements to student learning and the student learning in the
class, which does elevate the services provided by the institution (Thomas, K. M., & Landau, H.,
2002). From many publishers the academic context, the provision of service, and the reciprocal
learning are all common denominators in their writings. In contrast there are differences between
the thought process of internships and service-learning. Some authors declare internships as a
separate service-learning while others claim that service-learning is a very unique balance
between the two. Regardless of the mixture of attitudes between the end result is the same, the
student will gain the development they need to progress into a unique leader. Community service

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and service-learning is a rapidly growing area of interest in many college campuses,
organizations, and community service areas. By getting the youth involved with their own
community will aid in the development of that community. This organizational development is
very unique with service-learning, because it provides a conduit for service-learning
professionals and the organizational development professionals to discuss the multiple
opportunities for the students. The potential knowledge that can be gained for everyone would be
phenomenal.
During the last two and a half decades, community engagement has emerged as an important
priority among many colleges and universities in the United States. At the end of the 20th
century, a public perception prevailed that higher education had drifted in character and mission
and had failed to deliver on its promises in addressing critical societal problems. Throughout the
1980s, students were increasingly regarded as “customers,” and the private economic benefits of
higher education defined the primary value of going to college. There were no mention of the
societal issues and how to address them in a distinctive method. In an attempt to reverse these
trends, networks of higher education practitioners and scholars have launched numerous
initiatives to reclaim the civic missions of colleges and universities. As the field has developed,
educational leaders, practitioners, and scholars have framed the civic responsibilities of colleges
in very distinctive ways (Weerts, D. J., 2014). Civic responsibility is for everyone not just the
employees of our schools and colleges. Involvement creates positive effects including
empowerment.
Service-learning has many positive effects on the community and the organizations who want
to pursue such individuals. Higher education leaders and scholars have primarily focused their
attention on partnership development and co-creating knowledge with communities. From this

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perspective, “community engagement” emphasizes a shift away from an expert model of
delivering university knowledge to the public toward a more collaborative model in which
community partners play a significant role in creating and sharing knowledge to the mutual
benefit of institutions and society. Community engagement is defined as a “mutually beneficial
exchange of knowledge and resources in a context of partnership and reciprocity”. Chamber of
Commerce have outlined many contributions of community engagement to improved student
learning, innovative teaching practices, and scholarship that benefits society (Weerts, D. J.,
2014). The networking organizations that have deep ties into the community will not only
strengthen the relationships between other communities, but also with profit and non-profit
organizations that will act and perform as external stakeholders. They will donate additional
funding if need be and actually reinvest in their own community.
Service-learning is a valued and unique partnership with faculty, students, and the community
sponsors. This partnership should have a statement-of-work or some other form of contract to
guide and direct the collaborative effort and to continually have a mutual beneficial and
empowering experience (Thomas, K. M., & Landau, H., 2002). The relationships have a
knowledge value that is in no way a comparison to in-class room training. Student learning is a
shared responsibility rather than looking at it from the old viewing point from the 1980’s. Instead
of looking at the student’s as a customer or by some other form of economic benefit, they can be
viewed as whole student that fulfill community needs (Schuh, Jones, & Harper, 2011). The
commitment to service recognizes an obligation to bring the knowledge, expertise and resources
of the Colleges to bear upon the educational, social, and economic problems of our state and
nation. Service-learning is “the giving of time, knowledge, and skills for the benefit of others.”
Overall, engagement with external stakeholders has historically been framed more through

