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About this Book

Our Guiding Models

This book is based on two foundational models that help guide the topics and the content within the book. These models are Academically Based Service Learning and the Social Change Model of Leadership (Higher Education Research Institute, 1996). These distinct but overlapping models are a perfect fit for this text and for you! We'll describe each of them briefly below and then put them in the context of the book so you will know 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.

Reciprocity: A Core Principle

Students and community members/leaders develop reciprocal relationships through the service-learning experience. Reciprocity can be best described as mutual respect between student and community, where power is equally shared. This differs from "vo" unteering" i" in that the student and community agency work together to identify and address issues that are mutually important to them. The student and community members are mutual teachers and learners. If service-learning is 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.

What are High-Impact Practices (HIPs)?

Service-learning and journaling are both considered high-impact practices (HIPs). These practices have been identified based on evidence of significant educational benefits to students who participate in them.

This book addresses many of the practices, thus creating a "high-impact", high-quality experiential learning experience for you. You can learn more at the AAC&U Website.

Your Service Project: The Course Laboratory

Consider the service component of this class as a sort of "laboratory" practice and observe the topics you are studying. Engage in the service project as an integral part of the class and learning, rather than seeing it as something separate. If you do this, we are confident that you will not only do well in the course, but you will achieve what our Vice President's employer in the opening scenario defines as someone who goes beyond knowledge and content and deserves a second look!

The Supporting Evidence & a New Model

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 GPA, and graduate at a significantly higher rate.
Have greater knowledge, awareness, understanding, and appreciation of societal issues.
Report higher levels of academic and psychosocial well-being.
Experience positively impacts their awareness of careers and heightens their career knowledge and team skills.

The S.E.R.V.E. Model for Service-Learning

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]