Service-Learning

Service-learning is a form of experiential education in which students engage in activities that address human and community needs together with structured opportunities designed to promote student learning and development. Reflection and reciprocity are key concepts of service-learning. (Jacoby, Service-Learning in Higher Education, 1996).

The Benefits of Service-Learning

Towson University has identified service-learning as a means to help students become engaged and active community members. Service-learning is effective in both instilling civic responsibility in students and helping them comprehend and synthesize course material. Service-learning is supported by the Office of Civic Engagement and Social Responsibility. Staff support faculty and students in designing, implementing and evaluating service-learning projects. In addition, the Office of Partnerships and Outreach assists in identifying, supporting and evaluating partnerships for service-learning courses. 

Service-Learning Course Criteria

Meaningful Connection to Discipline

The service-learning experience is explicitly related to course the content and discipline. Students are exposed to an array of diverse perspectives that exist beyond the confines of the university. A service-learning course should include a minimum of 15 hours of service with the community partner (CP). 

Preparation

Faculty will prepare students for the service-learning experience. This preparation may include research on the mission of the community partner and/or the population to be served.  Preparation will include a thorough explanation, also included in the syllabus, of service-learning expectations and requirements. In-class preparation will include discussion of the value of the service-learning experience. 

Partnership and Reciprocity

The service project is mutually beneficial to the university and community partner as it meets an existing need for the CP and enhances student learning. The faculty member and CP agree upon project details and timelines prior to the start of the course. There should be a written agreement (e.g. memo of understanding) between the university and CP with course and project specific information, including project goals and any deliverables expected of students. The faculty member and CP should be in continuous contact throughout the semester to ensure that the needs of both parties are being met.

Reflection

Meaningful and structured student reflection occurs throughout the service-learning experience. Through reflection students demonstrate an understanding of the connection between course content and the service-learning experience.  Reflections may include journaling, discussions, presentations, periodic logs, and/or other forms as stipulated by the faculty member.  

Assessment and Evaluation

Evaluation of the service project is included in the project plan and is completed by the CP, faculty member and students in order to determine the project’s effectiveness in meeting stated goals. Community partners also assess student performance based on measures agreed upon with the faculty member. This assessment should be reflected in the grading matrix. Some form of evaluation should occur halfway through the project to allow time for improvements if necessary. Evaluations should be reviewed to make future improvements in the service-learning experience. 

Service-Learning Class Note

The Office of Civic Engagement and Social Responsibility uses Class Note #0024 for service-learning courses. This Note must be used by faculty members and schedulers to designate individual sections as "service-learning" in the class schedule. Schedulers should identify service-learning classes with Note #0024 from the listing in CLSS. 

The use of this Class Note will enable students to search for service-learning classes, inform students of course service requirements when searching and registering for classes, and allow the university to track the number of service-learning sections offered each semester. If you are not sure if your class should be designated as a service-learning class, contact the Office of Civic Engagement or Social Responsibility  at 410-704-2082 or .

Reflections from TU Students Engaged in Service-Learning

  • “I found the service-learning class of such value because it provided the foundational information about autism and also offered the “real life” experiences of individuals with autism. The combination allowed for me to expand and offer my knowledge, which is something I will carry with me as I move into my career.” - Inclusive Experiences for People with Autism: Opportunities for Participation in Natural Environments

  • “What I have experienced and learned cannot be replicated in a traditional classroom. I’ve learned more in this class—about the criminal justice system, myself and others—than I’ve learned elsewhere. I’d take this class 10 [times] over.” - Criminal Justice outside the Classroom

  • “I have grown personally from being involved with service-learning by realizing the impact my actions can have on not only other individuals, but also communities." - Art and the Child

How is Service-Learning Different from Other Forms of Experiential Education?

Experiential education offers students the opportunity to practice what they learn from traditional classroom teaching outside in the real word. Community service, internships and service-learning are all forms of experiential education. Service-learning is unique in that it places equal emphasis on enhancing student learning and meeting community needs. Students engaged in service-learning connect academic course content with real-world experience through ongoing reflection.