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service-learning and volunteerism rather than by creating robust partnerships with community
partners to address regional problems (Weerts, D. J., 2014). Either way how service-learning is
looked upon it still has one major outcome, economic empowerment for the students which will
gradually be transferred to the community for which they reside. Partnership building among the
higher than expected institutions provided the most tangible and symbolic evidence of
commitment to their states and communities, and in most cases these are the associate colleges.
Associate degrees are the highest degrees conferred. “They constitute 41.6 percent of all
accredited higher education institutions and served 38.1 percent of all students enrolled in
accredited degree granting higher education institutions in 2004 (Schuh, Jones, & Harper, pg. 27,
2011).” The mission of the two-year colleges are not just getting the students practical hands-on
experience, but they defer themselves to service-learning as well. Many two-year institutions
perceive themselves as being in service to local community learning needs. These institutions
provide a path for community members to be involved with leisure activities, prepare for
specialized employment and other vocational areas of interest. Community colleges are more
accessible and have a tendency to have deep relationships with community building (Schuh,
Jones, & Harper, pg. 28, 2011). Depending on the population of the area most community
colleges have less students per class, so independent learning is very popular.
Associate colleges have internships and apprenticeship programs. Service-learning can be
confused with apprenticeship programs. But in this case it is not directly related. However, with
this new practice of service-learning and many professionals and organizations are taking notice
of it, there are those that think and have proven that internships are a way of service-learning.
For example, Linda Cooper of Queens College, New York has done extensive research on the
subject matter. Cooper has completed a case study that examines an internship as service-

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learning and participating students’ perceptions of their learning in two learning environments.
The internship experience in this situation is first examined to ascertain that it qualifies as
service-learning. This case study does have the same contents as described in the CAS standards,
which are the reflection and reciprocity (Cooper, 2013). These are the fundamental concepts of
service-learning. As with other definitions and meanings, experiential education and experiential
learning are used interchangeably. “Service-learning is based on the pedagogical principle that
learning and development do not necessarily occur as a result of experience itself (Mitstifer, D.
I., pg. 414, 2012).”
Students’ reflections are examined for evidence linking their perceptions regarding their
learning to multiple theories of learning. Findings indicate that the particular internship
examined qualifies as service-learning; participating students feel they learn more in a hands-on
service-learning situation than in a traditional classroom learning situation; participating students
feel that classroom learning is an important pre- and/or co- requisite to service-learning; multiple
theories of learning are supported via a service-learning experience thus offering more paths to
learning to a broader, more diverse scope of learners; and a service-learning experience may
open the way to a transformative learning experience while, at the same time, supporting the
community and the learning in service profession (Cooper 2013). For many students, an
internship may be the first learning experience out of a traditional classroom or online setting.
“Service-learning programs are distinguished from other approaches to experiential education by
their intention to equally benefit the provider and the recipient of the service as well as to ensure
equal focus on both the service being provided and the learning that is occurring. The
determination of whether or not an internship course can be considered service-learning depends
on the conceptualization of the particular internship course. Students participating in this study

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found their own internship placements, placements within the community that were meaningful
and important to them. The service aspect of this method of internship is embedded in the
manner in which the course is constructed and accomplished. Students and mentors from the
participating community organizations are required to collaborate to articulate an action plan that
outlines the learning experience and is designed to meet the needs of both the student and the
community organization. The final iteration of the action plan is written by the mentor with
whom the student works. The service activities supporting the venue are tied to unique learning
expectations for each individual student and the needs of both student and community are
balanced. Because the activities addressed in this internship course have been agreed on by the
student and the mentor as supportive of their needs, both the student and the community
organization benefit as a result of service-learning, thus meeting reciprocity, a major requirement
in service-learning. This satisfies the requirements that “the program intentionally benefits both
the student who provides the service and the organization for whom the service is provided and
that “service enhances the learning and the learning enhances the service”. Action plans
comprise real life activities that involved problem solving, creative thinking, and decision
making (Cooper, 2013). Requirements must be met in order to be considered a service-learning
opportunity.
Service-learning is an experiential learning process for students who want to do more. What
about the students that are involved? They get recognition by organizations like “Campus
Compact.” Campus Compact is a national coalition of nearly 1,100 colleges and universities
committed to the public purposes of higher education. Campus Compact is a network comprising
a national office and 34 state and regional Campus Compacts. As the only national higher
education association dedicated solely to campus-based civic engagement, Campus Compact

