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ABOUT THIS BOOK

The Foundational Models Guiding Your Learning

This book is based on two foundational models that help guide both the topics and the content within the book: Academically Based Service Learning and the Social Change Model of Leadership. These distinct but overlapping models are a perfect fit for this text and for you! Let's explore what to expect and how to get the most out of this text and the class.

Academically Based Service-Learning

Service-learning is a philosophy, a pedagogy, and a programming component under the umbrella of civic engagement. As a pedagogy, service-learning is a teaching tool instructors use to engage their students in serving underserved communities and/or marginalized populations.

A unique underpinning of service-learning is the level at which communities participate to identify service experiences and to provide clarifying questions for community-based research. Higher education, at times, has not been a good partner with community agencies. In the past, faculty and students decided what was essential and did not necessarily engage communities in dialogue, leading to meaningful collaborations and partnerships. The tenets of academically based service-learning include aligning course learning objects to community-identified needs determined by community leaders and members, thus creating a more productive and holistic experience for the student and the agency.

A Note on Reciprocity

Students and community members develop reciprocal relationships, best described as mutual respect, where power is equally shared. This differs from "volunteering" because the student and community work together to identify and address mutually essential issues. The student and community members are mutual teachers and learners. If completed this way, both parties feel they received more than they gave.

Throughout the service experience, students are asked to journal their actions, insights, and course learning objectives through critical reflection. This is a crucial part of the process. Service learning, as well as journaling, are both considered High Impact Practices.

High-Impact Practices (HIPs)

HIPs are practices identified by the AAC&U based on evidence of significant educational benefits to students. This book addresses many practices, creating a high-quality experiential learning experience.

Consider the service component of this class as a “laboratory” to practice and observe the topics you are studying. Engage in the service project as an integral part of the class, not as something separate.

Evidence & Models

Research Supports Service-Learning

Participating in service-learning offers many benefits to students related to a broad range of social and cognitive outcomes. Research demonstrates that students who participate in service-learning:

Earn more credit hours, have a higher average GPA, and graduate at a significantly higher rate.
Have greater knowledge, awareness, and appreciation of societal issues.
Report higher levels of academic and psychosocial well-being.
Experience a positive impact on career awareness, knowledge, and team skills.

The S.E.R.V.E. Model

The S.E.R.V.E. Model was created by the University of Nebraska–Lincoln Volunteer Services Staff in 1996 as a way to frame service experiences for our students. It continues to be an essential part of the service-learning process and can help students better understand and navigate their service-learning experiences (see Figure 1).

[Figure 1: The S.E.R.V.E. Model for Service-Learning would be displayed here]