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enables campuses to develop students’ citizenship skills and forge effective community
partnerships. Our resources support faculty and staff as they pursue community-based teaching
and scholarship in the service of positive change ("Who We Are - Campus Compact", 2016).
Significant research has been central to the development of best practices in global service-
learning. Campus Compact has brought this phenomenon to the level of being global ("Global
Service-learning: Addressing the Big Challenges", 2015). Global learning and service leaning are
two potential components of integrative liberal learning that prepare students to address twenty-
first-century global challenges. Both types of learning experiences have been recognized as
“high-impact educational practices” that benefit all students, particularly those from historically
underserved groups, by increasing student engagement and persistence. Global learning and
service-learning both demonstrate the ability to empower students and prepare them for their
future professions and life in our global community, at home and abroad. Most institutions
recognize the power of these practices by mentioning global engagement, service-learning, or
both in their mission statements as experiences that students should have, although opportunities
for all students to participate in these high-impact practices are not yet available ("Global
Service-learning: Addressing the Big Challenges", 2015). Global service-learning is an important
aspect that encourages and empowers students from around the world to connect and stay
focused on their contribution. Other tangible payoffs for the student are in the form of funding.
The State Youth Voice Council, awarded grants totaling $29,000 to 16 Georgia schools for the
implementation of service-learning projects. The Youth Council is a part of the Youth Voice
initiative, launched in 1998 to empower middle and high school youths to lead their schools in
Service-Learning. The program is an initiative of Georgia Learn and Serve within the Georgia
Department of Education in collaboration with 21st Century Leaders.

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In addition to awarding the service- learning grants, the council recommended nine schools to
receive $200 service grants from a $5,000 AtlantaKidsCare grant provided by TBS Superstation.
The AtlantaKidsCare grants have not yet been awarded by TBS Superstation (State youth
council awards service-learning grants to Georgia students’. 2000, Dec 23).
Conclusion
Service-learning is an experiential learning process in which students gain very insightful
knowledge and engage in activities that address human needs and community needs (Mitstifer,
D. I. 2012). Service-learning must meet the minimum requirements of the service activities
supporting the venue are tied to unique learning expectations for each individual student and the
needs of both student and community, both the student and the community organization benefit
as a result of service-learning, thus meeting reciprocity element, and action plans will comprise
of real life activities that involved problem solving, creative thinking, and decision making
(Cooper, 2013). There are tangible payoffs for the students such as grants and other funding to
build the community together.
Service-learning is a win-win situation for everyone. There are numerous thoughts and
processes for service-learning, but the single outcome is till the same; youth learn and they get
engaged. There is no better way to bring up the next generation of leaders than through service-
learning.

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References
Cooper, L. Z. (2013). Student reflections on an LIS internship from a service-learning
perspective supporting multiple learning theories. Journal of Education for Library
and Information Science, 54(4), 286-298. Retrieved from
http://ezproxy.lewisu.edu/login?url=http://search.proquest.com/docview/1443456036
?accountid=12073
Global Service-learning: Addressing the Big Challenges. (2015). Association of American
Colleges & Universities. Retrieved 27 June 2016, from
https://www.aacu.org/diversitydemocracy/2015/summer/whitehead
Home - Campus Compact. (2016). Campus Compact. Retrieved 12 June 2016, from
http://compact.org/
Lewisuniversity.blackboard.com. Retrieved 26 June 2016, from
https://lewisuniversity.blackboard.com/webapps/blackboard/content/listContent.jsp?c
ourse_id=_140104_1&content_id=_2438603_1&mode=reset
Mitstifer, D. I. (2012). CAS Professional Standards for Higher Education (8th ed.). Washington
DC: Coun for the Advancement.
State youth council awards service-learning grants to Georgia students. (2000, Dec 23). Atlanta
Inquirer Retrieved from
http://ezproxy.lewisu.edu/login?url=http://search.proquest.com/docview/368094736?
accountid=12073
Schuh, E., Jones, E., & Harper, E. (2011). Student Services: A Handbook for the Profession, 5th
Edition. John Wiley & Sons.
Thomas, K. M., & Landau, H. (2002). Organizational development students as engaged learners
and reflective practitioners: The role of service-learning in teaching OD. Organization
Development Journal, 20(3), 88-99. Retrieved from
http://ezproxy.lewisu.edu/login?url=http://search.proquest.com/docview/197988316?a
ccountid=12073
Weerts, D. J. (2014). State funding and the engaged university: Understanding community
engagement and state appropriations for higher education. Review of Higher
Education, 38(1), 133-169. Retrieved from
http://ezproxy.lewisu.edu/login?url=http://search.proquest.com/docview/1561500946?
accountid=12073